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https://oercommons.org/courseware/lesson/123006/overview
|
Worms Poster
Overview
Information for Educators
- Children who are infected with worms affect their nutrition and overall health.
- The prevention of worms is important. Without prevention and improved hygiene, children get worms again and again
- It’s important to understand that animals and especially pigs are part of the worm-to-human infection loop. Eating undercooked meat contaminated with worms can be a source of worm infection.
- The WHO recommended medicines – albendazole (400 mg) and mebendazole (500 mg) – are effective, inexpensive and easy to administer by non-medical personnel (e.g. teachers). They have been through extensive safety testing and have been used in millions of people with few and minor side-effects. Both medicines are donated to national ministries of health through WHO in all endemic countries for the treatment of several groups of people including all children of school age.
- One way to remember the way germs and worms spread is that they all start with the letter, F (fingers,
- flies, fields, fluids).
- It is good to encourage girls to wipe themselves so that germs from the anus do not go to close to the vulva.
Frequently Asked Questions About Our Posters, Basket of Activities
Worms Poster
Who is the poster for? Educators of many kinds, parents & children aged 10-14.
Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups etc.
Is it enough for children to learn the messages? The messages are designed to be ‘doorways’ to discussion & action. They are for children to understand & use, not just to memorise.
Why are the faces of the people on the poster multi-ethnic? Children for Health has a global audience, so we use multi-ethnic faces on our posters.
How do I use the messages? Be creative! Focus on one topic for a week, month or term!
|
oercommons
|
2025-03-18T00:37:46.886729
|
12/13/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123006/overview",
"title": "Worms Poster",
"author": "Clare Hanbury"
}
|
https://oercommons.org/courseware/lesson/123152/overview
|
Immunisation Poster
Overview
• Who is the poster for? Educators of many kinds, parents & children aged 10-14.
• Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups, etc.
• Is it enough for children to learn the messages? The messages are designed as ‘doorways’ to children’s discussion & action. They are to understand & use, not just to memorize.
• Who is the poster for? Educators of many kinds, parents & children aged 10-14.
• Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups, etc.
Is it enough for children to learn the messages? The messages are designed as ‘doorways’ to children’s discussion &
• Is it enough for children to learn the messages? The messages are designed as ‘doorways’ to children’s discussion & action. They are to understand & use, not just to memorize.
e poster multi-ethnic? Children for Health has a global audience, so we use
• Why are the faces of the people on the poster multi-ethnic? Children for Health has a global audience, so we use multi-ethnic faces on our posters.
• How do I use the messages? Be creative! Focus on one topic for a week, month or term!
|
oercommons
|
2025-03-18T00:37:46.904618
|
Clare Hanbury
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123152/overview",
"title": "Immunisation Poster",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/123023/overview
|
Corgi Natural Resources and Natural Hazards
Overview
In unit, students will explore different natural resources humans depend on and map and predict future natural hazards. They will understand the relationship of geographic distributions of natural resources, renewable and nonrenewable resources of groundwater, and natural hazards.
Corgi Co-organize your learning
CorgiCo-organize your learning |
Unit & Lesson Plans
Natural Resources and Natural Hazards
Subject: Science
Grade level: Middle School
Guides: Claim, Evidence, Reasoning (CER), Comparison, Question Exploration
Standards: NGSS, Common Core - ELA
Introduction
Thank you for your interest in Unit & Lesson Plans for the Corgi application!
The units and lessons that follow are intended to be used in conjunction with Corgi, a free, digital tool developed with the principles of Universal Design for Learning.
Each unit is aligned to national and/or state standards such as the Next Generation Science Standards or the Common Core Standards.
Each lesson utilizes the 5E Instructional Model to guide implementation.
Table of Contents
What is included in this Unit?
Universal Design for Learning (UDL) Suggestions
Lesson 1: Unequal Distribution of Earth’s Resources
Universal Design for Learning (UDL) Suggestions
Lesson 2: Renewable and Nonrenewable Groundwater
Universal Design for Learning (UDL) Suggestions
Lesson 3: Predicting Natural Hazards
Universal Design for Learning (UDL) Suggestions
Unit Plan
Unit Synopsis
In this 3-lesson unit, students will explore different natural resources humans depend on and map and predict future natural hazards. They will understand the relationship of geographic distributions of natural resources, renewable and nonrenewable resources of groundwater, and natural hazards.
Learning Goal
Students will understand the relationship between unequal geographic distributions of Earth’s resources, groundwater as a renewable and nonrenewable energy resource, and how scientists predict the location and likelihood of future natural hazard events.
Main Ideas
- Earth’s natural resources such as metal ores, fossil fuels, and fertile soil are distributed unevenly across the world.
- Groundwater is considered both a renewable and nonrenewable resource.
- Mapping volcanic and earthquake movement, along with weather conditions can help scientists predict the location and likelihood of future natural hazards.
Standards
Next Generation Science Standards:
MS-ESS3-1. Students who demonstrate understanding can construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS3-2. Students who demonstrate understanding can analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Disciplinary Core Ideas:
Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.
Common Core State Standards:
ELA/Literacy - SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
What is included in this Unit?
Several key pieces are included to help you build your own unit or support a unit you have already created.
Each lesson in this unit contains:
- Essential question for students
- Key Terms
- Resources
- Lesson narrative that follows the 5E model of science instruction
- Corgi guide
- Universal Design for Learning (UDL) Suggestions
This unit includes a step by step scaffolding that follows the 5E model of science instruction. Please note that we do our best to maintain correct links to resources and materials. If a specific link is no longer working, please don't hesitate to contact us at corgi@cast.org.
Lesson Plans
| Lesson 1 | Unequal Distribution of Earth’s Resources | Claim, Evidence, and Reasoning Guide |
| Lesson 2 | Renewable and Nonrenewable Groundwater | Comparison Guide |
| Lesson 3 | Predicting Natural Hazards | Question Exploration Guide |
Methods of Assessment
Option A: Use your district’s current curriculum and suggested assessment to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Design Suggestions
Universal Design for Learning (UDL) is a framework for teaching and learning that guides the design of inclusive, accessible, and challenging learning environments. The framework is grounded in three principles:
- Design multiple means of engagement
- Design multiple means of representation
- Design multiple means of action and expression
CAST’s UDL Guidelines were developed to support practitioners to apply these three principles to practice.
While this unit was not explicitly designed through a UDL lens, UDL can be used as a tool to reduce existing barriers and increase access to the unit learning goal as well as to individual lesson goals. Below is an overview of how UDL might be applied to this unit. We’ll also offer more specific ideas for applying UDL at the end of each of the lessons associated with this unit.
Anticipate Potential Barriers
The UDL framework can support educators to reframe their understanding of barriers: from locating barriers within individual students to locating barriers with the design of the learning environment. Here we brainstorm potential barriers that learners may encounter in the design of the unit. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Are there barriers to engagement? (connection to students’ lives, location, grouping, noise level, etc.)
The design of the unit/lessons may need to do more to spark students’ curiosity based on their unique interests, goals, and contexts. The design may need to better emphasize why the topics are meaningful and important to explore. The design may also need to more fully support students to make connections to their own lives, communities, and questions they care about.
It is also important to recognize that this unit may have some emotionally triggering subject matter due to experiences or childhood fears. Specifically, the content in Lesson 3: Predicting Natural Hazards that explores natural hazards and natural disasters may surface feelings of anxiety and/or discomfort for some students.
Are there barriers to the representation of content? (oral, written, etc.)
These lessons consist of multimedia presentations with text, graphics, videos, and infographics. Some videos may need captions, or some captions don’t turn on automatically. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. Finally, several of the lessons contain non-interactive PDFs that do not allow students to highlight or make comments.
Are there barriers to action and expression? (writing, speaking, planning, etc.)
While the Corgi guides embed multiple options for students to share their ideas (text, images, and speech-to-text), it is important to anticipate barriers to students being able to express their ideas in other associated activities.
Address Learner Variability
Here we brainstorm ways to address the potential barriers described above. Again, please note that these approaches to reducing barriers and increasing access to the learning goals are just examples to get you thinking. We know that every context is unique.
How will you address barriers to engagement?
The Engagement Guidelines prompt us to consider the following questions when addressing barriers to engagement:
- Are there options for choice, relevancy, and minimizing distractions?
- Are there options for sustaining effort and persistence?
- Are there options for supporting and developing self-regulation and self-assessment?
Barriers to learners’ engagement and multiple pathways to engage students will be addressed through the supplementary resources, survey questions, and videos throughout each lesson.
With regard to the anticipated barriers around supporting students to find meaning and relevance, consider creating spaces for students to make connections to their own lives, their communities, and issues that they care about. For example, students can explore their cities preparedness plans or discuss the purpose of drills that may be used in their schools. Or, students could be encouraged to share an article from a local newspaper about issues affecting the community.
With regard to barriers around emotionally intense content, particularly in Lesson 3: Predicting Natural Hazards, consider front loading the subject matter of the lessons for students and invite them to have a conversation with you about any anxieties the content may generate for them. Consider building in choice in terms of the natural hazards that students explore. Work with students to co-design other options and/or supports that they may need to engage with the lesson goal in ways that feel comfortable and supportive.
Finally, we encourage you to collaborate with your students and co-design ways to address other barriers to engagement that may emerge throughout this unit.
How will you address barriers to representation?
The Representation Guidelines prompt us to consider the following questions when addressing barriers to representation:
- Are there options for audio/visual/display of info?
- Are there options to access language, math, and symbols?
- Are there options to build background knowledge, construct meaning, and generate new understandings? and highlight key patterns?
The supplementary resources and videos have been constructed to offer multiple ways of representing information as well as the mixed media within each lesson/activity.
With regard to captions that don’t turn on automatically, support students to learn how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students.
With regard to the anticipated barriers around the lack of captions and transcripts, consider transcribing tools like Otter.ai, rev, and Express Scribe. Further, free screen readers such as TextHelp Read & Write, ChromeVox, or NVDA can assist students with online articles. Finally, to reduce the barriers associated with non-interactive PDFs, consider free PDF tools such as Bit.ai and Jotform.
We encourage you to collaborate with your students and co-design ways to address other barriers to representation that may emerge throughout this unit.
How will you address barriers to action and expression?
The Action and Expression Guidelines prompt us to consider the following questions when addressing barriers to acting on ideas and communicating:
- Are there options for physical action?
- Are there options for multiple communication tools?
- Are there options for varying levels of support?
- Are there options for goal setting, strategy development, and self-monitoring?
The Action and Expression Guidelines can offer ideas for embedding varied ways for learners to communicate ideas, share understandings, and work toward goals in the associated activities throughout this unit
With regard to the anticipated barriers around physical action and physical space, consider encouraging learners to find learning spaces that work best for them (e.g. a quiet space, a space with natural lighting, etc.) and spaces that offer room to move or stand.
We encourage you to collaborate with your students and co-design ways to address other barriers to action and expression that may emerge throughout this unit.
Review the following link for a complete interactive overview of the UDL Guidelines.
Lesson 1: Unequal Distribution of Earth’s Resources
Essential Question
Why is there an unequal geographic distribution of Earth’s resources such as metal ores, fossil fuels and fertile soil?
Key Terms
Geologic process
Plate tectonics
Temperate or tropical regions
Erosion
Deposition
Renewable resource
Nonrenewable resource
Fertile soil
Weathering
Resources
Video: One Earth - Environmental Short Film
Video: ESS3 1 Uneven Distribution of Resources (stop at minute marker 9:26)
Video: Renewable and Nonrenewable Resources | Rap Video by SquidBooks
Video: Renewed Energy Song
Website: Distribution of Resources | National Geographic Society
Website: How Much Soil Is There? | Earth Science Week
Website: Soil Formation
Sample Corgi Guide: Claim, Evidence, Reasoning - Unequal Distribution of Earth’s Resources (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Claim, Evidence, Reasoning Guide with each student via email or Google Classroom.
The class reviews the Claim, Evidence, Reasoning Guide steps together.
The instructor introduces the essential question to the class and directs each student to complete Step 1 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- What do you know about metal ores?
- What do you know about fossil fuels?
- What do you know about fertile soils?
The instructor shares a short film, One Earth - Environmental Short Film with the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Steps 2 and 3 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor invites students to investigate Distribution of Resources | National Geographic Society which helps students to build their own understanding of natural resources through common experiences and build vocabulary for whole group discussion. The instructor also has the students explore Renewable and Nonrenewable Resources | Rap Video by SquidBooks and Renewed Energy Song to build understanding.
The instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
To develop an understanding of the reason for the uneven distribution of natural resources, the instructor shares ESS3 1 Uneven Distribution of Resources and posts the following inquiries for students to independently explore:
- Why is copper ore found around subduction zones (areas where 2 tectonic plates collide)?
- Why are fossil fuel resources (coal, oil and natural gas) found in areas with marine sedimentary rock?
- Why is fertile soil found in temperate or tropical regions of Earth?
To support students to further enhance their understanding, have students engage in a soil activity, How Much Soil Is There? | Earth Science Week, and then explore an article on soil formation, Soil Formation. Then direct students to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Claim, Evidence, Reasoning’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: This lesson has been created with multiple short videos that include high interest material. The videos, however, are not presented sequentially. Students may struggle with sorting through the videos in an intentional way that deepens understanding.
- Addressing the barrier: Collaborate with students to sequence the videos in the ways that best supports their learning"
Potential barrier:
- Anticipating the barrier: The National Geographic resource has many mini resources in it that all students may not use.
- Addressing the barrier: Educators can customize several options for students to use depending on their familiarity and interest with the subject. Some students may choose to explore all of the resources to build background, while others may choose to engage with some key resources based on their interests and curiosities.
Lesson 2: Renewable and Nonrenewable Groundwater
Essential Question
Why is groundwater considered both a renewable and a nonrenewable resource?
Key Terms
Aquifer
Permeability
Aquifer recharge
Resources
Video: Our Thirsty World | National Geographic
Video: Crop Irrigation Is Closely Tied to Groundwater Depletion Around the World
Handout: Groundwater: Discovering Our Hidden Resource
Website: Groundwater Beneath the Surface
Handout: Groundwater use in the United States
Handout (optional): Most groundwater is effectively a non-renewable resource, study finds | CBC News
Handout (optional): Groundwater Basics | California State Water Resources Control Board
Website (optional): Exploring Groundwater Movement
Sample Corgi Guide: Comparison - Renewable and Nonrenewable Groundwater (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Comparison Guide with each student via email or Google Classroom.
The class reviews the Comparison Guide steps together.
The instructor introduces the essential question to the class and directs each student to complete Step 1 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- What do you know about the water cycle?
- Do you know how much water is usable on earth?
- What are your thoughts on the use of water in the United States?
The instructor shares Our Thirsty World | National Geographic or Crop Irrigation Is Closely Tied to Groundwater Depletion Around the Worldwith the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Step 2, 3, and 4 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor makes sure the students understand the following concepts.
- What is groundwater?
- What is an aquifer?
- How does an aquifer charge and discharge?
- What is the residence time of groundwater?
The instructor invites students to explore Groundwater: Discovering Our Hidden Resource that helps students to build their own understanding through common experiences and build vocabulary for whole group discussion.
The instructor reconvenes the class to recap the information and invites students to share their findings for each inquiry question.
Explain:
To develop an understanding of renewable and nonrenewable groundwater, the instructor shows ‘Groundwater Beneath the Surface’ and posts the following inquiries for students to independently explore:
- Explain the causes of renewable groundwater.
- Explain the causes of nonrenewable groundwater.
- What are some of the challenges of groundwater?
To support students to further enhance their understanding, have students review the handout Groundwater use in the United States, and direct them to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Comparison’ with their new understanding.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: Reading maps and data tables can pose barriers to students.
- Addressing the barrier: Collaborate with students to explore and make explicit the different ways to read maps and tables. Here are some additional videos/resources that might go further into reading maps that apply to water resources. These can be used in tandem to the current videos and resources or as replacements to the lesson’s other listed resources.
- Website: Tracking Water Using NASA Satellite Data
- H2O-NO! - Fresh Water Problems: Crash Course Kids #33.1
Lesson 3: Predicting Natural Hazards
Essential Question
How can scientists help predict the locations and likelihoods of future natural hazard events?
Key Terms
Natural hazard
Natural disaster
Resources
Video: Forecasting Natural Hazards | Rap Video by SquidBooksintro
Video: Natural Hazards Unit Intro
Video: Big Idea 8: Natural Hazards Affect Humans
Website: Read About Predicting Natural Disasters | Science for Grades 6-8 [Printable]
Video: ESS3B - Natural Hazards(end at 4:17)
Video: Natural Hazards: Crash Course Geography #27
Website: ‘Natural Hazards’
https://ca.pbslearningmedia.org/resource/ess05.sci.ess.earthsys.lp_nathazards/natural-hazards/
Website: Monitoring Instruments
Website: Tools Used to Measure Tornadoes | Sciencing
Website: Tools Used to Measure Hurricanes | Sciencing
Website (optional): Engineering to Prevent Natural Disasters: Save Our City! - Activity - TeachEngineering
Website (optional): Tsunami Data Sheet
Sample Corgi Guide: Question Exploration - Predicting Natural Hazards (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class. The instructor shares a link to a blank Corgi Question Exploration Guide to each student via email or Google Classroom.
The class reviews the Question Exploration Guide steps together.
The instructor shows eitherForecasting Natural Hazards | Rap Video by SquidBooks as a way to engage students in the lesson. Have students discuss the main points of the introduction together.
The instructor introduces the essential question to the class and directs each student to complete Step 1 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- How can scientists predict volcanic eruptions?
- How can scientists predict earthquakes?
- How can scientists predict tornadoes?
- How can scientists predict hurricanes?
The instructor shares Big Idea 8: Natural Hazards Affect Humanswith the class.
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Steps 2, 3, and 4 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor invites students to interact with the Read About Predicting Natural Disasters | Science for Grades 6-8 that helps students to build their own understanding through common experiences and build vocabulary for whole group discussion.
The instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
To develop an understanding of the natural disasters, the instructor directs each student to watch, ESS3B - Natural Hazards and Natural Hazards: Crash Course Geography #27 and posts the following inquiries for students to independently explore:
- How are natural hazards and natural disasters related?
- What characteristics define a hazard or a disaster?
- How do human activities impact/create disasters?
- What can be done to prevent natural disasters?
- What can be done to address natural hazards?
To support students to further enhance their understanding about predicting natural hazards have students review tools for different hazards: Monitoring Instruments, Tools Used to Measure Tornadoes | Sciencing, and Tools Used to Measure Hurricanes | Sciencing and direct them to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Question Exploration’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: This lesson is very focused on video elements and so many videos may present barriers to students developing or maintaining the through line of the lesson.
- Addressing the barrier: Teachers can create–or co-create with their students–scaffolded notes for learners, create idea maps for students to follow and build, or create structured journal/KWL posts to help learners organize their thoughts.
|
oercommons
|
2025-03-18T00:37:46.978059
|
Lesson
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123023/overview",
"title": "Corgi Natural Resources and Natural Hazards",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/85068/overview
|
Education Standards
Google Folder with most of the resources
Standards Alignment
Awesome Animal Actions (K-2)
Overview
This sequence of instruction was developed in the Growing Elementary Science Project to help elementary teachers who were working remotely. We developed a short storyline that ties together a few sessions to help explore a specific concept. We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
In this Unit of Instruction, students observe and act out animal behaviors, then observe animal behaviors for animals in their lives. They use these observations to determine what some animals' needs may be.
It is part of ClimeTime - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee.
Storyline
( pdf version: https://bit.ly/3gmDD5Z )
How do different animals use their unique parts to survive and thrive?
| ||||
|---|---|---|---|---|
| Ask and ExploreIntroduce Phenomena or Problem | Carrying Out an InvestigationInvestigation – discussion questions- support student use of three-dimensions | Read, Write, Make SenseDiscuss Results- Read to gather information- Make Sense of our Ideas | Putting the Pieces TogetherBring together evidence from activities-synthesize- extending the learning based on student interest |
Engaging Students in Practices | Launch: Charades!
Teacher acts out an animal - no words or sounds allowed!
Teacher/students act out other animals, with probing questions after each one. (See slide notes for probing questions.)
Some prerecorded animal charades (no sound): https:
| Introduce the recording sheet, and explain options for using it:
Observation Recording Sheet: https: Jamboard version of recording Form (Will ask you to make a copy to your own google space.): https: Use a video clip to demonstrate filling in the recording sheet. Example videos: Collection of animal actions – pause after each for discussion. NOT LABELLED: https: Examples grouped by action:
Observation Analysis? Use the analysis sheet to summarize all of the students’ observations. Ask: Did all animals do the same actions in the | Data Analysis. Use student observations to create a summary of all behaviors observed: Data Analysis Sheet (PDF): Jamboard version (save a copy): https:
Here’s a Jamboard students can use to create a model of their thinking. (Save a copy to your space.): (Just drag and place words and images)
We’ve created a list of articles on NewsELA (Grade 2) and some suggested readaloud books that can be used to further explore animal actions: | Select which choice or choices to offer students for demonstrating their understanding of structure and function. Draw an ActionAnimal Charades and ExplanationCompare and ContrastMaking New Book PagesUpdating Book PagesAnimal PuppetsEach of these are described in the document: |
Family and Community Connections | AWESOME ANIMAL ACTION CHARADES See instruction sheet and action slips here: https: | ANIMAL OBSERVATIONS Students have a choice to observe domestic animals or wild animals they have near their homes. Observation and recording can be done as a family.
Observation Recording Sheet: https: Jamboard version of recording Form (Will ask you to make a copy to your own google space.): https: Example Sheet for Hummingbird: |
|
|
Technology Considerations
|
| If students do not have the ability to observe animals in “real life,” access to video clips and/or webcams is required.
List of highlight videos and live webcams for a variety of animals: https:
|
| This will depend on the options on the choice board chosen by teachers and by students. |
Storyline Launch → → → → → Investigating → → → → → Sensemaking |
Materials
Awesome Animal Actions (K-2) Standards alignment: https://bit.ly/3B0AmB4
Some prerecorded animal charades (no sound): https://bit.ly/383Xxy6
Animal Charades Instructions and Cards: https://bit.ly/3mvLmCv
Observation Recording Sheet: https://bit.ly/3grmV5z
- Jamboard Version: https://bit.ly/3jaxWcW
- Example Sheet for Hummingbird: https://bit.ly/3B7qPbC
Example Animal Behavior Videos
- Collection of animal actions – pause after each for discussion. NOT LABELLED: https://bit.ly/2UFHPpF
- Examples grouped by action: https://bit.ly/3sEl0PU
List of highlight videos and live webcams for a variety of animals: https://bit.ly/2XRsP9B
Data Analysis Sheet
- (PDF): https://bit.ly/3B4rw5p
- Jamboard version (save a copy): https://bit.ly/384dLHz
Jamboard to create a model (Save a copy to your space.): https://bit.ly/3zbmNhS
Reading and Read-Aloud Suggestions: https://bit.ly/3kiU9VF
Sensemaking Activities Choice Board: https://bit.ly/3DbD1K1
Google Folder with most of these resources: https://bit.ly/3D9C1Gv
Standards Alignment
This document lists the Science AND ELA standards that are/can be addressed with these materials - at the Kindergarten, First Grade and Second Grade levels.
|
oercommons
|
2025-03-18T00:37:47.036879
|
Jeff Ryan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85068/overview",
"title": "Awesome Animal Actions (K-2)",
"author": "Clancy Wolf"
}
|
https://oercommons.org/courseware/lesson/82432/overview
|
WY.SCI.1.PS4.2
Wyoming Science Content and Performance Standards
Grade 1
Learning Domain: Waves & Their Application in Technologies for Information Transfer
Standard: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
WY.SCI.1.PS4.3
Wyoming Science Content and Performance Standards
Grade 1
Learning Domain: Waves & Their Application in Technologies for Information Transfer
Standard: Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light.
Science Domain: Physical Sciences
Topic: Waves: Light and Sound
Standard: Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]
Science Domain: Physical Sciences
Topic: Waves: Light and Sound
Standard: Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]
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oercommons
|
2025-03-18T00:37:47.061019
|
Pacific Education Institute
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82432/overview",
"title": "PEI SOLS 1st Grade Renewable Energy: Solar",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/97985/overview
|
Science as a Driver for Content-Integrated Learning- Infographic
Briefs and Resources on Elementary Content Integration with Science as the Anchor
Overview
This resource is a place to house OSPI's briefs and infographics on content integration anchored in science. The collection will grow over time as resources are developed.
Science as a Driver for Content Integration
This infographic represents some key ways that science can anchor and drive integration with the other content areas.
Integration of Mathematics with Science
This section provides resources supporting thinking about the integration of science and mathematics.
|
oercommons
|
2025-03-18T00:37:47.080324
|
10/17/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97985/overview",
"title": "Briefs and Resources on Elementary Content Integration with Science as the Anchor",
"author": "Kimberley Astle"
}
|
https://oercommons.org/courseware/lesson/84933/overview
|
Lesson Plan
Matching Activity on Educaplay
Piglet Video
Rabbit Video
Reading Group 1
Reading Group 2
Reading Group 3
Rorschach Test
Skribbl website
Tiger Video
What's Up (Mental Health)
Winnie the Pooh video
Lesson Plan Interactive Mental Health
Overview
In this lesson plan, you will find an extensive cover of the topic Mental Health aimed especially to students in the level of High School. To be more specific, it is focused on 10th grade. Moreover, we are really interested in promoting awareness about the importance of Mental disorders, which are more common among young population currently.
Lesson Plan Form
Teachers names:
- Juan David Rojas
- Alexander Artunduaga
- Juan Diego Alvarez
- María José Ospina
- Juan Steban Salas
- Brayan Steven Alvarez
Class / Grade: 10th Grade
School / Institution: Public High School
Time & length of the class: 2 hours
Number of Students: 20 Students
Achievement: Students will be able to acknowledge mental health states and their effects.
Lesson objectives:
- Promote awareness about mental health diseases.
- Know more vocabulary related to mental health.
By the end of the class, students will be able to:
Acknowledge the causes and effects of mental illnesses. Additionally, they will be able to identify if there are classmates who are suffering from mental issues and how to react to and treat these situations.
National Standard:
BLR (Basic Learning Rights)
ICT (Information & Communication Technologies)
1 .To promote comprehensive education and learning of English by boys, girls and adolescentswith whom he shares the classroom and thus promotes intercultural education processes and recognition of differences.
2. A teacher must be capable of choosing the didactic sequences that best adjust to the needs of his students to mediate their learning.
3. Taking the theory to the classroom, so the teacher may increase the curiosity, the desire to learn, the capacity to ask and investigate.
Resources and materials:
- (App) What’s up a mental health app available on Android
- YouTube Videos
https://www.youtube.com/watch?v=9B-wTp2PZH8
https://www.youtube.com/watch?v=F16fO8p6Wew
https://www.youtube.com/watch?v=KHTpVTnHdIQ
https://www.youtube.com/watch?v=kpZS0an0o_I
https://www.youtube.com/watch?v=ytsCnISiCGY
https://www.youtube.com/watch?v=Pz-MbAJ1GPo
- Reading material
https://www.beyondblue.org.au/who-does-it-affect/personal-stories/story/katrina
https://www.beyondblue.org.au/who-does-it-affect/personal-stories/story/bianca---beyond-blue
https://www.beyondblue.org.au/who-does-it-affect/personal-stories/story/bob
- Social forums
- Rorschach pictures
- Srkibbl Website: https://skribbl.io
Skill focus:
Speaking, reading, and listening.
Language Focus:
- Use of English: Common adjectives and vocabulary of the Mental Health field. In addition, some expressions from some clips that will be shown in class.
- Vocabulary: Mental Health diseases - Symptons - Rorschach - Insights - Tendencies.
- Grammar: Modal verbs
Foreseeable Problems:
- Students could be confused about these sorts of topics which are not spoken in the great majority of classes.
- Students could get bored and lose interest in what they are seeing in class.
- Students could not be used to speak or take a whole class in English.
- Some students may feel uncomfortable talking about this topic.
- There may be internet connection issues or blackouts.
Planned Solutions:
- Record the class for both students who cannot attend and those who want to rehearse what they learned during the session.
- Explain to the students the importance and necessity of talking openly about this topic as anybody can suffer from mental issues.
- Organize as many dynamic activities as possible in order to create an interesting and entertaining educational environment.
- Gesticulate and speak in both languages (English and Spanish) to make students understand more deeply the topic and the information provided.
- Create alternatives for those students who lack the necessary tools to engage in virtual environments (technological devices, internet connection)
PRE ACTIVITY
Length: 20 Minutes
|
WHILE ACTIVITY
Length: 1 hour
- Presentation of the application "What's up: a mental health app". Afterwards, an activity will be carried out with the same.
- Presentation video: 10 mental illness signs you should not ignore.
- Activity video clips Winnie pooh & his friends: An activity in which students will go back to the groups and will watch some video clips from Winnie Pooh. They are supposed to watch those videos and try to guess in each clip which state of mind is hidden.
- Matching activity: Matching words with their right definitions through an interactive game on Educaplay
- How did the pandemic influence our mental health? (strategies used): Pandemic has also played a huge role. If we talk about mental health, we had never been exposed to such escenario. Students will discuss how the pandemic influenced our mental health and which strategies were used to face it.
POST ACTIVITY
Length: 30 Minutes
- Reading Activity: At last, students will be placed in groups and later in those groups a piece of reading will be given to them; they will read and next they will discuss it answering:
Do you feel identified with the text?
How would you have acted if you were in the same situation?
What advice would you give to the person in the story?
- Reflective Activity: Students share insights, opinions or comments about what they have learned or wanted to talk about mental issues.
|
oercommons
|
2025-03-18T00:37:47.119745
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/84933/overview",
"title": "Lesson Plan Interactive Mental Health",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/106108/overview
|
A Unique Strategy for Digital Citizenship and Media Literacy Curriculum Implementation.
Overview
An infographic on a 'early in the school year completion' approach to Digital Citizenship and Media Literacy Curriculum.
Introduction
This is a strategy infographic for implementing Digital Citizenship and Media Literacy Curriculum with a completion goal near the begining of the school year. The attached PDF shares our experience at the Thorp School District as we went on our implementation adventure!
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oercommons
|
2025-03-18T00:37:47.136747
|
06/30/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106108/overview",
"title": "A Unique Strategy for Digital Citizenship and Media Literacy Curriculum Implementation.",
"author": "Garrett Rhodes"
}
|
https://oercommons.org/courseware/lesson/100823/overview
|
1.E!_What_Is_Chemistry!_(Exercises)[1]
1.E!_What_Is_Chemistry!_(Exercises)[1]
2.4!_Significant_Figures[1]
Chemistry_as_a_Science
Converting_Units
Converting_Units
Converting_Units
Expressing_Numbers
Measurements
Prelude_to_Chemistry
Prelude_to_Measurements
What_Is_Chemistry
Beginning of Chemistry
Overview
This course is for beginners in Chemistry that contains definitios, Basics and poroperties.
What is Chemistry?
1.1: Prelude to Chemistry
If you are reading these words, you are likely starting a chemistry course. Get ready for a fantastic journey through a world of wonder, delight, and knowledge. One of the themes of this book is "chemistry is everywhere," and indeed it is; you would not be alive if it were not for chemistry, because your body is a big chemical machine.
1.2: Basic Definitions
The definition of chemistry—the study of the interactions of matter with other matter and with energy—uses some terms that should also be defined. We start the study of chemistry by defining basic terms. Matter Matter is anything that has mass and takes up space. A book is matter, a computer is matter, food is matter, and dirt in the ground is matter. Sometimes matter may be difficult to identify. For example, air is matter, but because it is so thin compared to other matter (e.g., a book, a computer, food, and dirt), we sometimes forget that air has mass and takes up space. Things that are not matter include thoughts, ideas, emotions, and hopes.
To understand matter and how it changes, we need to be able to describe matter. There are two basic ways to describe matter: physical properties and chemical properties.
Physical properties Physical properties are characteristics that describe matter as it exists. Some physical characteristics of matter are shape, color, size, and temperature. An important physical property is the phase (or state) of matter. The three fundamental phases of matter are solid, liquid, and gas.
Chemical Properties : Chemical properties are characteristics of matter that describe how matter changes form in the presence of other matter. Does a sample of matter burn? Burning is a chemical property. Does it behave violently when put in water? This reaction is a chemical property as well (Figure ). In the following chapters, we will see how descriptions of physical and chemical properties are important aspects of chemistry.
Physical Change : A physical change occurs when a sample of matter changes one or more of its physical properties. For example, a solid may melt (Figure ), or alcohol in a thermometer may change volume as the temperature changes. A physical change does not affect the chemical composition of matter.
1.3 Chemistry as science : Chemistry is a branch of science. Although science itself is difficult to define exactly, the following definition can serve as a starting point. Science is the process of knowing about the natural universe through observation and experiment. Science is not the only process of knowing (e.g., the ancient Greeks simply sat and thought), but it has evolved over more than 350 years into the best process that humanity has devised, to date, to learn about the universe around us.
The process of science is usually stated as the scientific method, which is rather naively described as follows:
1. state a hypothesis,
2. test the hypothesis, and
3. refine the hypothesis
In actuality, the process is not that simple. (For example, a scientist does not go into their lab every day and exclaim, "I am going to state a hypothesis today and spend the day testing it!") The process is not that simple because science and scientists have a body of knowledge that has already been identified as coming from the highest level of understanding, and most scientists build from that body of knowledge. An educated guess about how the natural universe works is called a hypothesis. A scientist who is familiar with how part of the natural universe works—say, a chemist—is interested in furthering that knowledge. That person makes a reasonable guess—a hypothesis—that is designed to see if the universe works in a new way as well. Here's an example of a hypothesis: "if I mix one part of hydrogen with one part of oxygen, I can make a substance that contains both elements." For a hypothesis to be termed a scientific hypothesis, it has to be something that can be supported or refuted through carefully crafted experimentation or observation. Most good hypotheses are grounded in previously understood knowledge and represent a testable extension of that knowledge. The scientist then devises ways to test if that hypothesis is correct or not. That is, the scientist plans experiments. Experiments are tests of the natural universe to see if a guess (hypothesis) is correct. An experiment to test our previous hypothesis would be to actually mix hydrogen and oxygen and see what happens. Most experiments include observations of small, well-defined parts of the natural universe designed to see results of the experiments.
What is chemistry? Simply put, chemistry is the study of the interactions of matter with other matter and with energy. This seems straightforward enough. However, the definition of chemistry includes a wide range of topics that must be understood to gain a mastery of the topic or even take additional courses in chemistry. In this book, we will lay the foundations of chemistry in a topic?by-topic fashion to provide you with the background you need to successfully understand chemistry.Chemistry.
1.1: Prelude to Chemistry
1.2: Basic Definitions
1.3: Chemistry as a Science
Measurement
In 1983, an Air Canada airplane had to make an emergency landing because it unexpectedly ran out of fuel; ground personnel had filled the fuel tanks with a certain number of pounds of fuel, not kilograms of fuel. In 1999, the Mars Climate Orbiter spacecraft was lost whilst attempting to orbit Mars because the thrusters were programmed in terms of English units, even though the engineers built the spacecraft using metric units. In 1993, a nurse mistakenly administered 23 units of morphine to a patient rather than the "2–3" units prescribed (the patient ultimately survived). These incidents occurred because people were not paying attention to quantities. Chemistry, like all sciences, is quantitative. It deals with quantities, things that have amounts and units. Dealing with quantities is very important in chemistry, as is relating quantities to each other. In this chapter, we will discuss how we deal with numbers and units, including how they are combined and manipulated.
2.1: Prelude to Measurements
2.2: Expressing Numbers
2.3: Expressing Units
2.4: Significant Figures
2.5: Converting Units
2.6: Other Units - Temperature and Density
|
oercommons
|
2025-03-18T00:37:47.169344
|
02/10/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100823/overview",
"title": "Beginning of Chemistry",
"author": "Sahil Mehta"
}
|
https://oercommons.org/courseware/lesson/92165/overview
|
HAGENIMANA Theoneste, UR_Masters Students in MED_CHEMISTRY ,Ref:220017301
Overview
Dear readers,
I am pleased to share the resources which were collected through the journey of studying module of MES6245_REMERA_2022 Integration of ICT in Mathematics and Science Teaching and Learning which has the following principles of ICT integration in education are expressed here as seven specific learning objectives. Students should be able to:
- Critically engage the pedagogical principles of ICT integration in education.
- Critically engage the pedagogical principles of ICT integration in teaching and learning
- Explore, review, communicate, and use appropriate and varied software packages, multimedia tools, simulations and applets and online resources to teach and learn effectively
- Use efficiently ICT for personal professional development
We have Identified more practical works , self-assessments ,exercises and Online guidelines which are enriched in education and help others students and teachers for getting more information.
By concluding it, I humbly appreciate the intriguing contribution assigned to us by Professor MUKAMA Evode who is expreienced more in online and virtual classroom and sharing good resources.
Dear readers, we need your inputs and good contribution to use those contents and to receive your feedbacks.
Thank you so much.
HAGENIMANA Theoneste
WEEK1 CONTENTS
The content of the week 1 is :
- Disscussion On Learning Theories
- TV-Based Distance Learning
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oercommons
|
2025-03-18T00:37:47.188961
|
04/22/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92165/overview",
"title": "HAGENIMANA Theoneste, UR_Masters Students in MED_CHEMISTRY ,Ref:220017301",
"author": "Theoneste HAGENIMANA"
}
|
https://oercommons.org/courseware/lesson/121640/overview
|
Glimpses at the Freedmen's Bureau. Issuing rations to the old and sick / from a sketch by our special artist, Jas. E. Taylor
Records of the Field Offices for the State of Mississippi, Bureau of Refugees, Freedmen, and Abandoned Lands, 1865–1872, Office of the Assistant Commissioner Other Records, Register of Former Slaves, Volume (Unnumbered)
Sherman’s Special Field Order No. 15
The Freedmen's Bureau! An agency to keep the Negro in idleness at the expense of the white man.
StoryWorks: Beneath An Unknown Sky, StoryWorks: Beneath An Unknown Sky Curriculum, 1. The Freedmen's Bureau
Overview
The Beneath An Unknown Sky curriculum consists of six lesson plans designed for 8th through 12th grades. Each lesson plan is inspired by monologues from our play and utilizes primary source materials to add historical context to the events and characters depicted in the film. Special attention is paid to developing historical research skills by asking the students to identify, analyze, and evaluate primary sources, review secondary source material, transcribe primary source documents, design an oral history project, and complete short research projects. The topics covered in the lesson plans include but are not limited to the following: the experience of Freedmen in the Mississippi Delta, Reconstruction, the Freedmen’s Bureau, Mississippi “Black codes”, Women’s history, the Reconstruction Amendments, Voting Rights, the Mississippi Constitution of 1868, Black political office holders from Mississippi, and the Mississippi Plan. The curriculum is intended to be flexible in its approach to better meet the needs of educators. The curriculum and short films are available to educators as a free, open-source resource. Educators can use the curriculum in its entirety or can pick and choose between the lesson plans to fit the scope and time constraints of their individual classrooms.
Lesson One: Establishing The Freedmen's Bureau
LESSON ONE: The Freedmen’s Bureau
Key terms/People
Contraband of war
Refugee
Relief
Emancipation Proclamation
Thirteenth Amendment
General Tecumseh Sherman
Sherman’s March
Charles Sumner
Radical Republicans
Gen. Oliver Otis Howard
Abraham Lincoln
Andrew Johnson
Lyman Trumbull
Abandoned lands
Weized lands
War Department
Oral history
Objectives:
Students will be able to explain how the Freedmen’s Bureau came to fruition from Special Field Order 15 and the Freedmen’s Bureau Act of 1865.
Students will determine how Congress was able to pass the Freedmen’s Bureau Act of 1865.
Students will understand the role and scope of the Freedmen’s Bureau.
Using primary source material students will identify the roles that the Freedmen’s Bureau played in communities across the South.
In groups, have students research the following questions if not addressed by the timeline or in class lectures or readings. The goal here is to emphasize the precarious position of the Freedmen at the end of the Civil War and throughout Reconstruction. The population of Freedmen is estimated to be around 4 million at the end of the Civil War. The total population of the United States at this time is around 33 million.
Questions:
What law abolished slavery in the Confederate South?
What law abolished slavery in the whole of the United States of America?
How many Freedmen were living in the South at the end of the Civil War?
How did the United States plan to deal with these Freedmen?
How had the Union Army addressed the needs of formerly enslaved people during the Civil War?
What was the purpose of General Sherman’s Order 15?
What was the Freedmen’s Bureau?
Why was the Freedmen’s Bureau created?
What services were the Freedmen’s Bureau focused on providing?
Activity: How to be a Historian:
Activate students' prior knowledge by having a brief discussion about primary sources. You can introduce the sources below briefly to demonstrate different types of primary source material.
The Freedmen's Bureau! An agency to keep the Negro in idleness at the expense of the white man. ** Trigger Warning: Racist
PART 1: Why do we need primary sources?
How do we utilize primary sources in order to understand the past?
How do we evaluate primary sources?
What are some of the challenges with using primary sources?
PART 2: Comparing Primary Sources
How can you compare and contrast these documents?
What information can you find in each document?
How does opinion or personal experience vary from official governmental documents?
Extension Activity: Research
Ask students to utilize their research skills and have them try to find additional primary sources about the Freedmen’s Bureau. You can work with them before they work individually to determine some keywords and search parameters. Once the students have found their primary sources, you can have them annotate the source and present it to the class.
AUNT MITTIE: They packed us in their big covered army wagons, and took us to Little Rock. Did you ever know where the old penitentiary was? Well, right there is where the Yanks had a great big barracks. All chilluns and growed womens was put there in tents. Did you know that the fust real free school in Little Rock was opened by the govment for colored chullens? Yes ma'am, and I went to it, right from the day we got there. They took pappy and put him to work in the big commissary. We got $12.00 a month and all the grub we could eat.
Activity: Connecting to the Script
Students will read Aunt Mittie’s monologue and then will watch the filmed performance of Aunt Mittie.
While reading the monologue, students will answer the following questions:
Who is Aunt Mittie?
What was Aunt Mittie’s life experience before emancipation?
What does Aunt Mittie say about her former enslaver?
What information does Aunt Mittie provide that addresses her status as an enslaved person?
How did Aunt Mittie react to the Union army?
How did Aunt Mittie respond to emancipation and freedom at the end of the Civil War?
What services did Aunt Mittie say the Freedmen’s Bureau reported?
How does reading and viewing the performance of Aunt Mittie’s monologue make you feel?
What new insights into a Freedmen’s experience did you gain?
EXTENSION ACTIVITY
From Past to Present: Displaced Peoples
Students will identify and answer questions about a time in history when a large amount of people have been displaced from their homes- this could be due to a natural disaster, economic devastation, political upheaval, religious persecution, etc.
EX: Dust Bowl, the Great Depression, Cuban Revolution, Hurricane Katrina, etc.
What is the event?
Who were the people that were impacted?
What were the needs of these people after the inciting event?
Where did they go to seek help? (Federal government, aid organizations, etc.)
Was help available to them?
What challenges did they face in seeking assistance?
What were the attitudes of the people in their new communities towards the victims of the inciting event?
What types of laws or pieces of legislation were applied?
How do people feel about the way assistance was provided for this event?
How do you feel about this event after learning more about it?
Lesson One Script Excerpt Beneath An Unknown Sky: Aunt Mittie Monologue
**Notes to Educator: It might be most useful to employ an End of Civil War and Reconstruction Timeline to review the events critical to understanding what led to the end of the war and the plan for Reconstruction. Students will need a working understanding of the key leaders, events and legislation up to the beginning of Reconstruction.
AUNT MITTIE: It's awful hot, ain't it? Old uncle Boss tell you Ise aold slave lady? That's right. -That's right. Us old war folks never fergits the others. Anything you wants to know, honey, jest go on and ax me. I got the bestest remembrance. You can call me Aunt Mittie. Mississippi. was where I was borned, in slavery. Dr. Williams ws our owner, he was good man. He didn't work his slaves hard like some. My peppy was a kind of a manager for the Doctor. Doctor tended his business and pappy runned the plantation where we lived at. Our master died before freedom. He willed us slaves to his chilrun. You know - parceled us out, some to this child, some to that. I went to his daughter, Miss Emma. Laws-a-Mercy, how I wishes I could see her face onet more afore I dies. I heard she married rich. Unh-unh! I'd shore love to see her onct more. Old Miss was name Miss Liza. She skeered to stay by herself after her husband old master died. So I was took to be her companion. Everyday she wanted me to bresh her long hair and bathe her feet in cool water; she said I was gentle and didn't never hurt her. One day I was a standing by the window and I seen smoke - blue smoke a rising over beyond a woods. I heard cannons a- booming and axed her what was it. She say: "Run, Mittie, and hide yourself. It's the Yanks. Theys coming at last, Oh lordy!" I was all excited and told her I didn't want to hide, I wanted to see ' em. "No" she say, right firm. "Ain't I always told you Yankees has horns on their heads? They'll get you. Go on now, do like I tells you." So I runs out the roan and went down by the big gate. A high wall was there and a tree put its branches right over the top. I clim up and hid under the leaves. They was coming, all a marching. The captain opened our big gate and marched them in. A soldier seen me and said " Come on down here; I want to see you." I told him I would, if he would take off his hat and show me his horns.
The day freedom came, I was fishing with pappy. My remembrance is sure good. All a-suddent cannons commence a- booming, it seam like everywhere.- You know what that was, Miss? It was the fall of Richmond. Cannons was to roar every place when Richmond fell. Peppy jumps up, throws his pole and everything, and grabs my hand, and starts flying towards the house. " It's victory," he keep on saying. " It's freedom. Now we'es gwine be free." I didn't know what it all meant. It seam like it tuck a long timh for freed am to come. Everything jest kept on like it was. We heard that lots of slaves was getting land and some mules to set up fer theirselves; I never knowed any what got land or mules nor nothing. We all stayed right on the place till the Yankees came through. They was looking for slaves what was staying on. Now we was free and had to git off the plantation. They packed us in their big covered army wagons, and tuck us to Little Rock. Did you ever know where the old penitentiary was? Well, right there is where the Yanks had a great big barracks. All chilluns and growd womens was put there in tents. Dia you know that the fust real free school in Little Rock was opened by the govment for colored chullens? Yes ma'am, and I went to it, right from the day we got there. They took pappy and put him to work in the big commissary. We got $12.00 a month and all the grub we could eat. Unh, Unh: Didn't we live good? I sure got a good remembrance, honey. They was plenty of other refugees living in them barracks, and the govment taking keer of all of ' am. I was a purty big sized girl by then and had to go to work to help pappy. A. man name Captain Bodge, a northerner, got a plantation down the river. He wanted to raise cotton but didn't know how and had to get colored folks to help him. A lot of us from the barracks was sent to pick. We got 4.25 a hundred pounds. I never seen that money hardly long enough to git it home.I toted mine home to pappy and he give us what we had to have. That's the way it was. We picked cotton all fall and winter, and went to school after picking was over.
Beneath An Unknown Sky Film Excerpt
|
oercommons
|
2025-03-18T00:37:47.227273
|
Rebecca Welch Weigel
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121640/overview",
"title": "StoryWorks: Beneath An Unknown Sky, StoryWorks: Beneath An Unknown Sky Curriculum, 1. The Freedmen's Bureau",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/43617/overview
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Character Development in Frankenstein
Overview
This discusses the character development of Robert Walton, Victor Frankenstein, and the creature within the novel Frankenstein. It uses quotes from the text to create a basis for each amount of development.
Section 1
This discusses the character development of Robert Walton, Victor Frankenstein, and the creature within the novel Frankenstein. It uses quotes from the text to create a basis for each amount of development.
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oercommons
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2025-03-18T00:37:47.244817
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01/10/2019
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/43617/overview",
"title": "Character Development in Frankenstein",
"author": "Valerie Pulley"
}
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https://oercommons.org/courseware/lesson/122566/overview
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Notation
Overview
Notation
Library classification
Notation and canons
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oercommons
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2025-03-18T00:37:47.260457
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12/04/2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122566/overview",
"title": "Notation",
"author": "Susmita Sutradhar"
}
|
https://oercommons.org/courseware/lesson/43454/overview
|
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oercommons
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2025-03-18T00:37:47.286341
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01/08/2019
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/43454/overview",
"title": "Frankenstein Today",
"author": "Savannah Feik"
}
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https://oercommons.org/courseware/lesson/102518/overview
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https://www.joyzabala.com/_files/ugd/70c4a3_835f41dea13543e78e8cd2c457270052.pdf
Matrix - QIAT AT Consideration
Modified SETT Form
Modified SETT Form (SETC)
PACER Center AT Consideration Flow Chart
QIAT AT Consideration Guide
Quality Indicators for Consideration of AT Needs
SETC-AT-Consideration-Flow-Chart-March-2024
Zabala SETT AT Consideration Framework
Assistive Technology in the Schools: AT Consideration
Overview
Assistive technology (AT) can be a powerful tool to support students with disabilities. The consideration of assistive technology for all students with an IEP is a requirement. How can this be done with fidelity and who participates in the decision-making process? These modules will provide educators and parents with resources on how to consider assistive technology.
Introduction & Goals
Assistive technology has the potential to remove learning barriers and improve outcomes for students with disabilities across learning environments. Picture a student who has a great imagination and loves to share what they know. However, this student has dyslexia which makes reading print and expressing ideas in writing difficult. The traditional method of reading and writing is a barrier for that student but with technology supports such as text-to-speech, speech-to-text, and word prediction this student can participate in their learning and share what they know. By improving access to the curriculum and providing alternative options for expressing their learning, the student with dyslexia can now fully engage in their Free and Appropriate Public Education (FAPE)
In this module, we will explore the legal requirement of IEP teams to consider whether assistive technology devices and services are needed for a student to access curriculum and/or make progress on learning goals. Processes to assist IEP teams with AT consideration will be provided, as well as case study examples of AT consideration.
Learning Goals for this Module:
- Participants will be able to describe how IEP teams consider whether a student requires assistive technology (AT) devices and services as part of every individualized education program team meeting.
- Participants will be able to identify at least two resources to support the assistive technology(AT) consideration process within individualized education program team meetings.
Sections within this module:
- Introduction and Goals
- What, Who Where, When, and Why of Assistive Technology Consideration
- Components of the Assistive Technology Consideration Process
- Forms to Assist AT Teams with Assistive Technology Consideration Process
- Learn More about AT Consideration
- Reflections on Learning
- Resources for AT Consideration
- Feedback and Research
What is AT Consideration?
Assistive technology(AT) consideration is a brief, dynamic process in which the IEP Team determines if a student requires assistive technology devices and/or AT services to meet their IEP goals or to access the curriculum. AT consideration occurs within the IEP team meeting. IDEA does not require an AT assessment/evaluation for AT consideration to occur. IEP team members use existing data and their experiences to decide if assistive technology is required. The video below describes 7 targets to guide assistive technology consideration within the IEP and the possible outcomes of AT consideration.
Myths & Facts
MYTH: Assistive Technology (AT) should only be considered at some individualized education program (IEP) Team meetings. FACT: Each time anIEP Team develops, reviews, or revises a child’s IEP, the IEP Team must consider whether the child requires AT devices and services |
This myth and fact, as well as the following paragraph, is from the document, Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP) in January of 2024.
"When an IEP Team determines AT devices and services are required to enable the child to receive a free appropriate public education (FAPE), the local educational agency (LEA) is responsible for providing and maintaining the AT device and providing any necessary AT service. The IEP Team has discretion in determining the type of AT device and service that the child needs to receive meaningful educational benefit. Specifically, IEPs must include a statement of the special education and related services and supplementary aids and services, which may include AT devices and services, based on peer-reviewed research, to the extent practicable, that will allow the child to: (i) advance appropriately toward attaining the annual goals in a child’s IEP; (ii) be involved in and make progress in the general education curriculum; (iii) participate in extracurricular and other nonacademic activities; and (iv) be educated and participate with other children with disabilities and nondisabled children."
Having an understanding of assistive technology devices and services assists the team with the process of AT consideration. The Individuals with Disabilities Education Act (IDEA) describes assistive technology as “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.” This includes devices and software and encompasses no-tech, lite-tech, and high-tech options. The image below provides a sampling of assistive technology devices. Refer to the module, AT in the Schools: Introduction to Assistive Technology, for examples of assistive technology devices and services.
Myths & Facts
MYTH: Providing an AT device to a child with a disability satisfies the IDEA’s AT requirements FACT: IDEA requires IEP Teams to consider whether a child with a disability needs AT devices and services. |
"While providing a needed AT device is a critical component of meeting the IDEA’s AT requirement, AT services are important and must be considered by a child’s IEP Team because they directly assist a child with a disability in the selection, acquisition, or use of an AT device. AT services also ensure that parents and families, teachers, and related service providers receive training on how to use and implement the device as well as ensure coordination so that the AT device provided to the child can be used correctly and consistently both in school and at home. For example, if an IEP Team determines that a child needs a pencil grip as an AT device to improve the child’s grasp of a pencil, the AT service could include testing out multiple pencil grips, selecting the appropriate pencil grip, training the child’s parents and teachers on the correct way to use the pencil grip and developing strategies to support the child in using the pencil grip throughout the day." Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP
The Who, What, When, Where, and Why of AT Consideration
Who needs to be part of AT Consideration? | Members of the student's IEP team are involved in the consideration of whether AT devices and services are required. This includes the parents, student, general education teachers, special education teacher, specialists (OT, PT, SLP, Audiologist, etc.), and administrator. |
What is AT Consideration? | AT consideration is a discussion within the IEP team meeting to identify and document whether AT devices and AT services are required for a student who qualifies for an IEP (Individualized Education Program) or a 504 plan. The student's team considers if the student requires AT devices and services to make progress toward academic and IEP goals and/or have access to the grade-level curriculum. |
When does AT Consideration take place? | AT consideration is part of the IEP or 504 process and therefore occurs at every IEP or 504 meeting. AT consideration should also be considered when a student has changed placements or has moved to a new learning environment. AT consideration can be initiated by any IEP team member, at any time, when it is felt that a student has a learning barrier that can be removed or reduced by assistive technology. |
Where does AT Consideration happen? | AT consideration happens at every IEP or 504 plan meeting. Leading up to the meeting, team members may begin introducing assistive technology to the student and taking data on whether AT successfully removes barriers for the student, helping them progress toward learning goals and improving access to the curriculum. |
Why do we need to consider AT for students who have IEPs or 504 plans?
| By using appropriate AT devices and services, individuals with disabilities can overcome barriers to communication, mobility, learning, and employment, and achieve greater independence and inclusion in society. Federal and state laws require us to consider assistive technology as part of a student's IEP. Relevant laws include:
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Myths & Facts
MYTH: Accessible technology and AT are the same thing. FACT: Accessible technology and AT are not the same. Accessible technology is a term used to describe technology that is designed in a way to support many different users, while AT is a term that describes a piece of technology that is selected to perform a specific task for an individual child with a disability |
Accessible technology is a large category of technology that can meet the needs of many users and might have built-in features to help users individualize their experience. On the other hand, AT is intentionally selected to help a person with a disability perform a specific task, and is included on the IEP, as such. Technology can be accessible but not address the needs of a specific child with a disability, which results in the need for an AT device and service. For example, instructional software may include accessible features like proper color contrast and text size, but a child with a print disability or a child who is blind will still require a screen reader (a type of AT) to access the content. Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP)
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Establishing Processes for Assistive Technology Consideration
It is important for school districts to establish consistent processes for AT consideration. Consistent processes ensure that AT is considered for students with disabilities across all IEP teams. This section introduces forms to assist IEP teams with the AT consideration process.
The first two resources are decision-making flowcharts that can guide the IEP team discussion. They highlight key questions for the IEP team to ask when considering the need for assistive technology. The final two forms also lead the team through an AT consideration discussion and provide a way to document the IEP team's decision.
AT Consideration Decision-Making Flowchart (SETC)
SETC AT Consideration Process Flowchart and SETC Comparison of AT Consideration and Assessment
Pacer Center Consideration of AT Flowchart
The PACER Center's AT Consideration flowchart is a helpful tool for ensuring that the assistive technology consideration process is comprehensive, systematic, and student-centered. This tool is designed to guide the process of assistive technology consideration for students with disabilities. It is a step-by-step process that helps to identify student needs, evaluate potential solutions, and select the most appropriate assistive technology device or service.
Myths & Facts
MYTH: Specific AT decisions do not need to be included in the written IEP document FACT: IDEA requires the IEP to include a statement about a child’s special education, related services, and supplementary aids and services. |
"If AT devices and services are being made available as part of the special education, related services, or supplementary aids or services for a child with a disability, they must be included in the IEP. This ensures that the teachers and providers who are responsible for implementing the IEP are aware of the specific AT devices and services that must be provided to the child in accordance with the IEP." Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP)
Quality Indicators for Assistive Technology AT Consideration Guide
The Quality Indicators for Assistive Technology (QIAT) is a set of guidelines designed to help educators and other professionals make informed decisions about the selection, integration, and use of assistive technology (AT) for individuals with disabilities. The QIAT AT Consideration guide is one of the resources in the QIAT framework. It outlines a process for considering whether AT is appropriate for an individual and, if so, which type of AT would best meet their needs. The Assistive Technology Consideration Guide can be downloaded as a Word document and customized to be part of a district's Assistive Technology Procedures.
The QIAT AT Consideration Guide emphasizes the importance of a collaborative, data-driven approach to AT decision-making. By following the guide, professionals can ensure that they are selecting and implementing AT in a way that is tailored to the individual's unique needs and circumstances.
Note: In the download area of this section, you can download an accessible version of the document that is displayed below.
Student, Environment, Task, and Tools (SETT) Framework
The SETT Framework promotes collaborative decision-making during the process of consideration of AT. This framework is a decision-making process that helps schools and educators consider the assistive technology (AT) needs of students with disabilities. The SETT Framework first looks at the student's strengths, and current performance and identifies if there are barriers to learning and accessing curriculum. The IEP team also looks at the learning environment, the task to be accomplished by the student, and the tech tools that may reduce/remove the barrier to accomplishing that task.
Note: In the download area of this section, you can download an accessible version of the document that is displayed below.
Myths & Facts
MYTH: Specific AT decisions do not need to be included in the written IEP document. FACT: IDEA requires the IEP to include a statement about a child’s special education, related services, and supplementary aids and services. |
If AT devices and services are being made available as part of the special education, related services, or supplementary aids or services for a child with a disability, they must be included in the IEP. This ensures that the teachers and providers who are responsible for implementing the IEP are aware of the specific AT devices and services that must be provided to the child in accordance with the IEP. Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP)
Components of the SETT Framework as an AT Consideration Process
The previous section introduced forms and processes to guide IEP teams through the AT consideration process. This section dives deeper into one of those processes, the SETT Framework developed by Dr. Joy Zabala. As discussed in the previous section, the SETT stands for Student, Environment, Tasks, and Tools. This process first looks at the student's strengths, and current performance and identifies if there are barriers to learning and accessing curriculum. The IEP team then looks at the learning environment, the task to be accomplished by the student, and the tech tools that may reduce/remove the barrier to accomplishing that task.
Student, Environment, Tasks, and Tools (SETT) Framework
The SETT Framework promotes collaborative decision-making during the process of consideration of AT. This framework is a decision-making process that helps schools and educators consider the assistive technology (AT) needs of students with disabilities.
Student
This component focuses on the student's strengths, needs, performance, interests, and preferences.
Environment
This component considers the physical, social, and cultural context in which the student is learning. It includes all learning environments, such as the general education classroom, music, PE, the cafeteria, recess, extracurricular, and home environments. The environment also includes social and cultural factors that may impact the student's learning.
Tasks
This component focuses on the specific academic and functional tasks that the student needs to accomplish to progress toward learning goals and access the curriculum. The team considers the student's ability to complete tasks independently and identifies any barriers that may be present.
Tools
This component considers the technology tool features and strategies that may help the student accomplish tasks and access the curriculum to make progress toward academic goals.
Using the SETT framework, schools and educators can make informed decisions about the most appropriate assistive technology solutions for individual students. The framework helps to ensure that the technology tools and strategies that are implemented are based on a thorough understanding of the student's needs, as well as the specific tasks they need to accomplish and the environment in which they are learning.
If the team has determined what assistive technology tools are required, it is vital to also consider what assistive technology services are needed to support the implementation of those tools.
SETT in Action
To see Eric Peterson, AT Specialist, describe the SETT process using a case study, click on the link below this section titled AT Cadre Final Project Overview.
Myths & Facts
MYTH: Using AT devices and services will not improve child outcomes. FACT: Research demonstrates that use of AT devices and services improves child outcomes in all settings. |
"Research has shown that the use of AT devices and services supports children with disabilities and can lessen the impacts of a child’s disability. For example, AT may address reading challenges by providing options for accessing information and customizing the display of information. AT may also reduce writing challenges by providing options for expressing thoughts and knowledge and by supporting spelling. For children with autism, there is a growing use of socially assistive robots to assist with communication skills. For children who are blind or have low vision, there are wearable devices that incorporate computer vision to detect obstacles and allow a child to more fully participate in daily activities." Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP)
Learn More about AT Consideration
To explore the topic of Assistive Technology Implementation further, below you will find a selection of articles, websites and videos.
Read & Learn | Watch & Learn |
QIAT Guiding Documents - Research-based information compiled by leaders in the field of Assistive Technology in Education. Review the following sections: #6 Guiding Document for Consideration Note: A PDF will download when clicking the link. QIAT Quality Indicators for Consideration of Assistive Technology Needs AT Processes in The Schools - Website with resources The following websites are self-study modules about AT in education. IRIS Module - AT Consideration AT Internet Modules on Consideration (log in to access) | Quality Indicators for Assistive Technology - Chapter 32 AT Consideration (27-minute video provides an in-depth look at the quality indicators for AT Implementation.) Consideration of Assistive Technology - a 1-hour presentation providing an overview of essentials with considering AT in the IEP. Learn about the 4 step model used in Texas and based on the QIAT consideration indicator. Considering the Need for Assistive Technology in the IEP - a 12-minute video by Oklahoma ABLE Tech about AT consideration including IEP team questions to ask in the AT consideration process. |
Myths & Facts
MYTH: The use of AT devices lowers a child’s motivation because it does the work for them. FACT: Research shows that AT increases a child’s motivation to complete assignments. |
"In addition to being a requirement to make AT devices and services available for children with disabilities as needed to provide FAPE, a review of research shows that AT devices and services for children with specific learning disabilities keep them engaged in schoolwork. Specifically, children with disabilities reported that being able to listen to text through their AT devices while also reading assisted in comprehension and completion of assignments. Further, a survey of teachers and parents using a rating scale of 1 to 7 found AT either “very important” or “extremely important” in their child’s ability to complete learning tasks successfully during the pandemic.." Myths and Facts Surrounding Assistive Devices and Services, released by the Office of Special Education Programs (OSEP)
Reflections on Learning
Reflection questions
1. How has your understanding of the consideration process changed your perceptions of assistive technology tools in general?
2. What does a team approach bring to the consideration process?
3. Should cultural considerations (including school/classroom culture) be taken into account when recommending and implementing assistive technology?
Apply your learning to your instructional practice. Where are you on the continuum?
| Knowledge level 1 | Understanding | Application |
|---|---|---|
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Resources for AT Consideration
PACER Center Resources
Pacer Center Consideration of AT Flowchart
Pacer Center Developing Guiding Documents for Consideration of Assistive Technology (AT)
Quality Indicators for Assistive Technology Resources
The QIAT (Quality Indicators for Assistive Technology) group of AT professionals has provided guiding documents and forms to assist teams with the AT Process. They have several documents and forms for consideration which can be found at the following links.
#6 Guiding Document for Consideration
#4 AT Consideration Guide
Quality Indicators for Consideration of Assistive Technology Needs
SETT Resources
Research & Glossary
Research Articles
Jones, & Hinesmon-Matthews, L. J. (2014). Effective Assistive Technology Consideration and Implications for Diverse Students. Computers in the Schools, 31(3), 220–232. https://doi.org/10.1080/07380569.2014.932682
Lahm, E. A., & Sizemore, L. (2001). Factors that Influence Assistive Technology Decision Making. Journal of Special Education Technology, 17(1), 15–26. https://doi.org/10.1177/016264340201700102
Marino, M. T., Marino, E. C., & Shaw, S. F. (2006). Making Informed Assistive Technology Decisions for Students with High Incidence Disabilities. Teaching Exceptional Children, 38(6), 18–25. https://doi.org/10.1177/004005990603800603
Peterson-Karlan, & Parette, H. P. (2007). Evidence-Based Practice and the Consideration of Assistive Technology: Effectiveness and Outcomes. Assistive Technology Outcomes and Benefits, 4(1), 130–139.
Watts, O’Brian, M., & Wojcik, B. W. (2003). Four Models of Assistive Technology Consideration: How Do They Compare to Recommended Educational Assessment Practices? Journal of Special Education Technology, 19(1), 43–56. https://doi.org/10.1177/016264340401900104
Wissick, C. A., & Gardner, J. E. (2008). Conducting Assessments in Technology Needs: From Assessment to Implementation. Assessment for Effective Intervention, 33(2), 78–93. https://doi.org/10.1177/1534508407311427
Glossary of Terms:
Assistive Technology Devices(AT) - Any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of infants, toddlers, or children with disabilities.
Assistive Technology(AT) Services - Any service that directly assists an infant, toddler, or child with a disability in the selection, acquisition or use of the AT device.
Assistive Technology (AT) Consideration - The process of considering whether a student requires AT to make progress toward academic and IEP goals, as well as have access to core grade-level curriculum
Educational Barriers - Characteristics of curriculum, the learning environment, or instruction that make it inaccessible to students.
AT in the Schools Modules
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oercommons
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2025-03-18T00:37:47.347413
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Linda Doehle
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102518/overview",
"title": "Assistive Technology in the Schools: AT Consideration",
"author": "SETC CWU"
}
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https://oercommons.org/courseware/lesson/122645/overview
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Verb Moods
Overview
Lesson plan
Common Core Objectives
CCSS.ELA-Literacy.L.8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.8.1.c
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
Objective
Objective: I can recognize and write sentences using each of the common verb moods -indicative, imperative, subjunctive, interrogative and conditional.
Distribution
Moods in real life explain how a person is feeling. Mood in stories is the feelings the reader gets when reading the material. The reader owns the emotion. But moods in grammar involve the tone of the verb, and it helps readers understand the intention of whoever is speaking or writing. Verb mood indicates a state of being or reality.
Types of Verb Moods and examples
Types of Moods
INDICATIVE MOOD
The indicative mood states a statement, fact, or opinion. Most sentences are written in an indicative mood.
Examples
- Sam fell and skinned his knee.
- It is raining cats and dogs!
- I am going to the movies.
- David laughs whenever he sees a clown.
- The teddy bear is taller than the baby.
IMPERATIVE MOOD
The imperative mood makes a request, advice, prohibition or a command. These sentences do not make mild suggestions. They issue a direct command, telling someone what to do. In these sentences, the verb will express a direct call to action. Sometimes the subject “you” will be implied. Other times, it will be clear who the subject is.
Examples
- Please sit down.
- Go away.
- Don’t smoke in the hospital.
- When you get home from school, clean your room.
- When you arrive at the train station, go to the reservation desk.
SUBJUNCTIVE MOOD
The subjunctive mood is used to express hypothetical situations, wishes, doubts, or recommendations. Subjunctive mood makes the use of helping verbs such as “should’, “may”, and “were”. Sentences in the subjunctive mood often include the phrase “If I were”. The verb tends to express doubt, wish, request, demand, proposal or hypothetical situation.
The subjunctive mood uses verb conjugation rules depending on what the subject and the verb of the sentence are. Plural subjects use the same verbs as they normally would. However, things get more complicated if you have a first- or third-person singular subject (ex. I, he, she, or it) or use the verb “be”. Third-person singular subjects drop the “s” used at the end of a verb. (ex., We proposed that Carolyn sing in our play because she has a great voice. (not sings).
Examples
- The manager asked that her staff be prepared for a morning rush.
- If I were tall, I would ride the roller coaster.
- I wish my cold was better today.
- I demand he be released.
- I wish it were true.
INTERROGATIVE MOOD
The interrogative mood asks a question. Because interrogative sentences are often just rearranged versions of sentences that use the indicative mood, the interrogative mood is often used to be a subtype of the indicative mood or described as a type of sentence or clause rather than a distinct mood.
Examples
- Can you hear that?
- Where have the students gone?
- How many games did the football team win last year?
- Did you fry a turkey for Thanksgiving?
- Are you going to the play at the auditorium?
Conditional Mood
The conditional mood expresses an action or idea that is dependent upon a condition. If one thing happens, then another “should”, “could”, or “would” happen too. A sentence with a conditional mood contains an auxiliary verb (a helping verb-would, should, could) and a main verb. Another sign of the conditional mood is the “if this”, then “that” construct. “If/then” indicates one action is dependent upon another. The conditional mood may also state a possibility.
Examples
If the dog didn’t bark all night, then the neighbor would not have called the police.
I may cook Thanksgiving dinner. (possibility)
Knowing his history of bad behavior, she should have said no.
After we go for a run, I would like to sit down with a tall glass of iced tea.
I wouldn’t do that if I were you.
Chart
Five Verb Moods | ||
Conditional Mood Express ideas that depend on a condition or state a possibility. Examples If you do not complete your assignment, then you will not earn a reward. Ben might win the hula hoop contest.
| Indicative Mood States a fact, opinion or statement Examples It is raining outside. My daughter is a junk food junkie.
| Interrogative Mood Asks a question
Examples Who are you? Where are you going today? |
Imperative Mood Makes a command or request Examples Close the door. When you come home from school, clean your room.
|
| Subjunctive Mood express hypothetical situations, wishes, doubts, or recommendations
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Exit Tickets
Exit Ticket
Read each sentence. Select the example of the conditional mood.
___1. I like strawberry short cakes better than ice cream.
___2. When do you want to study for the test?
___3. I hope it snows for Christmas.
Exit Ticket
Which mood is described?
This mood asks a question.
___1. Subjunctive Mood
___2. Interrogative Mood
___3. Imperative Mood
Exit Ticket
True or False? There are four moods in English (Subjunctive, Imperative, Interrogative).
___1. True
___2. False
Exit Ticket
This mood expresses a command or request.
___1. The conditional mood
___2. The subjunctive mood
___3. The indicative mood
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oercommons
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2025-03-18T00:37:47.416316
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12/04/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122645/overview",
"title": "Verb Moods",
"author": "LaVerne Smith"
}
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https://oercommons.org/courseware/lesson/122653/overview
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Canon and Notation
Overview
1. What is Notation
2. What are the qualities of good notation?
3. What is Octape device ?
4. What is sector device?
5. What is empty digit?
6) what is Mnemonice?
7) what are different types of materials used library classification ?
Write with suitable example.
1. What is notation?
2. What are the qualities of good notation?
3. What is Octape device ?
4. What is sector device?
5. what is Mnemonice?
6.what are different types of materials used library classification ?
Write with suitable example.
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oercommons
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2025-03-18T00:37:47.434144
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12/05/2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122653/overview",
"title": "Canon and Notation",
"author": "Sekandar Mondal"
}
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https://oercommons.org/courseware/lesson/121969/overview
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Corgi Global Climate Change
Overview
In this unit, students will explore how natural processes and human activities have impacted global temperatures, as well as explore how humans can adapt to reduce their impact on global climate change for the future.
Corgi Co-organize your learning
CorgiCo-organize your learning |
Unit & Lesson Plans
Global Climate Change
Subject: Science
Grade level: Middle School
Guides: Comparison, Claim, Evidence, Reasoning (CER), Cause & Effect, Question Exploration
Standards: NGSS, Common Core - ELA
Introduction
Thank you for your interest in Unit & Lesson Plans for the Corgi application!
The units and lessons that follow are intended to be used in conjunction with Corgi, a free, digital tool developed with the principles of Universal Design for Learning.
Each unit is aligned to national and/or state standards such as the Next Generation Science Standards or the Common Core Standards.
Each lesson utilizes the 5E Instructional Model to guide implementation.
Table of Contents
What is included in this Unit?
Universal Design for Learning (UDL) Suggestions
Lesson 1: Natural Processes & Human Activities Affect Global Temperatures
Universal Design for Learning (UDL) Suggestions
Lesson 2: Human Activities Cause Global Warming
Universal Design for Learning (UDL) Suggestions
Lesson 3: Human Activities Leading to Global Warming
Universal Design for Learning (UDL) Suggestions
Lesson 4: Humans Can Slow Down Climate Change
Universal Design for Learning (UDL) Suggestions
Unit Plan
Unit Synopsis
In this 4-lesson unit, students will explore how natural processes and human activities have impacted global temperatures, as well as explore how humans can adapt to reduce their impact of global climate change for the future.
Learning Goal
Students will ask questions to clarify evidence used to understand the relationship between natural processes (e.g. as the tilt of the earth, Earth’s orbit) and human activities that have increased and decreased the temperature over the past century. They will also understand that human activities are the dominant cause of global warming, but recognize that humans can adapt their behavior to slow down climate change for the future.
Main Ideas
- Natural processes and human activities have both impacted global temperatures over the last century, but human activities have increased global temperature by more than one degree.
- Human activities are the dominant cause of global warming.
- Human activities add carbon dioxide, methane, nitrous oxide, and fluorinated gases, known collectively as greenhouse gases, to the Earth which trap heat from the sun causing global temperature to increase.
- Humans can adapt to the impacts of global climate change and reduce global climate change in the future.
Standards
Next Generation Science Standards:
MS-ESS3-5. Students who demonstrate understanding can ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Disciplinary Core Ideas:
ESS3.D: Globally Climate Change
Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
Common Core State Standards:
ELA/Literacy - SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
What is included in this Unit?
Several key pieces are included to help you build your own unit or support a unit you have already created.
Each lesson in this unit contains:
- Essential question for students
- Key Terms
- Resources
- Lesson narrative that follows the 5E model of science instruction
- Corgi guide
- Universal Design for Learning (UDL) suggestions
This unit includes a step by step scaffolding that follows the 5E model of science instruction. Please note that we do our best to maintain correct links to resources and materials. If a specific link is no longer working, please don't hesitate to contact us at corgi@cast.org.
Lesson Plans
| Lesson 1 | Natural Processes & Human Activities Affect Global Temperatures | Comparison Guide |
| Lesson 2 | Human Activities Impact Climate Change | Claim, Evidence, Reasoning Guide |
| Lesson 3 | Human Activities Contributing to Global Warming | Cause & Effect Guide |
| Lesson 4 | Humans Can Reduce Their Impact On Climate Change | Question Exploration Guide |
Methods of Assessment
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Universal Design for Learning (UDL) is a framework for teaching and learning that guides the design of inclusive, accessible, and challenging learning environments. The framework is grounded in three principles:
- Design multiple means of engagement
- Design multiple means of representation
- Design multiple means of action and expression
CAST’s UDL Guidelines were developed to support practitioners to apply these three principles to practice.
While this unit was not explicitly designed through a UDL lens, UDL can be used as a tool to reduce existing barriers and increase access to the unit learning goal as well as to individual lesson goals. Below is an overview of how UDL might be applied to this unit. We’ll also offer more specific ideas for applying UDL at the end of each of the lessons associated with this unit.
Anticipate Potential Barriers
The UDL framework can support educators to reframe their understanding of barriers: from locating barriers within individual students to locating barriers within the design of the learning environment. Here we brainstorm potential barriers that learners may encounter in the design of the unit. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Are there barriers to engagement? (connection to students’ lives, location, grouping, noise level, etc.)
The design of the unit/lessons may need to do more to spark students’ curiosity based on their unique interests, goals, and contexts. The design may need to better emphasize why the topics are meaningful and important to explore. The design may also need to more fully support students to make connections to their own lives, communities, and questions they care about.
Are there barriers to the representation of content? (oral, written, etc.)
These lessons consist of multimedia presentations with text, graphics, videos, and infographics. Some videos may need captions, or some captions don’t turn on automatically. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. Further, the content shares mathematical and scientific notation and complex mathematical relationships that may also act as barriers to students engaging with the ideas. Finally, several of the lessons contain non-interactive PDFs that do not allow students to highlight or make comments.
Additionally, this unit in particular relies heavily on skills used in reading and interpreting graphs, and these skills may present barriers for some students.
Are there barriers to action and expression? (writing, speaking, planning, etc.)
While the Corgi guides embed multiple options for students to share their ideas (text, images, and speech-to-text), it is important to anticipate barriers to students being able to express their ideas in other associated activities.
Address Learner Variability
Here we brainstorm ways to address the potential barriers described above. Again, please note that these approaches to reducing barriers and increasing access to the learning goals are just examples to get you thinking. We know that every context is unique.
How will you address barriers to engagement?
The Engagement Guidelines prompt us to consider the following questions when addressing barriers to engagement:
- Are there options for choice, relevancy, and minimizing distractions?
- Are there options for sustaining effort and persistence?
- Are there options for supporting and developing self-regulation and self-assessment?
Barriers to learners’ engagement and multiple pathways to engage students will be addressed through the supplementary resources, survey questions, and videos throughout each lesson.
With regard to the anticipated barriers around supporting students to find meaning and relevance, consider creating spaces for students to make connections to their own lives, their communities, and issues that they care about. For example, students could be encouraged to share an article from a local newspaper about issues affecting the community.
We encourage you to collaborate with your students and co-design ways to address other barriers to engagement that may emerge throughout this unit.
How will you address barriers to representation?
The Representation Guidelines prompt us to consider the following questions when addressing barriers to representation:
- Are there options for audio/visual/display of info?
- Are there options to access language, math, and symbols?
- Are there options to build background knowledge, construct meaning, and generate new understandings?
With regard to captions that don’t turn on automatically, support students to learn how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students.
With regard to the anticipated barriers around the lack of captions and transcripts, consider transcribing tools like Otter.ai, rev, and Express Scribe. Further, a free screen reader such as TextHelp Read & Write, ChromeVox, or NVDA can assist students with online articles. Finally, to reduce the barriers associated with non-interactive PDFs, consider free PDF tools such as Bit.ai and Jotform.
Further, to reduce barriers associated with reading and interpreting graphs, consider embedding activities that offer scaffolded materials and feedback. Example activities include Graphing Climate Change or Climate Impacts Graph Matching | Center for Science Education.
We encourage you to collaborate with your students and co-design ways to address other barriers to representation that may emerge throughout this unit.
How will you address barriers to action and expression?
The Action and Expression Guidelines prompt us to consider the following questions when addressing barriers to acting on ideas and communicating:
- Are there options for physical action?
- Are there options for multiple communication tools?
- Are there options for varying levels of support?
- Are there options for goal setting, strategy development, and self-monitoring?
The Action and Expression Guidelines can offer ideas for embedding varied ways for learners to communicate ideas, share understandings, and work toward goals in the associated activities throughout this unit.
With regard to the anticipated barriers around physical action and physical space, consider encouraging learners to find learning spaces that work best for them (e.g. a quiet space, a space with natural lighting, etc.) and spaces that offer room to move or stand.
We encourage you to collaborate with your students and co-design ways to address other barriers to action and expression that may emerge throughout this unit.
Review the following link for a complete interactive overview of the UDL Guidelines.
Lesson 1: Natural Processes & Human Activities Affect Global Temperatures
Essential Question
How have natural processes and human activities impacted global temperatures over the last century?
Key Terms
Fossil fuels
Global temperature
Natural processes
Human activities
Global climate change
Greenhouse gases
Resources
Video: Understanding Natural Climate Cycles
Website: Lesson Plan | The Heat is On: Cause and Effect and Climate
Website: The Climate Time Machine
Video: What’s REALLY Warming the Earth?
Video: Global Warming Song
Handout: Global Surface Temperature.pdf
Sample Corgi Guide: Comparison - Natural Processes & Human Activities Affect Global Temperatures (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Comparison Guide to each student via email or Google Classroom.
The class reviews the Comparison Guide steps together.
The instructor introduces the essential question and key terms to the class and directs each student to complete Steps 1 and 2 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- What do you know about natural processes impacting global temperature change?
- What do you know about human activities impacting global temperature change?
The instructor shares the video, Understanding Natural Climate Cycleswith the class.
The instructor divides the class into groups of 3 to 4 students. In small groups, the students complete Steps 3 and 4 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
Each student visits the Lesson Plan | The Heat is On: Cause and Effect and Climate website and explores the lesson. The lesson will help students distinguish between correlation and causation within the context of global climate change.
Next, the instructor invites students to playfully interact with The Climate Time Machine that helps students understand and view how climate indicators are changing over time.
After the activities, the instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
To develop an understanding of the differences between how natural processes and human activities have impacted global temperatures, the instructor has the students watch an explanation: What’s REALLY Warming the Earth?
To further enhance students’ understanding of the differences have students review the graph in the handout, Global Surface Temperature.pdf and post the following inquiries for students to explore:
- Describe the pattern of change in global surface temperature caused by natural processes.
- Identify the pattern of change in global surface temperature caused by human activities.
- Describe the observed pattern of change in global surface temperature.
The instructor directs students to either independently or in small groups of 2 to 3 complete the Corgi Guide, ‘Comparison’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: Graphing data and interpreting information from graphs often present barriers for students.
- Addressing the barrier: Some suggested sites to engage in graphing skills and interpreting are Climate Impacts Graph Matching | Center for Science Education or Graphing Climate Change.
Lesson 2: Human Activities Cause Global Warming
Essential Question
How has human activity impacted climate change?
Key Terms
Greenhouse gases
Global climate change
Resources
Video: "It's Us"
Website: Automotive Emissions and the Greenhouse Effect
Video: How Humans Cause Climate Change
Website: Scientific consensus: Earth's climate is warming
Sample Corgi Guide: Claim, Evidence, Reasoning - Human Activities Cause Global Warming (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Claim, Evidence, Reasoning Guide to each student via email or Google Classroom.
The class reviews the Claim, Evidence, Reasoning Guide steps together.
The instructor introduces the essential question and key terms to the class and directs each student to complete Steps 1 and 2 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- What do you know about greenhouse gases?
The instructor shares the video, "It's Us" with the class.
The instructor divides the class into groups of 3 to 4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the video.
Explore:
The instructor invites students to complete the lesson at Automotive Emissions and the Greenhouse Effect that helps students to build their own understanding through common experiences and build vocabulary for whole group discussion.
The instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
To develop an understanding of human activities on global warming, the instructor has the students watch a video, How Humans Cause Climate Change.
To further enhance students’ understanding of global warming, have students read the article, Scientific consensus: Earth's climate is warming.
The instructor directs students to either independently or in small groups of 2 to 3 complete the Corgi Guide, ‘Claim, Evidence, Reasoning’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: Visualizing and synthesizing the concept of human impact on global climate change can feel abstract and may present barriers for some students.
- Addressing the barrier: Simulations are a great way to help students explore impacts, make connections, and draw conclusions on global climate change. Games and Simulations | Center for Science Education is a resource site with helpful simulations that allow students to observe climate change. Suggested simulations for this lesson: Climate Sensitivity Calculator, The Very Simple Climate Model, Energy Choices and Climate Change, and Ruler of the World.
Lesson 3: Human Activities Leading to Global Warming
Essential Question
How has human activity impacted climate change?
Key Terms
Global climate change
Greenhouse effect
Fossil fuels
Resources
Video: What human activities contribute to climate change?
Website: ‘Greenhouse Atmosphere: Let's Heat Things Up!’
Website: Greenhouse Gases | A Student's Guide to Global Climate Change | US EPA
Sample Corgi Guide: Cause & Effect - Climate Change (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Cause & Effect Guide to each student via email or Google Classroom.
The class reviews the Cause & Effect Guide steps together.
The instructor introduces the essential question and the key terms to the class and directs each student to complete Steps 1 and 2 in their guides.
The instructor shares the video, What human activities contribute to climate change?with the class.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion about greenhouse gases that come from human activities and how that contributes to climate change using the prompts:
- Have students brainstorm and share signs of climate change in their neighborhood, town, city, and state.
- How do human activities affect greenhouse gases?
- How do human activities affect climate change?
- Can humans improve their environment, and if so how?
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the video.
Explore:
The instructor invites students to complete the activities in the lesson plan on ‘Greenhouse Atmosphere: Let's Heat Things Up!’ that helps students to build their own understanding through common experiences and build vocabulary for whole group discussion.
The instructor reconvenes the class to recap the lesson and invites students to share their findings.
Explain:
To develop an understanding of the causes of climate change, the instructor asks the students to read the information on Greenhouse Gases | A Student's Guide to Global Climate Change | US EPA. To further enhance students’ understanding, direct them to either independently or in small groups of 2 to 3 discuss the cause and effects of climate change.
The instructor directs students to complete Steps 4-8 of the Corgi Guide, ‘Cause & Effect’ with their new understanding.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: Visualizing and synthesizing the concept of human impact on global climate change can feel abstract and may present barriers for some students.
- Addressing the barrier: Simulations are a great way to help students explore impacts, make connections, and draw conclusions on global climate change. Games and Simulations | Center for Science Education is a resource site with helpful simulations that allow students to observe climate change. Suggested simulations for this lesson: Climate Sensitivity Calculator, The Very Simple Climate Model, Energy Choices and Climate Change, and Ruler of the World.
Lesson 4: Humans Can Slow Down Climate Change
Essential Question
How can humans address/reduce the impacts of climate change?
Key Terms
Global climate change
Emissions
Greenhouse gases
Resources
Video: Causes and Effects of Climate Change | National Geographic
Video:Will Climate Change Stop If We Stop Emitting Carbon Tomorrow? | Hot Mess 🌎
Website: Global Warming Solutions: Prepare for Impacts | Union of Concerned Scientists
Website: What can we do to slow or stop global warming? | NOAA Climate.gov
Sample Corgi Guide: Question Exploration Guide - Slow Down Climate Change (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Question Exploration Guide to each student via email or Google Classroom.
The class reviews the Question Exploration Guide steps together.
The instructor introduces the essential question and key terms to the class and directs each student to complete Steps 1 and 2 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- What can humans do now to slow down global climate change?
- What can humans do in the future to slow down global climate change?
- What can humans do to reduce greenhouse gasses and how does this impact climate change?
- How long will it take to notice the effects of humans' efforts to slow down climate change?
The instructor shares the video,Causes and Effects of Climate Change | National Geographic with the class.
The instructor divides the class into groups of 3 to 4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
Explain:
To develop an understanding of how our actions now and in the future impact climate change, the instructor shows, Will Climate Change Stop If We Stop Emitting Carbon Tomorrow? | Hot Mess 🌎and posts the following inquiries for students to independently explore:
- How can stopping carbon emissions now help with climate change?
- What can we do to slow down global warming at the individual level?
- What effect does livestock have on climate change?
- How does climate change effect human health and wellness?
To further enhance students’ understanding of global climate change, have students read the articles, Global Warming Solutions: Prepare for Impacts | Union of Concerned Scientists and What can we do to slow or stop global warming? | NOAA Climate.gov and direct them to either independently or in small groups of 2 to 3 to complete the Corgi Guide, ‘Question Exploration’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: In this lesson, students are asked to create a Corgi Question Exploration Guide. The process of creating and developing supporting questions in the guide may be unfamiliar and may pose barriers for some students.
- Addressing the barrier: In order to support students in creating and developing supporting questions, educators may want to teach a “mini-lesson” that addresses these skills. A suggested resource is The 5 Features of Science Inquiry: What Questions Do You Have? | Edutopia.
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oercommons
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2025-03-18T00:37:47.509887
|
Unit of Study
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121969/overview",
"title": "Corgi Global Climate Change",
"author": "Lesson"
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|
https://oercommons.org/courseware/lesson/65295/overview
|
Social Studies
Overview
Daily social studies assignments. Group A parents- students may need assistance with Wednesday and Thursday readings. If you feel the reading is too dense, you may have them read another book about North Carolina. Be sure to click 'Text to Speech' for read aloud. There are also plenty NC books on Epic!
Social Studies
| Monday | Login Information username: julie@stepaheadacademy.org password: Swim1234!
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| Tuesday | Login information username: trueflix48 password: green
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| Wednesday | Login information username: trueflix48 password: green
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| Thursday | username: trueflix48 password: green
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| Friday |
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oercommons
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2025-03-18T00:37:47.526966
|
04/15/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65295/overview",
"title": "Social Studies",
"author": "Julie Cronin"
}
|
https://oercommons.org/courseware/lesson/73652/overview
|
Education Standards
Branches of the Government Graphic Organizer
Congress
Example of completed graphic organizer
Executive Branch Graphic Organizer
Fascinating Facts about the Constitution
Federal Judicial Center
House Graphic Organizer
Interactive Constitution (National Constitution Center)
Judicial Branch Graphic Organizer
Lesson Reflection Worksheet
POWER Library
Rubric for Student Reflection
Senate Graphic Organizer
State Government Graphic Organizer
Supreme Court History
Supreme Court of the United States
The Constitution of the United States (National Archives)
The Constitution of the United States Transcript (National Archives)
The Legislative Process: Overview (Video from Congress.gov)
The Legislative Process Videos
The White House
United States Courts
United States House of Representatives
United States Senate
What is the Executive Branch of the U.S. Government (History)
What is the Judicial Branch of the U.S. Government (History)
What is the Legislative Branch of the U.S. Government Video (History)
The Branches of Power
Overview
The students will learn that the Constitution provides the guidance for the branches of the government. They will analyze the first three articles and then research the duties and requirements of the executive, legislative and judicial branches of the U.S. Government. Students will then examine the branches of the state government.
Lesson Objectives
Students will know / be able to.....
- Understand the Constitution provides the guidance for the branches of the government.
- Summarize the duties, organization and requirements of the executive, legislative, and judicial branches of the US Government.
- Explain the branches of the government of any state.
Warm Up / Introduction - The Constitution
Instructor Notes:
- Have the students download or provide them with a copy of the Constitution for Examination. The URLs that are provided take you to the National Archives. One will allow you to view an image of the actual document and the other provides a link to the transcript.
- A nice summary of the US Constitution can also be found on the PBS site (PDF File)
- Provide the students with a brief history of the United States Constitution.
- On September 17, 1787, the final draft of the Constitution was signed by 39 of the 55 delegates that were in attendance at the Constitutional Convention.
- Once the Constitution was signed, it needed to be ratified by the people of at least nine of thirteen states in order to be valid. The Constitution was finally ratified in 1788 when New Hampshire become the 9th state to ratify it.
- The United States Constitution's main purpose is to provide a plan for the government and is considered the basic law of the United States. The powers of the three branches of federal government come from this document.
- The Constitution has three main parts:
- The Preamble - goals and purposes of the government
- The Articles - These 7 items are the goals and purposes that describe the way the government is set up.
- The Amendments - These are additions and changes to the original Constitution. There are currently 27.
- Discuss with the students why they think the Founding Fathers believed that the rules of the government should be written down. Ask them if they agree with that decision or not.
- Ask the students if they know who signed the Constitution? What do they know about them? (Names should be listed at the bottom of the transcript of the Constitution)
- The students will read and examine the first three (3) articles of the Constitution and write a paragraph about what they are about. Points to reiterate include:
- The articles of the Constitution begin with Roman numerals I through VII.
- The first three state the powers and responsibilities of each branch of the government. These are the three we will be focusing on:
- Article I: Legislative Branch
- Article II: Executive Branch
- Article III: Judicial Branch
- Entertain the students with these Fascinating Facts about the US Constitution.
- Students should learn more about the Constitution by researching it using the POWER Library resources or additional resources you have provided. (Some suggested websites are below)
- Students should complete the Branches of the Government Graphic Organizer with the information they already have learned.
Extended Activities:
- Who were the founding fathers that signed the Constitution? Students can learn about each of them in an extended activity. Information on each is available from the Constitution Center website.
- Examine the Preamble of the Constitution.
- Examine the first 10 Amendments which are the Bill of Rights.
POWER Library resources:
POWER Library resources that can be used for research on the Constitution includes:
- POWER Library Gale In Context Middle School
- POWER Library Gale OneFile High School Edition
- POWER Library General OneFile
- POWER Library Gale EBooks (History and Law categories)
- POWER Library Gale Topic Collections - Gale OneFile U.S. History
- POWER Library Gale In Context Elementary
- POWER Library EBSCO E-Books
- POWER Library TrueFLIX
Other websites:
Other websites that you can use to research the Constitution:
Activity Directions:
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Research / Explore Activity - Article I: The Legislative Branch
Instructor Notes:
- Have the students watch the videos about the Legislative branch.
- Students should research the legislative branch using the POWER Library resources and other materials you provide.
- Students should complete the following graphic organizers:
- House Graphic Organizer
- Senate Graphic Organizer
- Students can also watch the Legislative Process videos (7 videos) for a better understanding of this branch.
POWER Library resources:
- POWER Library resources that can be used to research the legislative branch:
- POWER Library Gale In Context Middle School
- POWER Library Gale OneFile High School Edition
- POWER Library General OneFile
- POWER Library Gale EBooks (History and Law categories)
- POWER Library Gale Topic Collections - Gale OneFile U.S. History
- POWER Library Gale In Context Elementary
- POWER Library EBSCO E-Books
- POWER Library TrueFLIX
Other websites:
Other websites that can be used to research the legislative branch:
USA Gov - The official web portal of the U.S. Government
Extended Activities:
- How a bill becomes a law.
Activity Directions:
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Research / Explore Activity - Article II: The Executive Branch
Instructor Notes:
- Have the students watch the videos about the executive branch.
- Students should research the executive branch using the POWER Library resources and other materials you provide. As they research the branch, they should complete the graphic organizer.
POWER Library resources:
- POWER Library resources that can be used to research the executive branch includes:
- POWER Library Gale In Context Middle School
- POWER Library Gale OneFile High School Edition
- POWER Library General OneFile
- POWER Library Gale EBooks (History and Law categories)
- POWER Library Gale Topic Collections - Gale OneFile U.S. History
- POWER Library Gale In Context Elementary
- POWER Library EBSCO E-Books
- POWER Library TrueFLIX
Other websites:
Other websites that can be used to research the executive branch Includes:
USA Gov - The official web portal of the U.S. Government
Activity Directions:
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Research / Explore Activity - Article III: The Judicial Branch
Instructor Notes:
- Have the students watch the videos about the judicial branch.
- Students should research the judicial branch using the POWER Library resources and other materials you provide. As they research the branch, they should complete the graphic organizer.
POWER Library resources:
- POWER Library resources that can be used to research the judicial branch include:
- POWER Library Gale In Context Middle School
- POWER Library Gale OneFile High School Edition
- POWER Library General OneFile
- POWER Library Gale EBooks (History and Law categories)
- POWER Library Gale Topic Collections - Gale OneFile U.S. History
- POWER Library Gale In Context Elementary
- POWER Library EBSCO E-Books
- POWER Library TrueFLIX
Other websites:
Other websites that can be used to research the judicial branch Include:
USA Gov - The official web portal of the U.S. Government
Extended Activities:
- Learn about some of the historic Supreme Court cases in history.
Activity Directions:
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Reinforcement / Creation Activity
Instructor Notes:
- Have the students play the Branches of Power game to reinforce their understanding of each branch of government.
- Now that they know what it takes to run the federal government, have them research the state government from Pennsylvania (or other states if desired).
- Students should complete the State Government Graphic Organizer with the findings from their research.
- If the students research different states, they can present their information to their peers in the form of a presentation or brochure.
Websites for researching Pennsylvania:
- Below is a list of websites that can be used if the students as researching the state of Pennsylvania. All other states have similar sites.
Notes:
- An example of a completed graphic organizer is attached in the Resource Library.
Activity Directions:
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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:
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oercommons
|
2025-03-18T00:37:47.595380
|
Lynn Ann Wiscount
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73652/overview",
"title": "The Branches of Power",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/75021/overview
|
Education Standards
332nd Fighter Group Veteran Oral History Collection
Black Freedom Struggle in the United States
Journal Rubric
Journal Worksheet - First Day of Training
Journal Worksheet - First Flight Mission
Lesson Reflection Worksheet
Library of Congress - The African American Odyssey: A Quest for Full Citizenship
Library of Congress - Tuskegee Airmen Image Set
Marking the 75th Anniversary of the first deployment of the Tuskegee Airmen (Video from the American Veterans Center)
National Museum of the United States Air Force - Tuskegee Airmen
National Park Service - Tuskegee Airmen
POWER Library
Remembering the Tuskegee Airmen (Video from the Department of the Interior)
Rubric for Student Reflection
Tuskegee Airmen 75th Anniversary from C-Span and American History TV
Tuskegee Airmen National Museum
Tuskegee Airmen Veteran Oral History Collection
Tuskegee Article (NASA)
Tuskegee Comprehension Questions (NASA)
Wings For This Man - Tuskegee Airmen (1945) (Video by the U.S. Army Air Forces First Motion Picture Unit)
Written Document Analysis Worksheet (National Archives)
Tuskegee Airmen's Role in History
Overview
The Tuskegee Airmen played a pivotal role in World War II while battling prejudice and segregation to African Americans. This lesson will allow students to research and examine various primary source documents to learn what contributions the Tuskegee Airmen made to American society. Students will listen and read about the Tuskegee Airmen through research and videos while providing evidence to various guided questions. The students will then create journal entries as to what it might have been like to be a member of this famous group on their first day of training and on their first flight mission.
Lesson Objectives
Students will know / be able to:
- Analyze primary source documents to learn what role they play in history.
- Provide evidence to the role the Tuskegee Airmen played in history.
- Journal what it would have been like to be a member of this important group on the first day of training and on the first flight mission.
- Describe who the Tuskegee Airmen were and why they were important.
- Listen and read about the Tuskegee Airmen through research and videos.
Note:
This lesson can also be adapted for middle and high school students.
Warm Up / Introduction
Instructor Notes:
To introduce this topic, select one of the following activities. If time allows, you can have the students complete both.
Activity 1
- The Tuskegee Airmen played a pivotal role in World War II while battling prejudice and segregation. Introduce this topic to the students by showing one of the following videos. As the students watch the video, they should complete the 3-2-1 graphic organizer by writing 3 things they learned from the video, 2 things they found interesting and one question they have that they want to further research.
Activity 2
- Students can be introduced to the pivotal role the Tuskegee Airmen played in World War II by reading the attached article. As they read the article, students will answer comprehension questions. Additional research can be completed in the next activity on any question they were not able to answer.
Directions:To introduce this topic, your instructor will assign one or both activities below. Activity 1:
Activity 2:
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Research / Explore Activity
Instructor Notes:
Activity 1:
- Have the students use the POWER Library resources and other websites to research the Tuskegee Airmen. Have them research answers to the following guiding questions:
- What contributions did the Tuskegee Airmen make during World War II?
- Were black fighter pilots held to a higher standard than white fighter pilots? Are there other situations where this occurs? Is this still happening today?
- Were the Tuskegee Airmen treated as heroes when they returned from war?
- How did the Tuskegee Airmen influence or contribute to the budding Civil Rights Movement in the United States?
- What obstacles did the participants in this program face?
- What were the differences between the two experiments?
- In researching the policies of segregation toward African Americans during World War II how do they compare or differ to today’s policies?
- What were the names of some of the Tuskegee Airmen? What accomplishments are they famous for?
- In researching the Tuskegee Airmen, what characteristics or traits made them successful? Do you share any of the same traits?
- They should research answers to any questions they were not able to complete in the previous activity.
- Remind the students that they will need to include evidence and also need to cite their sources.
Activity 2:
- After the students complete their research, they should use primary source documents to see how they play an important role in history. Students should use the Written Documents Analysis Worksheet, from the National Archives, to examine items from the Black Freedom Struggle in the United States: A Selection of Primary Sources collection which is provided as part of the POWER Library or directly from the link in the resource library.
POWER Library eResources that can be used for this activity includes:
- POWER Library - e-Books (EBSCO)
- POWER Library - AP Newsroom
- POWER Library - Gale InContext: Elementary
- POWER Library - Gale Topic Collections
- Criminal Justice
- Diversity Studies
- Military and Intelligence
- Popular Magazines
- U.S. History
- War & Terrorism
- World History
- POWER Library - Gale General OneFile
- POWER Library - Gale OneFile: High School
- POWER Library - Gale In Context: Middle School
Notes:
- Additional websites are also included in the Resource Library for activity 1.
- The Library of Congress and the National Archives will also have some additional primary source material that you can use for activity 2.
Directions:Activity 1:
Activity 2:
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Reinforcement / Creation Activity
Instructor Notes:
- After the students had a chance to research the Tuskegee Airmen, they should now be provided an opportunity to hear directly from the airmen. Students can use the Veteran's Oral History Project Collections to get first person accounts as well as viewing the video from the Tuskegee Airmen 75th Anniversary. Resources you can use for this activity include:
- The students will take on the role of a Tuskegee pilot and create journal / diary entries for their creation project.
- In the first project, the student should write about what a pilot would have experienced on the first day of training. They should use the Journal Worksheet - First Day of Training for this writing assignment.
- For the second project, students should write about what a pilot would have experienced on their first flight mission. They should use the Journal Worksheet - First Flight Mission for this writing assignment.
- Each writing assignment will be assessed by using the Journal Rubric included in the attachments.
Extended Activities:
- Students can read their journal writings to the whole class.
- Students can also create a timeline of the important events and accomplishments of the Tuskegee Airmen.
Directions:
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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:
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|
oercommons
|
2025-03-18T00:37:47.660045
|
World History
|
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"url": "https://oercommons.org/courseware/lesson/75021/overview",
"title": "Tuskegee Airmen's Role in History",
"author": "U.S. History"
}
|
https://oercommons.org/courseware/lesson/122284/overview
|
https://www.incharge.org/financial-literacy/resources-for-teachers/financial-literacy-for-kids/
https://www.youtube.com/watch?v=0iRbD5rM5qc
https://www.youtube.com/watch?v=1el4U_cve40
https://www.youtube.com/watch?v=3I81-P_lwvw
Mastering Personal Finance
Online financial literacy course for kids
Quizlet "Financial Literacy"
Finance for the smallest
Overview
Discover a resource that makes financial education exciting and easy for kids! 🎉 Through interactive games like Kahoot and matching puzzles, plus a vibrant glossary of simple money terms, kids will have fun while building essential life skills. With hands-on activities like budgeting for a dream trip or running a pretend business, your little ones will feel like financial superheroes! 🦸♀️💰
Engaging, educational, and unforgettable—this is the ultimate way to teach kids the value of money.
Introduction
Welcome to "Financial for the Small"!
At "Financial for the Small," we believe it’s never too early to start learning about money. Understanding financial basics from a young age helps children develop essential life skills, such as budgeting, saving, and making smart financial decisions. By building this foundation early, kids gain the confidence to navigate their financial future with ease and responsibility.
Through our interactive course, children will explore the world of finance in a fun and engaging way. They'll learn fundamental concepts like budgeting, saving, and spending through interactive games, educational videos, and simple yet impactful terms. These tools not only make learning enjoyable but also help children grasp real-world applications of financial principles.
We’re thrilled to provide this exciting opportunity for young learners to begin their journey toward financial literacy. Together, let’s empower the next generation to take control of their financial futures with knowledge and confidence!
Glossary
Welcome to the Glossary!
Hey there! Ready to dive into the world of money and discover some awesome financial terms? Our glossary isn’t just about reading and memorizing—it’s all about having fun while learning!
With Quizlet, you’ll not only find lots of useful terms explained in simple, kid-friendly language, but you’ll also get to play exciting games and take quizzes to test your knowledge. Learning about money has never been this much fun!
So, jump in and start exploring. We’re here to make learning easy, exciting, and full of discovery!
Internet resources
Welcome to "Internet resources"
A fun and interactive course designed to teach young learners the basics of money management in an engaging way. In today’s digital world, children can explore financial literacy through various online resources that make learning both educational and entertaining.
In this section, "Internet Resources", we will introduce you to a variety of tools, including:
- Online Courses with Games: interactive platforms where children can learn through play.
- Printable Lessons: ready-to-use worksheets that help reinforce key financial concepts.
- Educational Videos: engaging stories and tutorials that explain money management in simple terms.
By using these online resources, children will develop essential financial skills such as budgeting, saving, and making smart spending choices—all while having fun! Let’s dive into the digital world of financial education and explore how technology can support learning in creative and exciting ways.
Interactive games
Welcome to the Interactive Games
Now, it's time for playing a games and at the same time revise all information that you've just learnt. Clink on the links below and immerce yourself into interactive, fun and educational game!
Conclusion
Great job exploring the world of finance! 🎉
You’ve watched videos, played interactive games — all while learning essential financial skills. These activities aren’t just fun; they’ve helped you understand money and how to use it wisely.
Remember, every game and quiz you complete is another step toward becoming a financial whiz. Keep practicing, keep exploring, and keep discovering!
We’re so proud of your progress and excited to see all the amazing things you’ll achieve with your new knowledge. See you next time for even more financial adventures! 💡✨
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oercommons
|
2025-03-18T00:37:47.686393
|
11/29/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122284/overview",
"title": "Finance for the smallest",
"author": "Katerina Kysil"
}
|
https://oercommons.org/courseware/lesson/122771/overview
|
Exploring Self-Identity and Understanding Ableism
Overview
In this lesson, students will come to understand the challenges and benefits of inclusion and accessibility.
Curricular Connections
Designed and Created by: Jugpreet Bajwa, Artist and Jesse Costello, Teacher, Elsie Roy Elementary, Vancouver School District, British Columbia.
Province/Grade/Subject British Columbia/Grade 4/Social Studies / Health and Career Education
Big Ideas
- Social Studies: People’s needs and wants are met in a variety of ways
- Health and Career Education: Healthy choices influence our physical, emotional, and mental well-being.
Curricular Competencies
- Social Studies: Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions. o Explain why people, events, or places are significant to various individuals and groups.
- Health and Career Education: Identify and describe factors that contribute to positive mental health. Describe and assess strategies for responding to discrimination, stereotyping, and bullying.
Wingspan Artist Profile: Jugpreet Bajwa
Jugpreet Bajwa, an alumnus of Seaquam Secondary (grad class of 2013), is an internationally acclaimed musician and performer, with three albums to his credit, and multiple successes across a platform of high-profile singing competitions spanning the globe. His musical journey began at the age of five which evolved into a lifelong passion despite facing the adversity of Eye Cancer to which he lost both his eyes. With a degree in Indian Classical Music and a Diploma in Western Classical Music, he received guidance from renowned mentors. His life’s mission is that of spreading love and peace through music globally.
Lesson Outline
Learning Objectives
- Students will understand the concept of ableism and its impact on people with disabilities.
- Students will develop empathy and strategies to support inclusivity.
Materials Needed
- Markers, crayons, and colored pencils
- Sticky notes
- Examples of assistive devices (if available)
Lesson Activities
Introduction (10 minutes):
Begin with a discussion on self-identity. Ask students what makes them unique and what they value about themselves. o Introduce the concept of ableism and discuss how it affects people with disabilities.
Activity: Tracing and Identifying (30 minutes):
Have each student lie down on a large sheet of paper while a partner traces their outline. o Inside the outline, students will draw or write things that are important to their self-identity (e.g., hobbies, family, cultural background, personal strengths).
Group Discussion: Understanding Ableism (20 minutes):
In small groups, have students discuss examples of ableism they might have seen or experienced. o Each group will share their examples with the class and discuss how these situations could be improved to be more inclusive.
Reflection and Sharing (20 minutes):
Have students reflect on what they learned about themselves and others. o Encourage students to share one thing they can do to help make their school or community more inclusive.
Conclusion (10 minutes):
Summarize the key points of the lesson.
Assign a short reflective writing task where students describe what they learned about self-identity and ableism.
Assessment and Extensions
Assessment
- Participation in group activities and discussions.
- Creativity and thoughtfulness in the tracing and identifying activity.
- Reflective writing task.
Extensions
- Create a class mural that combines all the traced outlines and highlights the diversity and strengths of each student.
- Plan a school-wide campaign to raise awareness about ableism and promote inclusivity.
|
oercommons
|
2025-03-18T00:37:47.725151
|
Jo-Anne Naslund
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122771/overview",
"title": "Exploring Self-Identity and Understanding Ableism",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/122868/overview
|
Corgi Kinetic and Potential Energy
Overview
In this unit, students will explore kinetic and potential energy. They will understand the relationship between kinetic energy, mass, and velocity, as well as the relationship between potential energy, mass, and height.
Corgi Co-organize your learning
CorgiCo-organize your learning |
Unit & Lesson Plans
Kinetic and Potential Energy
Subject: Science
Grade level: Middle School (Grades 6-8)
Guides: Question Exploration, Cause & Effect, Comparison
Standards: NGSS, Common Core - ELA
Introduction
Thank you for your interest in Unit & Lesson Plans for the Corgi application!
The units and lessons that follow are intended to be used in conjunction with Corgi, a free, digital tool developed with the principles of Universal Design for Learning.
Each unit is aligned to national and/or state standards such as the Next Generation Science Standards or the Common Core Standards.
Each lesson utilizes the 5E Instructional Model to guide implementation.
Table of Contents
Universal Design for Learning (UDL) Design Questions
Lesson 1: Potential Energy and Mass or Height
Universal Design for Learning (UDL)
Lesson 2A: Kinetic Energy and Mass or Velocity
Universal Design for Learning (UDL)
Lesson 2B: Kinetic Energy and Mass or Velocity
Universal Design for Learning (UDL)
Lesson 3: Kinetic & Potential Energy
Universal Design for Learning (UDL)
Unit Plan
Unit Synopsis
In this unit, students will explore kinetic and potential energy. They will understand the relationship between kinetic energy, mass, and velocity, as well as the relationship between potential energy, mass, and height.
Learning Goal
Students will understand the relationship between an object’s potential energy and its mass or height, between kinetic energy and an object’s mass or velocity, and between kinetic energy and potential energy.
Main Ideas
- Potential and kinetic energy are both forms of energy, but differ in how energy is used in an object.
- Potential energy of an object is related to the object’s mass and height.
- Kinetic energy is related to an object’s mass and velocity.
Standards
Next Generation Science Standards:
MS-PS3. Students who demonstrate understanding can describe kinetic and potential energy in relation to the mass, velocity, or height of an object in motion or at rest through interpreting graphical displays and modeling.
Disciplinary Core Ideas:
Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1)
A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2)
Common Core State Standards:
ELA/Literacy - SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Lesson Plans
| Lesson 1 | Potential Energy and Mass or Height | Question Exploration Guide |
| Lesson 2A | Kinetic Energy and Mass or Velocity | Cause & Effect Guide |
| Lesson 2B | Kinetic Energy and Mass or Velocity | Question Exploration Guide |
| Lesson 3 | Kinetic & Potential Energy | Comparison Guide |
Methods of Assessment
Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Design Questions
Below is an overview of anticipated potential barriers and learner variability design questions for the entire unit. Each lesson may contain specific design challenges that will be addressed at the end of the lesson.
Anticipate Potential Barriers
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Possible overall barriers in this lesson may include: Access to technology, non-interactive PDF, relevance to learners’ lives, mathematical and scientific notation, complex mathematical relationships.
Are there barriers to engagement? (connection to students’ lives, location, grouping, noise level, etc.)
The nature of potential and kinetic energy may be challenging concepts for students to grasp and relate to their everyday lives. In order to generate relevance for learners consider using one of the examples below:
- A bouncing ball is an interesting way to demonstrate a rapid conversion from potential to kinetic energy and back, as affected by gravity. Allow students to hold a ball outward, then to remove their hands (let go) and let it bounce off the floor. Allow it to continue bouncing. Explain that gravity is the force that pulls the ball downward (toward Earth’s center), converting the ball’s potential energy to kinetic energy. When the ball strikes the floor, it possesses potential energy for the instant that it hits, then the force of the ground pushes it up again, converting potential to kinetic energy as it bounces upward.
- Show an animated toy or other object that requires one or more batteries. Unused batteries are an example of potential (or stored) energy. When a battery is placed in a toy, and the switch turned on, the potential energy in the battery is converted to kinetic energy as the toy begins to move.
Are there barriers to presentation? (oral, written, etc.)
- These lessons consist of multimedia presentations with text, graphics, videos, and infographics. Some videos may need captions. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking.
Are there barriers to activities? (writing, speaking, planning, etc.)
- The Corgi guide allows for students to add pictures and text to each entry. It is also built to work well with TextHelp to allow for dictation and screen reading.
Address Learner Variability
Here we brainstorm ways to address the potential barriers described above. Again, please note that these approaches to reducing barriers and increasing access are just examples to get you thinking. We know that every context is unique.
How will you address barriers to engagement?
- Do these options address the anticipated barriers?
- Are there options for choice, relevancy, and minimizing distractions?
- Options for balancing perceived demands and resources?
- Options for mastery-oriented feedback?
Barriers to learners’ engagement and multiple pathways to engage students will be addressed through the supplementary resources, survey questions, and videos throughout each lesson. Classroom discussions and student examples from their own lives will also be useful in addressing relevance and engagement.
How will you address barriers to representation?
- Do these options address the anticipated barriers?
- Are there options for audio/visual/display of info?
- Are there options to access language, math, and symbols?
- Are there options to build background knowledge and highlight key patterns?
The supplementary resources and videos have been constructed to offer multiple ways of representing information as well as the mixed media within each lesson/activity.
How will you address barriers to action and expression?
- Do these options address the anticipated barriers?
- Are there options for physical action?
- Are there options for multiple communication tools?
- Are there options for varying levels of support?
- Are there options for goal setting, strategy development, and self-monitoring?
Teachers should design entry points and reflective points that allow learners varying types of communication and support.
This lesson is designed to be a remote learning experience; it does not address barriers surrounding physical action or physical space. However, instructors should encourage learners to find space that offers reduced outside distraction and room to move or stand, in order to interact with the virtual lesson.
For a complete interactive overview of the UDL Guidelines.
Lesson 1: Potential Energy and Mass or Height
Essential Question
What is the relationship between an object’s potential energy and its mass or its height?
Key Terms[a]
Potential energy [b]
Mass[c]
Proportional relationship[d]
Resources
Handout:[e] ‘KWL Chart’ https://www.readwritethink.org/classroom-resources/printouts/chart-0
Video:[f] Impact Crater Demo
Video: ‘Falling Water’ https://www.teachengineering.org/activities/view/cub_energy2_lesson08_activity1
Website:[g] ‘Potential Energy on Shelves Gizmo’ https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=399
Video: Potential Energy- BrainPop
Handout:[h] Potential Energy - Mass and Height
Sample Corgi Guide: Question Exploration - Potential Energy
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Question Exploration Guide to each student via email or Google Classroom. The class reviews the Question Exploration Guide steps together. The instructor introduces to the class the essential question and key terms (not their definitions) and directs each student to complete Step 1 and 2 in their guides with that information.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts (use a KWL chart):
- What do you know about potential energy?
- How does the mass of an object affect its potential energy?
- How does the height of an object affect its potential energy?
The instructor shares the video Impact Crater Demo from the beginning to minute 1:40 on different masses with the class. The instructor asks:
- How does the mass of the object affect its impact on the surface?
- What evidence did you see in the video?
The instructor shares another video 'Falling Water' from minute 1:18 to 1:27 on different heights with the class. The instructor asks:
- How would you expect the height of the water to affect the splash as it falls?[i]
- What evidence would you look for to test your idea?
The instructor divides the class into groups of 3-4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the videos.
Explore:
Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor invites students to interact with 'Potential Energy on Shelves Gizmo' that helps students to build their own understanding through common experiences and build vocabulary for whole group discussion.[j]
Explain:
To develop an understanding of the relationship between potential energy of an object and its mass or height, the instructor has the students review handout Potential Energy - Mass and Height, and posts the following inquiries for students to independently explore:
- What is the relationship between potential energy and mass of an object?
- What is the relationship between potential energy and height of an object?
To further explain, the teacher shares a video, Potential Energy- BrainPop.
- How might scientists Define [k]potential energy?
- Think of an example of objects you could use to show the relationship between two objects’ potential energy and their mass.
- Think of an example of two objects you could use to show the relationship between potential energy and the objects’ height.
To check for understanding, the teacher revisits vocabulary and addresses misconceptions. The teacher directs them to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Question Exploration’ (Step 4-6) with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their ideas related to the Essential Question.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Exit slip questions:
1. As the mass of an object increases, its potential energy ________________________.
2. As the height of an object decreases, its potential energy ______________________.
Universal Design for Learning (UDL)
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
- Students could have trouble accessing the 'Potential Energy on Shelves Gizmo' activity either due to technology barriers or screen navigation tools. A similar or alternative lesson should be considered. The Gizmo does have PDF, Word, and Google Doc worksheet options available for offline use.
- The lesson makes use of video. Students should be made aware of how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students.
- Because the lesson utilizes video so heavily, instructors should be cognizant of how much of each video is used. Below are some general suggestions for key points to videos. These are merely suggestions and instructors should review all materials before use.
- 'Impact Crater Demo'- 0:00 - 1:45
- 'Falling Water' - 0:00- 1:30
Lesson 2A: Kinetic Energy, Mass and Velocity
Essential Question
What is the relationship between the kinetic energy, mass, or velocity of an object?
Key Terms
Kinetic energy
Mass
Velocity
Resources
Handout: ‘KWL Chart’ https://www.readwritethink.org/classroom-resources/printouts/chart-0
Video[l]:Kinetic Energy
Website: ‘Air Track Gizmo’ https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=12
Video:[m] Ever Wonder? l Take a Trip to a Bowling Alley! l Highlights
Sample[n] Corgi Guide[o]: Cause & Effect - Kinetic Energy
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Cause & Effect Guide to each student via email or Google Classroom. The class reviews the Cause & Effect Guide steps together. The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the following prompts (use a KWL chart):
- What do you know about kinetic energy?
- How does the mass of an object affect its kinetic energy?
- How does velocity of an object affect its kinetic energy?
- Predict: Which will knock down bowling pins better, a golf ball or a bowling ball? Explain your idea.
- Predict: Which will knock down bowling pins better, a bowling ball moving slowly, or a bowling ball moving fast? Explain your idea.
The instructor shares the video, ‘Kinetic Energy’ with the class and asks students to form small groups and:
- Compare what happened when a golf ball and bowling ball hit the bowling pins.
- Compare what happened when a slow bowling ball and fast bowling ball hit the bowling pins.
The instructor invites students to share what they discussed in their small groups with the larger group. After students share their thoughts. They are invited to complete steps 3-5 of the Corgi Cause and Effect guide. [p][q]
Explore:
Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor invites students to playfully interact with 'Air Track Gizmo' that helps students to build their own understanding through common experiences and build vocabulary for whole group discussion. The instructor should let the students know that they will be revisiting Air Track Gizmo in the next lesson.
After the activity, the instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
The instructor bridges the Air Track Gizmo activity with the bowling example and invites students to consider how the bowling ball may impact the bowling pins. The instructor may prompt students by asking:
- How did exploring the Air Track Gizmo affect your understanding of our main event? [r]Explain why.
- What happens when something with kinetic energy interacts with something without kinetic energy?
Students are invited to discuss in small groups and complete the Corgi Guide, ‘Cause & Effect’ steps 6-8.
Elaborate:
The instructor may invite students to use the Corgi presentation feature to create a slide deck and have learners present their thinking. The instructor may now also revisit the KWL chart and address what learners have learned and what they are still curious about. Additionally, the instructor may invite students to explore step 8 of the Corgi guide.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
The instructor should refer to Option B above and may use the presentation as a form of assessment or create an exit slip for students to complete.
Universal Design for Learning (UDL)
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
- Students may not be familiar with bowling. If this is the case in your classroom, you could either choose a different example (such as playing catch or dropping rocks in sand) or show this 30 second video clip that provides basic information about bowling and some bowling clips (from 0:00-0:35).
- Students could have trouble accessing the 'Air Track Gizmo' activity either due to technology barriers or screen navigation tools. A similar or alternative lesson should be considered. The Gizmo does have PDF, Word, and Google Doc worksheet options available for offline use.
- Students may be unfamiliar with terms used in the simulation such as m1, v1, kg, or m/s in Air Track Gizmo. The instructor may address this possible barrier by presenting a legend or prompting a group discussion regarding these terms before students use the simulation.
- The lesson makes use of video. Students should be made aware of how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students.
- This lesson makes use of different sets of tables and variables. Learners may need these to be made more clear and the language/symbols to be explicit.
Lesson 2B: Kinetic Energy, Mass, and Velocity
Essential Question
What is the relationship between kinetic energy and the mass or the velocity of an object?
Key Terms[s][t][u]
Kinetic energy
Mass
Speed
Velocity
Constant
Proportional Relationship
Joule
Resources
Handout: ‘KWL Chart’ https://www.readwritethink.org/classroom-resources/printouts/chart-0
Video: BrainPop, Kinetic Energy Video
Website:[v][w] ‘Air Track Gizmo’ https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=12
Handout: Kinetic Energy and Velocity Table and Kinetic Energy and Mass Table
Sample Corgi Guide: Question Exploration - Kinetic Energy
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Question Exploration Guide to each student via email or Google Classroom. The class reviews the Question Exploration Guide steps together. The instructor introduces the essential question and key terms to the class (without defining terms), and directs each student to complete Step 1 and 2 in their guides with this information.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the following prompts (use a KWL chart):
- What did we learn in the last lesson about the relationship between kinetic energy and mass?
- What did we learn in the last lesson about the relationship between kinetic energy and velocity?
The instructor divides the class into groups of 3-4 students. In small groups, the students complete step 3 of Corgi Question Exploration Guide.
Explore:
Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor invites students to revisit and interact again with 'Air Track Gizmo,' this time encouraging students to pay close attention to the relationship between kinetic energy and mass and kinetic energy and velocity.
The instructor reconvenes the class to recap the exploration and invites students to share their observations or findings.
Explain:
To develop an understanding of the causes of kinetic energy as well as mass and velocity the teacher shares a video on BrainPop, Kinetic Energy Video.
- How might scientists define kinetic energy?
- Think of an example of objects you could use to show the relationship between kinetic energy and mass.
- Think of an example of objects you could use to show the relationship between kinetic energy and velocity?
After a brief discussion, the instructor directs each student to the review handout, Kinetic Energy and Velocity Table and Kinetic Energy and Mass Table and posts the following inquiries for students to independently explore:
- What is the relationship between kinetic energy and mass?
- What is the relationship between kinetic energy and velocity?
The instructor invites students back to the large group to share their thoughts and introduces the concept of linear, exponentialand proportional relationships. The instructor asks students to characterize the two graphs using the terms linear and exponential. To check for understanding, the teacher revisits vocabulary and addresses misconceptions. The teacher invites students to either independently or in small groups of 2-3 complete steps 4-7 of the Corgi Question Exploration Guide with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking. Revisit the KWL chart in a large group discussion.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Exit slip questions.
- As the mass of an object decreases, its kinetic energy _______________________.
- As the velocity of an object increases, kinetic energy ________________________.
Universal Design for Learning (UDL)
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
- This lesson makes use of different sets of tables, graphs, and variables. Learners may need these to be made more clear and the language/symbols to be explicit. There are many suggestions found within the UDL guidelines.
- Students could have trouble accessing the 'Air Track Gizmo' activity either due to technology barriers or screen navigation tools. A similar or alternative lesson should be considered. The Gizmo does have PDF, Word, and Google Doc worksheet options available for offline use.
- The lesson makes use of video. Students should be made aware of how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students.
Lesson 3: Kinetic & Potential Energy
Essential Question
What is the relationship between kinetic and potential energy?
Key Terms
Kinetic energy
Potential energy
Resources
Video: ‘Energy in a Roller Coaster Ride’ https://ca.pbslearningmedia.org/resource/hew06.sci.phys.maf.rollercoaster/energy-in-a-roller-coaster-ride/
Website:[x] ‘Inclined Plane - Sliding Objects Gizmo’ https://www.explorelearning.com/index.cfm?method=cResource.dspDetail&ResourceID=27
Sample Corgi Guide: Comparison - Kinetic and Potential Energy
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Comparison Guide to each student via email or Google Classroom.
The class reviews the Comparison Guide steps together.
The instructor introduces to the class the essential question and key terms (without definitions) and directs each student to complete Step 1 and 2 in their guides with this information.
The instructor shares 'Energy in a Roller Coaster Ride' interactive video with students and facilitates a whole-class discussion using the prompts:
- What happens to potential energy as the roller coaster goes down the hill?
- What happens to potential energy as the roller coaster goes up the hill?
- What happens to kinetic energy as the roller coaster goes down the hill?
- What happens to kinetic energy as the roller coaster goes up the hill?
The instructor divides the class into groups of 3-4 students. In small groups, the students complete the Corgi Guide by applying their understanding from the resource.[y][z]
Explore:
Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability.
Option B:
Each student visits the 'Inclined Plane - Sliding Objects Gizmo' website [aa]and explores the energy and motion of a block sliding down an inclined plane, with or without friction.
Have students run the two experiments and compare the results about kinetic and potential energy[ab].
Explain:
To check for understanding, the teacher revisits vocabulary and addresses misconceptions. The teacher helps students communicate what they have learned so far and what it means.
To further enhance students’ understanding of the relationship between kinetic and potential energy, have students make a thrill ride using an infographic and labeling kinetic energy (KE) and potential aenergy (PE), and direct them to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Comparison’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability.
Option B: Use a polling platform such as Kahoot that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL)
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
- Students could have trouble accessing the 'Inclined Plane - Sliding Objects Gizmo' activity either due to technology barriers or screen navigation tools. A similar or alternative lesson should be considered. The Gizmo does have PDF, Word, and Google Doc worksheet options available for offline use.
- The lesson makes use of video. Students should be made aware of how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students.
- As an extension learners are asked to make an infographic based on thrill rides. Students may be unfamiliar with the components of an infographic and educators may want to scaffold building an infographic with what information to include and how to place important information on the page. Educators should also offer several template types as choices for ordering information. Resources for infographic makers include: Easel.ly, Creately, Stat Planet, and Canva. Venngage also offers templates for offline download for a non technology option.
[a]Everything we know about vocab learning points to the fact that front-loading vocab words is not the way children learn vocab. So, I really dislike defining key terms at the beginning of a lesson unless Ss need the language to be able to engage.
In this particular lesson, "proportional relationship" means nothing until they've experienced it in the lesson---I would advice Ts to have Ss leave the definition blank until they have data (Step 3 instructions) and can conclude what they need to about the concept. Otherwise, writing out a definition like that--w/o context--doesn't make any sense for learners.
[b]I would add 4 words to the definition Corgi has: "Stored energy an object has due to its position" ... relative to the Earth.
[c]"A measure of the amount of matter in an object." Change "in an object" to "that makes up an object." The matter is not "in" something--it IS the thing.
[d]I'm not sure about having this as a key word ... but ... another possible proportional relationship is that if one increases, the other decreases by the same amount.
[e]KWL is best used when Ss "know" something to begin. They are unlikely to know anything to write in a KWL chart to begin this lesson.
[f]How to get Ss from "the greater the mass, the more the flour flies around the room" to the point of the lesson? I'll be watching for this in the lesson.
Note: This video has no voiceover--just a demo.
[g]Well ... I guess I couldn't figure out how the simulation works, as I didn't see data that enabled me to compare the 3 objects. They all fall to the floor from the shelf (or fall to a second shelf), but I'm unable to see what Ss are to learn in the simulation.
[h]Table 1: The question of the data (for Ss) should be, "What do you notice/can you conclude about the relationship between the mass of objects and its PE?" Ans--The greater the mass, the greater the PE. (When the objects are all held/dropped from the same height?
Table 2: Similar only observation is of the rel bw PE and height (When object is higher/lower, but has the same mass.)
[i]The Ss can hypothesize, but this video sets up an investigation for Ss to do, it doesn't show the investigation. Without doing it, Ss are only guessing.
[j]I was unable to interact with the simulation in a useful way. My particular browser? Can people at CAST make it work beyond being able to move the objects and drop them?
[k]This seems late in the game.
NOTE TO SELF: Look back through the lesson to determine if this is the right place for this.
Also ... @bdean@cast.org remember to add instruction somewhere that the Corgi guides are not to be completed in such a manner that vocab definitions are frontloaded. The words could be written in (still not my choice, but okay), but the definitions should NOT be written in as Ss are told to "complete step 2 of the Corgi guide."
I tried to fix this in the lessons--see what you think.
[l]Video indicates to "click here" for PE videos or other science videos, but it doesn't work from this link. That's okay, but T needs to know ahead of time that it won't work.
Velocity is not defined, but it seems that Ss will come away thinking "speed" and "velocity" are synonyms.
[m]This has zero application to the learning goals, and instead focuses on the mechanics of the machinery behind the scenes. The KE video above addresses bowling, but no bowling knowledge is needed, as the graphics work well for Ss who know nothing about bowling.
[n]I don't understand how Ss get from what they've seen so far to completing the steps (the causes) in small-group discussion.
This guide also feels a little awkward, because typically a CAUSE is on the left, and the EFFECT is on the right. (As is the case with chemical reactions--the reactants/stuff doing something is first, and the products/stuff that results follows.) I find the vertical format more challenging.
Questions 4 and 6 in the Corgi guide are really a challenge, if I think of a group of middle schoolers sitting around a table trying to figure out what to write.
[o]I find the questions in the guide to be a challenge. Another example in addition to my comment above is this: "What is the Summary?" I understand "How can you summarize...." or "Summarize what you've learned." But "What is the Summary?" seems very awkward.
[p]When the mass or velocity OF AN OBJECT increases ...
[q]need to change on corgi
[r]To what does this refer? Bowling?
[s]I see "linear" and "exponential" in the Explain section of the lesson. I have not seen "constant" or "proportional relationship" in the lesson. I do think that "speed" (and the difference bw speed and velocity) should be addressed, as the video Ss watch (with the cartoon characters) only uses "speed"; speed is more common understanding, but the NGSS use "velocity."
[t]Note: Velocity is essentially "speed" plus "direction."
[u]why not add these to the key terms/frontload?
[v]I didn't understand this simulation at all!
It also introduces "momentum," which is not in the standards and, to me, adds a layer of confusion--let alone "vectors," and some of the other language in this.
[w]need to replace. Students will not understand
[x]Again... I just don't get the simulation and what Ss are supposed to learn from it. (Plus it introduces friction and other variables they haven't studied.)
[y]It seems like their responses would be related to the roller coaster example. Is the point that Ss should come up with other examples? If so, the lesson should indicate that.
[z]ambiguous phrasing. See LeeAnn's comments. This question seems focused on RC and not other examples
[aa]revisit this resource. does it work here? Does it fit the lesson? It also introduces the concept of friction.
[ab]I must be missing something big, as I do not see what they would compare about PE and KE in this simulation.
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oercommons
|
2025-03-18T00:37:47.810453
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122868/overview",
"title": "Corgi Kinetic and Potential Energy",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/120215/overview
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oercommons
|
2025-03-18T00:37:47.828715
|
Julianna Patterson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/120215/overview",
"title": "WA Student Climate Assembly, Front Matter",
"author": "Homework/Assignment"
}
|
|
https://oercommons.org/courseware/lesson/11288/overview
|
The "After Number the Stars Holocaust Research" Lesson Plan
After Number the Stars Holocaust Research
Overview
This is an activity that can be done after the reading of Number the Stars. It's a lesson plan that will allow them to research what actually happened during the Holocaust to the Jews that were caught, luckily, unlike Annemarie's friend.
I have also included the website to the LiveBinders binder that I made to go alongside with the lesson plan. It has websites about the Holocaust if you want to have the students all visiting the same sites. There are also a varying amount of questions that go along with each website in the binder.
Preparation
- Review the lesson plan and attached sheets.
- Decide whether you want to use pre-decided on websites or find their own websites of research.
- Prepare the students to be ready for the information they will find in their research. The Holocaust was a difficult time and the students should have a warning as to what they are researching and what they will find.
- If you plan to use the Livebinders website on a tablet of any kind, I suggest testing it to see if it works. I have only personally tested Livebinders on a computer and am unsure how well it will work on tablets of any kind.
Section 1
This is an activity that can be done after the reading of Number the Stars. It's a lesson plan that will allow them to research what actually happened during the Holocaust to the Jews that were caught, luckily, unlike Annemarie's friend.
I have also included the website to the LiveBinders binder that I made to go alongside with the lesson plan. It has websites about the Holocaust if you want to have the students all visiting the same sites. There are also a varying amount of questions that go along with each website in the binder.
|
oercommons
|
2025-03-18T00:37:47.847021
|
Lindsey McClain
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/11288/overview",
"title": "After Number the Stars Holocaust Research",
"author": "Lesson Plan"
}
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https://oercommons.org/courseware/lesson/68963/overview
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Education Standards
Grade 4 Science Framework (pdf)
Resource 01: Yakima Herald Article-Habitat Loss Means Washington Sage Grouse in Trouble
Resource 05: High Desert Museum Icon of the Sagebrush Sea-Legends of the Wasco and Paiute Tribes video
Resource 06: Cornell Lab of Ornithology Sage Grouse Male Display (play without sound)
Resource 11: Shrub Steppe Species Cards
Resource 1: Sage Grouse Pictures
Resource 2: Sage Grouse Population Graph
Resource 3: Sage Grouse Range
Resource 4: Sage Grouse Fact Cards
Resource 5: Sage Grouse Observation
Resource 6: Shrub Steppe Plant Cards
Resource 7: Plant Clues
Grade 4 - Elementary Science and Integrated Subjects: Sage Grouse and Sagebrush, Threatened Partners
Overview
Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
Introduction: Standards, Phenomena, Big Ideas, and Routines
Elementary Science and Integrated Subjects resources are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other subjects such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify an anchoring phenomena and plan for coherence in science and integrated subjects learning.
Washington Learning Standards
Fourth Grade Disciplinary Core Ideas include PS3, PS4, LS1, ESS1, ESS2, ESS3,
For LS1, students are expected to develop an understanding of:
- plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. understanding that organisms have different inherited traits,
The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas.
Crosscutting Concepts:
- systems and system models
Students are expected to use the practices to demonstrate understanding of the core ideas.
Science and Engineering Practices:
- developing and using models
- engaging in argument from evidence
Performance Expectation(s)
Identify Climate Science related Performance Expectation(s) from Next Generation Science Standards that will be your focus. Copy and paste below all the possible disciplinary core ideas and performance expectations that relate to your topic.
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.
Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems
4-LS1-2. U Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Clarification Statement: Emphasis is on systems of information transfer.
Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.
Science and Engineering Practices
Which SEPs will be a focus for investigating this topic/phenomenon?
Engaging in Argument from Evidence: Students would develop a model with evidence to argue about the structures of the sage grouse and sagebrush that support their growth, survival, behavior and reproduction and interdependence.
Develop a Model to explain the communication and information reception of sage grouse in their mating displays
Crosscutting Concepts
Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon?
Systems and Systems Models: using models to explain the sagebrush/sage grouse system and to explore and explain the interdependency of organisms in the shrub steppe
English Language Arts (ELA) Standards
How will I Integrate ELA Standards (which standard, what strategy…?)
Reading Informational Text.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific or technical text including what happened and why based on specific information in the text.
Reading Informational Text.4.7: Interpret information presented visually orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines animations or interactive elements and explain how the information contributes to an understanding of the text in which it appears.
Writing.4.1: Write opinion piece on topics or texts supporting a point of view with reasons and information
- Introduce a topic or text clearly
- provide reasons that are supported by facts and details.
- link opinion and reasons using words and phrases
- provide a concluding statement related to the opinion
Speaking and Listening 4.1: Engage effectively in range of collaborative discussions (one on one, groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Students will write an argument to answer the question “Why are Sage Grouse populations in Washington declining?”
Mathematics and Social Studies Standards
How will I Integrate other Learning Standards?
Math Practices.4 Model with Mathematics: examine two different graphic models to glean information on sage grouse range percentages and acreage
Social Studies Standard SSS4.4.1: Draw clear, well-reasoned conclusions with explanations that are supported by print and non-print texts in a paper or presentation.
Social Studies Standard SSS4.4.3: Identify relevant evidence that draws information from multiple sources in response to compelling questions.
Social Studies Standard SSS2.4.1: Identify disciplinary concepts and ideas associated with a compelling question or supporting questions that are open to different interpretations.
Social Studies Standard SSS2.4.2: Identify the main ideas from a variety of print and non-print texts.
Social Studies Standard SSS1.4.1: Identify the concepts used in documents and sources. SSS1.4.2 Evaluate primary and secondary sources.
Using primary sources including sage grouse range maps, infographics and articles to identify evidence to develop an argument about whether sage grouse populations are dwindling in the West and Washington State in particular.
Phenomena
I was wondering about why people are so worried when sagebrush in our area is burned or sagebrush areas were dug up for building in our area. Is sagebrush important? I always thought it was just some sort of weed or something.
Then I saw this is an article in the Yakima Herald and it made me wonder, what is sagebrush important to and what is important for sagebrush.
Anchoring Phenomenon
- Article 1: Habitat Loss Means Washington Sage Grouse in Trouble | Yakima Herald (8-13-18)
Introduce the article, Habitat Loss Means Washington Sage Grouse in Trouble. Read up to the subtitle Losing Ground. (This is a higher Lexile score so may be best as a read aloud, read along or guided reading activity).
Lesson Phenomena
- Resource 1: Grouse Pictures
- Video 1: Icon of the Sagebrush Sea-Legends of the Wasco and Paiute Tribes video | High Desert Museum | YouTube
- Video 2 Sage Grouse Male Display | Cornell Lab of Ornithology | YouTube
Big Ideas
- Animals communicate/process information in unique ways
- Plants and animals in the shrub steppe system are interdependent and the success of a species impacts other species
- Plants have specific structures that support their survival, growth and reproduction
The sage grouse is a keystone species that can show us structure and function and ways of animals sending, receiving and responding to information. This animal also leads to thinking about the interdependence of species in a fragile shrub steppe ecosystem and to think about this system and how the components interact. The structures of various plants in the shrub steppe function to increase their ability to survive, grow and reproduce. A look at sagebrush in particular, a necessary species for sage grouse can give insight into external structures and their function.
Lesson 1 (Day 1)
Are Sage Grouse at risk in Washington? (phenomena routine)
Materials
- Article 1: Habitat Loss Means Washington Sage Grouse in Trouble | Yakima Herald (8-13-18)
- Resource 1: Grouse Pictures
- Science Notebooks for recording observations for each student
- a class t-chart of “Noticings and Wonderings”
- Driving Question Board/chart
Preparation
- Make a copy for each student of Resource 1: Habitat Loss Means Washington Sage Grouse in Trouble article in Yakima Herald 8-13-18 or find it online and project for the class
- Make a copy of Resource 2: Photo of Male Sage Grouse Mating Display/Female Sage Grouse in Sagebrush Habitat for each student
- Prepare a class t-chart of “Noticings and Wonderings” to record some of what students observe and question in a whole class discussion
- Prepare a Driving Question Board/chart for posting student questions
Vocabulary
- grim worrying
- habitat-natural home of a plant or animal
- flagship-important
- fragmentation-broken into pieces
- degradation-wearing down
- shrub steppe-a shrub and brush, mostly treeless natural area
- display-a performance, show
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Tell students that you recently read an article about sage grouse in the Yakima Herald.
- Before reading the article, have students set up a clean notebook page with a “Noticings and Wonderings” t-chart. Stop at intervals in the article as needed to give them time to record on the t-chart.
Procedure 2
- Read the Habitat Loss article, stopping at the subtitle Losing Ground. It is in a higher than fourth grade Lexile range so consider various strategies that might be useful in presenting the article such as:
- Read to the class: as you display it online or with document camera
- Read together: giving student a copy of the article and having them read along with teacher
- Guided reading: having students read a paragraph with a partner or individually and then discussing the information in the paragraph and noting it on chart paper
- Whatever strategy is used, students should circle or make notes of any vocabulary words that they are unsure of. Provide synonyms or brief definitions for those words as you go. RI4.3, SSS 2.4.1
Procedure 3
- Tell students that we will look at some pictures of Sage Grouse so they can see the animal we are talking about.
- Give each student a picture from Resource 1: Grouse Pictures to glue into their science notebook on a clean page.
- Ask them to draw a line below their previous “Noticings and Wonderings” and add additional observations to the t-chart based on what they see in the pictures. Formative Assessment opportunity
Procedure 4
- Ask students to share with a partner what they noticed and wondered from the article and the pictures.
- Ask them to record questions that they have on sticky notes or strips of paper to be posted on a Driving Questions Board for the class.
- Remind them that questions should be focused on the article, sage grouse and their habitat for this investigation.
- They should record one question on each slip.
Procedure 5
- Convene students in a scientist circle to have them share round robin style or by volunteers one question that they have. Every partner pair should share at least one question. Formative Assessment opportunity
- Group questions by similar themes together.
- Questions that we need to surface are those about the sage grouse: where it lives, what it eats, why does it look the way it does, how it mates
- Questions that we need to surface about the habitat: what plants are there, how does the sage grouse use or need the plants and how do the plants benefit from the sage grouse.
Lesson 1 (Day 2)
Lesson 1 (Day 2): Are Sage Grouse at risk in Washington?
Phenomena Routine
Investigation Routine
Materials
- Article 1: Habitat Loss Means Washington Sage Grouse in Trouble | Yakima Herald (8-13-18)
- Resource 2: Sage Grouse Population Graph
- Resource 3: Sage Grouse Range
Preparation
- copy or project Resource 2 line graph to illustrate the decline in sage grouse population in Washington since 1982 for each student
- copy or project Resource 3 sage grouse range map for each student
Vocabulary
- range-area where they live or lived
- population-number of animals
*Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Have students find their next clean notebook page.
- Pass out the line graph of the sage grouse population in Washington since 1982 and have students glue the line graph into their notebook
- Have students work with their partner for a few minutes to look at what the line graph is showing.
- This could also be done via projection if copying is not an option.
Procedure 2
- Bring class back together, display a copy of the line graph for the class, and ask what they think the line graph is showing them. Guide the discussion by helping students track the points on the line graph back to the y axis which shows the number of sage grouse and to the x axis which shows the years for each population count.
Procedure 3
- Be sure that students see the trend in population. Have them take a ruler and draw a light line from the 1982 point to the 2012 point to see a downward trend. Model this on the displayed line graph. Ask them what that trend line shows us.
*Procedure 4
- Refer back to the first sentence in the subtitle Shrinking Population. “Washington state’s sage grouse population is 710 birds, according to preliminary estimates this spring. That’s up from 510 birds in 2017, by far the lowest ever recorded.”
- Think about the population numbers for 2018 and 2017 and have students sketch in the data points on the right side of the existing line graph. Model this on the displayed line graph.
- What do these data points show us in relation to the trend? Formative Assessment opportunity
Procedure 5
- Hand out the sage grouse range map and explain that this is another way to think about the change in sage grouse populations. point out the map key for students to understand what the map is showing.
- Ask partner pairs to look at the map and discuss what it shows them.
- Ask them to discuss the questions: Does the map support the line graph data? Do they tell a similar story or a different one? RI4.7, SSS4.4.1, SSS 2.4.2, SSS1.4.2, MP4
Procedure 6
- Convene students in a scientist circle to discuss what these two sources are telling them about the sage grouse population in Washington.
- Ask if there are other questions that come to mind that we haven’t asked yet. Have them popcorn out one question that is new and record these for the group to add to the Driving Questions Board
- Group questions by similar themes together.
- A new question might be: Why has the number of sage grouse decreased?
Procedure 7
- Direct students to their science notebooks and ask them to write a paragraph showing their thinking about the question, Are Sage Grouse at risk in Washington? from what they know so far. They should site evidence from the article, line graph and map. W4.1
Lesson 2
Lesson 2: What do Sage Grouse need to survive?
Investigation Routine
Materials
- Video 1: Icon of the Sagebrush Sea-Legends of the Wasco and Paiute Tribes video | High Desert Museum | YouTube
- Video 2 Sage Grouse Male Display | Cornell Lab of Ornithology | YouTube
- Resource 4: Greater Sage Grouse Fact Cards
- Resource 5: Sage Grouse Observations Recording Sheets
Preparation
- Group driving questions into categories that might generally include behavior, appearance, what they eat, how they mate, what they look like.
- Construct a class chart for observations
- Copy enough Sage Grouse Facts Cards for each team’s members that will read the card
- stage the videos: Resource 5 with sound, Resource 6 without sound
- Copy sage grouse fact sheets for each student
- Copy enough Sage Grouse Observation and Facts Recording Sheets
Vocabulary
- lek-the open area among the sagebrush where sage grouse gather to display during mating
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Now that we have learned a little about sage grouse population risk let’s review the driving question board to see if there are questions that we need to focus on first.
- Review your groupings of questions with students and have students talk with an elbow partner about what they think they need to know.
- Pose a thought, if it doesn’t surface “I feel like I need to know about this sage grouse and just what its life is like. Does that seem like a plan?”
Procedure 2
- As a phenomenon for this lesson tell students that you found a video of indigenous people and one of their stories about the sage grouse.
- Show Video 1: Icon of the Sagebrush Sea-Legends of the Wasco and Paiute Tribes and play the sound for narration.
- Give students a chance to share with partners what they observed as they watched the video
Procedure 3
- Next show them the video of the male sage grouse mating display, Video 2 Cornell Lab of Ornithology Sage Grouse Male Display without sound is best (video is 3 minutes)
- Have students discuss with partners how the actual sage grouse display compares and contrasts with the Icon of the Sagebrush Sea-Legends of the Wasco and Paiute Tribes video. RI 4.6
Procedure 4
- Now have students record and discuss their observations of the sage grouse from the videos on the Resource 5 Observation Record Sheet
Procedure 5
- Engage in a class discussion of observations that students made from the video and record them on a class chart of the Observation Record Sheet. Pose the questions, “why does the male sage grouse really do this display?” “Are the sage grouse, male and female communicating with each other?” “How is he communicating? How is she communicating 4.1
THIS IS A GOOD PLACE TO BREAK THE LESSON IF NECESSARY
Procedure 6
- Place students in groups of four and hand each student in the group one of four different Sage Grouse Facts Cards. Cards are marked with Lexile ranges that can help with giving each student an appropriately leveled reading.
- Pass out the Sage Grouse Facts Recording Sheet to every student (alternatively you could have one for the group of four).
- Each student in the group of four should read their card and be ready to “teach” their group the information from their card.
- Students should record what they learn from their group mates. RI 4.3. Formative assessment opportunity
Procedure 7
- Bring the class together and have the students who read the Description card share facts they learned to the class. Repeat the procedure for the Where they Live card, the What they Eat card, and the Behavior card. Have students add to their recording sheet if new information is learned.
EXTENSION:
- You may want students to use the Sage Grouse Facts Recording Sheet to write an explanatory text about the sage grouse. W 4.2
Lesson 3
Lesson 3: Important Shrub Steppe Plants
Investigation Routine
Putting Pieces Together Routine
Materials
- Resource 6: Shrub Steppe Plant Cards
- Resource 7: Plant Clues
Preparation
- prepare copies of Resource 6: Shrub Steppe Plants Cards
- prepare copies of Resource 7: Plant Clues
Vocabulary
- Rhizomes-runners sent out from plants beneath the soil that will start a new plant above surface
- Taproot-large root that goes deeper into the soil and doesn’t spread horizontally
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Give each student or small group of students a set of the four shrub steppe plants.
- Tell them that these are some of the plants that the sage grouse is dependent on for food and shelter.
- Then give the plant riddles to each student or small group of students.
Procedure 2
- Ask students to read aloud the plant riddle and try to match the correct plant picture to the riddle. They should work together if they are in groups. RI 4.7. Formative Assessment opportunity
Lesson 4
Lesson 4: How are organisms in the Shrub Steppe connected to each other?
Materials
- Resource 9: Shrub Steppe Species Cards Set 1 with descriptions.
- Bag or envelope to store cards in
- A handful of notecards or paper slips for students to draw arrows and label them with connections (they may need more so have plenty on hand)
Preparation
- Copy and cut sets of shrub steppe cards for every group of 4 students
- Separate out the sage grouse and sagebrush
- Place the rest of cards in a bag or envelop
Vocabulary
- Organisms-living things
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Have students work in teams of four.
- Hand each group the sage grouse and sage brush cards from their set and ask what we already know about the relationship between these two organisms.
- Listen as groups discuss this or have a whole class discussion.
Procedure 2
- Give groups the rest of their shrub steppe cards (you may want to pick a subset of the cards if this is too large a number but be sure you have plants and animals and have chosen plants and animals that have a connection such as “ sage grouse nests under sagebrush…. eats sagebrush…. coyote eats sage grouse…etc.”
- Give groups time to arrange and rearrange the cards in various models of the interaction between various organisms.
Procedure 3
- After 10-15 minutes encourage students to draw directional arrows on paper slips and use them to indicate what eats or depends on another species for survival and put them between pictures.
- Students should prepare to share their thinking with other groups.
Procedure 4
- Give groups of students a chance to explain their thinking to a neighboring group and then listen to that group explain theirs.
- Students should engage in a discussion of the differences in their thinking and what was alike. Formative Assessment opportunity
Attribution and License
Attribution
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License
License
Except where otherwise noted, this work developed for ClimeTime 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 may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring.
If this work is adapted, note the substantive changes and re-title, removing any ClimeTime logos. Provide the following attribution:
This resource was adapted from Sage Grouse and Sage Brush: Threatened Partners by ClimeTime and licensed under a Creative Commons Attribution 4.0 International License. Access the original work for free in the ClimeTime group on the OER Commons Washington Hub.
This resource was made possible by funding from the ClimeTime initiative, a state-led network for climate science learning that helps teachers and their students understand climate science issues affecting Washington communities.
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oercommons
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2025-03-18T00:37:47.984467
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English Language Arts
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68963/overview",
"title": "Grade 4 - Elementary Science and Integrated Subjects: Sage Grouse and Sagebrush, Threatened Partners",
"author": "Elementary Education"
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https://oercommons.org/courseware/lesson/68266/overview
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Education Standards
Grade 1 Science Framework (pdf)
Resource 1: Plant Growth Recording Sheet
Resource 2: Plant Sorting Cards
Resource 4: Lesson 4 Video The Four Parts of a Plant
Resource 3: Lesson 4 Video The Bean Time-Lapse - 25 days
Grade 1 - Elementary Science and Integrated Subjects: Plants and Their Parts
Overview
Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies.
The template for Elementary integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum.
The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
Introduction: Standards, Phenomena, Big Ideas, and Routines
Washington State Learning Standards
First Grade Disciplinary Core Ideas include LS1 and LS3
For LS1 and LS3, students are expected to develop an understanding of:
- how plants and animals use their external parts to help them survive, grow, and meet their needs
- how behaviors of parents and offspring help the offspring survive
- that young plants and animals are like, but not exactly the same as, their parents
- availability of light at different times of year
The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas.
Crosscutting Concepts:
- patterns
- structure and function
Students are expected to use the practices to demonstrate understanding of the core ideas.
Science and Engineering Practices:
- planning and carrying out investigations,
- analyzing and interpreting data,
- constructing explanations and designing solutions,
- obtaining, evaluating, and communicating information.
Performance Expectation(s)
Identify Performance Expectation(s) from Next Generation Science Standards that will be your focus (Climate Science related PEs preferred but not mandatory). Copy and paste below all the possible disciplinary core ideas and performance expectations that relate to your topic.
1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.
[Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.] Addresses part of the PE
1-LS3-2. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]
Science and Engineering Practices
Which SEPs will be a focus for investigating this topic/phenomenon?
Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.
(1-LS1-1) Use materials to design a device that solves a specific problem or a solution to a specific problem.
Obtaining, evaluating, and communicating information in K-2 builds on prior experiences and uses observations and texts to communicate new information.
(1-LS1-2) Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world.
Scientific Knowledge is based on Empirical Evidence
(1-LS1-2) Scientists look for patterns and order when making observations about the world.
Crosscutting Concepts
Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon?
(1-LS1-2) Patterns - Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
(1-LS1-1) Structures and Functions - The shape and stability of structures of natural and designed objects are related to their function(s).
English Language Arts (ELA) Standards
How will I Integrate ELA Standards (which standard, what strategy…?)
(RI.1.1) Ask and answer questions about key details in a text. (Main idea, key details)
(W1.2) Write Informative/explanatory texts with topic, facts and a closure sentence.
(SL.1.1) Participate in collaborative conversations with diverse partners about grade 1 topics.
(SL.1.2) Ask and answer questions about key details in a text, read aloud or information presented orally or through other media.
(SL.!.5) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
(W.1.7) Participate in shared research and writing projects.
(W.1.8) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(L.1.5)-Sort common objects into categories to gain a sense of the concepts the categories represent.
Mathematics Standards
How will I Integrate Mathematics Standards?
(MP.2) Reason abstractly and quantitatively
(MP.5) Use appropriate tools strategically Complete a table with plant growth data.
(1.MD.2) Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end; understand that the length measurement of an object is the number of same size length units that span it with no gaps or overlaps.
Phenomena
Plants use their external parts to help them survive, grow, and meet their needs.
How do Plants use their parts to survive and grow? Students have most likely seen plants that are big and beautiful as well as plants that are wilted and dying. Why do some plants grow so well here and some die? This can be puzzling to the students because there are things it would be fun to see growing in your area, but they do not. They may want to try growing other things at home and this will help them understand what they need to succeed
The performance expectations should guide the formulation of phenomena beg questions such as these Regional Place Based Questions Teachers Might Consider:
- Why do some plants grow well in one area and others die?
- What is needed for a tiny seed to turn into a big plant?
- What are the things needed for this seed to become an adult plant (water, sunlight, heat, soil)?
- What would happen if a plant did not get enough of something it needs?
- Can the seed get too much of something it needs?
- What would happen if a seed gets too much of something it needs?
Phenomena Resources:
Communicating in Scientific Ways | OpenSciEd
Big Ideas
In order to grow, plants need to have all of their parts. If any plant part is taken away it will affect the growth of the plant or their ability to reproduce.
Open Sci Ed Routines
| Routine | Description of Routine |
|---|---|
| Anchoring Phenomenon Routine | Develop curiosity to drive learning throughout the suite of lessons or unit based on a common experience of a phenomenon |
| Navigation Routine | Establish and reinforce the connections between what we have previously done in a unit, what we are about to do, what we will do in the future, and what our driving purpose is in the contexts of the suite of lessons or unit. |
| Investigation Routine | Use scientific practices to investigate and make sense of a phenomenon |
| Putting Pieces Together Routine | Take the pieces of ideas we have developed across multiple lessons and figure out how they can be connected to account for the phenomenon we have been working on |
| Problematizing Routine | Evaluate the adequacy of our scientific ideas to explain and phenomenon in order to identify what we still need to understand. |
Lesson 1: How Dow We Think Plants Grow?
Note: Lesson 1 serves as the anchoring phenomena for the learning experiences and can serve as a formative assessment opportunity to determine prior knowledge and partial conceptions.
Anchoring Phenomenon Routine
Materials:
- 8 ½ x 11 “Copier” type paper for each student
- A seed and a small plant (not necessarily the same species) for the class
- A large chart paper and markers on which the Teacher will draw students’ initial model, folded into 4 sections
- A large chart paper that will become the Driving Question Board
Preparation:
- Fold student papers into 4 sections for students.
- Title one chart paper “Our First Model Ideas”
- Title the next chart paper “Driving Question Board”
Vocabulary:
- seed, plant
Integration Points:
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Have students look at the small plant and the seed. Ask students How they think the seed becomes the plant.
Ask, “What are the details in between?” Note: Begin sprouting lima bean seeds for observation and dissection during lesson 6. - The students will fold paper in half and again into fourths. Have students write First, Next, Then, and Last at the top of each section. W1.3 recount sequenced events
Procedure 2
- Then, have students draw their initial model of how they think a plant grows in 4 progressive steps and including at least 2 labels in each box. W1.3 recount sequenced events
Procedure 3
- Gather students in a large group, a “scientist circle” and debrief students’ initial models
- As students share their models create an initial group consensus model, drawing it in front of the students.
- Encourage discussion of what should be on the consensus model and areas of disagreement.
- At this point record those things where the group agrees and indicate with a question mark or written question where the group is unsure. Add labels from students’ thinking. (Save this poster for a later lesson.)
Procedure 4
- Ask students to work with a partner and talk about what questions they have about the way plants grow, the parts of a plant, etc.
- On sentence strips scribe the questions students have about plants, how they grow, their parts etc. - Ex: What happens to a seed as it becomes a plant?
- Post questions on the chart titled “Driving Question Board” arranging them by types of questions. For example: these questions are all about a part of the plant so let’s put them together. These questions are all about what plants need so we will group them over here.
- Alternately if students are able, they could write their questions on sentence strips to be posted. RI.1.1-Ask and answer questions about key details in a text.
Lesson 2: Planting Plant Seeds
Navigation Routine
Investigation Routine
Note: Students plant (bean) seeds directly behind plastic of a clear cup or in a baggie taped to a window. Seeds can also be planted in the garden. (The purpose is to see the progression of change in a real plant which can be described using the transitional words, first, next, then and last. This is likely to be a two-day lesson.
Materials
- lima bean seeds (or other fast germinating seeds such as radish)
- baggies/clear plastic cups (optional material could be clear plastic tubes or seed planters with clear panel side)
- plastic wrap
- containers of soil
- 3 oz Dixie cup or other measuring cup
- spray bottle with water or water with eyedropper
- permanent marker
- paper and crayons
- chart paper for a class measurement chart
- copies of plant growth chart for student notebooks
- centimeter cubes, paper strips, cm. ruler-a centimeter measuring tool of some kind
Preparation
- Soak seeds overnight (be sure to soak extra seeds for planting for backups in planter cups or for plants that can be dug up, rinsed off and observed from a garden)
- Lay out damp soil, soaked seeds, cups/baggies at table groups, and markers. (may choose to put soil into
- cups/baggies in advance)
- OR prepare garden soil for planting seeds
- fill three cups with soil - one too dry soil, one too wet soil, and one moist for demonstration of watering procedure
- Draw a class measurement chart and post it in the room
- Copy Resource 1: Plant Growth Chart for each student.
Vocabulary
- Soil, germination, cm/centimeters, compare, length
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Students remind each other of what is on the initial group consensus model and what questions were surfaced yesterday.
- Have student partners write their name and date on baggie or cup or on a label they attach to their container.
Procedure 2
- Have student partners write their name and date on baggie or cup or on a label they attach to their container.
- Have students measure out one Dixie cup of soil from the soil container into their cup or baggie. (skip step 2 if you pre filled planting containers with soil)
Procedure 3
- Have students select their seed and plant it by pushing it down into the soil with a pencil making sure it shows against the plastic.
- If planting in a garden space give each student a small plot and have them plant 2 or 3 seeds.
- plant seed as directed on package (about ⅛ -¼ inch (less than a cm or the depth of their pinky finger fingernail) below surface of moist garden soil
- have students write their names on craft sticks and place them in the dirt near their seed plot
Procedure 4
- Seal baggie/cover cup with plastic wrap and tape to/set near window. The plants need heat to germinate, not necessarily sunlight which they will need as they sprout. plastic wrap will keep them moist. Remove that plastic wrap once the plant sprouts.
Procedure 5
- Teach a watering technique using a spray bottle (or eye dropper). Remind students too much water will not be good for the seed/plant. Calibrate spraying technique to say something like, “Only 3 sprays every other day.” Maybe use a generic calendar to show what days are watering days and which are not. Set up some examples of soil in baggies/cups that is too dry, just right and too wet. Have students compare their baggy/cup to the examples to determine if their plant really needs water.
NOTE: this is a good place to break if the whole lesson cannot be finished in one day.
Procedure 6
- Give students another piece of paper and have them fold it into fourths. Label the boxes with first, next, then, and last, as in lesson one. Students should draw in the box labeled ‘first’ a picture of what their seed looks like on the first day of planting. Be sure to include the date. Include at least two labels. Note: additional boxes will be filled during future observations as the plant grows. W1.3 recount sequenced events, SL 1.5 add visual displays
Procedure 7
- Tell students that we will measure plants each time we observe them. This is the DAY 1 observation. Right now, the plant is zero centimeters tall. As we measure them, we will record how tall the plant grows using Resource 1: Plant Growth Chart
- Choose one partner pair’s plant to represent the class measurement and be sure to measure and record that on the class chart. Students could create their own simple chart in science notebooks or a handout with a chart could be created and given to students to record in. 1.MD.2-Express the length of an object as a whole number of length units, MP.5-Use appropriate tools strategically Complete a table with plant growth data.
Plant Growth
Day 1 (date) | Day 2(date) | Day 3(date) | Day 4 (date) |
(height in whole cm.) | (height in whole cm.) | (height in whole cm.) | (height in whole cm.) |
Procedure 8
- Continue to make observations of seed/plant in the next few weeks, documenting new growth and periodically drawing changes in the plant. Be sure to include the date of each observation and labels. W1.3 recount sequenced events
Lesson 3: Plant Parts
Lesson 3: Plant Parts
Navigation Routine
Investigation Routine
Notes: In this lesson students will become familiar with the basic parts of a plant: root, stem, leaf, sprout or seedling, seed, flower. They will begin to think about what the parts of the plant do for the whole plant.
Materials:
- Resource 2: Picture Packets (1 set per small group or set of partners)
Preparation:
- Print either the clipart or photo sorting cards and labels (enough sets for your choice of groupings plus one more set for you to use at the end as a display).
- Cut apart and bag cards and labels so they are ready for the groups/partners.
Vocabulary: sort, seed, root, seedling, sprout, leaf, plant, flower
Integration Points:
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Ask students to remind each other of what we did yesterday (planting seeds).
- Ask them about what the parts of the plants that will grow might be
- Review the rules of working in small groups or with partners (take turns, share the materials, listen to each other and respectfully disagree or agree).
Procedure 2:
- Explain to the students that they will be given a set of cards that show the different parts of plants.
- Read together the label cards and have students spread those out in a line on their desk/table/floor.
- Tell students that they will sort plant part picture cards into groups of what they think are roots, seeds, seedlings, plants, and flowers under the label cards.
- With their group/partner the students are to look carefully at the cards Resource 2: Picture Packets and discuss why they believe the cards belong in one group and not another. L.1.5-Sort common objects into categories.
Procedure 3:
- Students work collaboratively to sort the cards with their group/partner. SL1.1 Collaborative Conversations
Procedure 4:
- When the students have completed sorting, have the groups share with each other how they sorted and why (this could be done with groups sharing to the class or sets of partners sharing with each other). SL1.1 Collaborative Conversations
Procedure 5:
- As a class come together and discuss their initial thoughts and any ideas that may have changed as a result of the discussions. During this discussion come to a classroom agreement and use one set of cards to make a classroom poster to display for students to use as a reference if needed during future work.
- On the classroom poster, tape or glue each label card and then tape the various plant parts up as indicated in discussion. Some pictures could be in several of the categories. It is important to ask students why they would put the picture in that category. A student might say something like, “the wheat picture has seeds but I also see stems and leaves so it is a picture of the plant.”Point out the significant features of each plant part (example: the roots grow below the ground and seem to point downward. The kind of look like they have tiny hairs going off a main part or the seedling is small and only has one or two leaves). SL1.1 Collaborative Conversations
Procedure 6: Make observations of seed/plant, documenting new growth drawing changes in the plant.. Be sure to include the date of each observation and labels. This is the DAY 2 observation. W1.3 recount sequenced events
Lesson 4: How Do Plants Grow and Use Their Parts
Notes: In lesson 4 students will learn more about how a plant grows and about what each part of the plant does.
Materials:
- Resource 3 video: Bean Time-Lapse - 25 days
- Resource 4 Four Parts of a Plant video
- Computer with presentation ability so show the classroom a short video.
- Sentence Frames on a poster or sentence strips
Preparation:
- Have the video ready to play after introduction.
- Write sentence frames such as these on a poster or sentence strips for visual prompts in discussing plant changes
- “At first I thought...now I know…”
- “In the beginning I thought, then I saw… in the books we read. Now I see… in the bean I’ve planted”
- “When we sorted cards, I noticed...”
Vocabulary:
- time-lapse photography
Integration Points:
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Revisit students’ initial model of how a plant grows from lesson 1. Have them discuss any changes they have made in their thinking as the lessons have progressed and the plant has grown.
- Have students discuss new details using sentence frames such as:
- “At first I thought...now I know…”
- “In the beginning I thought, then I saw… in the books we read. Now I see… in the bean I’ve planted”
- “When we sorted cards, I noticed….”SL1.1 Collaborative Conversations
Procedure 2
- Explain that today they will see a video using time-lapse photography of a plant growing. Ask them to watch and see if there is anything they have not thought of yet in the process of a plant growing. (If you have time and students are interested you could run through the video more than one time.)
- Show Resource 3 VIDEO: Bean Time-Lapse - 25 days
Procedure 3
- Ask the students to discuss with partners or table groups what they just saw.
- Tell them to try and identify the parts of the plant that grew in the video. Have them use the class poster from the previous lesson with the word cards and picture cards to think about what plant parts they saw and to think about any parts they think the video didn’t show.
- Make a comparison with the video they just watched and the steps of growth they have previously illustrated. Make comparison also with the parts of plants they saw in the card sort from the previous lesson. SL1.1 Collaborative Conversations, W.1.8- Recall information from experiences or gather information from provided sources to answer a question.
Procedure 4
- Revisit the Driving Question Board to see if any initial questions have been answered so far. Ask students if they have new questions about how plants grow or the parts of a plant.
- Guide the discussion toward the question about what the parts of the plant do.
- Add new questions to the Driving Question Board and group the questions that have been answered so far. SL.1.2- Ask and answer questions about key details in a text, read aloud or information presented orally or through other media.
Procedure 5
- Share with students that you have one shorter video that may help us figure out what the parts of the plants do and why they are important.
- Show the Resource 4 Four Parts of a Plant video, stopping the video after each part to discuss or point out parts of the video. W.1.8- Recall information from experiences or gather information from provided sources to answer a question.
Procedure 6
- Make observations of seed/plant, documenting new growth drawing changes in the plant. Be sure to include the date of each observation and labels. This is the DAY 3 observation. W1.3 recount sequenced events.
Lesson 5: Thinking About Our Observations
Notes: This lesson brings together student learning about plants, their growth, parts and why those parts are important. It is likely to need two days for this lesson.
Materials:
- student initial models
- student 4-part paper documenting plant growth with pictures and labels
- Plant growth table showing growth in centimeters (cubes, paper strips, cm. ruler)
- Class initial consensus model
- Driving Question Board
Integration Points:
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Have students observe their growing seeds and describe changes, using the scaffolding, “At first I saw___, but now I see___.” Measure and enter DAY 4 height on the data table showing growth in plant length.
- How many centimeters longer is the plant on day 4 than day 1?
- Compare your plant to a partner’s. Are they the same length? How much shorter? Longer?
- Point out that even though they are the very same kind of plant there are differences
Procedure 2
- Revisit students’ initial model from lesson 1 and the class Consensus Model. Have them add to their final drawing on the 4-part document of their plant’s growth and add new details and descriptions of the plant parts and what they do.
Procedure 3
- Bring the class to the “Scientist Circle” group meeting area along with data and models.
- Have students discuss new details using the posted sentence frames such as:
“At first I thought...now I know…”
“In the beginning I thought, …. then I saw… in the videos we saw. Now I see… in the bean I’ve planted”
“When we sorted cards, I noticed….”
W1.3 recount sequenced events SL1.4 describe events
- With guidance from the class add to the class Consensus Model modifying it to be more accurate and add new thinking and learning with a different color. Students add new details to their Initial Models in their notebooks. Add the function label to each part. leaf/gather food, thorn/protect, stem/hold plant up, blossom/grow fruit, root/absorb water, skin/protect seed, seedling/push above the soil. Example: “the leaves make food for the plant”. Remind them of the video from the previous lesson. Alternatively, draw a new and more complete and accurate consensus model in front of students and with their input reflecting their learning about how plants grow, what plant parts are and why each part is important.
Procedure 4
- At this point revisit the Driving Question Board and discuss answers that have been learned to student questions.
Procedure 5
- Students will write an Informational piece to answer the question “Do plants use their external parts to survive?”, using the Initial and final Models both individual and class Consensus Model, and Driving Question Board as references for ideas and science vocabulary.
- Use the topic sentence, “Plants use their external parts to survive.”
- Have students write 3-5 supporting sentences, naming plant parts, and describing what that part does for the plant.
- They can use a closing sentence such as, “Yes, plants do use their external parts to survive.”
EXTENSION: (this would address the entire Performance Expectation 1LS1-1:
- Provide a variety of materials, chenille stems, Q-Tips, paper, straws, string or yarn, tissue, small cups, etc. and ask students to choose one plant part that they could use as an idea to solve human problem. For example: a string could piece of yarn in a cup could soak up water and get it to a different place (like a wick) or a straw could suck up water to get it to a human’s mouth like a stem gets water to the leaves.
Appendix
There are many read alouds that might be helpful. Those from Epic require a subscription and ask for student information but have a free trial period. Ideally the actual book is available but often a reading of the book can be found on YouTube and might be more accessible for remote, at home learning.
Resource Books
- National Geographic Readers: Seed to Plant: Kristin Baird Rattini
- From Seed to Plant: Allan Fowler Rookie Read About Science
- How Seeds Grows: Helene J. Jordan
- Plants and Seeds: Cindy Barden
Student reading resources
PLANT LIFE CYCLE
The following titles are available in EPIC Books. Educators can get free access to EPIC Books for themselves and their class– registration is required.
- Live Cycle of a Plant: Pam Holden
- Max Plants a Seed: Kerry Dinmont
- Investigating: Plant Life Cycles: L. J. Amstutz
- The Plant Life Cycle: Arnold Ringstad
- From Seed to Sunflower: Mari Schuh
- From Seed to Strawberry: Mari Schuh
- From Acorn to Oak: Mari Schuh
- Plant Life Cycles: Julie Lundgren
Additional titles
- Plants and Seeds (Sunshine Books Science): Colin Walker
- Seeds Grow (Sunshine Books Science): Colin Walker
- How a Seed Grows: Helene J. Jordan
- Seed to Plant: Melvin and Gilda Berger
- All About Seeds: Melvin Berger
- Grow Seed Grow: Lisa Trumbauer
- Seeds Grow!: Angela shelf Medearis
- From Seed to Plant: Gail Gibbons
- From Seed to Apple: Ruth Mattison
- How Plants Grow (TIME for Kids): Dona Herweck Rice
PLANT PARTS
The following titles are available in EPIC Books. Educators can get free access to EPIC Books for themselves and their class– registration is required.
- Exploring Seeds: Kristin Sterling
- Exploring Roots: Kristin Sterling
- Exploring Stems: Kirstin Sterling
- Exploring Leaves: Kirstin Sterling
- Exploring Flowers: Kirstin Sterling
- Plants Can’t Sit Still: Rebecca E. Hirsch
Additional titles
- Flip, Float, Fly: Seeds on the Move: JoAnn Early Macken
- Seeds, Seeds, Seeds (Sunshine Books Science): Brian and Jillian Cutting
UNUSUAL PLANTS
The following titles are available in EPIC Books. Educators can get free access to EPIC Books for themselves and their class– registration is required.
- Amazing Plant Bodies: Ellen Lawrence
- Extreme Trees: Ellen Lawrence
- Meat-Eating Plants: Ellen Lawrence
- Healing Plants: Ellen Lawrence
- How Plants Clean the Air: Ellen Lawrence
- Prickly Plants: Ellen Lawrence
- Poison Petals: Ellen Lawrence
- Freaky Plant Facts: Ellen Lawrence
Attribution and License
Attribution
Cover photo by Umut AVCI from Pixabay
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License
License
Except where otherwise noted, this work developed for ClimeTime 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 may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring.
If this work is adapted, note the substantive changes and re-title, removing any ClimeTime logos. Provide the following attribution:
This resource was adapted from Plants and Their Parts by ClimeTime and licensed under a Creative Commons Attribution 4.0 International License. Access the original work for free in the ClimeTime group on the OER Commons Washington Hub.
This resource was made possible by funding from the ClimeTime initiative, a state-led network for climate science learning that helps teachers and their students understand climate science issues affecting Washington communities
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oercommons
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2025-03-18T00:37:48.142094
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Life Science
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68266/overview",
"title": "Grade 1 - Elementary Science and Integrated Subjects: Plants and Their Parts",
"author": "English Language Arts"
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https://oercommons.org/courseware/lesson/80655/overview
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Education Standards
B. WA OER First Grade EFSIS Sky Explorers Word Doc
C. WA OER First Grade EFSIS Sky Explorers PDF
D. Daytime Night Time Model
E. Predictable Patterns in the Sky-PBS Video
F. KLEWS Chart Explanation
G. Student Data Sheet Observations of the Sun
H. Sunrise, Sunset Digital Book from Beacon Learning Center
I. Sunrise/Sunset Chant from Beacon Learning
J.Moon Blackline Master
K. Pathway of the Moon Image 2
L. Phases of the Moon Examples Image 1
M. Moon Orbit Demonstration NSTA KIDS
N. Orbit of Moon Around Sun Image 3
O. Time Lapse of Moon Phases
P. Moonrise Moonset One day
Q. Papa, Please Get the Moon for Me by Eric Carle
First Grade Elementary Science and Integrates Subjects-Sky Explorers
Overview
The First Grade Elementary Framework for Science and Integrated Subjects, Sky Explorers uses observation of the sun and moon in the sky as a phenomena for exploring patterns of objects in the sky. It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
Introduction: Standards, Phenomena, Big Ideas, Routines
First Grade
Development Team:
Alexis Emerson, Heidi Flake, Julie Fry
Sky Explorers
Frameworks for Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning
First Grade Disciplinary Core Ideas include PS4, LS1, LS3, and ESS1
For ESS1 students are expected to develop an understanding of:
- Observe, describe and predict some patterns of movement of objects in the sky
The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas.
Crosscutting Concepts:
- Patterns
Students are expected to use the practices to demonstrate understanding of the core ideas.
Science and Engineering Practices:
- Planning and carrying out investigations
- Analyzing and Interpreting Data
Performance Expectation(s)
1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]
Science and Engineering Practices
Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and
progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
(1-ESS1-2) Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.
(1-ESS1-1) Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
Crosscutting Concepts
Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon?
(1-ESS1-1) (1-ESS1-2) Patterns - Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
English Language Arts (ELA) Standards
How will I Integrate ELA Standards (which standard, what strategy…?)
(RL.1.10) With prompting and support, read prose and poetry of appropriate complexity for grade 1.
(RI.1.1) Ask and answer questions about key details in a text. (1-ESS1-1). (1-ESS1-2) (KLEWS or KWL chart, GLAD-Learning Log)
(W.1.8) With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-ESS1-1). (1-ESS1-2) (KLEWS or KWL chart, Science Notebook, GLAD-Learning Log, Shared Writing)
(SL.1.1) Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (Think, Pair, Share, GLAD-10/2, 5/2, Turn & Talk)
(SL.1.5) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (Graphic Organizers, Science Notebook, GLAD-Learning Logs)
(L.1.1) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (Science Notebook, GLAD-Learning Log, Shared Writing)
(L.1.2) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (Science Notebook, Shared Writing)
Mathematics Standards
How will I Integrate Mathematics Standards?
(MP.2) Reason abstractly and quantitatively (1-ESS1-2)
(MP.4) Model with mathematics (1-ESS1-2)
(MP.5) Use appropriate tools strategically (1-ESS1-2)
(1.MD.2) Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
(1.MD.C.4) Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. (1-ESS1-2)
(1.NBT.2) Understand that the two digits of a two-digit number represent amounts of tens and ones.
(1.NBT.3) Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >,=,<.
Phenomena
The phenomena starts in lesson 1 as students do a field investigation and observe the daytime sky. Students are using their senses to notice, smell, feel, hear and think about the sky. The Teacher poses the questions: What do you see right now? Can we see the same things at night? What do we see at night that might be different? Why do we see different things at different times? Teacher explains how scientists use observations to gather information to learn something new and make connections.
How can we know when and where the Sun and Moon will be in the sky?
Phenomena Resources:
Communicating in Scientific Ways | OpenSciEd
Big Ideas
Which one of the ideas from the curriculum and the Standards now seems the most central - meaning they might help explain other ideas you’ve listed and explain a wide range of natural phenomena? You must use more than a name to express your idea, express it as a set of relationships. Explain your choice clearly enough so a colleague could understand why you made the choice you did.
How are the Sun and the Moon’s movements patterns in the sky?
- Students investigate patterns of the Sun and Moon in order to predict movements
Open Sci Ed Routines
Lesson 1: What do I notice about Day and Night?
Anchoring Phenomenon Routine
Materials
- Projector/Promethean Board
- Video
- Sticky notes
- pencil/coloring tools
- Daytime Night time Model
- Organizational charts KLEWS chart (OER Commons, Kate Katz, Carla Zembal-Saul)
- Vocabulary words
- Student Science Journal
- Daytime and Night time model
Preparation
Make copies of Daytime and Night time Model (1 per student)Prepare a Chart to organize student information and resources to post in the classroom. For an example, use the KLEWS chart labeled - K (What we know), L (What we learned), E (What was our evidence), W (What we wonder), S (Science ideas and vocabulary).
.
Resources to find out more about KLEWS:
KLEWS chart (OER Commons, Kate Katz, Carla Zembal-Saul) How to use the KLEWS chart: https://www.youtube.com/watch?v=W90hV9qiWyY
Vocabulary
- Sun
- Moon
- Scientist
- Observation
- Data
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Take a quick 5-10 minute field trip to the school yard. Find a safe place for class to sit or lay down next to an elbow buddy. Tell students to take a few quiet moments to watch the sky. As they look, talk about using their senses to learn information. Say “focus on sounds you hear...tell your elbow buddy what you notice.” Repeat with all senses (what do you smell, hear, feel, what do you think?) Tell students “the meaning of observe is to look closely and make connections.”In this activity you were observing.” “What have you been observing?”
- The Teacher poses the questions: What do you see right now? Can we see the same things at night? What do we see at night that might be different? Why do we see different things at different times? Teacher explains how scientists use observations to gather information to learn something new and make connections. Students' response might be...clouds, birds, the sky, etc.
- Use a gesture to help students remember the meaning of observe (round fingers and thumb to make an eye hole through both hands like a telescope). When we collect information, it’s called data. Use a gesture to help student remember the meaning of data (one hand flat like a piece of paper, other hand pretending to write)
- Say, “Today we are starting a new science unit and really think about the sun and moon..
- With an elbow buddy, have students turn and talk about what they already know about the sun and the moon. (SL.1.1) Ask” Did you and your partner know the same information? Ask “why?” Students may say that they've had different experiences. Add on, by saying how each idea is valuable and all ideas are welcome because that’s how we collaborate. Say, “Did you know that scientists have to collaborate? They do, but they also have to do their own thinking and research too.”
Procedure 2
- Tell students that the next part is independent seat work to gather pre-knowledge. Say “We’ll start our new learning with our own thinking. Close your eyes and and think for a moment about what you notice in the daytime sky. Put that picture in your head. Now what do you notice in the night time sky?) Open your eyes. You will get a page with a T-chart of Daytime and Night time. (Point to the parts on the page.) Use your drawing tools to draw pictures of what you notice in the daytime sky and Night time sky.” Daytime and Night time Model
- Remind students to think of as many things as they can. When 5-7 minutes is up, have students share with their table team or elbow buddy. They will be excited that some students drew the same ideas. Collect models and find patterns in their understanding so far.
Student Work Sample
Procedure 3
- Say “A Scientist who studies the sun, moon, planets, and stars is called an astronomer. Astronomers make observations and collect data. Today you are going to be astronomers.”
- Pass out sticky notes
- Say “Let’s focus on the word observation.” Have students repeat the word, clap the syllables in the word. Tell students the root word - Observe. Write down or post the word on the chart under the S. Ask, “What does observe mean? Tell students to write or draw their idea of observe on their sticky note. Gather the sticky note and place them under the word “observe” , and if there's time, students share their ideas to the class.
- “Now let’s focus on the word data” Have students repeat the word, clap the syllables in the word. Write down or post the word on the chart under the S. Ask, “What does data mean? Tell students to write or draw their idea of data on their sticky note. Gather the sticky note and place them under the word “data” , and if there's time, students share their ideas to the class.
- Add meanings next to the words, Observe and Data
- Observe - to look closely and make connections
- Data - to gather information
Procedure 4
Tell students they will watch a short video clip and observe what they notice. Go to PBS website, Predictable Patterns in
the Sky. Use a Promethean board to project the short video to show students the phenomena,
Have students quietly watch, provide the sentence stem, I notice...After the short clip ask a few kids to share what they noticed.
- Play the film again and prompt students to ask questions, “What do you wonder?”
- Add each wondering on a sticky note and place under the W - in the KLEWS chart, put questions into categories as collaborative questions are developed
- Review the lesson: “Today we found out we’ll be learning about the sun and moon. You made a model of what you know already, observed the sky and asked questions and this is how a scientist does research. Tomorrow we will do some investigations to find out more information.”
Concepts:
Students will share pre-knowledge of the sun and moon. They will understand that scientists use observations and collect data to learn. Students are naturally curious and will ask questions to deepen their understanding of new concepts.
Formative Assessments:
- Observing students share what they know about the sun and moon
- Daytime and Night time model
- Look for but don’t address right now:
- misconceptions about the sun only being in the sky during the day and the moon only being in the sky at night
- The sun and moon staying in one place in the sky
- the moon making its own light
- the sun and or moon moving in the sky as opposed to the Earth rotating and changing position in relation to the sun and moon
Lesson 2: The Sun
Investigation Routine
Materials
- Student Data Sheet
- Science Notebook
- Jumbo unifix cubes (optional)
- Red crayon
- Blue crayon
- Thermometer
- chalk
- KLEWS chart (OER Commons, Kate Katz, Carla Zembal-Saul)
Preparation
- Identify a clear, sunny spot on the playground from which observations will be made
- Plan to do observations near a pole (ex. flagpole or tetherball pole)
- Create the chant (Beacon Learning Center) on chart paper
Vocabulary
- observe
- arc
- pattern
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Ask students to think about the sun in the sky. “Is the sun visible right now?” “Is the sun always visible in the sky?” “Is the sun always in the same part of the sky?” “How can we find out the answers to these questions?”
- Say, “Today we are going to observe the sun in the sky.” “We want to find out how the position of the sun and the temperature change during the day.” Write the word “observe in the “S” section of the KLEWS chart with the definition. Tell students, “When we make observations, we use our 5 senses to explore the world around us. Today we will use our eyes to observe the sun.” Be sure to warn students about the dangers of looking directly at the sun.
Procedure 2
- Take students outside to observe the sun 3 times, morning, mid-day, and afternoon, each time from the same place. Using a non-standard unit, like jumbo unifix cubes or handspans, measure the apparent distance from the ground to the sun each time. Pick a perpendicular horizon line like either a housetop, building roof or a fence if you cannot see the natural horizon from the playground. Students can do this by holding the hand or cubes straight out, at arm’s length, placing one fist straight out and align the bottom of your hand to the chosen horizon line, count upwards, stacking your other fist on top of the first one. Continuing to stack fists until you have reached the bottom of the Moon . Agree on the collected data and show the children through modeling how this can be done. If you have to use a ½ handspan, talk about how you estimated the fraction using half of your four fingers in your fist. (This kind of measuring can be done using Unifix cubes or a ruler, depending on the time of year and your students’ fine motor skills or knowledge of measurement.)
- Record measurements each time on a student data sheet or in a Science Notebook. (Students are collecting quantitative data (measured data) and recording the results in a science notebook. This data/evidence will be used to facilitate discussions about students’ observations and discoveries). (1.MD.2) (1.MD.C4)
- We want to see how the position of the sun affects shadows. Using chalk, trace the shadow line of a flagpole or tetherball pole during each of the 3 visits. Using “kid feet,” measure the length of the shadow each time and record the length on the student data sheet or in a Science Notebook. (1.MD.2) (1.MD.C4)
- Next, we want to see if there is a connection between the position of the sun and the temperature throughout the day. During each observation of the sun, record the temperature outside. (This is an opportunity to compare two two-digit numbers based on the tens and ones digits). (1.NBT.3)
- After the mid-day observation of the sun, have students predict where the sun will be in the afternoon sky, based on its movements so far.
Formative Assessment:
- Note whether students were able to accurately make and record observations?
- Were the students able to record data? Look for students who are struggling to record the data. Provide support.
Procedure 3
- Students will organize and analyze the data collected during the investigation. Record evidence collected during the investigation under the “E” section of the KLEWS chart. Ask, “How does the sun appear to move in the sky?” Write the pattern of movement under the “E” section of the KLEWS chart. “What time is the sun highest in the sky?” “Did the shadow move?” “Which way did the shadow move?” “Do the shadow lengths change?” “ How do we know?” “What time are the shadow lengths shortest/longest?” Using the data, find the highest temperature for each day and circle it in red. Find the lowest temperature for each day and circle it in blue. Analyze the data, ask, “When was the temperature warmest each day? When was the temperature the coolest?”
- As you discuss the data, make a connection to the pattern: Shadows are shorter when the sun is high in the sky and longer when the sun is low in the sky. Write this new understanding in the “L” section of the KLEWS chart. Ask, “What causes shadows to change?” Make a connection that shadows change length and position as the sun changes position in the sky.
- Ask, “How did the position of the Sun and the temperature change each day? What connection can we make between the Sun’s position in the sky and the temperature? Is there an observable and predictable pattern?”
Procedure 4
- Read the story, “Sunrise, Sunset” with students (http://www.beaconlearningcenter.com/WebLessons/SunriseSunset/rise01.htm). Have students pay attention to the position of the sun in the sky throughout the day and the direction it appears to move. Ask them questions throughout the story about about time of day and position of the sun. (RI.1.1)
- Create the chant on chart paper. Recite it with students. Draw a large compass on the chart paper. Add pictures to describe how the sun rises in the east and sets in the west. Label the pictures. (RL1.10) (SL.1.5)
- Tell students that one way to describe the shape of the sun’s path in the sky is to call it an arc. Add “arc” and the meaning, “part of a circle” to the “S” section of the KLEWS chart.
Procedure 5
- In Science Notebooks, have students draw a model to show the placement of the sun at different times of the day. Divide the page into 3 sections. Label each section, “morning, noon, afternoon.” Students draw to show where the sun is in the sky in relation to the ground.
Formative Assessment.
- The student drawings should reflect their learning that the Sun appears to move across the sky.
- This gives all students an opportunity to explain the phenomena moving from their concrete experience to a visual representation, which will eventually support them in constructing ideas and writing about more abstract concepts.
- Ask, “Will the sun appear to move in the same way tomorrow?” “How can we prove or verify your predictions?”
- The next day, observe the sun’s position in the sky, the temperature, and the shadows throughout the day. Compare the data with the diagram and data from the day before.
- Discuss: “What is the same?” “What is different?” “Do we notice a pattern?” “What pattern in the sky does the diagram show?” Add the word “pattern” and the meaning, “something that repeats and is predictable” to the “S” section of the KLEWS chart. Add new learning about the pattern of movement to the “L” section of the KLEWS chart.
- In Student Notebooks, students write using the sentence stems: First, I thought… Now I think… My evidence is ... (W.1.8)
Formative Assessment:
- this is an opportunity for students to examine and revise their thinking as well as monitor their own learning progress.
- Look for students to provide evidence of their learning by using the data collected regarding sun movement, shadow movement/length, and temperature) Were students able to analyze the data and reach a conclusion?
Lesson 3: The Moon (Day 1)
Investigation Routine
*This lesson sequence should be planned at a time when the Moon is visible during the school day. Use the website (http://timeanddate.com/worldclock/moonrise.html) to plan accordingly. Late May/Early June usually experiences Moonrise and Moonset during school hours.
Materials
Image #1
Image #2
Image #3
- Moon Observation Blackline
- Butcher paper for KLEWs chart (OER Commons, Kate Katz, Carla Zembal-Saul)
- Student science notebooks
“Papa, Please Get the Moon for Me” by Eric Carle https://www.youtube.com/watch?v=sGqAw7UM6qo
Preparation
- Make sure you can view the moonrise and moonset during the next few days of school.
- Make copies of the Moon Observation Blackline for each student.
Vocabulary
- observe
- pattern
- arc
- orbit
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Ask students to think about what they know about the Moon. Have students do a ‘turn and talk’ with a partner(s), remembering to give each partner time to share. Elicit responses from the children; scribing them verbatim on the ‘K’(Know) section of the KLEWS chart. If the discussion doesn’t get off the ground, probe the students with questions such as:
- When can you see the Moon? Does it change in any way?
- Can you see the Moon during the day? I heard it was made out of cheese. Do you agree with that statement? Why or why not? Why would someone think that? (We try and make sense of what we see by using explanations. Let’s use evidence we gather to explain our thinking about how the Sun, Earth and Moon all interact together in the sky.) (SL.1.1)
- Fold prepared copies of Moon Observation Blackline lengthwise showing the word ‘Moon’ vertically. Have them cut on the end lines and between each section to create 3 flaps that can be lifted up. Have them think about observing the Moon at 3 different consecutive times during the day such as morning, noon and afternoon. Have them use a crayon, marker or pen to draw what they think they would see at the first viewing of the moon under the first flap. For the second flap, think about what the Moon might look like a few hours later and again in the afternoon for the third flap. (The students are creating an initial thinking model that may get revised after their learning experience. It is important to value students’ initial thinking even if it is a clear misconception and scientifically incorrect because the evidence will hopefully change it. Make sure they record it with something that cannot be erased.)
Collect their initial thinking models to use again in Procedure 3.
Procedure 2
- Say, “Today we are going to go outside and observe the Moon.” Write the word ‘observe’ in the ‘S’ section of the KLEWS chart. Remind students, “When we make observations, we use our 5 senses to explore and gather information in our brains. You can add simple drawings of eyes, ears, nose, mouth and a hand and ask them what senses they think we will use during the observations today.
Take students outside where the Moon is visible and observe it 3 times during the day; morning, midday and afternoon. Each time, gather data on where it is, what shape it is and how many handspans (or other unit of measure) high it is in the sky. (By afternoon, the children should be pretty convinced about its shape and begin to notice the arc pathway of its travel across the sky.)
When measuring with handspans, pick a perpendicular horizon line like either a housetop, building roof or a fence if you cannot see the natural horizon from the playground. Place one of your fists straight out and align the bottom of your hand to the chosen horizon line. Then, count upwards, stacking your other fist on top of the first one. Continue stacking a fist until you have reached the bottom of the Moon. Agree on the collected data and show the children through modeling how this can be done. If you have to use a ½ handspan, talk about how you estimated the fraction using half of your four fingers in your fist. (This kind of measuring can be done using Unifix cubes or a ruler, depending on the time of year and your students’ fine motor skills or knowledge of measurement.)
- After each measuring session which can be coincided with recesses, put the data in the ‘E’ section of the KLEWS chart. Example data is below:
After the last measurement, write the data into greater than/less than configuration: 1<3<5 or 5>3>1 in the “E’ column. (1.NBT.3)
Ask Students,
- How much higher is the third measurement than the first one?(1.NBT.3)
- “If you could stay after school and make another observation in 1-2 hours, where do you think the Moon would be?”
- “Could you predict where it might be at 7:00 pm based on it’s path in the sky right now?” (SL.1.1)
Lesson 3: The Moon (Day 2)
Procedure 3
- Help students analyze the data collected during the exploration on the KLEWS chart. Help them see the following patterns: The Moon changes place in the sky during the day. The Moon begins low and moves higher. As the Moon rises, it moves across the sky in an arc. Image #2 Provides teacher background information on the pattern of the moon movement across the sky
- Pass out their initial thinking models from Procedure 1. Have students open their first flap and add the gathered evidence from the KLEWS chart into their initial thinking model with another color or a pencil; illustrating a horizon line, the Moon with its proper shape and the handspans up to it. Have them do the same under the next flap, making sure they draw the second observation a little bit over to the right; beginning to show the arc pattern. Repeat with the third set of data. Remind them that if their initial model is different from the actual evidence, it means they are learning something new, not necessarily that they had a“wrong answer” before. Sometimes, learning is about changing our thinking because of new evidence we see. Remind them of when we learned about the Sun and we said, First, I thought… Now I know…
Formative Assessment:
- Look for students to draw an arc as the horizon line like pattern from the first moon on the left through the middle moon and over to the final moon on the right. Students could also explain, trace with their fingers the pattern of the path of the sun and the moon. (use image #2 as a teacher guide)
- When completed, have students open all three flaps and while looking at the data, ask,
- “How does the Moon appear to move across the sky?”
- “How is this pattern similar to what we discovered about the Sun?” Remind students about the meaning of the word, ‘pattern’, and how we can use patterns we see to make predictions into the future.
- “Is it possible to use this data to predict where the Moon might be in a few hours?
- Will this happen again tomorrow? Next year? (SL.1.1)
- Explain that since the Moon’s lighted side is changing ever so slightly every day, it is hard to see the small change with our eyes so we can view a photograph or a time lapse video showing how the lighted side grows bigger and shrinks smaller during the month. Show students Phases of the Moon image #1 of the phases of the Moon and explain that as it travels around the Earth, only part of it catches the Sun’s light at certain times of each month. Post this vocabulary word and image in the ‘S’ section of the KLEWS chart.
- Watch the link to NSTA for Kid’s author of “Next Time You See the Moon”: https://www.youtube.com/watch?v=wz01pTvuMa0 or do a similar activity in the classroom with students. This movement is called an orbit and it is a common pattern of movement in space. Add the vocabulary word, orbit, to the ‘S’ section of the KLEWS chart as well as Example of Moon orbiting Earth, image #3.
- For further viewing, watch a time lapse of the Moon’s phases:
https://www.youtube.com/watch?v=uzbIlev4Z-4 and
a time lapse of moonrise and moonset that happens in one day.
https://www.youtube.com/watch?v=OD7jN2hkTdY
- After the videos, ask:
- How is the moonrise and sunrise the same?
- How are they different?
- Do they follow a similar pattern? What is the pattern?
- Could Moonrise ever happen at the same time as Sunrise? (Yes, during an eclipse!)
- Finally, have students glue their Moon Flapbook into their science notebooks. Ask students to use their Moon evidence and their Sun evidence to respond in writing and/or with drawn models and oral explanations. using one of two sentence stems: “Moonrise and sunrise are the same because…” Or “Moonrise and sunrise are different because…” (W.1.8)
Formative Assessment:
- Look for students to say that the pattern of rising or lower in the east, being higher up at mid-day, and setting or lower in the west. They could also draw a model of this with the sun and moon lower at the left side of the paper, at the top mid-day and lower at the right side later in the day.
- Look for students to respond that the two are different because the moon seems to change shape during a month and the sun does not.
Lesson 3: The Moon (Day 3)
Procedure 4
Gather in a whole group near the KLEWS chart, focus on the Evidence and ask:
- Since we can predict roughly where the Moon will be in the sky in a few hours time, can we predict roughly when we will see a full moon in the sky based on how the lighted side increases or decreases?
- How about a half-moon or a new moon? (Refer to image #1 of the phases of the Moon.)
Move to the ‘L’ section of the chart and write:
- “There are patterns in the Moon’s movement and shape. Patterns help us predict where it will move in the sky and what shape the lighted side will have.”
- “The Moon moves in an arc across in the sky, starting low and moving across the sky as it gets higher.”
- Add “arc” to the ‘S’ section as well with the definition: The shape of the pattern of low to high across the sky and image #2.
- Read or view the story, “Papa, Please Get the Moon for Me” by Eric Carle. https://www.youtube.com/watch?v=sGqAw7UM6qo Talk about how the Moon changed in the story while referring to the phases of the moon (image #1). Note how the story started with a full moon. Then the author painted the waning gibbous moon to gradually get skinnier to the left, disappear in the middle, begin to form a waxing gibbous to the right and then become a full moon again in the end. Discuss why the full Moon made two appearances and what was really going on when, “it disappeared altogether”. Ask students key questions throughout the book to understand if they are getting the details of the book (R1.1.1)
Lesson 4: What We Have Learned About the Moon and the Sun
Materials:
- Student’s Science Notebook
- KLEWS Chart
Procedures
Procedure 1
Finally, ask students to get out their notebooks and while looking at their data and the whole KLEWS chart, use the evidence provided to answer the essential question: “How can we predict where the Moon or the Sun will be in a few hours time?” Use the sentence stem: “I can predict where the Moon/Sun will be in a few hours time because…” Or, “I can predict when there will be a sunset/sunrise/full moon/new moon because…”
Summative Assessment:
Use the items below as a rubric for assessing student understanding of the patterns of movement of the sun and moon at different times of day.
- the sun and moon appear to move across the sky
- shadows us figure out the position of the sun
- there is a pattern to the apparent movement of the sun and moon that looks something like an arc.
- the sun and the moon can be seen in the lower eastern sky in the morning, high in the sky mid-day, and lower in the west near sunset
- the moon can often be seen during the day
Appendix: Lesson Resources
Article 1: KLEWS-science.pdf. https://ctsciencecenter.org/wp-content/uploads/2019/03/KLEWS-science.pdf
Story 1: Sunrise, Sunset http://www.beaconlearningcenter.com/WebLessons/SunriseSunset/rise01.htm
Video 1: KLEWS chart 101. https://www.youtube.com/watch?v=W90hV9qiWyY
Video 2: Demonstration of the phases of the Moon.
https://www.youtube.com/watch?v=wz01pTvuMa0
Video 3:Time lapse of the Moon’s phases:
https://www.youtube.com/watch?v=uzbIlev4Z-4
Video 4: Time lapse of moonrise and moonset:
https://www.youtube.com/watch?v=OD7jN2hkTdY
Video 5: Story read aloud:“Papa, Please Get the Moon for Me” by Eric Carle. https://www.youtube.com/watch?v=sGqAw7UM6qo
Attribution
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License
License
Except where otherwise noted, this work developed for ClimeTime 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 may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring.
If this work is adapted, note the substantive changes and re-title, removing any ClimeTime logos. Provide the following attribution:
This resource was adapted from by ClimeTime and licensed under a Creative Commons Attribution 4.0 International License. Access the original work for free in the ClimeTime group on the OER Commons Washington Hub.
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oercommons
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2025-03-18T00:37:48.316201
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English Language Arts
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80655/overview",
"title": "First Grade Elementary Science and Integrates Subjects-Sky Explorers",
"author": "Elementary Education"
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https://oercommons.org/courseware/lesson/82271/overview
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Should we remove the Electron Dam?
Overview
This inquiry unit leads students through the different perspectives behind a decision to have a dam removed. This unit looks at similar Washington state dam removal decisions as well as the complex issue of having the Election dam removed near Puyallup, WA. Students will be introduced to the stories and traditional ways of knowing about salmon that the Puyallup Tribe has built their culture upon. Then they will explore the science behind hydroelectricity and build models to discover how carbon neutral energy is gathered through hydro dams. This inquiry unit ends with students researching different perspectives surrounding the current (2021) decision to remove the Electron dam including: the Tribe’s Fishery department, the ecosystem, the city council, the fishermen and the hydro-electrical company who currently owns the dam. With their research, students will do a socratic seminar to mimic the court case lawsuit that is ongoing against the Electron Dam.
A Civics Climate Science Unit about the complex issues surrounding dams, tribes and salmon.
ClimeTime Inquiry[a]
Should we remove the Electron Dam?
"Elwha Dam Removal" by visionshare is licensed under CC BY-NC-SA 2.0
Supporting Questions
- What is the significance of the Puyallup River and salmon to the Puyallup Tribe, both culturally and practically?
- Why were hydro dams built and how do they help in the fight against climate change?
- How can the removal of the Electron Dam benefit the sovereignty of the Puyallup Tribe and the ecosystem?
ClimeTime Inquiry
| Compelling Question | |
| Standards | Social Studies Standards:E1: Understands that people have to make choices between wants and needs and evaluates outcomes of those choices.E1.6-8.2 Evaluate alternative approaches or solutions to current economic issues of Washington state in terms of costs and benefits for different groups.G2: Understands human interaction with the environmentG2.6-8.3 Explain and analyze how the environment has affected people and how human actions modify the physical environment, and in turn, how the physical environment limits or promotes human activities in Washington state in the past or present.NGSS:MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. |
| Staging the Compelling Question | What was the impact of damming the Elwha River? https://vimeo.com/40519851Watch video to hear the stories from tribal members about what the stream was like before the dam and now after. |
| Supporting Question 1 | Supporting Question 2 | Supporting Question 3 | ||||
| What is the significance of the Puyallup River and salmon to the Puyallup Tribe culturally and practically? | Why and how are hydro dams built and how do they help in the fight against climate change? | How can the removal of the Electron Dam benefit the sovereignty of the Puyallup Tribe and the ecosystem? | ||||
| Formative Performance Task | FormativePerformance Task | FormativePerformance Task | ||||
| Participation and Reflection in the First Salmon Ceremony Fall or Spring and present on significance. | Built a model of a renewable energy source. Present on how renewable energy sources are better for the climate change crisis. | Roles of Stakeholders Assignment | ||||
| Featured Sources | Featured Sources | Featured Sources | ||||
| Source A: First Salmon Ceremony PurposeSource B: Article on Puyallup Tribe’s First Salmon CeremonySource C: Story of why the Puyallup Tribe are called the Salmon People | Source A: Renewable Energy Kit Source B: Article on Renewable EnergySource C: The Purpose of Hydro dams | Source A: Example of how the Wynoochee river dam affect nearby tribesSource B: Elwha Dam RemovalSource C: Environmental Benefits to the Removal of the Elwha DamSource D: The downside of Dams Article |
| Summative Performance Task | ARGUMENT Socratic Seminar Discussion: Two options for argument, one being yes we should remove the dam and two being no we should not remove the dam. |
| EXTENSIONStudents create signs to participate in support of the Puyallup Tribe’s case against the Electron Dam.(In spring of 2022 there is a court date for this case that students could potentially be a part of the protest.) | |
| Taking Informed Action | UNDERSTAND ASSESS ACT |
Overview |
Inquiry Description
This inquiry unit leads students through the different perspectives behind a decision to have a dam removed. This unit looks at similar Washington state dam removal decisions as well as the complex issue of having the Election dam removed near Puyallup, WA. Students will be introduced to the stories and traditional ways of knowing about salmon that the Puyallup Tribe has built their culture upon. Then they will explore the science behind hydroelectricity and build models to discover how carbon neutral energy is gathered through hydro dams. This inquiry unit ends with students researching different perspectives surrounding the current (2021) decision to remove the Electron dam including: the Tribe’s Fishery department, the ecosystem, the city council, the fishermen and the hydro-electrical company who currently owns the dam. With their research, students will do a socratic seminar to mimic the court case lawsuit that is ongoing against the Electron Dam.
This inquiry unit will take up to 20 x 50 minute class periods to teach, including a field trip to the Electron dam and the First Salmon Ceremony (most tribes on the coast hold these ceremonies). Teachers are encouraged to look at their local tribe’s river and local hydro dams to maximize relevant perspective on this issue of dams.
Structure of the Inquiry
In addressing the compelling question “Should the Electron Dam be Removed?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument with evidence while acknowledging competing perspectives.
Staging the Compelling Question |
What was the impact of Undamming the Elwha? https://vimeo.com/40519851
Undamming the Elwha tells of the Elwha River being dammed and the eventual removal of the dam. The story reveals the need for electricity in the new community of Port Angeles and the impact on the Klallam People and their dependence on the salmon.
The removal of the Elwha Dam and the subsequent effects will help students conclude the pros and cons of the removal of the Electron Dam.
Supporting Question 1 |
| Supporting Question | What is the significance of the salmon to the Puyallup Tribe culturally and practically? |
| Formative Performance Task | Students will first hear the story of why the Puyallup Tribe are called the Salmon People. Students will then participate in the First Salmon Ceremony and reflect on its significance and then they will roleplay the story to retell it. |
| Featured Sources | Source A: First Salmon Ceremony PurposeSource B: Article on Puyallup Tribe’s First Salmon CeremonySource C: Story of Why the Puyallup Tribe are Called Salmon People audio file |
Reasoning for this Assignment:
The river must remain in good health in order for the Salmon People to survive. The culture, major food source, fishing (financial support, skill being passed down through generations of fisherman), and the ecosystem that is directly connected to the Puyallup River would be threatened if the river continued to be polluted. This assignment links directly to the issues coming down from the Electron Dam including pollution and illegal building practices.
Formative Performance Task:
Students will use the First Salmon Ceremony information and the Salmon People Story to write a play and role play the story to be videotaped and archived. Using the articles on the environmental impact of the Electron Dam the play could continue through the ages where environmental pollution becomes a threat to a way of life.
Supporting Question 2 |
| Supporting Question | Why and how are hydro dams built and how do they help in the fight against climate change? |
| Formative Performance Task | Students will build a model of a renewable energy source.Then they will present on how renewable energy sources are helping in the fight against climate change. |
| Featured Sources | Source A: Renewable Energy Kit Source B: Article on Renewable EnergySource C: The Purpose of Hydro dams |
Reasoning for this Assignment:
Students first learned the significance of salmon to the Puyallup Tribe and in this assignment students will learn how hydro dams create electricity and they will do this by reading about the process as well as creating a model of a renewable resource. In order for students to hear why hydro dams create energy that does not create carbon emissions. Students will learn the perspective of the hydro companies and how hydro dams are carbon neutral.
Formative Performance Task:
Students will build a model of a renewable energy source and present how that model creates electricity. They will also present that energy source’s pros and cons towards the environment.
Supporting Question 3 |
| Supporting Question | How can the removal of the Electron Dam benefit the sovereignty of the Puyallup Tribe and the ecosystem? |
| Formative Performance Task | Prepare to take the role of a stakeholder: Students will take the role of a stakeholder and research evidence to present to the city when debating whether or not the dam should be removed. |
| Featured Sources | See Appendix AHow Dams Hurt Rivers Puyallup Tribe Court Battle ArticleExample of how the Wynoochee river dam affect nearby tribesElwha Dam Removal Environmental Benefits to the Removal of the Elwha DamHistory of the Elwha Dam |
Reasoning for this Assignment:
The discussion to remove a dam is complex due to the opposing views of the number of people directly involved and affected by a dam. It is important for students to understand the multiple perspectives of the stakeholders in a resource such as a hydrodam and the surrounding river.
Formative Performance Task:
Students will read articles and gather evidence from the perspective of their stakeholder to prepare for the socratic seminar. While students read the articles they will be marking the text (AVID strategy) as well as taking detailed notes answering the questions including: What does the stakeholder have to gain if the dam is removed and if it is not removed? What is the strongest argument that supports your stakeholder’s views based on evidence from articles? Is there any way your stakeholder could come to an agreement (compromise) and what would your stakeholder require in that agreement?
Summative Performance Task |
Students will have done research into one stakeholder assignment in this lawsuit between the Puyallup Tribe and the Electron Hydro Dam. In this performance task they have to be able to enter into a Socratic Seminar with evidence and arguments to support why they think the dam should or should not be removed from the perspective of the stakeholder they researched. To prepare for this socratic seminar, students will have to prepare questions to ask the opposition as well as ways to follow up on anticipated questions from the other stakeholders. Students will be graded on evidence gathered, delivered and communicated.
Students’ arguments will likely vary but could include any of the following:
Evidence for Removing the Dam
Yes- By removing the dam it will restore the ecosystem to allow salmon to be reunited with spawning grounds. This will encourage salmon to not be endangered. Without salmon the community all around (Puyallup tribe and commercial, sport fisherman) would lose a historical natural resource. Dams control the flow of the river which has several repercussions.
Perspective of Tribe and/or Elder: The tribal council does not trust the Electron dam company to protect fish as they have proven, based on their response from the artificial turf situation last spring (Crowe, May 21, 2021).
Students could interview an elder or Tribal Council person for a first hand perspective.
Perspective of the Fishermen: Fishermen rely on a healthy river to provide enough fish to sustain a profitable business as well as feed one's family.
Students could interview a fisherman and/or a representative from the Northwest Fisheries Commission for a first hand perspective.
Perspective of Fisheries:
If the dam is allowed to open the salmonids could be sucked into the diversion dam and be harmed or killed which will cause further damage to the endangered population of steelhead, chinook salmon and bull trout. In addition, the fast flowing waters will cause the vulnerable steelhead redds that were recently found by Puyallup tribes fishery biologists, to be washed away.
Also, the fish could consume the black plastic pieces as they are small sizes that look like food and choke or die from toxins in the plastic. If the dam continues to exist then what other disasters will come in the future from the owner who is not following the environmental laws that the hydro company legally agreed to. When the plastic turf and plastic pieces reach the Puget Sound, other animals will be threatened by an increased amount of plastic in the waters. The Puyallup Tribe’s biologists are still finding plastic crumbs and artificial turf as recent as May 2021, a whole year after the disaster happened and the company committed to cleaning the turf out of the river.
Despite the Electron Hydro stating that they are taking the concerns of the Puyallup Tribe and general public’s concern “very seriously” they have not once stated that they are interested in protecting salmonid endangered species.
Perspective of the Anti-Dam Activists
Dams in general gather crucial sediment at the reservoir for the dam instead of dispersing it downstream the meandering channel (Davenport, 2012 ). Downstream a dam, the river is starved of its structural materials and cannot provide habitat for riparian species such as salamanders, amphibians and salmonids. Dams destroy the habitat above and below their stopping of the flow of water. Dams have flooded land areas the size of California, displaced as many people as in Germany, they turn freshwater into the ecosystem most threatened by species extinction (the Guardian). Though dams were built in many countries to provide irrigation systems to support poor or impoverished nations, they have been improperly maintained which has caused damage to agriculture causing even more poverty in those locations (the Guardian). Not only have they caused damage to farms but not properly built dams can break and in 1975 the Banqiao Dam killed an estimated 17100 people and have killed many more due to improper maintenance.
Evidence for Not Removing the Dam
No- Climate change is getting worse, non-fossil fueled energy is crucial to our future getting to a net zero-carbon use-age. Taking the control of the water away may cause housing developments to flood, farming communities lose their farms, roads will flood and we will lose easy access to parts of Puyallup. Not to mention our school would be flooded.
Perspective of Electron Hydro Company
The dam is meant to be a renewable resources community partner in the fight against climate change. The dam can power 20,000 homes. When the dam is renovated it will allow the salmon to pass by the dam unharmed. We are spending $15 million dollars to renovate the dam to address the concerns of the tribe and general public. Climate change is getting worse, non-fossil fueled energy is crucial to our future getting to a net zero-carbon use-age. Taking the control of the water away may cause housing developments to flood, farming communities lose their farms, roads will flood and we will lose easy access to parts of Puyallup. Not to mention Chief Leschi Schools would be flooded.
Perspective of the City (buyers)
If the Electron dam can provide the surrounding communities with green, renewable electricity at an affordable cost then the Electron dam needs to stay. If we put strict enforced boundaries around the Electron Hydro company then we hope to ensure that the company will follow all the concerns of the Puyallup Tribe and public concerns. The hydro dam will save the city money because the electricity coming from this dam will make it so we do not have to outsource our needs of electricity from other dams. This will make it so Washington can continue to build a healthy economy for all of its population. Dams generate one-sixth of the world’s electricity and irrigate 1/7th of our food crops.
Supporting Question 1 | |
| Featured Source A: | First Salmon Ceremony Purpose |
The first salmon ceremony celebrated the arrival of the salmon run. The first fish caught was ritually sliced, small pieces of it were distributed among the people and eaten, and the carcass was returned to the water accompanied by prayers and thanks.
Tribal members gather each May to celebrate the return of the salmon. Drummers and singers welcomed the first Chinook, one of six caught just upriver that morning, as fishermen carried it up the riverbank on a stretcher-shaped cedar plank covered in sword ferns. Fisherman Steven Dillon carefully filleted the black-and-silver fish, its bright red flesh to be cooked and shared among the community, the rest returned to the river.
Source: https://nwifc.org/video-treaty-tribes-honor-first-salmon-bless-fishermen/
Supporting Question 1 | |
| Featured Source B: | Article on Puyallup Tribe’s First Salmon Ceremony |
This article describes that the First Fish Ceremony was to show respect to the salmon. “The respect you have is the respect you show to them, your visitor,” Dobie Tom said. “The visitor (salmon) will go back into the Sound and tell the rest of their family how he was respected.”
Another article not included here includes the following quote to be understood with the above article. “We’ve welcomed our first salmon in an honorable way,” Puyallup Tribe cultural director Connie McCloud said as she led the ceremony. “When Mr. Dillon filleted the fish, the head, the back, the tail was kept whole. So this salmon will return to the water and tell the story of what she has witnessed today.”
Source:
https://www.nwpb.org/2018/05/22/how-the-puyallup-tribe-brings-salmon-home/
Supporting Question 1 | |
| Featured Source C: | Story of the Salmon People |
This is a story about why tribe’s perform a first salmon ceremony and how it is an important ceremony to begin the fishing season.
https://omsi.edu/exhibitions/row/docs/ROW-Salmon-Story.pdf
Supporting Question 2 | |
| Featured Source A: | Renewable Energy Kit |
Students will learn about the difference between renewable energy types and create a model with these kits.
Supporting Question 2 | |
| Featured Source B: | Article on Renewable Energy |
Students will mark the text with this article, and take focussed notes on the different types of renewable energy. This article discusses many different types of renewable energy as well as simple ways that a person can conserve energy.
Supporting Question 2 | |
| Featured Source C: | The dam dilemma |
Students will watch this video and take notes on why we need dams and how we can use innovation to avoid the removal of all hydro dams. Students will list the innovations that are already in use from this video and reflect on how those innovations help the issues that dams present.
Source: https://youtu.be/BmG5OzIW5_8
Supporting Question 2 | |
| Featured Source D: | A Curriculum to Draw from to teach about Dams |
This resource has many lessons depending on how deep a teacher wants to go into the physics of dams. Bare minimum the teacher needs to teach the first lesson called Why Do we Build Dams? This will teach about the need for water in many communities and the issues that many communities deal with flooding. For teaching more about how hydropower is clean energy, teachers should draw on the lesson called Clean Energy: Hydropower.
Source: https://www.teachengineering.org/lessons/view/cub_dams_lesson01
Supporting Question 3 | |
| Featured Source A: | Elwha Dam Removal Article |
This article is from an environmental perspective.
Supporting Question 3 | |
| Featured Source B: | The Lessons of the Wynoochee River Dam |
While the idea of a dam on the Wynoochee River, at first, sounded like an excellent idea the long term effects were devastating to the salmon and the habitat that relied on the Wynoochee River.
Students should understand that rivers serve a purpose and when man attempts to control the natural “flow” of the environment, the consequences can be severe to everything that depends on the river.
Source: https://olywip.org/the-lessons-of-the-wynoochee-river-dam/
Supporting Question 3 | |
| Featured Source C: | Visiting the Wynoochee Dam |
To tame the wild river called Wynoochee, the Wynoochee Dam was built in 1972. The unpredictable river that flooded the valley areas of Montesano and surrounding communities was finally controlled. The dam produces enough electricity to power a small town, but the goal of the dam was flood control and industrial water for nearby pulp mills. Now, the Wynoochee Dam has become a tourist attraction. Camping, hiking and fishing have become synonymous with visiting the dam, as well as scheduled dam tours.
Students can further investigate the benefits to the communities that benefit from electricity and flood control vs. the impact of the dam on the natural setting of the river and valley of the Wynoochee.
Supporting Question 3 | |
| Featured Source D: | Puyallup Tribe Court Battle Article |
This article speaks a lot about the perspective of the Tribe and biologists, it does have statements from the Electron Hydro company that states why they want to support their community with green energy. Students who are taking the stakeholder role of either the biologists or the Electron Dam will read this article and glean from it, information to support their socratic seminar.
Supporting Question 3 | |
| Featured Source E: | How much money do dams make? |
This source explains the ins and outs of dams. How much they cost to build, maintain and run. They also go through how much money they gain while the water is being stored in reservoirs. Students will use this when researching a stakeholder like the city who wants to know how much money it will cost to buy electricity from a hydro dam and if it is sustainable to support the city population.
Source: https://segmentnext.com/2015/03/16/cities-skylines-hydroelectric-power-plants-dams-guide/
Supporting Question 3 | |
| Featured Source F: | History of the Elwha Dam |
This source is to support the Appendix assignment for the stakeholder roles of the city council and the tribe. Students will explore the history of the Elwha and how the river being dammed impacted the ecosystem and salmon populations.
Source: https://cdn.filestackcontent.com/nKHpR0JHSNqNxI1HmCQ4
Supporting Question 3 | |
| Featured Source G: | Fisherman’s Perspective + Video on Fisherman’s Perspective |
This source talks about the fishermen on the Columbia River using weirs and how their life was catching fish before the dams were put in place. The video is from the same website but is a video on the same topic.
Source:
Video: https://www.confluenceproject.org/library-post/salmons-agreement-film/
Supporting Question 3 | |
| Featured Source H: | Return of the River: Part 1 Part 2 Part 3 Part 4 |
This resource talks about how the rivers returned after the dam was removed from the Elwha. There are four parts in the documentary and could be used or some parts chosen to understand different perspectives of how a river is impacted after a dam is removed.
Source: https://www.youtube.com/watch?v=vc5imz0a2qs
| Appendix A | Preparation for Stakeholder Assignment |
| Exceeding | Meeting | Approaching | Beginning |
| Everything in the meeting and…Every other stakeholder’s position is considered and rebuttals are written. | All bullet points are completely answered with explanations. | Some bullet points are completely answered with explanations. | Few bullet points are completely answered with explanations. |
Stakeholder’s Name:
Answer the following questions from the perspective of the stakeholder. Pretend you are that person.
· Who are you?
· How are you connected to the problem?
· Your views on the problem (evidence from the reading – not your personal views!) How do you feel about the dam removal? Are you for, against, neutral or other?
How would you feel if you were in the same position as your character?
· Create an outline of the main points or arguments your character provides to prepare for the presentation to the city council.
City Council Members:
| Exceeding | Meeting | Approaching | Beginning |
| Everything in the meeting and…Questions are created for each stakeholder to ask during the city council meeting. | A summary of each section is complete and detailed. | A summary of some sections are complete and detailed. | A summary of a few sections are complete and detailed AND/OR the summary is weak. |
For each section in the “Historical Background on the Elwha River Dams” write a 3-sentence summary of what was in that section.
· Introduction
· A place to live
· The Elwha River dam
· Loss of the salmon and steelhead runs
· Dam safety
The Tribes 1986 motion before FERC
· The relation of the dams to Olympic National Park
The Elwha River Ecosystem and Fisheries Restoration Act
Chronology: Elway River Dams
Except where otherwise noted, this original work by NCESD is licensed under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. View license at: http://creativecommons.org/licenses/by/4.0/
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring.
[a]Please be sure to add a Footer to each page of your document that includes the licensing information. I sent an email with the appropriate language for this on 5/27/2021
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oercommons
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2025-03-18T00:37:48.498110
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Elsie Mitchell
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https://oercommons.org/courseware/lesson/85067/overview
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Education Standards
Awesome Animal Actions (3-5) Standards Alignment
Resources
Awesome Animal Actions (3-5)
Overview
This sequence of instruction was developed in the Growing Elementary Science Prjoject to help elementary teachers who were working remotely. We developed a short storyline that ties together a few sessions to help explore a specific concept. We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
In this Unit of Instruction, students observe animal behaviors - both in video format and in their own neighborhoods - then create a model to explain how these behaviors help the animals meet their needs.
It is part of ClimeTime - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee.
Storyline
( pdf version: https://bit.ly/3jg6cUs )
The unit of instruction is centered on answering the questions:
- Growing Elementary Science Distance Learning Storyline –How do different animals use their unique parts to survive and thrive? | ||||
|---|---|---|---|---|
| Ask and ExploreIntroduce Phenomena or Problem | Carrying Out an InvestigationInvestigation – discussion questions- support student use of three-dimensions | Read, Write, Make SenseDiscuss Results- Read to gather information- Make Sense of our Ideas | Putting the Pieces TogetherBring together evidence from activities-synthesize- extending the learning based on student interest |
Engaging Students in Practices | Teacher acts out an animal - no words or sounds allowed! Teacher/students act out other animals, with probing questions after each one. (See slide notes for probing questions.) Some prerecorded animal charades (no sound): https:
| Introduce the recording sheet, and explain options for using it:
Observation Recording Sheet: Use a video clip to demonstrate filling in the recording sheet. Example videos: Collection of animal actions – pause after each for discussion. NOT LABELLED: https: Examples grouped by action: Observation AnalysisConsider discussions among Students who observed similar animals, students who observed VERY different animals. | Students create a model of their thinking. Templates in various forms:
(Note: Google Doc and Jamboard versions will force you to save a copy to your own google workspace.) We’ve created a list of articles on NewsELA (Grade 2) and some suggested read-aloud books that can be used to further explore animal actions: | CHOICE BOARDSelect which choice or choices to offer students for demonstrating their understanding of structure and function. Draw an ActionAnimal Charades and ExplanationCompare and ContrastMaking New Book PagesUpdating Book PagesAnimal PuppetsEach of these are described in the document: |
Family and Community Connections | AWESOME ANIMAL ACTION CHARADES See instruction sheet and action slips her: https: | ANIMAL OBSERVATIONS Students have a choice to observe domestic animals or wild animals they have near their homes. Observation and recording can be done as a family. Observation Recording Sheet: Example Sheet for Hummingbird: https: Example Sheet for Bear: https: |
| This will depend on the options on the choice board chosen by teachers and by students. |
Technology Considerations |
| If students do not have the ability to observe animals in “real life,” access to video clips and/or webcams is required. List of highlight videos and live webcams for a variety of animals: https: |
| This will depend on the options on the choice board chosen by teachers and by students. |
Storyline Launch → → → → → Investigating → → → → → Sensemaking |
Materials
Awesome Animal Actions (3-5) Storyline (PDF): https://bit.ly/3jg6cUs
Awesome Animal Actions (3-5) Standards alignment: https://bit.ly/3ysalct
Some prerecorded animal charades (no sound): https://bit.ly/383Xxy6
Animal Charades Instructions: https://bit.ly/3Di1PAg
Observation Recording Sheet: https://bit.ly/3zcZap3
- Example Sheet for Hummingbird: https://bit.ly/3yerhmp
- Example Sheet for Bear: https://bit.ly/3zoCu5u
Example Animal Behavior Videos
- Collection of animal actions – pause after each for discussion. NOT LABELLED: https://bit.ly/2UFHPpF
- Examples grouped by action: https://bit.ly/3sEl0PU
List of highlight videos and live webcams for a variety of animals: https://bit.ly/3jgzYsh
System Models
- PDF Version: https://bit.ly/2WmLw4i
- Google Doc Version (Forces you to save a copy to your own google space): https://bit.ly/2Wr2qhV
- Jamboard Version (Forces you to save a copy to your own google space): https://bit.ly/3zjHQyP
- Example System Model (Hummingbird): https://bit.ly/3yid34b
- Example System Model (Bear): https://bit.ly/3sKdZwM
Reading and Read-Aloud Suggestions: https://bit.ly/3sLcDlz
Sensemaking Activities Choice Board: https://bit.ly/2Wohtci
Google Folder with most of these resources: https://bit.ly/2WtcQhm
Standards Alignment
This document lists the Science AND ELA standards that are/can be addressed with these materials - at the Third, Fourth and Fifth Grade levels.
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oercommons
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2025-03-18T00:37:48.560677
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Reading
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https://oercommons.org/courseware/lesson/68304/overview
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Education Standards
Grade 3 Science Framework (pdf)
Resource 1: Puzzling Phenomena for Plant Growth
Resource 2: Integration Point – Speaking and Listening
Resource 3: Observation Table
Resource 4: Growth Chart
Resource 5: Background Reading
Resource 6: Sentence Starters
Resource 7: Fruit and Vegetable Pictures
Resource 8: Comparing Plants
Resource 9: Bee Jobs
Video 1: From Seed to Plant Read Aloud
Video 2: Janet Stevens Tops and Bottoms
Video 3 alternate: World's Weirdest Honeybee Dance Moves
Video 3: Silence of the Bees
Video 4: Amazing Time-Lapse: Bees Hatch Before Your Eyes
Video 5a: Honeybees in Trouble
Video 5b: Growing Melons
Grade 3 - Elementary Science and Integrated Subjects: How Do Plants Grow and Survive
Overview
Elementary Science and Integrated Subjects is a statewide Clime Time collaboration among ESD 123, ESD 105, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary integration can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
Introduction: Integrated Content Standards
Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other subjects such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning
Washington Learning Standards
Washington State Science and Learning Standards
For LS1, LS3, LS4 students are expected to develop an understanding of:
- the similarities and differences of organisms’ life cycles,
- understanding that organisms have different inherited traits,
- that the environment can also affect the traits that an organism develops
- constructing an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
- the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die.
Crosscutting Concepts:
- Systems and Systems Models (to describe plant life cycle and bee/insect life cycle)
- Patterns (patterns of growth, types of insects attracted to specific plants)
- Cause and Effect (amount of water to plant growth, types of plants to bees attracted)
Science and Engineering Practices:
- Develop and Use Models (to describe plant life cycle and bee/insect life cycle)
- Analyze and Interpret Data (measure and record plant growth observing water, temperature, spacing, soils quality; observe and record numbers of types of insects/organisms)
- Constructing Explanations (Use data on plant growth over time to explain the impact of a chosen condition on height of plants or number of leaves or flowers, number of fruits)
- Argue from Evidence (effect controlling temperature or water, etc. on speed or height, leaf numbers, blossoms, fruit of plant growth; effect of planting different plant types on attracting bees, butterflies, pollinators)
Performance Expectations
3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.
3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.
Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.
3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.
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.*
Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change. Partial performance expectation.
English Language Arts K-12 Learning Standards
- Reading Informational Text.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3-LS1-
- Reading Informational Text.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1), (3-LS4-2), (3-LS4-3), (3-LS4-4)
- Reading Informational Text.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS4-1), (3-LS4-2), (3-LS4-3), (3-LS4-4)
Reading Literature.3.1 Ask and answer questions to demonstrate understanding of text, referring explicitly to the text as the basis for the answers.
- Reading Literature. 3.3 Describe characters in a story and explain how their actions contribute to the sequence of events
- Writing.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-1), (3-LS4-3), (3-LS4-4)
- Writing.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS3-1), (3-LS3-2)
- Writing.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- Speaking and Listening 3.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- Speaking and Listening.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
Mathematics K-12 Learning Standards
- Math Practices.2 Reason abstractly and quantitatively. (3-LS3-1), (3-LS3-2)
- Math Practices.4 Model with mathematics. (3-LS1-1)
- Math Practices.5 Use appropriate tools strategically. (3-LS4-1)
- 3.NBT Number and Operations in Base Ten (3-LS1-1)
- 3.NF Number and Operations—Fractions (3-LS1-1)
- 3.RID Represent and interpret data
- Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
- Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Phenomena and Routines
Phenomena
From Seed to Flower | PBS Learning Media
Note: start at 4 seconds - don’t want kids to see the words, just
watch the video to do notice and wondering.
Big Ideas
How do organisms start, grow, change as they grow and what do they need to grow, survive, and reproduce successfully?
- organisms have life cycles and different structures in each phase of the life cycle can improve the organism’s ability to grow, survive, and reproduce.
- plant life cycle and structures and function
- bee life cycle and structures and function
What can be done to improve a habitat for organism growth and health?
- studying the effects on plants, of different water, temperature, light conditions pollinator availability to discover what has positive impacts.
- propose solutions to increase plant growth
- study the effects on pollinating insects/bees of various conditions, types of plants, temperature, light
- propose solutions to increase plant growth
Why do organisms of the same species have different traits?
- different individuals of the same type of plant may have different traits that may be impacted by conditions
OpenSciEd Routines
Routine | Description of Routine |
Anchoring Phenomenon Routine | Develop curiosity to drive learning throughout the suite of lessons or unit based on a common experience of a phenomenon |
Navigation Routine | Establish and reinforce the connections between what we have previously done in a unit, what we are about to do, what we will do in the future, and what our driving purpose is in the contexts of the suite of lessons or unit. |
Investigation Routine | Use scientific practices to investigate and make sense of a phenomenon. |
Putting Pieces Together Routine | Take the pieces of ideas we have developed across multiple lessons and figure out how they can be connected to account for the phenomenon we have been working on. |
Problematizing Routine | Evaluate the adequacy of our scientific ideas to explain and phenomenon in order to identify what we still need to understand. |
Lesson 1: What's Going on with My Plant?
Anchoring Phenomena Routine
Note: In this lesson students will be introduced to a puzzling phenomenon about a plant, will pose questions for investigation and will develop an initial model.
Materials
- Science Notebook (manila, 20 page, KCDA, Composition style, spiral type notebook, etc.)
- Plant Growth Puzzling Phenomena sheet
- Chart paper or whiteboard for recording student questions and ideas
- Resource 1: Puzzling Phenomena for Plant Growth - What Happened to My Squash?
- Resource 2: Integration Point – Speaking and Listening
Preparation
- Make a copy of Resource 1 “What Happened to My Squash?”
- Create a T chart on chart on butcher paper or whiteboard with the columns:
- Record the final 4-6 common class questions for reference throughout the lessons
Vocabulary
- seed, squash, soil
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Before you begin to elicit what students think they know about plants and how they grow, present students with the short Puzzling Phenomena scenario “What Happened to My Squash?” - Resource 1
- Give students time to read the problem, brainstorm ideas, questions and ways they might investigate this puzzle. You may choose to use Resource 2: Integration Point: Speaking and Listening as a handout to guide student discussion or simply guide the discussion by posing each question. 3.1 effective conversations and collaborations with partners
Procedure 2
- In whole class discussion or with another person, ask students what questions they have about the squash plant or plants in general. Pose the question, “What questions do we need to know to figure out what happened to the squash and why no squash formed?”
- Guide students toward the investigative questions 1) what is a plant?, 2) what happens to make a seed a plant?, 3) what do plants need to grow?, 4) how do various conditions affect plant growth?, 5) what makes the fruits and vegetables (seed pods) form or not?, by asking probing questions, grouping and revoicing questions as needed to narrow the focus to questions about plants. Write their questions and ideas on a T-Chart on chart paper. Write the final questions for the class to investigate on a “Driving Questions Board” that remains posted in the classroom for continued reference throughout the lessons.
Procedure 3
- On a clean page in the science notebook have students write a paragraph about what they think they know about plants already. (Tip-consider using a left side page for this. A possible practice is to have students’ brainstorming, questions, first thinking on left side pages and observations, charts, graphs, explanations and arguments from evidence on right side pages) Integration Point: Writing 3.10 writing for a range of purposes
- Students can share their ideas with their partner or team. Students should make a LINE OF LEARNING under their initial ideas and add those from their classmates that they think are useful below that LINE OF LEARNING. Integration Point: Speaking and Listening 3.1 effective conversations and collaborations with partners
Procedure 4 (may be day two if time is not sufficient in one class period):
- Students draw a model of what a plant is and what it needs to grow and produce fruit. Encourage them to use words, labels, indicator arrows (pointing to the part of the drawing they are talking about).
Lesson 2: How Do /seeds Work?
Navigation Routine
Investigation Routine
Notes: In this lesson students will make observations of a dry and soaked lima bean to understand the parts of a seed.
Materials
- Science Notebook (manila, 20 page, KCDA, Composition style, spiral type notebook, etc.) for recording ideas, questions, brainstorms, observations, data about seeds
- 1 dry lima bean for partner pairs
- 1 lima bean soaked overnight for each partner pair
- Hand lens for each student
- Centimeter ruler for each pair of students
- Resource 3: Observation Table (alternately students can construct the table quickly on the right-side page of their science notebook)
- Video 1: From Seed to Plant Read Aloud
Preparation
- Soak enough lima bean seeds in water the night before for each partner pair
- Copy enough Seed Observation Tables for each student or draw one on chart paper, whiteboard, or project one you have drawn in your science notebook as an example for students to construct in their own notebooks
Vocabulary
- seed coat, embryo, cotyledon, germinate, sprout
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Have students revisit the Driving Question Board and note that we are going to engage in several investigations that may help us discover the answers to the questions and the phenomena. Ask students how a plant starts and establish the fact that plants start from seeds.
Procedure 2
- Tell students that in a moment they will get a chance to look at some lima bean seeds. Explain that we are looking at these seeds because they are big enough for us to see what the seed looks like inside and out and that very small seeds are similar inside and have similar parts.
- Get science notebooks ready and open to the next clean page. Glue Observation table into science notebook or quickly create an Observation table such as that in Resource 3: Observation Table
Procedure 3
- Have each partner pair get one dry lima bean seed for the pair and a hand lens for each partner from the distribution area (or hand them out).
- Ask students to examine the lima bean seed using hand lenses and record their observations in the first column on an Observation Table such as Resource 3 which can be copied for students, or which they can create and record right on a science notebook page. Integration Point: Writing 3.10 writing for a range of purposes
- Students should also draw dry bean seed on the top half of their next science notebook page.
*Procedure 4 (could be the next day if time is limited):
- Read Aloud or read individually or in partners/teams From Seed to Plant by Gail Gibbons from the first page through the page that shows the inside of the seed and its parts (Lexile score 560L). Stop reading the book at that point to be finished later. Integration Point: Reading Informational Text.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text. If you don’t have access to the book or to a class set, you can find a video of the book on You Tube, there are several. Video 1: From Seed to Plant – Read Aloud
Procedure 5
- Have each partner pair get one soaked lima bean seed for the pair and a hand lens for each partner from the distribution area (or hand them out).
- Ask students to examine the soaked lima bean seed using hand lenses. They should examine both the inside and outside of the seed and record their observations in an Observation Table such as Resource 3 which can be copied for students or which they can create and record right on a science notebook page. Integration Point: Writing 3.10 writing for a range of purposes
- Be sure that students measure the length and width of the soaked lima bean using an inch ruler and measuring to the nearest ¼ inch. Integration Point: Math Practices.5 Use appropriate tools strategically, and 3.RID Represent and interpret data Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.
Procedure 6
- As students work, help them to observe, as needed, that there is a tiny plant like structure and use the word embryo.
- Talk with students.
- Students should also draw soaked lima bean seed on the bottom half of their next science notebook page under their dry lima bean picture. They should label all parts. Give students the scientific names that correspond to the labeling in the Gail Gibbons book.
- Seed Coat-seed coat
- Food-cotyledon
- Beginning of a plant-embryo
Lesson 3: How Can We Investigate Plant Growth and Development Patterns?
Investigation Routine
Notes: In this lesson students will choose one or more of 3 investigations to do with radish plants either in the garden or in seed pots in the classroom. These could be sunlight/dark, amount of water.
Materials
- Garden plot to plant various types of vegetable plants, or this could also be done in clear plastic cups or liter bottles bottoms in the classroom.
- A light source will be needed if planting in the classroom or indoors
- radish seeds (20-30 days)
- snap pea seeds (21-30 days)
- Note: It is important to plant radish & snap pea seeds as they have a short and similar life cycle and growth can be observed within a span up to 21-30 days. It may be useful to plant other types of seeds as well for comparison purposes. If you want...Squash and cucumber plants can provide a fairly good-sized blossom if you want students to observe the parts of the flower which is difficult in radishes and peas.
- Soil
- 6 clear plastic 3 to 8 oz. cups, Dixie cups, or one-liter bottles with tops cut off planting cups for each group of 6 students unless plants are planted in a garden plot.
- sealable plastic bag
- index cards, sticky notes, tape and markers to label plants, or stakes for a garden plot
- Science Notebook (manila, 20 page, KCDA, Composition style, spiral type notebook, etc.)
- Resource 4: Growth Chart
Preparation
- Cut 6-liter bottles in half to leave the bottom as a planting cup or use clear 4 or 8 oz. plastic cups
- Gather small rocks for the bottom of planter cup for drainage (students could do this)
- Obtain enough potting soil for about half of the liter bottle cup with potting soil on top of the rocks (students could do this)
- Moisten soil prior to planting (helps in the watering process).
- Pre count 3 radish seeds and 3 snap pea seeds to each planting cup (saves time and is recommended because not every seed will germinate).
- Plan student observation groups of 6 students each.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Group students into groups of 6. Each student will get to plant one plant in the investigation group.
- Have students observe the seeds of snap pea and radish with a magnifying glass and draw sketches of each in their science notebook.
- Document color, texture, size and general weight (this seed is heavier than that seed, etc.)
- Which will be ready to eat first?
- Will have more leaves?
- Taller or shorter?
- How many vegetables will grow?
- Does the size of the seed predict the size of the vegetable?
Procedure 2
- Pass out planting cups or designate areas in the garden.
- Have students place a several small rocks across the bottom of each planting cup for drainage (not necessary in the garden)
- Fill about half of the planting cups with potting soil on top of the rocks.
- There should be 4 cups or garden spots for radish seeds (2 cups for radishes with sun and water, 1 cup for radish in sun with no water, 1 cup for radish with water but no light in the “biome baggie” and 2 other cups for two snap pea plants (sun and water) or one snap pea and on other type of plant such as cucumber and sunflower or bean and cucumber.
- In each of 4 cups plant two or three radish seeds right next to the side of the cup (so that roots can be observed through the clear plastic side of the cup) until the seed is just covered by soil. This may be easier to accomplish using a toothpick create a hole in the soil by the side of the cup and then gently pushing the seed just below the soil surface.
- Plant two or three snap pea seeds at the same depth, and the same way in one cup and repeat with another snap pea seed or other seed type in the last cup.
- Water seeds very gently until soil is moist but not muddy.
Procedure 3
- Place all 6 seed cups in a warm place. A windowsill with sunlight will work if it is not too cold. Under a lamp with a regular incandescent light bulb can also work.
- Water each seed cup every day as needed to keep them moist, not muddy, until plants begin to sprout above the soil.
Procedure 4
- Once sprouts appear you will want to thin the plants by plucking all but one plant from the cup. If plants are far enough apart that you prefer not to thin, then put an X on the side of the cup directly next to the plant that you will observe and measure for data collection purposes.
Procedure 5
- Use a post-it, index card, tape and sharpie marker or other way to label the following:
- No water, light only for one of the radish planting cups
- No light, water only for one of the radish planting cups
- Water and light for two of the radish planting cups and for two of the snap pea planting cups
- Do your best to get each planter cup watered to moist using the same amount of water.
Procedure 6
- Place radish planting cup labeled light only in sunlight, be sure it is watered until moist and then do not water it again, let it dry out. Be sure you can easily observe the plant you have chosen to observe if you did not thin. In the garden water this plant initially but be sure it does not get any further water.
- Place another radish plant in the cup into a baggie, be sure it is watered until moist and seal the baggie. Place this “biome baggie” in a totally dark place such as a cupboard. Be sure to check it each day to see if the soil is still moist. It should self-water in this “biome in a bag”. Keep the plant in the dark except for observing it each day. Be sure it is correctly labeled no light. in the garden fix a baggie over this plant and anchor the baggie in the soil. Cover with dark paper or a black trash bag all around to prevent light from getting to the plant.
- Place the third and fourth radish plants in sunlight and water them the same amount until soil is moist (not muddy). These two radish plants will be watered as needed until moist each day. Be sure they are correctly labeled sunlight and water-radish.
- Place the 2 snap pea plants or other types of plants that were planted in sunlight and water as needed until soil is moist but not muddy. Be sure to check and water each day. Be sure they are correctly labeled sunlight and water-snap pea (or alternate plant name).
Procedure 7
- Use the Resource 4: Growth Chart to record plant growth of the radish plants under each condition, to fourths of inches, every 2 or three days for up to two weeks. Students should notice that plants start out with a similar height but over time the no water and no light plants will not keep growing or will have a different quality of growth: color, number of leaves, strength of stem, etc. Integration Point: Math Practices.5 Use appropriate tools strategically, and 3.RID Represent and interpret data with a scaled bar graph and multiple categories; Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.
- Continue to water and provide sunlight for any alternate plants as well. They will be used in the next lesson for comparisons.
Alternate Lesson 3: How Can We Investigate Plant Growth and Development Patterns?
Notes: Biomes in a Baggie. These could be temperature, sunlight/dark, amount of water, etc.
Purpose of this investigation is to see ‘what plants need to survive’ where in lesson 3 you’re watching a life cycle of two types of plants grow from seed to seed.
Materials
- bottom of 2-liter bottles (4) (any size bottle will work. 1 L will just be a smaller Biome)
- chia seeds
- rocks/pebbles
- potting soil
- gallon Ziplock bags (4)
- water
- Resource 5: Background Reading - Biomes
Preparation
- Gather needed supplies.
- Read “Background Reading” in Resource 5
- Watch PBS Learning Media video to SEE the idea of Biome in a Baggie (though it’s modified a bit below for the experiment)
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1: (suggestion to plant Biomes on Monday of a 5-day week)
- Planting Biomes:
- Take some pebbles and put them in the bottom of the soda bottle ½ in deep.
- Now put some potting soil in, approx. 1 inch.
- To plant your seeds, you make a trench across the potting soil about 2 cm deep. Just need a pinch!
- Cover the trench with soil.
- Label the bags 1, 2, 3, and 4.
- Label the soda bottles 1, 2, 3, & 4.
- Water the soil in #1 and #2 until the water starts to gather in the rocks below. #3 and #4 get no water.
- Put the Biomes in their matching labeled plastic bag and seal them up.
Now you have created an environment for your plants. You will not have to water it again as it will recycle the water. The roots in the plant collect the water from the soil and pebbles. They take the water up to the stem and then it’s dispersed to all the parts of the plant. Once it’s in the leaves it will evaporate out into the bag. Some water evaporates from the soil too. Once it’s done evaporating, the water travels up the bag and forms tiny water droplets, that's called condensation. Then it falls down like rain, called precipitation. Now that’s the water cycle: Evaporation, Condensation, Precipitation.
- Decide as a class where you are going to place your bags.
Ex: Bags #1 and #3 on the counter in full sun. Bags #2 and #4 in a dark cupboard. - Leave them in their location for 3-4 days. In that time you will see that your Biome in a Bag has everything it needs: water, nutrients from the soil, air in the bag, and makes its own food from the sun (except the two in the cupboard).
- Decide as a class where you are going to place your bags.
Procedure 2: (the next 4 consecutive days)
- Plan time on the next few days to check on your plants! (Choose a type of graph that you can collect data on such as a bar graph to track the height of each Biome’s Chia seeds. Label the bottom #1, #2, #3, #4. Label the side in cm.) Each day you graph could be a different color. Ex: day 1-red day 2-green day 3-blue day 4-orange 3.RID Represent and interpret data
Procedure 3
- As a class, using the graph of collected data from the four Biomes, make a class claim on what plants need. (Ex claim: In order to survive plants needs air, water, and food (sunlight). Some may say soil. This concept of not needing soil is further addressed in the 5th grades EFSIS).
Lesson 4: What Patterns Exist as Plants Grow and Develop?
Investigation Routine
Notes: As the class waits for radish, snap pea plants to grow this lesson focuses on patterns in the parts of plants that we eat. It helps them to understand the various parts of a plant.
Materials
- chart paper for KWL or GLAD chart
- Resource 6: Sentence Starters
- Resource 7: Fruit and Vegetable Pictures
Preparation
- prepare a KWL or GLAD (Guided Language Acquisition Design) Inquiry chart for use in front of students
- definition of fruit and definition of vegetable written on board, sentence strips or chart
- an “Is it a vegetable?”, “Is it a fruit?” chart that has one column for “Is it a fruit?” and another column for “Is it a vegetable?” to tape fruit or vegetable pictures to
- copy and cut pictures of fruits and vegetables from Resource 7 or others you source that are free for reuse.
- view this video “Is it a Fruit or a Veggie?” from 2 Minute Classroom (skip the super long advertisement), about 3 minutes before class to clarify your own thinking about fruits and vegetables. (it might be useful to show students but goes more in depth than needed for this lesson).
Vocabulary
- fruit-the part of a plant that develops from the ovary of a flowering plant and contains the seed(s) This includes such botanical fruits as eggplants, bell peppers and tomatoes,
- vegetable-are all other plant parts, such as roots, leaves and stems.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Provide students with sentence starters from Resource 6 about vegetables and have table groups share their answers verbally to the group.. Give them about 5 minutes to activate their thinking.
Procedure 2
- Begin a discussion amongst the class about fruits and vegetables by creating a KWL or Glad Inquiry chart.
- Post the definitions of Fruit and Vegetable and read through it with students. Focus their attention on the fact that almost every plant has flowers but for some of them we eat/use the fruit, the part that matures from the flower of the plant, and for others we eat/use the leaves, stems or roots, those are vegetables. We do call many technically “fruits”, such as beans and peas, vegetables which is fine, but these are the scientific differences between the two.
- To home in on the pattern in what we eat from plants, pose the question “Is it a vegetable or is it a fruit?”. Put up the “Is it a vegetable? Is it a fruit?” chart, Resource 7, includes pictures of each. Allow students to add to the chart throughout the unit as they think about fruits and vegetables at home.
- As well as different sizes of seeds) *Misinterpretation that a fruit has to be sweet.
Procedure 3
- Read “Tops and Bottoms” by Janet Stevens. Video 2 (Quiz No. #11397 Fiction BL: 3.2 - AR Pts: 0.5) This story is a kid friendly approach to help explain how every plant grows a little differently and that certain parts of the plant are edible. Ask students to answer questions such as What were the parts of plants that were edible? What motivates the rabbit to make his deals with the bear? Which animal was the smartest about plants in the story that we eat? Integration Point Reading Literature 3.1 Ask and answer questions to demonstrate understanding and Reading Literature 3.3 Describe characters in a story and explain their actions.
Procedure 4
- Have students monitor growth and sketch detailed diagrams of the radish plants at different stages. This will be a long process of about a month. Provide sketches when new changes are observed or at least once a week. Continue to document growth, at least twice a week. Use the graph Resource 4 to record plant growth of the radish plants under each condition, to fourths of inches, every 2 or three days for up to two weeks. Students should notice that plants start out with a similar height but over time the no water and no light plants will not keep growing or will have a different quality of growth: color, number of leaves, strength of stem, etc. Integration Point: Math Practices.5 Use appropriate tools strategically, and 3.RID Represent and interpret data with a scaled bar graph and multiple categories; Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.
Lesson 5: Parts of Plants - What is Common and What Can Vary?
Note: This may be a two-day lesson
Investigation Routine
Materials
- Two radish plants grown in water and sunlight
- Two alternate seeds (cucumber, squash, bean, peas, etc.)
- Resource 8: Comparing Plants (two Box T-charts)
Preparation
- Provide Resource 8: Comparing Plants Box T-charts or have students draw their own on a notebook page.
- Assemble the 4 plants that have been growing with water and light
Vocabulary
- characteristics
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Compare the two radish plants by observing height, number and shape of leaves, any flowers or seed pods, etc.
- On the first Resource 8 Box T chart, record what is similar between the two radish plants and what is different (students will see some differences in plant growth but should see more similarities.
Procedure 2
- Now choose one of the radish plants to compare with one a non-radish plant.
- On the second Resource 8 Box T Chart, record the similarities and differences between the two different plants. Students should note similarities such as they have leaves, they have stems, they have roots, etc. but should see differences such as leaf size or shape, thickness of stem, length of roots, etc.
- When recording differences on the Box T chart students should make comparative statements such as: the radish leaves have jagged edges- the squash leaves have smoother edges, or the radish plant stands up straight-the squash stem ….
Procedure 3
- Use the information from the Box T charts to write an informative text explaining the findings. Explain how the two radish plants were similar and different and explain how the radish plant is similar and different from the alternate plant. Students should draw a conclusion about what is common generally about plants and what is different.
- Sentence starters might be:
- Radish plants are similar but even the same kind of plant can have some differences….
- All plants have many things that are similar...
- Sentence starters might be:
- Different kinds of plants have different characteristics W3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly
Lesson 6: How Plants Grow....The Life Cycle
Navigation Routine
Putting it All Together Routine
Materials
- all plants that have been growing during the lessons
- science notebooks
- From Plant to Seed by Gail Gibbons
- Chart paper and markers for class consensus model
- Video 1: From Seed to Plant Read Aloud
Preparation
- Label chart paper: Life Cycle of a Plant
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Check on Snap Peas and Radishes you planted in Lesson 2.
- Measure and graph any change. 3.RID Represent and interpret data
Procedure 2
- Ask students to think back to the first lessons about plants. Ask them to draw a model of each step of the plants growth using the evidence of the plants the class. Tell them they should have 4 or 5 stages or steps in their life cycle model. To get them started remind them about how we started our plants. Prompt them with “then what did they look like?” questions to get them rolling with the life cycle model.
- Students should recall that they started with seeds. Students are likely to draw a linear model initially which is fine. The cyclical nature of the life cycle will be highlighted in the class model.
Procedure 3
- Have students share their models with a partner and discuss the similarities and differences in the models. They should also look for details that they may have forgotten or that they disagree with.
Procedure 4
- Bring the class together in a “Scientist Circle” and have them bring their notebooks with the model. Ask students to share out what they started their models with. The answer should be seed. Ask them if that would be a good place to start the class consensus model.
- Ask, “what happened next?” many students should volunteer something about a seedling or sprout as it just emerged from soil. Label and describe each stage synthesizing class descriptions.
- Continue to probe for next stages. These should include a growing plant, a plant with flowers, a plant with seeds and seeds leaving the plant to start new plants. This last stage may require probing questions to elicit the idea. These questions could be “what happens to the seeds in those seed pods?” or, “If we don’t eat the seeds what will happen to them?”
Procedure 5
- Remind students of the pages that were read in From Seed to Plant by Gail Gibbons. Remember the book was read to the page where the inside of the bean seed is shown.
- Start at that page and read the rest of the book to students or have them read it themselves if a class set is available. Another option is to play the video from that point. Video 1: From Seed to Plant Read Aloud
- Ask students to compare the life cycle shown in the book with their class consensus model. It is likely that the class consensus model will have more detail.
Lesson 7: Pollinators and Pollination (Day 1)
Navigation Routine
Investigation Routine
Putting Pieces Together Routine
Problematizing Routine
Materials
- Video 3: Bees (Silence of the Bees and/or World’s Weirdest Honeybee Dance Moves)
- Resource 9: Bee Jobs
- Video 4: More Bees (Amazing Time Lapse: Bees Hatch Before Your Eyes - optional but interesting)
Preparation
- Upload and review each video resource to determine which choice you prefer for the Bee communication video and to be sure videos will play or whether you need to sign up.
- Copy or display Resource 9: Bee Jobs
Vocabulary
- colony, worker, queen, drone, egg, larva, pupa, adult
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Have students retrieve their water/no light and light no water plants. let them compare the plants. They should observe the color of plants, comparative heights with the radish plant that has had both water and light. Students should record their observations in their science notebooks.
Procedure 2
- Have students discuss what they have learned so far about plant needs regarding water and light. Ask them to look at their models from lesson one and cite evidence about light and water then add to their models about what the squash plant might need to grow and bear squash.
- Have students discuss with their table group what they learned about how plants have many similarities but that they also have differences.
Procedure 3
- Reread the phenomena scenario and elicit the points that the squash plant had light and water and that the plant grew well but did not produce fruit.
- Ask students what else the plants might need to produce the squash to eat. Is there something else such as an animal that plants might need to produce squash? Allow them to discuss in table groups for a few minutes.
- Let students know that we are going to do a bit of research that may give us some answers.
Procedure 4
- Have them create a Noticings and Wonderings T chart in their science notebook.
- Show one or both of the Video 3: Bees options. Students will see information about the jobs in the hive and also get to hear a bit about pollination.
- Have students record their noticings and wonderings after watching the video. Engage students in a discussion, with either a partner or teacher regarding what they noticed and what they wonder about in the video. They may add to their T chart if the hear new ideas that they haven’t recorded yet but agree with.
Procedure 5
- Have students place a horizontal Line of Learning below their last entries on the Noticing and Wondering T chart. Pass out or project Resource 9: Bee Jobs. Ask students to think about the different bee jobs they may have seen in the video as they read about the various Bee Jobs.
Procedure 6 - OPTIONAL
- Show Video 4: More Bees (Amazing Time Lapse: Bees Hatch Before Your Eyes - optional but interesting)
This video is optional but is very interesting and speaks to the life cycle of the bee. It is not a comprehensive study of this life cycle but gives students information about that. Discuss the stages of the life cycle that students observe. You may have to watch it more than once. Students should be able to see egg, larvae, pupae and adult stages. The narration is helpful.
Lesson 7: Pollinators and Pollination (Day 2)
Navigation Routine
Investigation Routine
Putting Pieces Together Routine
Problematizing Routine
Materials
- Video 5: Even More Bees (Honeybees in Trouble or Growing Melons)
Preparation
- Upload and review the video resource to be sure videos will play or whether you need to sign up.
- Copy or display the reading that is most useful given your students’ reading needs. Teachers could use both readings with students of different reading abilities and then synthesize the common points about what pollination is. You will need to sign up for free at Readworks to access copies.
Vocabulary
- Pollination, pollinate, pollinator
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- Ask students to discuss what would happen if any of the bee colony members were not there to do their job.
- Answers might include, the bees wouldn’t survive, honey wouldn’t get made and perhaps that flowers wouldn’t be pollinated.
Procedure 2
- Give copies of or display a reading from Readworks. While either of the two readings will give students information about pollination, they are two different Lexile scores and it could be useful to use both with different students depending on their reading level. Employ teacher oral reading or guided reading as needed so that all students have the information from the articles. Reading Informational text 3.2 Determine the main idea of a text.
Procedure 3
- Have students read through the article once for coherence and then reread paragraph by paragraph and highlight or underline any evidence in text about the importance of bees for pollinating plants. Reading Informational Text 3.2 Determine the main idea of a text.
Procedure 4
- Ask students to revisit their model from lesson 1. They should modify and add to the model using a third color. They should add to any explanations on the model. Present students with this text dependent question, “What does the squash plant need to produce squash?” Discuss the findings from the articles as a class and then ask students to write their answer with evidence to the text dependent question., W3.1 Writing opinion pieces on topics and text.
Attribution and License
Attribution
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press | Public License
Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved | Public License
Cover image by congerdesign from Pixabay
License
Except where otherwise noted, this work developed for ClimeTime 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 may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring.
If this work is adapted, note the substantive changes and re-title, removing any ClimeTime logos. Provide the following attribution:
This resource was adapted from How do Plants Grow and Survive? by ClimeTime and licensed under a Creative Commons Attribution 4.0 International License. Access the original work for free in the ClimeTime group on the OER Commons Washington Hub.
This resource was made possible by funding from the ClimeTime initiative, a state-led network for climate science learning that helps teachers and their students understand climate science issues affecting Washington communities.
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oercommons
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2025-03-18T00:37:48.759426
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Life Science
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68304/overview",
"title": "Grade 3 - Elementary Science and Integrated Subjects: How Do Plants Grow and Survive",
"author": "English Language Arts"
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https://oercommons.org/courseware/lesson/71494/overview
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Education Standards
1 Seed to Tree Full Unit Lessons 1-10
1 Unit Purpose and Planning Ahead for Success
2 Unit Overview, Integration Map, and Anchoring Phenomenon
3 Unit Standards for All Content Areas
4- Methods to Provide for Synchronous and Asynchronous Class Response and Discourse
5A Lesson 1- Synchronous LESSON PLAN
5B Lesson 1- Synchronous GOOGLE SLIDE DECK
5 Fillable pdf Avocado See-Think-Wonder Seed to Tree Lesson 1
5 Lesson 1- Face to Face See-Think-Wonder to print
5 Lesson 1- Synchronous "Maybe It's" Initial Model to Explain
5 Lesson 1- Synchronous NEARPOD SLIDE DECK
5 Lesson 1- Synchronous Rubric for "Maybe It’s" Model
5 Lesson 1- Synchronous See-Think-Wonder for Zoom
5 Maybe Its- Initial Explanatory Model- fillable pdf
5 Synchronous Lesson 1- Learning Catcher Digital Interactive Notebook
Lesson 1- Asynchronous LESSON PLAN for Print Only Access
Lesson 1- Asynchronous Nearpod SLIDE DECK
Lesson 1- Asynchronous Print Only Student Workbook
Lesson 2- Data Noticings and Thoughts Form
Lesson 2- Family Discussion Response Form
Lesson 2- Family Field Science Directions Sheet
Lesson 2- Family Walk #2 Data Collection as a fillable pdf
Lesson 2- Family Walk #2 Data Collection Sheet
Lesson 2- Learning Catcher Student Interactive Notebook for All Lessons
Lesson 2- Lesson Plan
Lesson 2- SLIDE DECK
Lesson 2- Supplemental Slide Deck of Tree/Seed Specimens
Lesson 3- Choice Board
Lesson 3- Learning Catcher Student Interactive Notebook for All Lessons
Lesson 3- Lesson Plan
Lesson 3- SLIDE DECK
Lesson 3-Supplemental SLIDE DECK -seed/tree specimen images and sizes
Lesson 4- Choice Board
Lesson 4- Learning Catcher Student Interactive Notebook for All Lessons
Lesson 4- LESSON PLAN
Lesson 4-Part 1 SLIDE DECK
Lesson 4-Part 2 SLIDE DECK
Lesson 5- Choice Board
Lesson 5- Learning Catcher Student Interactive Notebook for All Lessons
Lesson 5-LESSON PLAN
Lesson 5- SLIDE DECK
Lesson 6-Learning Catcher Student Interactive Notebook for All Lessons
Lesson 6- LESSON PLAN
Lesson 6- SLIDE DECK Part 1
Lesson 6- SLIDE DECK Part 2
Lesson 7- Informational Choice Board
Lesson 7- LESSON PLAN
Lesson 7- "Now We Think It's" Model- fillable pd format
Lesson 7- "Now We Think It's" Model (Google)
Lesson 7- "Now We Think It's" Model- pdf form
Lesson 7- Rubric for "Now We Think It's " Model
Lesson 7- SLIDE DECK
Lesson 8- Informational Choice Board
Lesson 8- Interactive Slide Deck- Data from Gretchen Brinza's Investigation
Lesson 8- LESSON PLAN
Lesson 8- SLIDE DECK
Lesson 8- Teacher Example- Interactive Slide Deck- Gretchen Brinza Data Tables
Lesson 9- Final Project Scoring Rubric
Lesson 9- Final Project Student Checklist
Lesson 9- LESSON PLAN
Lesson Ten- Final Project Scoring Sheet with Rubric
Lesson Ten- LESSON PLAN
Seed to Tree Unit: Grade 5 Elementary Science and Integrated Subjects
Overview
This 5th grade unit iterates an earlier version and is designed to maximize the integration of science with the other content areas, especially English Language Arts and Math.
It is designed so it can be used with in-person or remotely and includes learning activities that can be delivered via Zoom or another similar platform, as well as activities students can complete in-class, independently, or with their families.
You are free to adapt this OER unit as needed. Please note that this unit is a first draft beta version, so please communicate any questions, errors or omissions, feedback and suggestions for improvement to kimberley.astle@k12.wa.us.
Seed to Tree- 2020 Integrated Learning from Home Unit
Planning Ahead for Success:
It will be important to plan ahead to ensure students have needed materials and learning in time to apply/practice them in their targeted unit lessons.
- Lima Bean Seeds/Paper Ruler: Students will need at least 15 lima beans before Lesson 4. If students are not able to obtain these at home (readily available at the grocery store in the bulk section or bagged dry beans section), mail some to each student in an envelope so they will arrive in time. If they do not have access to a mm/cm ruler at home you can include a paper ruler in the seed envelope as they will want one for multiple lessons. If you are able to laminate, they will hold up if they become wet during use.
- Plan ahead for Math Integration: Students will apply multiple math skills in this unit. Preview the lessons and plan accordingly for mini-lessons so that students can apply them to authentic tasks in the lessons, or just embed them within the science lessons
- Plan ahead for ELA Integration: Schedule mini lessons and practice to occur coherently before or during unit application.
- Reading: Students will engage in informational reading. Preview materials and plan ahead if you want to introduce specific skills beyond summarizing so students can practice application during the daily reading at home task.
- Writing: Students will engage in informational writing. While they are not writing a full informational essay, they will practice and apply many informational writing skills. Plan for mini-lessons to introduce needed skills before Lesson 9
- Speaking and Listening: Prepare to facilitate class discussions by reading the Talk Moves Checklist.
Elementary Framework for Science and Integrated Subjects
Learning From Home: Fifth Grade Integrated Unit
Life Science, Physical Science, and Earth Science
Seed to Tree
How can a tiny seed become a giant tree?
Development Team:
Kimberley Astle, Learning and Teaching Science -OSPI
Unit Overview, Integration Map, and Anchoring Phenomenon
Unit Overview 5-10 weeks
Lesson Time
Lesson 1: Zoom 60 min
Introduce the phenomenon with See-Think-Wonder, KLEWS Chart, initial explanatory modeling.
Lesson 2: Home varies
Family nature walks to discover, observe, and map local plants and trees and to collect and/or document plant/tree seed specimens.
Lesson 3: Zoom 60 min
Debrief Family Discovery walk. Share specimen discoveries and maps and use class data to think about scale and proportion in growth. At home reading of informational text with summarizing.
Lesson 4: Zoom 45, 60 min
Part 1: Introduce matter and inputs, measure dimensions of lima beans, soak beans in water overnight. Part 2: Record and compare seed dimensions pre and post and make sense of data. At home reading of informational text with summarizing or other focused reading skill practice.
Lesson 5: Zoom 75 min
Plan and set up an investigation to see if plants need soil to grow (in soil and in moist paper towels. Math application of measurement. At home reading of informational text-summarize or other skill.
Lesson 6: Zoom 60, 60 min
Part 1: Collect investigation data over time and analyze looking for patterns in speed of plant growth. Use data to predict future growth. Part 2: Analyze data. Math application of volume.
Lesson 7: Zoom 30, 40 min
Part 1: Collect final data for Lesson 5 investigation. Part 2: Analyze data to determine what matter inputs plants need to grow larger. Make a claim. At home reading of informational text, summarize.
Lesson 8: Zoom 45-60 min
Parts 1 and 2: Analyze data to decide if plants also need light(energy) along with matter input to grow. At home reading of informational text, summarize or other targeted skill.
Lesson 9: Home varies
Research plant or tree of choice and create a presentation showing student learning and modeling of phenomenon explanation. Confer with family/peers and revise to improve.
Lesson 10: Zoom varies
Share presentations with family and peers. Peer, family, and self-evaluate using rubrics.
Description of Content Area Integration by Lesson
Lesson Content Areas
Lesson 1: Science, ELA, Art
Students use academic language to write and draw explanatory ideas about a science phenomenon.
Lesson 2: Science, SS, Art
Students draw realistic labeled drawings of plants/seeds showing scale and create a map showing locations of the neighborhood specimens they observed.
Lesson 3: Science, ELA, SS
Students discuss connections between people and the environment. They read informational texts about the biosphere, write to explain new thinking, and break the word biosphere into affix and root to understand its meaning. They independently summarize informational text and videos.
Lesson 4: Science, ELA, Math
Students learn about the 3 dimensions of measurement and apply this to a seed while measuring in mm and cm. They use equations to express and find differences of seeds before and after soaking and compare using inequalities. Students read about the hydrosphere and break the word hydrosphere into affix and root to understand its meaning. They independently summarize informational text and videos.
Lesson 5: Science, ELA, Math
Students measure and record seedlings over time in 3 dimensions. They read about the geosphere and break the word geosphere into affix and root to understand its meaning. They independently summarize informational text and videos.
Lesson 6: Science, ELA, Math
Students measure, record, and graph plant growth (using ordered pairs) over time and analyze the data from their tables/graphs for patterns. They use patterns to predict future growth. They develop and solve word problems to find the volume of seedling boxes as they grow and write to explain their learning.
Lesson 7: Sci, ELA, Math, SS
Students use equations to express differences in growth, then solve using the standard algorithm. They write to construct a claim using data evidence. They read to learn about the atmosphere and write to show new learning. Students break the word atmosphere into affix and root to understand its meaning. They independently summarize informational text and videos.
Lesson 8: Science, ELA, SS
Students write to make a claim and support it using qualitative and quantitative data evidence. They write to show new learning. They read about energy and plants and independently summarize informational text and videos. Students break the word photosynthesis into affix and root to understand its meaning.
Lesson 9: Sci, ELA, SS, Art
Students conduct research and create a mixed media presentation to explain the phenomenon and more using writing, drawing, and recording. They confer with family members and peer to improve and revise.
Lesson 10: Science, ELA, SS
Students present their mixed media explanation to family and peers and answer questions.
Phenomena
An avocado seed is observed to grow larger over time as it develops additional structures and greatly increases in mass.
What is an actual, observable local event, set of events or puzzling question that students can come to a deep understanding of over a period of days? Explain why students will find this puzzling and not just an exercise found in a textbook. The performance expectations should guide the formulation of phenomena and beg questions.
Examples of regional place-based questions teachers might consider:
- Where does the extra “stuff” come from for a tiny seed to turn into a big plant or tree?
- What plants and trees grow in our area and how did they come to be where they are?
- What plants and trees grown in our area and what are the natural resources that support them in their growth?
- Do plants and trees follow a pattern of growth, how fast can they get larger?
Phenomena Resources:
Avocado tree from see 43 days- time lapse| YouTube Communicating in Scientific Ways | OpenSciEd
Unit Standards for All Content Areas
Fifth Grade
Seed to Tree: How Can a Tiny Seed Grow to Become a Huge Tree?
Frameworks for Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning
Fifth Grade Disciplinary Core Ideas include LS1-1, PS3-1, ESS2-1
For LS1-1, PS3-1, ESS2-1, students are expected to develop an understanding of:
- the concept that plants get the materials they need for growth chiefly from air and water.
- the concept that energy in food was once energy from the sun that was captured by plants in the chemical process that form plant matter (from are and water).
- the concept that the Earth consists of four major systems and that they interact with each other in multiple ways.
The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas.
Crosscutting Concepts:
- energy and matter
- systems and system models
- patterns
- cause and effect
- scale, proportion, and quantity
- stability and change
Students are expected to use the practices to demonstrate understanding of the core ideas.
Science and Engineering Practices:
- engaging in argument from evidence
- developing and using models
- obtaining, evaluating, and communicating information
- constructing explanations and designing solutions
- analyzing and interpreting data
- planning and carrying out investigations
- using mathematics and computational thinking
Performance Expectation(s)
Identify Performance Expectation(s) from Next Generation Science Standards that will be your focus (Climate Science related PEs preferred but not mandatory). Copy and paste below all the possible disciplinary core ideas and performance expectations that relate to your topic.
5-LS1-1. Support an argument that plants get the materials they need for growth chiefly from air and water. [Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
5-PS3-1. Use models to describe that that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. (partially addressed)
[Clarification Statement: Examples of models could include diagrams, and flow charts].
5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system. Assessment Boundary: Assessment is limited to the interactions of two systems at a time.] (partial: addressed at a smaller scale level to build on later through an Earth Science lens)
Science and Engineering Practices
Which SEPs will be a focus for investigating this topic/phenomenon?
Developing and Using Models (spans all three PEs)
- Develop a model to describe phenomena. (5-LS2-1)
- Use models to describe phenomena. (5-PS3-1)
- Develop a model using an example to describe a scientific principle. (5-ESS2-1)
Engaging in Argument from Evidence
- Construct and/or support an argument with evidence, data, and/or a model.
Obtaining, Evaluating, and Communicating Information
- Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence.
- Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.
- Communicate scientific and/or technical information orally and/or in written formats, including various forms of media and may include tables, diagrams, and charts.
Constructing Explanations and Designing Solutions
- Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
Analyzing and Interpreting Data
- Represent data in tables and/or graphical displays (bar graphs, pictographs, pie charts) to reveal patterns that indicate relationships.
- Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation.
Planning and Carrying Out Investigations
- Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
Using Mathematics and Computational
- Describe, measure, estimate, and/or graph quantities such as area, volume, weight, and time to address scientific and engineering questions and problems.
Crosscutting Concepts
Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon?
Systems and System Models:
- A system can be described in terms of its components and their interactions. (5-LS2-1)
Energy and Matter:
- Energy can be transferred in various ways and between objects. (5-PS3-1)
- Matter is transported into, out of, and within systems. (5-LS1-1)
- Matter is made of particles. EM-E1
- Matter flows and cycles can be tracked in terms of the weight of the substances before and after a process occurs. The total weight of the substances does not change. This is what is meant by conservation of matter. Matter is transported into, out of, and within systems. EM-E2
Systems and System Models:
- A system can be described in terms of its components and their interactions. (5-LS2-1)
Patterns:
- Similarities and differences in patterns can be used to sort, classify, communicate, and analyze simple rates of change for natural phenomena and designed products. PAT-E1
Cause and Effect:
- Patterns of change can be used to make predictions. CE-E1
Scale, Proportion, and Quantity:
- Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods. SPQ-E1
- Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. SPQ-E2
Stability and Change:
- Change is measured in terms of differences over time and may occur at different rates. SC-E2
Disciplinary Core Ideas
Which Disciplinary Core Ideas will be a focus for investigating this topic/phenomenon?
PS3.D: Energy in Chemical Processes and Everyday Life
The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)
LS1.C: Organization for Matter and Energy Flow in Organisms
Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
ESS2.A: Earth Materials and Systems
Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans)...(5-ESS2-1) (partial)
Environment and Sustainability Standards
ESE Standard 2: The Natural and Built Environment
Students engage in inquiry and systems thinking and use information gained through learning experiences in, about, and for the environment to understand the structure, components, and processes of natural and human-built environments.
English Language Arts (ELA) Standards
How will I Integrate ELA Standards (which standard, what strategy…?)
Informational Reading
(RI.5.2) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
(RI.5.4) Determine the meaning of general academic/domain-specific words and phrases in text relevant to a grade 5 topic or subject area.
(RI.5.7) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently
(RI.5.9) Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
(RI.5.10) By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Teachers may extend to other reading standards by assigning a practice element other than summarizing for the Choice Board readings. For example: RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Informational Writing
(W.5.2) Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
(W.5.4) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
(W.5.5) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
(W.5.7) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
(W.5.8) Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources.
(W.5.9) Draw evidence from literary or informational texts to support analysis, reflection, and research.
(W.5.10) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking and Listening
(SL.5.1. A) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
(SL.5.1. B) Follow agreed-upon rules for discussions and carry out assigned roles
(SL.5.1.B) Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others
(SL.5.1. D) Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
(SL.5.2) Summarize a written text read aloud or information presented in diverse media and formats (visually, quantitatively, and orally.)
(SL.5.4) Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
(SL.5.5) Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
(SL.5.6) Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
How will I Integrate Mathematics Standards?
Fourth Grade Math Standards (reteach or review)
(4.NBT.A.2) Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
(4.NBT.A.3) Use place value understanding to round multi-digit whole numbers to any place.
(4.NBT.B.4) Fluently add and subtract multi-digit whole numbers using the standard algorithm.
(4.OA.A.3) Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
(4.MD.A.1) Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec...
Fifth Grade Math Standards
(5.OA.A.1) Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
(5.OA.B.3) ...Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane.
(5.NBT.B.5) Fluently multiply multi-digit whole numbers using the standard algorithm.
(5.MD.A.1) Convert among different-sized standard measurement units within a given measurement system and use these conversions in solving multi-step, real world problems.
(5.MD.C.5.B) Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
Art Standards
How will I Integrate Visual and Media Arts?
Visual Arts
(VA:Cr2.1.5) Experiment and develop skills in multiple art-making techniques and approaches through practice.
(VA:Cr2.3.5) Identify, describe, and visually document places and/or objects of personal significance.
(VA:Cr2.3.4) Document, describe, and represent regional constructed environments.
(VA:Cn10.1.5) Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making.
Media Arts
(MA:Pr5.1.5) Enact various roles to practice fundamental ability in artistic, design, technical, and soft skills, such as formal technique, production, and collaboration in media arts productions.
(MA:Pr5.1.5) Examine how tools and techniques could be used in standard and experimental ways in constructing media artworks.
(MA:Pr6.1.5) Compare qualities and purposes of presentation formats, and fulfill a role and associated processes in presentation and/or distribution of media artworks.
Social Studies Standards
How will I Integrate Social Studies Standards?
(SSS1.5.2) Construct arguments using claims and evidence from multiple sources.
(SSS1.5.3) Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
(SSS2.5.3) Critique arguments.
(SSS2.5.4) Critique explanations.
(SSS4.5.3) Use evidence to develop claims in response to compelling questions.
(SSS4.5.4) Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).
(SSS4.5.2) Prepare a works cited page that connects with in-text attributions that are aligned to a style of citation (i.e. MLA, APA, etc.) with more publication detail.
(SSS4.5.3) Use evidence to develop claims in response to compelling questions.
(G1.5.3) Construct maps and other graphic representations of both familiar and unfamiliar places
(G2) Understands human interaction with the environment. Knows that the human-environment interactions are essential aspects of human life in all societies and they occur at local-to-regional scale. Human actions modify the physical environment and, in turn, the physical environment limits or promotes human activities.
(G2.5.2) Explain how culture influences the way people modify and adapt to their environments.
Learning from Home: Methods to Provide for Synchronous and Asynchronous Class Response and Discourse
Synchronous Discourse Facilitation Strategies Using Zoom and Devices
Partners or Trios:
- Fishbowl- call on 2-3 students to engage in a conversation on a given question, point, topic etc... while the class listens in. Students can model to support discourse using the white board in Zoom. The class might then layer on, question, or respond to the partner talk.
- Google Doc Visual Chat- provide a google doc with 2-3 colored columns. Each student types in their own column to hold a visual chat with 2-3 students.
- Google Slides Visual Chat- Create a Google Slide deck with a slide for each partner or trio. Students have a “Visual Chat” with each other by typing on the slide. Students can also draw using the “line” the “scribble” option. View the slideshow using the “View” then “Grid View” option and you can monitor all “chat rooms” at the same time as well as interacting with each group.
Small Groups:
- Breakout Rooms- Assign students to breakout rooms monitored by aides, other teachers. Provide a specific discourse task, roles, and a time limit. Rotate among the breakout rooms frequently to monitor, probe, and scaffold as needed.
- Provide a Google slide deck, Google doc, or Jamboard with a slide for each group to work from/on and record ideas. Each group’s slide should include an image of the phenomenon (if applicable) or challenge, the task broken down into a checklist, a description of the roles and a place to record names of those filling each role.
- If breakout rooms are not possible, students can work in a group on a shared document using the comment feature live which the teacher can easily monitor.
- Fishbowl- call on 4-5 students to engage in a conversation on a given question, point, topic etc... while the class listens in. Students can model to support discourse using the white board in Zoom. The class might then layer on, question, or respond to the group talk.
- YoTeach- This is a free private backchannel class (set to “avoid search”). Students do not use an account, just a nickname. Both teacher and students can add an image to the page and can annotate on the image. Teachers and students can also draw and post their drawing to the chat (great opportunity to model thinking and share ideas) or collaborate on one whiteboard. Students can post ideas and questions and reply to each other. The teacher can also create a Yo Teach class for each small group to work within. Text to speech is supported. Teacher can mute students and remove messages, students can vote, teacher can download transcript.
- Google Doc Visual Chat Version 1- provide a google doc with a colored column for each group. Each student types in their own column to hold a visual chat with 4-5 students.
- Google Doc Visual Chat Version 2- provide a google doc with a colored column for each student to text in.
- Group Consensus Slides- Each person records thinking on their own slide, the group comes to consensus and creates a group agreement on the last slide. Students can text each other in the slides by using the comments option (click on comment icon at top).
- Whiteboard.fi This is a free online whiteboard tool that gives all students their own whiteboard. The teacher can see all student whiteboards at once. There is no log-in or registration needed, just open a session, and give students the link or room code. Students can work from a black whiteboards or you can create a template or insert an image on your teacher whiteboard and push it to all students to work on. Students can’t see each other’s whiteboards, but you can share your screen so students can see each other’s. You can launch student talk around the models and thinking on the whiteboards and can give feedback to students as they are working in real time. Teacher can download each session’s student work as a pdf.
Whole Class:
- Student Facilitators- Assign students to facilitate or moderate class talk.
- Socratic Seminar Model- Use a Socratic Seminar model with an “inner” and “outer” circle. Outer circle students must be muted during the inner circle talking time. You can assign each outer circle student to monitor an inner circle student and track their participation in the circle using a google doc.
- Fishbowl- call on 4-5 students to engage in a conversation on a given question, point, topic etc... while the class listens in. Students can model to support discourse using the white board in Zoom. The class then layers on, questions and responds.
- 4 Corners- Ask a question and assign an answer choice to each corner of the Zoom participant photo. Students all point to the corner that represents their answer. Facilitate talk among students in each common group and across answer groups. This can also be done by assigning numbers or letters to an answer, having students make a paper with the same numbers or letters, students can hold up their paper and point to their answer.
- Whiteboard.fi This is a free online whiteboard tool that gives all students their own whiteboard. The teacher can see all student whiteboards at once. There is no log-in or registration needed, just open a session and give students the link or room code. Students can work from a black whiteboards or you can create a template or insert an image on your teacher whiteboard and push it to all students to work on. Students can’t see each other’s whiteboards, but you can share your screen so students can see each other’s. You can launch student talk around the models and thinking on the whiteboards and can give feedback to students as they are working in real time.
- YoTeach- This is a free private backchannel class (set to “avoid search”). Students do not use an account, just a nickname. Both teacher and students can add an image to the page and can annotate on the image. Teachers and students can also draw and post their drawing to the chat (great opportunity to model thinking and share ideas) or collaborate on one whiteboard. Students can post ideas and questions and reply to each other. The teacher can also create a Yo Teach class for each small group to work within. Text to speech is supported. Teacher can mute students and remove messages, students can vote, teacher can download transcript.
- Whole Class Response Sheet- students can all respond with their ideas at once in their own row (you can change the headers on the columns). The teacher can monitor all students at once and students can access everyone’s ideas easily which can then prompt class talk.
Asynchronous Discourse Facilitation Strategies Using Devices
Partners or Trios:
- Google Doc or Google slide deck- students use the comments feature to converse.
- Flipgrid- students record their question, comment, thinking, or response as a video which is posted to an accessible place. Peers listen and create videos responding to the video and so on....
- Padlet- students can have sticky note conversations
Small Groups:
- Provide a Google slide deck, Google doc, or Jamboard with a slide for each group to work from/on and record ideas. Each group’s slide should include an image of the phenomenon (if applicable), the task broken down into a checklist, a description of the roles and a place to record names of those filling each role. Students can talk to each other using the comment feature asynchronously which the teacher can easily monitor.
- Padlet- students can have sticky note conversations without deleting each other’s posts which can happen in Jamboard.
- YoTeach- This is a private backchannel class (set to “avoid search”). Students do not use an account, just a nickname. Both teacher and students can add an image to the page and can annotate on the image. Teachers and students can also draw and post their drawing to the chat (great opportunity to model thinking and share ideas). The teacher can create a YoTeach class for each small group to work within. Not sure how long a session will stay open, so may need testing.
- Flipgrid- students record their question, comment, thinking, or response as a video which is posted to an accessible place. Peers listen and create videos responding to the video and so on....
Whole Class:
- Padlet- students can have sticky note conversations without deleting each other’s posts which can happen in Jamboard.
- YoTeach- This is a private backchannel class (set to “avoid search”). Students do not use an account, just a nickname. Both teacher and students can add an image to the page and can annotate on the image. Teachers and students can also draw and post their drawing to the chat (great opportunity to model thinking and share ideas). The teacher can create a YoTeach class for each small group to work within. Not sure how long a session will stay open, so may need testing.
- Flipgrid- students record their question, comment, thinking, or response as a video which is posted to an accessible place. Peers listen and create videos responding to the video and so on....
Asynchronous Discourse Facilitation Strategies Print Only
Partners or Trios:
- Pen Pals-shared sense-making booklet. Create a booklet with a phenomenon image(s) a question(s), and response pages behind (or engineering task). The shared booklet goes back and forth between students as they layer shared thinking, figuring out and questions into the booklet over time, with the teacher adding comments and questions in between.
Small Groups:
- Assign response sheets to students and compile into one document. Print the combined document and send back to group members with a new response document.
- Create a group interactive notebook with a phenomenon image(s) a question(s), and response pages behind (or engineering task or other tasks). The shared booklet goes around to all students as they layer shared thinking, figuring out and questions into the booklet over time, with the teacher adding comments and questions in between.
Whole Class:
- Assign response sheets to students and compile into one document. Print the combined document and send back to class with a new response document.
Lesson 1- SYNCHRONOUS
This section holds Lesson 1 resources developed for Synchronous delivery of learning using a face-to-face digital classroom (Zoom, Google Meet etc...) and devices. Lesson 1 provides the learning resources in a variety of formats as an example for how one might adapt for use with different devices and situations.
In Lesson 1, through time-lapse video, students are introduced to the Anchoring Phenomenon of an Avocado seed growing to a tree. They engage with the phenomenon through a See-Think-Wonder activity and class discourse and develop an initial explanatory model for where the extra material comes from as a small seed grows into a larger tree.
Synchronous Lesson 1: How do small seeds grow into larger plants and trees?
Format: Zoom Classroom and Working at Home Time: 60 minutes
Anchoring Phenomenon:
An avocado seed in water sprouts, develops new structures, and grows to become a plant much larger than the original seed.
Driving Question:
How can small seeds grow into larger plants and trees?
Lesson Focus Performance Expectation:
Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS1-1
Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
Lesson Focus SEP:
Use models to describe phenomena. (5-PS3-1)
Lesson Focus CCC:
Matter is transported into, out of, and within systems. (5-LS1-1)
Lesson Focus DCI:
PS3.D Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
Lesson 3D Learning Objective:
Students will develop an initial model to show and explain where the extra “stuff” (matter) comes from that allows a plant or tree to grow larger.
Art Standards Integration:
- VA:Cr2.1.5 a. Experiment and develop skills in multiple art-making techniques and approaches through practice.
Writing Standards Integration:
- W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
Speaking and Listening Standards Integration:
- SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles.
- SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Social Studies Standards Integration:
- SSS1.5.3 Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
Prepare to Teach:
Teacher Support: Background Science Content and NGSS Pedagogy
Shift to NGSS Pedagogy:
- A New Vision for Science Education- Read this quick NSTA one-pager to center yourself on the essential key shifts in instruction for NGSS.
- Checklist: Goals for Productive Discussions and Nine Talk Moves - Use this one page checklist to support you in facilitating productive and respectful classroom talk.
- Using Phenomena in NGSS -Designed Lessons and Units STEM Teaching Tool #42 - This resource explains phenomena and how/why we use them to drive instruction in the NGSS classroom.
Science Content Background for Teacher:
- Where do trees get their mass from? Michigan State University
- Ask a Biologist- Are Plants Made From Thin Air?
- Video: Are Plants Made From Thin Air?
- Example investigation with data CA State Univ
Materials and Preparation:
- If doing lesson Synchronously- Instructional Google slide deck or Nearpod slide deck
- If doing lesson part or all Asynchronously- Nearpod slide deck (Before use, read the first slide for directions on how to copy and make your own Nearpod account. Open the lesson before use with the class- stays live for 30 days)
- Add student names to the class See-Think-Wonder sheet (if using the Google slide deck).
- Provide access to the “Maybe It’s” initial explanatory model page
- 3D scoring rubric for “Maybe It’s” initial explanatory model
Lesson 1- ASYNCHRONOUS Materials
This section holds additional Lesson 1 resources adapted for Asynchronous delivery of learning. An Asynchronous Nearpod slide deck is included so that students can engage with Lesson 1 activities on their own if needed. In addition, the lesson plan adapted for situations where students have no access to devices is included along with the materials built into an asynchronous printable student workbook.
Asynchronous resources are provided for Lesson 1 only as an example of how one might adapt the remaining unit lessons.
Lesson 2 Resources
In Lesson 2, students engage in environmental Family Field Science as they take two family walks to discover the plants and trees growing in their neighborhoods. Students map the man-made and natural elements in their neighborhood and label the places where they find plants and trees with seeds. They document their findings with sketches, photos, and video and measure or estimate to collect size data of plants and their seeds. Students collect seed speciments if possible for later investigation.
Lesson 2: Family Field Science- What plants and trees are growing in my neighborhood and what are their seeds like?
Format: Zoom Classroom and Working at Home Time: at least 2 walks, time will vary
Lesson Phenomenon:
Plants and trees are always much larger than their seeds. Where does all that extra “stuff” come from?
Lesson Driving Question:
What plants and trees are growing in my neighborhood and what are their seeds like?
Lesson Focus Performance Expectation:
Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS1-1
Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
Lesson Focus SEP:
Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. INV-E3
Lesson Focus CCC:
- Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena and designed products. PAT E-1
- Natural objects and/or observable phenomena exist from the very small to the immensely large or from very short to very long time periods.SPQ-E1
Lesson Focus DCI:
Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
Lesson 3D Learning Objective:
Students make and record observations on patterns of scale between plants/ trees to their seeds and consider where the extra “stuff” came from.
ELA Standards:
- SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Math Standards:
- 4.MD.A.1 Know relative sizes of measurement units within one system of units ...
Social Studies Standards:
- G1.5.3 Construct maps and other graphic representations of both familiar and unfamiliar places (if students choose to map the plants/trees in their neighborhood)
Art Standards:
- VA: Cr2.3.5 a. Identify, describe, and visually document places and/or objects of personal significance.
- VA: Cr2.3.4 a. Document, describe, and represent regional constructed environments.
Prepare to Teach
Shift to NGSS Pedagogy:
- ACESSE Resource C: Making Science Instruction Compelling for All Students: Using Cultural Formative Assessment to Build on Learner Interest and Experience
- ClimeTime Professional Learning Session: How to Support Home-Based Science Learning During School Closures
- How place-based science education strategies can support equity for students, teachers, and communities
- Learning in Places: LE 1.A Sharing Places: Neighborhood Walk
Materials:
- Asynchronous Google Slide Deck with directions and support for students. Student/Family Directions Sheet
- Paper and drawing materials to sketch on walk, device to take photographs or recordings on walk
- Learning Catcher Interactive notebook OR printed Family Field Science Walk Data observation sheet
- Google Forms (be sure to make your own copy of these to share with students): Family Discussion Form, Data Noticings Form
- Make a copy of the Learning Catcher digital notebook for each student, and make sure you can access them.
Preparation: If desired, provide print Family Field Science Walk #2 data recording sheet to students.
Lesson 3 Resources
In Lesson 3, students share and analyze the student maps and data collected on the Family Field Science walks. They sense-make around the size of trees compated to theirs seeds and about why the growing things in their neighborhood are where they are. They independently engage with informational sources and summarize what they learn.
Lesson 3: Analyzing Family Data on Local Plants and Trees and Their Seeds (biosphere)
Format: Zoom Classroom and Working at Home Time: 60 minutes
Lesson Phenomenon:
Plants and trees observed on the Family Field Science walk are always much larger than their seeds.
Lesson Driving Question(s):
- What plants/trees grow in our area and how do they compare to their seeds?
- If plants and trees are always larger than their seeds, where does all that extra “stuff” come from?
Lesson Focus Performance Expectation:
- Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS1-1 Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
- (Building towards) 5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Lesson Focus SEP:
- Communicate scientific and/or technical information orally and/or in written formats, including various forms of media and may include tables, diagrams, and charts. INFO-E5
- Construct and/or support an argument with evidence, data, and/or a model. ARG-E4
Lesson Focus CCC:
- Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena and designed products. PAT E-1
Lesson Focus DCI(s):
- PS3.D Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
- ESS2.A Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. (5-ESS2-1)
Lesson 3D Learning Objective:
Students share and analyze observations on patterns of scale between trees to their seeds and make supported claims about where the extra “stuff” might have come from.
ELA Standards:
Reading
- RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
- RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Language
- L.5.4.B Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Writing
- W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
Speaking and Listening
- SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles.
- SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- L.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Math Standards: N/A
Social Studies Standards:
G2.5.2 Explain how culture influences the way people modify and adapt to their environments.
Art Standards: N/A
Materials:
- Class KLEWS chart
- Choice board of texts/videos for student home reading tasks.
Preparation:
- Check and personalize the choice board of texts/videos for student home reading tasks if needed.
- Make and share digital copies of the Learning Catcher Google Doc Notebook for each student and for yourself.
Lesson 4 Resources
In Lesson 4, students learn about matter as an input, They measure Lima beans in 3 dimensions before and after planning and conducting an investigation to see which forms of matter are inputs for dry seeds. Students convert between mm and cm, use inequality statements to compare dimensions before and after exposure to matter forms and use the standard algorithm to find differences. They independently engage with informational sources and summarize what they learn.
Lesson 4: Water and Lima Bean Seeds Investigation (interaction between the biosphere and hydrosphere)
Format: Zoom Classroom and Working at Home Time: 2 sessions of 30+ minutes each
Conduct this lesson when you can have live access to students 2 days in a row for Parts A and B. If needed, Part B could be 2 days later.
Lesson Phenomenon: Lima bean seeds become much larger when soaked in water then return to their original size when dry.
Lesson Driving Question: Where does the extra matter come from as a seed starts to grow?
Lesson Focus Performance Expectation:
- 5-LS1-1 Support an argument that plants get the materials they need for growth chiefly from air and water. Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
(Building towards) 5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Lesson Focus SEP(s):
- Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. INV-E3
- Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. DATA E2
- Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
Lesson Focus CCC(s):
- Matter is transported into, out of, and within systems. (5-LS1-1)
Lesson Focus DCI(s):
- PS3.D Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
- ESS2.A: Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways… (5-ESS2-1)
Lesson 3D Learning Objective:
Students will observe and measure changes in bean seeds as they react to inputs of matter (water) and explain what causes the seeds to increase and decrease in size.
ELA Standards:
Reading
- RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
- RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Language
- L.5.4.B Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Writing
- W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Speaking and Listening
- SL.5.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles.
- SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Math Standards:
4th Grade Review
- 4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
- 4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec….
- 4.NBT.A.2 ...Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
5th Grade
- Building towards CCSS.MATH.CONTENT.5.MD.C.5.B Apply the formulas V = l × w × h
- CCSS.MATH.CONTENT.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
Social Studies Standards:
- SSS1.5.3 Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
- SSS4.5.3 Use evidence to develop claims in response to compelling questions.
Art Standards:
N/A
Materials:
- Instructional Synchronous Google slide deck for Part 1, and Google Slide deck for Part 2, and student Learning Catcher notebook
- At least 3 lima bean seeds for each student and for the teacher
- 3 cups or containers for seeds to be in overnight
- water for the one seed to soak in
- dry soil for one seed to sit in (soil must be dry with no water to test if soil alone can cause seeds to start growing)
- mm/cm ruler for each student and for the teacher
- gram scale for teacher if available
- ½ cup measuring cup
- Informational Choice Board
Preparation:
- Gather materials and ensure students have access to their materials. Let students know to have their materials ready.
- Prepare the informational reading choice board.
- Prepare a location to conduct the investigation so students can observe, consider joining the meeting with a second device to use as a document camera.
Lesson 5 Resources
In Lesson 5, students think about matter as inputs for growing plants. They plan and conduct a 2 week investigation to find which forms of matter are inputs for plants and might be where the extra material comes from as they grow larger. Students measure their beginning seeds in 3 dimensions and record for comparison. They daily measure and record height changes in mm and record in preparation for Lesson 6. They independently engage with informational sources and summarize what they learn.
Lesson 5: Soil/No Soil Seed Investigation (interaction between biosphere, hydrosphere, and geosphere)
Format: Zoom Classroom and Working at Home Time: 75 min
Lesson Phenomenon: A small seed becomes a larger plant or tree.
Lesson Driving Question: Do plants eat soil for their food to grow?
Lesson Focus Performance Expectation:
- Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS1-1 Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
- (Building towards) 5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Lesson Focus SEP(s):
- Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) to reveal patterns that indicate relationships. DATA-E1
- Describe, measure, estimate, and/or graph quantities such as area, volume, weight, and time to address scientific and engineering questions and problems. MATH-E3
- Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
Lesson Focus CCC(s):
- Matter is made of particles. EM-E1
- Matter is transported into, out of, and within systems. (5-LS1-1)
Lesson Focus DCI(s):
- PS3.D: Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
- ESS2.A: Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways… (5-ESS2-1)
Lesson 3D Learning Objective:
Students will collaboratively plan and conduct an investigation to acquire and analyze data about what matter is an input into plants for growth. Time: 75 minutes
ELA Standards:
Reading
- RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
- RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Language
- L.5.4.B Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Writing
- W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Speaking/Listening
- SL.5.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles.
- SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Math Standards:
4th Grade Review
- 4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec….
Materials:
- Instructional Synchronous Google slide deck and student Learning Catcher notebook
- Informational Choice Board
- At least 9 lima bean seeds for each student and for the teacher
- mm/cm ruler for each student and for the teacher
- soil
- paper towel or napkin
- water
- plastic Ziploc storage or freezer bag- if students don’t have a heavy Ziploc, they can use 2 thinner sandwich bags or even a plastic grocery bag, anything to help keep the paper towel moist.
- ½ cup measuring cup
- hard ruler, butter knife, or pencil
- gram scale if available
- 2 paper, Styrofoam, or plastic cups (for planting seeds in)
Preparation:
- Gather your materials and prepare to run the investigation yourself as a class model.
- Read the teacher background resources listed below to prepare for facilitating an NGSS investigation.
Shift to NGSS Pedagogy:
- Watch Paul Andersen’s 8 minute video-Planning and Conducting Investigations in NGSS.
- Read pages 59-61 in the Framework for K-12 Science about planning and conducting investigations.
- Read pages 7-8 in Appendix F that explains planning and carrying out investigations
Science Background for the Teacher:
- Read pages 147-148 in the Framework for K-12 Science LS1.C about matter and energy flow in organisms.
Lesson 6 Resources
In Lesson 6, students use the height data collected from one of their growing plants to analyze and think about speed of plant growth and how matter is related. They round their data for growing Days 1-6 to the nearest cm and create ordered pairs. They graph days 1-6 looking for any patterns in speed of growth and use their data to predict plant height on Day 10. On Day 10, students round and graph the data for Days 6-10 and compare their prediction to see if any pattern continued. Students consider why humans might care about speed of plant growth and what factors might affect it. They find the volume of 3 dimensional boxes needed to mail their plant at different times in its growth. Students have the option to plan and conduct their own investigation into what affects the speed plants grow or to engineering a box that can meet all of a plant's needs during a one week shipping period.
Lesson 6: Growing Speed of Plants (biosphere, hydrosphere, atmosphere, geosphere)
Plan on conducting Part 1 of this lesson once 5 days of growth data are gathered in the red table from Lesson 5.
Format: Zoom Classroom and Working at Home Time: Part 1- 60 minutes, Part 2- 60 minutes
Lesson Phenomenon: The seeds in both environments (with and without soil) have developed additional structures and have increased in size and weight.
Lesson Driving Question(s): Where is the matter coming from for the extra size and weight? How fast can plants gain more matter and grow larger?
Lesson Focus Performance Expectation:
Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS1-1
Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
Lesson Focus SEP(s):
- Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. DATA E2
- Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. INV-E3
- Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
Lesson Focus CCC(s):
- Patterns of change can be used to make predictions. CE-E1
- Matter is transported into, out of, and within systems. (5-LS1-1)
Lesson Focus DCI:
- PS3.D: Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
Lesson 3D Learning Objective:
Students will measure, record and analyze data looking for patterns of change in growth of plants and use patterns to predict future growth.
ELA Standards:
Writing
- W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Reading
- RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Speaking/Listening
- SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
- SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles.
- SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Math Standards:
4th Grade Review
- 4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
- 4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec….
- 4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.
- 4.NBT.A.2 ... Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
- 4.OA.A.3 Solve multistep word problems posed with whole numbers and having whole number answers using the four operations... Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
5th Grade
- 5.MD.C.5.B Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
- 5.NBT.B.5 Fluently multiply multi-digit whole numbers using the standard algorithm.
- 5.OA.B.3...Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns and graph the ordered pairs on a coordinate plane.
- CCSS.MATH.CONTENT.5.OA.A.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
Social Studies Standards:
- SSS2.5.3 Critique arguments.
- SSS2.5.4 Critique explanations.
Art Standards: N/A
Materials:
- Instructional Synchronous Google slide deck Part 1 and Synchronous Google slide deck Part 2 and student Learning Catcher notebook
- Student plant growing investigations
- mm rulers
- gram scale if possible
Preparation:
- Review the resources below to support you in facilitating student discourse and planning for plant investigations.
Shift to NGSS Pedagogy:
- Review the Science Practices Continuum for a matrix of teacher moves using the practices
Science Background for the Teacher:
Lesson 7 Resources
In Lesson 7, students conclude the investigation they set up in Lesson 5.They collect final data,calculate and analyze results, and write a final claim supported by evidence and reasoning. They revisit their initial explanatory model from Lesson 1 and create a final explanatory model to show their new understanding of where matter comes from as a seed grows into a plant or tree. Students engage with informational reading and videos and summarize their new learning.
Conduct this lesson after 2 weeks of (or sufficient) plant growth data is collected to make a final claim.
Format: Zoom Classroom and Working at Home Time: 60 minutes
Lesson Phenomenon: The seeds in both environments (with and without soil) are observed to have developed additional structures and increased in size and weight.
Lesson Driving Question: Where did the matter come from for the extra size and weight? Does any of the extra matter come from the soil?
Lesson Focus Performance Expectation:
- Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS1-1
Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
- (Building towards) 5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Lesson Focus SEP:
- Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and/or computation. DATA E2
Lesson Focus CCC:
- Change is measured in terms of differences over time and may occur at different rates. SC-E2
- Matter flows and cycles can be tracked in terms of the weight of the substances before and after a process occurs. The total weight of the substances does not change. This is what is meant by conservation of matter. Matter is transported into, out of, and within systems. EM-E2
Lesson Focus DCI:
- PS3.D: Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
- ESS2.A: Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways… (5-ESS2-1)
Lesson 3D Learning Objective:
Students will analyze data looking for patterns of change in growth of plants and draw conclusions about where the additional matter comes from.
ELA Standards:
Reading
- RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
- RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Writing
- W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
Speaking/Listening
- SL.5.1. A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally,
- SL.5.1. B Follow agreed-upon rules for discussions and carry out assigned roles.
- SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- SL.5.1. D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Math Standards:
4th Grade Review
- 4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm
- 4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec….
- 4.NBT.A. 2 ... Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Social Studies Standards:
- SSS1.5.2 Construct arguments using claims and evidence from multiple sources.
- SSS4.5.3 Use evidence to develop claims in response to compelling questions.
- SSS2.5.3 Critique arguments.
- SSS2.5.4 Critique explanations
Art Standards:
- N/A
Materials:
- Student Learning Catcher Notebook
- Lesson 7 Instructional Slide Deck
- Lesson 7 Informational Choice Board
- “Now We Think It’s” Explanatory Model (Google Doc format)
- “Now We Think It’s” Explanatory Model (pdf format)
- “Now We Think It’s” Explanatory Model (Fillable pdf format) download to show the fillable forms
- “Now We Think It’s” Scoring Rubric
Attending to Equitable Access for All Students:
- How to avoid possible pitfalls associated with culturally responsive instruction STEM Teaching Tools #53
- Scaffolds for English Language Learners/students reading well below grade level:
- Label visuals
- Provide a word bank for the lesson with illustrations
- Verbally read directions and check for understanding
- Scaffolds for vision:
- Students dictate their ideas to teacher for input or a family member can input their ideas
- Describe the phenomenon for the student
- Read the data table information aloud
- Scaffolds for hearing:
- Turn on closed captioning. Google Meet has a built in live option. In Zoom, someone will need to type it in.
- Provide visual directions
- Capture student thinking in a Google Doc to make class talk visible
- Scaffolds for attention:
- Schedule short movement breaks in between See, Think, Wonder tasks
- Schedule short breathing breaks in between See, Think, Wonder tasks
- Alternate tasks or methods of response:
- Students can dictate or record their explanatory ideas if there are barriers. Nearpod provides this feature.
- Alternate or additional phenomena for scaffolding or extension:
Bean plant time lapse video, Mango time lapse video, Radish time lapse video
Preparation:
- Read the teacher background resources listed below to prepare for facilitating an NGSS investigation.
Shift to NGSS Pedagogy:
- Read pages 61-63 in the Framework for K-12 Science about analyzing and interpreting data.
- Watch Paul Andersen’s 8 minute video that explains Engaging in Argument from Evidence.
Science Background for the Teacher:
- Read pages 147-148 in the Framework for K-12 Science LS1.C about matter and energy flow in organisms.
- Where do trees get their mass from? Michigan State University
- Ask a Biologist- Are Plants Made From Thin Air?
- Video: Are Plants Made From Thin Air?
- Example investigation with data CA State Univ
Content Integration Points:
- Look for content integration points for English Language Arts, Mathematics, Social Studies, and Art within the procedures below. They will be marked by an asterisk(*) and labeled. (SS= Social Studies, M = Math, A= Art, ELA = ELA)
Procedures
Conduct this lesson after 2 weeks of plant growth data (or sufficient to answer the question) is collected to analyze data and make a final claim.
Part 1- Model How to Collect and Record Final Data from Lesson 5
time 30+minutes
- * (ELA) Share learning since last class meeting: time 10 min
- Share and discuss any student home engineering from Lesson 6.
- * (Math) Model How to Collect and Record Lesson 5 Final Data
- Now that our seeds have been growing for a while, we have enough data to help us answer our question from Lesson 5, “Do plants need soil, water, and/or air to grow?” (insert the question your class created in Lesson 5)
- It’s time to collect data on the final size of out plants so we can compare them to the beginning size of the seeds and see which matter inputs were needed for them to grow.
- Have students open their Learning Catcher notebooks to Lesson 5.
- Using one of the class specimens, model for students how to measure the final length, width, and height of the specimen.
- Show how to record this in the Learning Catcher notebook in the red text row, “Bean Plant at End”.
- Review inequality statements < = >, and model how to write the inequality statements comparing the bean seed at the start to the specimen at the end of the investigation.
- Review using the subtraction algorithm and model how to write the subtraction equation, then use the algorithm to subtract the start measurement from the end measurement to find the difference.
- Scaffolded Student Collection of Data
- Recommend that you give students some time to all complete the measurement and computations for their first table while you are together in Zoom, checking in on student workbooks, re-modeling, answering questions etc…
- As students finish for one specimen, they can have you check their work, then leave and complete the other tables asynchronously.
- Data Extension if Possible: If weighing was an option, remove the class plant from the soil and weigh to see if any of the soil has disappeared (make sure to remove soil from the roots and return to be measured). Did any of the soil’s matter go into the plant?
Part 2 -Analyze Data from Lesson 5 Investigation time 40 minutes
- Make Sense of Investigation Data time 5 minutes
- What did you observe happening in your investigation?
- Which specimen had the most increase of matter? What was the difference? Why do we think this had the most increase?
- Which had the least? Why do we think this had the least increase?
- Observe the seedlings growing in wet paper towels.
- What changes can we observe?
- Did they increase in matter?
- Are they green and do they have leaves?
- * (ELA CER) Claim, Evidence, Reasoning (Formative assessment opportunity) time 15 minutes
- Have students go to Lesson 5, Step 6 in their Learning Catcher Notebooks.
- Determine useful evidence:
- Together, decide which data from their investigation that most helps to answer the question.
- All record that data in Step 6a. (example, the seed in air only had 0 increase in size, the seed with air, water and soil had ____ increase in size, the seed with air and water had ____ increase in size.
- Discuss to make sense of the data so we can answer the investigation question
- What does our data tell us about which matter is needed as an input for seeds to grow?
- Did seeds have to take in water (matter as a liquid) to increase their own matter? (yes)
- Did seeds have to take in soil (matter as a solid) to increase their own matter? (no soil itself is not an input for plants)
- Did seeds have to take in air (matter as a gas) to increase their own matter? (We don’t know yet, because all of the seeds had access to air) This will be addressed in Lesson 8.
- Together, develop a claim that answers the question and have students record their claim in their own words in Step 6b. (example: Seeds need water as a matter input so they can grow and get larger. Plants do not need soil as an input to grow and get larger. Seeds may need air.)
- Have some students share their claim.
- Discuss data reasoning
- Ask students to share their thinking about why the data we wrote in Step 6a supports or proves the claim we just wrote in Step 6b.
- A useful sentence frame for this is, “ Since we saw _________(in the data), this shows ______________________ because _______________.”
- Discuss and have students record their reasoning in Step 6c.
- Examples:
- Since we saw no increase in both seeds without water, but ___ increase in the seed with water, this shows seeds must need water to grow larger because if they didn’t need it, all the seeds would have grown larger.
- Since we saw the seeds without soil but with water increased in height by _____ this shows seeds don’t need soil to grow because if they did, they wouldn’t have grown at all in the bag with no soil.
- Have some students share their reasoning.
- Model New Learning (You might have students do this Asynchronously) time 15 minutes
- If possible, have students review their “Maybe It’s” initial explanatory model from Lesson 1 where they showed where they thought the “stuff” came from as seeds grew into plants or trees. How have their ideas changed and grown?
- Provide students with the new explanatory model and have them show all their thinking and understanding now of where the matter comes from as seeds grow into plants or trees. Students should use words, pictures, arrows etc… to show and explain their ideas.
- Thinking About Assessment:
- Compare student explanatory models from Lesson 1 and Lesson 7.
- Look for evidence of change in student thinking about where the matter comes from as seeds grow into plants and trees.
- Are students able to clearly show and explain that water and air are entering the plant?
- Optional Phenomena Extension:
- How does the extra matter actually get into the plant? Students can research to discover more about the structure and function of the plant that supports this process. Students can physically examine their local plant leaves and roots. Support phenomenon resources for this are:
- Bean plant time lapse video What pattern do we see of plant growth and adding matter? (roots, stem, leaves, leaves get bigger, more leaver, stem is growing the whole time.
- close up image of leaf
- Epidermis peel
- Guard Cells and Stomates
- microscope video of stoma opening and closing (play without sound)
- microscopic stomata video
- root structures
- *(ELA) Develop Academic Vocabulary: The Atmosphere 5 minutes
- There is a scientific name for all the air on Earth. Does anyone know what prefix means, “air on Earth”? Atmos
- What do you think we call the part of Earth’s systems that includes all its air? “Atmosphere”. What does it mean?
- Have students add notes on the Atmosphere to Lesson 7’s learning-catcher document, add to the class KLEWS chart.
- How does the Atmosphere connect to our lesson today? What other sphere(s) is it interacting with?
- Lesson Synthesis: 5 minutes
- Debrief the lesson with students: record new ideas, data, photos, and science words on the KLEWS chart.
- Which of our KLEWS questions were answered today and what new questions do we now have?
- * (ELA) Independent Synthesis of Learning: (Opportunity for formative assessment) You might have students complete asynchronously
- Students record their Lesson Learning Summary in their notebooks for Lesson 7.
- Thinking about assessment: This is an opportunity to observe how students are summarizing and synthesizing the lesson learning.
- Family Connection:
- Teach your family what the word atmosphere means and ask for their thoughts and experiences with it.
- At Home Assignment (formative assessment opportunity):
- Students choose informational reading/videos from the Lesson 7 choice board.
- They summarize their new learning in their Learning Catcher notebook.
- Thinking about assessment: This is an opportunity to observe how students are comprehending and summarizing independent learning.
Lesson 8 Resources
In Lesson 8, students learn about energy and analyze qualitative and quantitative data to make sense about the role light plays in growth of plants. They make final claims about the relationship between light, matter and plants. Students independently engage with informational sources and summarize what they learn.
Format: Zoom Classroom and Working at Home Time: Part 1: 45 minutes, Part 2: 60 min
Lesson Phenomena: Plants with different amounts of light have differences in size and leaf/flower color. Plants are observed to move towards light sources.
Lesson Driving Question: How do plants get their “food” to grow larger?
Lesson Focus Performance Expectation:
- Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS1-1
Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
- 5-PS3-1 Use models to describe that energy in animals’ food (
used for body repair, growth, motion, and to maintain body warmth)was once energy from the sun.
Lesson Focus SEP(s):
- Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. INV-E3
- Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. CEDS-E2
Lesson Focus CCC(s):
- A system can be described in terms of its components and their interactions. (5-LS2-1)
- Energy can be transferred in various ways and between objects. (5-PS3-1)
Lesson Focus DCI:
- PS3.D: The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)
Lesson 3D Learning Objective:
Students will make observations and analyze and interpret data to draw conclusions about how and why light affects plant growth.
ELA Standards:
Reading
- RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
- RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
Writing
- W.5.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
- W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Speaking/Listening
- SL.5.1.A Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
- SL.5.1.B Follow agreed-upon rules for discussions and carry out assigned roles.
- SL.5.1.C Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- SL.5.1.D Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion
Math Standards:
- 4.NBT.A.2 ... Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
Social Studies Standards:
- SSS4.5.3 Use evidence to develop claims in response to compelling questions.
- SSS2.5.3 Critique arguments.
- SSS2.5.4 Critique explanations.
Art Standards: N/A
Materials:
- Instructional Slide Deck
- Student Learning Catcher notebook for all Lessons
- See-Think-Wonder Whole Class response sheet
- Group Sense-Making Slide Deck for Gretchen Brinza Data (one slide deck will support 28 students, delete slide 7 if you have 24 or less students in your class)
- Lesson 8 Informational Choice Board
- Paul Andersen Assessment- What do trees need to grow bigger?
Attending to Equitable Access for All Students:
- How to avoid possible pitfalls associated with culturally responsive instruction STEM Teaching Tools #53
- Scaffolds for English Language Learners/students reading well below grade level:
- Label visuals
- Provide a word bank for the lesson with illustrations
- Verbally read directions and check for understanding
- Provide an investigation template with visual supports
- Scaffolds for vision:
- Students dictate their ideas to teacher for input or a family member can input their ideas
- Describe the phenomenon for the student
- Describe the plant data for the student
- Scaffolds for hearing:
- Turn on closed captioning. Google Meet has a built in live option. In Zoom, someone will need to type it in.
- Provide visual directions
- Capture student thinking in a Google Doc to make class talk visible
- Scaffolds for attention:
- Schedule short movement breaks.
- Schedule short breathing breaks.
- Alternate tasks or methods of response:
- Students can dictate or record their explanatory ideas if there are barriers. Nearpod provides this feature.
- Alternate or additional phenomena for scaffolding or extension:
Preparation:
- Review the resources below to support you in facilitating student discourse about plants and light and growing your understanding of three-dimensional teaching and learning.
Shift to NGSS Pedagogy:
- Scientific Inquiry in Five Steps -Paul Andersen on The Wonder of Science
- A New Vision for Science Education Nextgenscience.org Infographic
- How Today’s Students Learn Science NGSS.NSTA.org Infographic
Science Background for the Teacher:
Content Integration Points:
- Look for content integration points for English Language Arts, Mathematics, Social Studies, and Art within the procedures below. They will be marked by an asterisk (*) and labeled. (SS= Social Studies, M = Math, A= Art, ELA = ELA)
Procedures
Part 1 time 45 minutes
- * (ELA) Share learning since last class meeting: (opportunity for formative assessment) time 5 min
- Debrief student summaries of their learning from choice board readings/videos.
- Collect on sticky notes to add to the class KLEWS chart.
- What new questions do students have prompted by the readings/videos? Discuss and add to KLEWS chart. Look for ways to leverage student questions to drive the learning.
- Review What We Have Figured Out So Far, Connect to Today’s Lesson: time 5 minutes
- Refer back to the model from Lesson 5 of the matter that surrounds and is an input for plants.
- Is matter input by itself enough for plants to grow or do plants need any other inputs?
- Compare to other living things. What do people and animals need to live and grow larger? (food)
- What is “food”? How do living things get “food”?
- Have we observed plants “eating” anything? What is food for plants that gives them energy to live and grow larger?
- * (ELA)Revisit Anchoring Phenomenon: (opportunity for formative assessment) 15 minutes
- View the avocado phenomenon video again.
- What other input can we see going into the plant that is not matter? (light)
- What patterns of light do we see and how does the plant respond to these patterns?
- Leaves lean toward light during the day and back at night.
- Leaves reach upward at night and relax back down during the day
- What do we think is causing the plant to move in these patterns? Why?
- Can we see the same behavior in other plants? Watch Time Lapse Video of Plants and Light, Positive Phototropism Demo
- What do these plant behaviors tell us? Why do plants do this? (plants must need light for something, as they reach towards it)
- View the avocado phenomenon video again.
- Mystery Investigation * (ELA) (opportunity for formative assessment) time- synchronous 20 minutes
- Follow directions below, students will analyze observational data from an investigation that was conducted by another fifth grade class.
- Make Observations of Phenomena:
- Show students image 1 of investigation plants and image 2 of investigation plants
- What do we see? What do we think? What do we wonder?
- Provide the Google See-Think-Wonder sheet for students to record their thinking. Discuss observations and questions. Seek to engage with student wonderings in the lesson.
- Alternately, you could push the image out to students using Whiteboard.Fi and ask them to make claims with evidence and reasoning on their image.
- What question do we think students were trying to answer in the investigation?
- Make Sense of the Observations:
- In this case, fifth grade students designed an investigation to answer the question, “How does the amount of light affect plant health and ability to grow?”
- The three plants started out being the same size, same color, and same degree of health. For 2 weeks, one plant was grown in no light at all (underneath a bucket), one plant received light during the day only, and one plant received light 24 hours a day. All plants received the same amount of water and were the same temperature in the same classroom.
- Which plant in the image do we think received no light, which was daylight only, and which received 24 hours a day light? (Make a claim)
- What evidence and reasoning supports your claim?
- The plant with no light is yellow and dying (plant on the left), the plant with daylight only is partly yellow (middle plant), the plant with 24 hours of light is dark green and very healthy with vibrantly colored flowers.
- Connect Phenomenon Observations to Unit Question:
- What do our observations make us think about the relationship between plants and light?
- What plant parts seem to be most involved in using light? What makes us think that?
- Do plants need light to live and grow?
- After discussion, students complete the Mystery Investigation Claims-Evidence-Reasonin statements in their Learning Catcher Notebooks..
- Thinking about assessment: This is an opportunity to observe how students are analyzing and making sense of data, collaborating, and drawing conclusions about the unit phenomenon.
Part 2 time: 60 minutes
- * (ELA, Math) Gretchen Brinza’s Class Data: Analyze and Interpret Quantitative Data, testing for Air, Light, and Water (opportunity for formative assessment)
- Create context for data
- Tell students that they will see the data collected by a different fifth grade class to help us make our final decisions about plant growth.
- This other fifth grade class planned and conducted their own investigation to see if plants need air, water, and/or light to grow.
- The data tables are accessed from Gretchen Brinza’s Fifth Grade Class site. She and her class gathered this data while helping to develop the OER Lesson “Why Do Dead Things Disappear Over Time?” developed by NextGenStorylines.
- Each test environment had 4 plants in it, named by a letter of the alphabet.
- For teacher information:
- Test Environment 1: Light, air, and water (all plants steadily increase in matter/growth, measured by their weight., Plants/trees need light, air, and water to increase their matter and grow)
- Test Environment 2: Light and air, no water (all plants steadily decrease in weight, as the water is leaving their system)
- Test Environment 3: Light and water, no air (no increase-all plants stay the same size and weight, plants must have air to grow and add matter)
- Create context for data
- Predict Using Unit Learning and Reasoning (opportunity for formative assessment) 5 minutes
- Ask students to predict what they think the plants will do in each of the test environments and why.
- Go over expectations for group digital collaboration.
- Group Analysis/Explicitly Support Patterns Thinking (opportunity for formative assessment) 15 minutes
- Assign each group of 4 students to their slide in the “Data from Gretchen Brinza’s Investigation” slide deck. (teacher example slide)
- Each student will sign up to analyze a plant on their assigned slide by typing their name on one of the green sticky notes. Their sticky note tells them which plant they will analyze.
- Each Environment slide has a blank data table with a row for each plant. Students should use the blank data table row to describe the pattern of their plant’s growth as measured by its weight.
- Students can use Insert, Line, Scribble to draw on the slide to circle data, make arrows etc…
- Students should write an inequality to compare the weight of their plant in Week 0 to Week 12. They can delete the red symbols that don’t apply (< = or >).
- Each student should look at the data for each plant in the environment and answer the questions on their green sticky note.
- Students should use the comment feature in the top right corner of the slide to “talk” once they have completed their parts and need to make a group decision about that environment data and what it means.
- If they need more space, students can add text boxes in the blank space outside of the actual slide.
- Students should type their conclusion based on the pattern data in the speaker notes section below the slide. What does the Test Environment data pattern tell us about whether plants need air, water and/or light to grow?
- Continually check in on group slide decks as students are working and give feedback/support/ask questions
- Thinking about assessment: This is an opportunity to observe how students are analyzing and making sense of data, comparing with inequality statements, collaborating, and drawing conclusions about plant needs for growth.
- Share and Discuss Group Work and Conclusions (opportunity for formative assessment) 10 minutes
- Give each group a couple of minutes to screen share their slides and give their interpretation.
- Connect to Unit Anchoring Phenomenon 5 minutes
- Show a picture of the growing avocado seed. Which of the 3 investigation setups does this match? What does this tell us?
- Predict Using Unit Learning and Reasoning (opportunity for formative assessment) 5 minutes
- Come to Consensus as a Class 5 minutes
- What do we now think about what inputs plants need to live and grow? (plants need air, water, and light to grow larger)
- Mini Lesson on Energy and Plants 10 minutes.
- Why do plants need both light input and matter inputs to grow?
- Show the video, Photosynthesis for Kids (5 min. 30 sec) which explains simply how plants use water, air, and light to grow. Note- this video goes beyond what 5th graders are accountable for in NGSS assessment, but it nicely makes all the connections between air, water, and light for plants and food that students have been figuring out.
- Ask students to summarize what they learned from the video. You many want to have them practice taking notes during the video. Type student summaries into slide # 34 as they share to capture their ideas. Alternately, have student type summary statements in the chat.
- *(ELA) Develop Academic Vocabulary: photosynthesis 5 minutes (this is introduced in the video)
- There is a scientific name for plants using light to make food. Does anyone know what prefix means, “light”? Photo
- The rest of the word is “synthesis”, which means putting together or making.
- So, what does photosynthesis mean?
- Have students add notes on photosynthesis to Lesson 8’s learning-catcher document, add to the class KLEWS chart.
- How does photosynthesis connect to our lesson today? What sphere(s) is it interacting with?
- Lesson Synthesis: 5 minutes
- Debrief the lesson with students: record new ideas, data, photos, and science words on the KLEWS chart.
- Which of our KLEWS questions were answered today and what new questions do we now have?
- * (ELA) Independent Synthesis of Learning: (Opportunity for formative assessment) You might have students complete asynchronously
- Students record their Lesson Learning Summary in their notebooks for Lesson 8.
- Thinking about assessment: This is an opportunity to observe how students are summarizing and synthesizing the lesson learning.
- Family Connection:
- Teach your family what the word photosynthesis means and ask for other words they can think of that start with the prefix “photo”. What do those words mean?
- At Home Assignment (formative assessment opportunity):
- Students choose informational reading/videos from the Lesson 8 choice board.
- They summarize their new learning in their Learning Catcher notebook.
- Thinking about assessment: This is an opportunity to observe how students are comprehending and summarizing independent learning.
- Optional Formal Summative Assessment:
- If desired, you can administer the OER assessment, “Where do Trees Get Their Mass?” from Paul Andersen’s site, The Wonder of Science .
- Select which elements of the assessment you wish to administer to students.
- If you need students to be able to type on the pdfs, use pdfescape to add fillable text paragraph boxes.
Lesson 9 Resources
In Lesson 9, students conduct research and create a presentation showing how a plant or tree of their choice is able to grow from a seed to an adult. In this project, they include all aspects of learning from earlier lessons and apply informational reading and writing strategies. They use data from their unit Learning Catcher Notebook and information from the Lesson Informational Choice Boards to support them, as well as finding information specific to their own plant or tree. Students create a mixed- media presentation including a scientific model, paragraphing, resource list, and narration that will be shared with family and peers. They confer with family and peers to improve and revise their work.
Format: Zoom Classroom and Working at Home Time: Zoom introduction- 15 minutes
Lesson Phenomenon: A ________ seed grows to become a much larger tree. (personalize by student choice of plant/tree and its seed)
Lesson Driving Questions: Where does all the extra matter come from as a small seed grows to become a much larger plant/tree? What inputs do plants need to grow larger?
Lesson Focus Performance Expectation(s):
- Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS1-1
Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
- (Building towards) 5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
- 5-PS3-1 Use models to describe that energy in animals’ food (
used for body repair, growth, motion, and to maintain body warmth)was once energy from the sun.
Lesson Focus SEP:
- Construct and/or support an argument with evidence, data, and/or a model. ARG-E4
- Communicate scientific and/or technical information orally and/or in written formats, including various forms of media and may include tables, diagrams, and charts. INFO-E5
- Read and comprehend grade-appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence. INFO E-1
- Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. INFO-E4
- Develop a model using an example to describe a scientific principle. (5-ESS2-1)
Lesson Focus CCC:
- Energy can be transferred in various ways and between objects. (5-PS3-1)
- Matter is transported into, out of, and within systems. (5-LS1-1)
- A system can be described in terms of its components and their interactions. (5-LS2-1)
Lesson Focus DCI:
- ESS2.A: Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways… (5-ESS2-1)
- PS3.D:
-The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)
-Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
Lesson 3D Learning Objective:
Students will collect information from a variety of sources and synthesize it into claims supported by evidence to explain how matter and energy are inputs plants need for growth.
ELA Standards:
Reading
- RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
- .RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
- RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
- RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
- W.5.2.A Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
- W.5.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
- W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
- W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
- W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources.
- W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Math Standards:
N/A
Social Studies Standards:
- SSS1.5.2 Construct arguments using claims and evidence from multiple sources.
Art Standards:
Performance Standard (MA:Pr6.1.5)
- a. Compare qualities and purposes of presentation formats, and fulfill a role and associated processes in presentation and/or
distribution of media artworks.
Performance Standard (MA:Pr5.1.5)
- a. Enact various roles to practice fundamental ability in artistic, design, technical, and soft skills, such as formal technique, production, and collaboration in media arts productions.
- c. Examine how tools and techniques could be used in standard
and experimental ways in constructing media artworks.
Materials:
- Student Learning Catcher Notebooks
- Information Choice Boards from Lessons 3, 4, 5, 7, and 8
- Class KLEWS Chart
- Research Project Rubric for students, peers, parents, teacher- example that can be revised for your class (also in Learning Catcher)
- Research Project Checklist for Students- example that can be revised for your class (this is also in the Learning Catcher Notebooks)
Attending to Equitable Access for All Students:
- How to avoid possible pitfalls associated with culturally responsive instruction STEM Teaching Tools #53
- Scaffolds for English Language Learners/students reading well below grade level:
- Label visuals
- Provide a word bank for the lesson with illustrations
- Verbally read directions and check for understanding
- Scaffolds for vision:
- Students dictate their ideas to teacher for input or a family member can input their ideas
- Describe the phenomenon for the student
- Scaffolds for hearing:
- Turn on closed captioning, provide visual directions
- Capture student thinking in a Google Doc to make class talk visible
- Scaffolds for attention:
- Schedule short movement breaks in between class tasks. Go Noodle is one resource for this.
- Schedule short breathing breaks in between class tasks. Copingskillsforkids.com is one resource for this.
- Alternate tasks or methods of response:
- Students can dictate or record their explanatory ideas if there are barriers. Nearpod provides this feature.
- Alternate or additional phenomena for scaffolding or extension:
Bean plant time lapse video, Mango time lapse video, Radish time lapse video
Preparation:
- Review the research assignment and revise or adapt to meet the needs of your students.
Content Integration Points:
- Look for content integration points for English Language Arts, Mathematics, Social Studies, and Art within the procedures below. They will be marked by an asterisk (*) and labeled. (SS= Social Studies, M = Math, A= Art, ELA = ELA)
Procedures
- In Lesson 9, students apply everything they have learned in Lessons 1-8 to show what they now know about how plants/trees use matter and energy inputs to grow.
- Students will select a specific plant or tree as their explaining lens for this project. In Lesson 3, they selected a local plant or tree to focus on, they can change to a different plant or tree at this point if they wish.
- Students will conduct research to find specific information, images, and video of their plant/tree.
- They will create an explanatory multimedia presentation that includes developed informational writing passages combined with images, video and possibly narration.
- This project will take multiple days as written, as students will create rough drafts, confer with family, teacher, and peers (if possible), revise and improve, then create final drafts to publish their projects. In Lesson 10, students present to family and their class and engage in self-evaluation as well as peer, family, and teacher evaluation using a detailed rubric.
- * (ELA) Writing Mini-Lessons to Support Students in this Project
- Provide learning on the topics below as needed to support your students:
- Collecting and organizing research information
- Developing an introduction to the topic
- Organizing into subtopics
- Developing subtopics with supporting details (facts, anecdotes, definitions, concrete details, quotations, or other information and examples)
- Developing a conclusion
- Revising and editing
- In-text citation of sources
- Creating a list of sources
- Multi-media elements (slide deck, video, animation, images, recording narration etc…)
- Provide learning on the topics below as needed to support your students:
- * (ELA) Students research their own selected plant or tree (topic) to explain these subtopics in writing:
- Plant/Tree Background Information
- Appearance of their plant/tree
- Location and range of their plant/tree
- Specific needs of their plant/tree (amount of light, water, temperature)
- Science Explanation for Growth
- Where and how the plant/tree acquires matter to grow larger
- That the plant/tree uses energy from the Sun to make its own food
- Science Explanation for Interaction Between Spheres
- How the plant (biosphere) interacts with elements of the local hydrosphere, geosphere, and atmosphere
- Plant/Tree Background Information
- *(ELA, Art) The project should include:
- Informational paragraphs on the 3 subtopics with supporting details.
- A realistic, labeled scale drawing of their full size plant/tree compared to its seed.
- The drawing should be used to explain (model) how their plant/tree uses matter and energy to grow.
- The words: matter, energy, biosphere, atmosphere, hydrosphere, geosphere, growth, system, input
- Images showing their plant/tree’s change from a seed to a plant/tree
- A time-lapse video if possible, showing their plant/tree’s growth from seed to plant/tree.
- At least one in-text citation of a source used
- A reference page listing sources used
- Text features such as titles, headings, bold/italics, captions, sketches, colored text etc…
- *(ELA, Art) Potential Project Formats: adapt as needed
- Informational essay with images/video embedded and linked.
- Slideshow with text, images, video and perhaps voice-over
- PowerPoint has a built in screen recorder.
- Explain Everything allows for recording of voice-over if your students have access to it.
- Google Slides does not have a built in recorder, students would need to use a screen recorder tool such as Screencastify if it is available to them through your district.
- Documentary video (in concert with a written script, citation, source page)
- Digital Poster with images, video, and informational paragraphs
- Informational booklet with images, video, and informational paragraphs
- Infographic with images, video, and informational paragraphs
- Webpage or Blog with images, video, and informational paragraphs
- *(ELA)Sources for Project Information:
- Students should refer to and use information and learning from:
- The choice boards from earlier lessons (Lessons 3, 4, 5, 7, and 8)
- Their Learning Catcher Notebook
- “Now I Know” final model
- Class KLEWS chart
- Evidence and observations from class activities
- Learning/observations from Family Walks (if applicable)
- Students will also need to conduct some Internet research for the specific information, images, video of their selected plant/tree.
- Students should refer to and use information and learning from:
- *(ELA)Set-Up Students for Success
- Use the provided rubric to introduce the project or develop a project rubric with students if possible.
- Including students in designing the project increases student engagement and buy-in and allows the project to work specifically for your class skills, interests, and access.
- Schedule opportunities for students to confer one-on-one with you on their writing and project development.
- Partner students strategically to review and comment on peer drafts and give feedback.
- Consider offering “webinars” for students who want/need support in their chosen format. For example, offer a half hour training session on creating slide-decks, or screen recording with PowerPoint, or editing video to create their video-documentary. Recruit your district educational technology staff to help provide these sessions as well.
- *(ELA)Family Connection: Students confer with family members to receive feedback, revise, and improve their project.
Lesson 10 Resources
In Lesson 10, students present their projects from Lesson 9; first to their family, then to peers. Students self-evaluate using a rubric. Family and peers also evaluate the presentation and give feedback using the rubric. Students may use what they learned in the unit to begin a family garden at home.
Lesson 10: Project Presentations/Sharing (interaction between the biosphere and geosphere, hydrosphere, atmosphere)
Format: Zoom Classroom, Digital Classroom, and Family Classroom Time: will vary
Lesson Phenomenon: A ________ seed grows to become a much larger tree. (personalized by student choice of seed and plant/tree)
Lesson Driving Question: Where does all the extra matter come from as a small seed grows to become a larger plant/tree? What inputs do plants/trees need to grow larger?
Lesson Focus Performance Expectation(s):
- Support an argument that plants get the materials they need for growth chiefly from air and water. 5-LS1-1
Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
- (Building towards) 5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact
- 5-PS3-1 Use models to describe that energy in animals’ food (
used for body repair, growth, motion, and to maintain body warmth)was once energy from the sun.
Lesson Focus SEP(s):
- Construct and/or support an argument with evidence, data, and/or a model. ARG-E4
- Communicate scientific and/or technical information orally and/or in written formats, including various forms of media and may include tables, diagrams, and charts. INFO-E5
Lesson Focus CCC(s):
- Energy can be transferred in various ways and between objects. (5-PS3-1)
- Matter is transported into, out of, and within systems. (5-LS1-1)
- A system can be described in terms of its components and their interactions. (5-LS2-1)
Lesson Focus DCI:
- ESS2.A: Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways… (5-ESS2-1)
- PS3.D:
- The energy released [from] food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). (5-PS3-1)
- Plants acquire their material for growth chiefly from air and water. (5-LS1-1)
Lesson 3D Learning Objective:
Students will present claims supported by evidence to explain how matter and energy are inputs plants need for growth.
ELA Standards:
Reading
- RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
- RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Speaking/Listening
- SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
- SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
- SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Math Standards:
N/A
Social Studies Standards:
- SSS4.5.3 Use evidence to develop claims in response to compelling questions.
- SSS4.5.4 Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).
Art Standards: N/A
Materials:
- Project Rubric- example from Lesson 9 that can be revised for your class
- Project Scoring Sheet with Rubric (Students will need multiple copies one for their family, one for a peer or peers, and one for the teacher. A copy for each student to self-assess is included in their Learning Catcher Notebooks in Lesson 10)
Attending to Equitable Access for All Students:
- How to avoid possible pitfalls associated with culturally responsive instruction STEM Teaching Tools #53
- Scaffolds for English Language Learners/students reading well below grade level:
- Consider adapting the task, amount required, and rubric to reflect an appropriate amount of demand
- Provide a word bank for the lesson with illustrations
- Verbally read directions and check for understanding
- Consider providing rubric and checklist in student family languages to support family collaboration
- Scaffolds for vision:
- Students dictate to a family member
- Read all directions, checklist, rubric items aloud
- Consider creating documents in a larger font size
- Scaffolds for hearing:
- Turn on closed captioning
- Provide visual directions
- Scaffolds for attention:
- Schedule short movement breaks in between class tasks. Go Noodle is one resource for this.
- Schedule short breathing breaks in between class tasks. Copingskillsforkids.com is one resource for this.
- Alternate tasks or methods of response:
- Students can dictate or record their work if there are barriers. Nearpod provides this feature.
- Multiple project modalities are provided
- Alternate or additional phenomena for scaffolding or extension: N/A
Preparation:
- If you revised the project rubric in lesson 9, revise the scoring sheet to reflect the changes.
Content Integration Points:
- Look for content integration points for English Language Arts, Mathematics, Social Studies, and Art within the procedures below. They will be marked by an asterisk (*) and labeled. (SS= Social Studies, M = Math, A= Art, ELA = ELA)
Procedures
- (* ELA, SS) Family Connection (Asynchronous): Students present projects to family members. (opportunity for formative assessment)
- Provide families with a digital copy (copies) of the Scoring Sheet with Rubric.
- Students present to one or more family members.
- The family member(s) uses the scoring sheet to score the student’s project and gives feedback for each score.
- The family member(s) confers with the student and gives feedback for improvement.
- The student reviews the feedback and makes any revisions.
- (* ELA, SS) Peer Connection (Asynchronous): Students evaluate and score a peer’s project. (opportunity for formative assessment)
- Provide each student with a digital copy (copies) of the Scoring Sheet with Rubric.
- Assign each student another student’s project to evaluate and score.
- The peer reviewer uses the scoring sheet to score the student’s project and gives feedback for each score.
- The project student reviews the feedback and makes any revisions.
- (* ELA, SS) Class Connection (Synchronous): Students present their project to the class, the teacher evaluates and scores the student projects using the scoring sheet. (opportunity for summative assessment)
- Make a digital copy of the Scoring Sheet with Rubric for you to use with each student.
- Each student presents their project to the class via Zoom. Students give feedback and compliments and ask questions.
- The teacher uses the scoring sheet to score the student’s project and gives feedback for each score.
- The project student reviews the feedback and asks any questions.
- (* ELA, SS) Student Self-Evaluation (Asynchronous): Each student evaluates their own project and scores it using the scoring sheet. (opportunity for summative assessment)
- Each student has a copy of the Scoring Sheet with Rubric in their Learning Catcher Notebooks in Lesson 10.
- Each student uses the scoring sheet to self-evaluate and gives reasons for each score.
- The teacher reviews the student scores and feedback and asks any questions.
- Extend Relevance and Reach: Use any available platforms to share student projects more widely if allowed: with the district, other classes, digital partner classes, class families etc...
- Family Extension: Provide resources to support growing plants at home or starting a family or community garden.
- A Resource Set from Oxbow with directions on how to grow different food plants is uploaded to Lesson 5 on the OER site in both English and Spanish
Next Steps: Coherence Standards to Address Next in the Learning Sequence
The logical 5th grade Performance Expectations to immediately follow this unit are:
- Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 5-LS2-1 Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth. Assessment Boundary: Assessment does not include molecular explanations.
- Use models to describe that that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. 5-PS3-1 (address the part of this PE in parentheses that was not addressed in the Seed to Tree unit)Clarification Statement: Examples of models could include diagrams, and flow charts.
The PE 5-ESS2-1 was introduced in this unit to familiarize students with the geosphere, biosphere, atmosphere, and hydrosphere. Later, when teaching Earth Science, revisit these ideas in the context of how these spheres interact to affect Earth’s surface.
- Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. 5-ESS2-1Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system. Assessment Boundary: Assessment is limited to the interactions of two systems at a time.
- Related DCI ESS2.A: Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)
|
oercommons
|
2025-03-18T00:37:49.394639
|
Measurement and Data
|
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"url": "https://oercommons.org/courseware/lesson/71494/overview",
"title": "Seed to Tree Unit: Grade 5 Elementary Science and Integrated Subjects",
"author": "Life Science"
}
|
https://oercommons.org/courseware/lesson/82433/overview
|
Learning Domain: Earth and Human Activity
Standard: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Learning Domain: Engineering Design
Standard: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Learning Domain: Engineering, Technology, & Applications of Science
Standard: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Learning Domain: Earth and Human Activity
Standard: Obtain and combine information to describe that energy and fuels are derived from renewable and non-renewable resources and how their uses affect the environment.
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
Science Domain: Earth and Space Sciences
Topic: Energy
Standard: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. [Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]
|
oercommons
|
2025-03-18T00:37:49.428408
|
Pacific Education Institute
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82433/overview",
"title": "PEI SOLS 4th grade Renewable Energy: Solar",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/68630/overview
|
Education Standards
5-Regnerative Agriculture (EW) (PDF)
PEI SOLS 5th grade: Regenerative Agriculture (Eastern Washington)
Overview
Soil quality is an important aspect of growing food. In this storyline, students will discover what soil is made of and how carbon is an important part of soil quality as well as how carbon moves between plants, soil, and air. Students will learn how Indigenous people used practices such as composting. Finally, students will explore what regenerative agriculture practices are and how they can be a solution to how the climate is changing over time.
|
oercommons
|
2025-03-18T00:37:49.451924
|
Pacific Education Institute
|
{
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"url": "https://oercommons.org/courseware/lesson/68630/overview",
"title": "PEI SOLS 5th grade: Regenerative Agriculture (Eastern Washington)",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/82683/overview
|
Education Standards
5- Urban Forestry_ Urban Heat Islands (PDF)
PEISOLS 5th grade Urban Forestry: Urban Heat Islands
Overview
Students will learn how trees grow and cycle matter, and trees’ roles in a changing climate. The urban heat island effect is examined and students learn about the many benefits trees offer cities. The storyline culminates with students examining the trees and canopy cover in their or a nearby city and proposing actions to increase the urban forest through a letter to city officials.
|
oercommons
|
2025-03-18T00:37:49.474876
|
Pacific Education Institute
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82683/overview",
"title": "PEISOLS 5th grade Urban Forestry: Urban Heat Islands",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/82620/overview
|
Education Standards
5 Wetland_ Ecosystem Benefits_ (PDF)
PEI SOLS 5th grade Wetland: Ecosystem Benefits
Overview
The goal of the fifth grade Wetland: Ecosystem Benefits storyline is to build on students’ previous knowledge of plant/animal needs, habitats, and protection of Earth’s resources. In this storyline students develop an understanding of wetland ecosystems, photosynthesis, what plants need to grow/gain mass and blue carbon wetlands.
|
oercommons
|
2025-03-18T00:37:49.498072
|
06/21/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82620/overview",
"title": "PEI SOLS 5th grade Wetland: Ecosystem Benefits",
"author": "Pacific Education Institute"
}
|
https://oercommons.org/courseware/lesson/82434/overview
|
Learning Domain: Engineering, Technology, and Applications of Science
Standard: Develop a model for a proposed object, tool or process and then use an iterative process to test the model, collect data, and generate modification ideas trending toward an optimal design.
WY.SCI.MS.PS3.3
Wyoming Science Content and Performance Standards
Grades 6-8
Learning Domain: Energy
Standard: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
WY.SCI.MS.PS4.2
Wyoming Science Content and Performance Standards
Grades 6-8
Learning Domain: Waves and their Applications in Technologies for Information Transfer
Standard: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6���8 texts and topics.
Learning Domain: Reading for Literacy in Science and Technical Subjects
Standard: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Science Domain: Engineering, Technology, and Applications of Science
Topic: Engineering Design
Standard: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Science Domain: Physical Sciences
Topic: Energy
Standard: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
Science Domain: Physical Sciences
Topic: Waves and Electromagnetic Radiation
Standard: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
Cluster: Key Ideas and Details.
Standard: Cite specific textual evidence to support analysis of science and technical texts.
Cluster: Craft and Structure.
Standard: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
Cluster: Research to Build and Present Knowledge.
Standard: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
|
oercommons
|
2025-03-18T00:37:49.537661
|
Physical Science
|
{
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"url": "https://oercommons.org/courseware/lesson/82434/overview",
"title": "PEI SOLS Middle School Renewable Energy: Solar",
"author": "Environmental Science"
}
|
https://oercommons.org/courseware/lesson/68585/overview
|
Learning Domain: Earth and Human Activity
Standard: Apply scientific principles to design a method for monitoring, evaluating, and managing a human impact on the environment.
WY.SCI.MS.LS2.4
Wyoming Science Content and Performance Standards
Grades 6-8
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Science Domain: Earth and Space Sciences
Topic: Human Impacts
Standard: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]
|
oercommons
|
2025-03-18T00:37:49.561072
|
Hattie Osborne
|
{
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"url": "https://oercommons.org/courseware/lesson/68585/overview",
"title": "PEI SOLS MS: Regenerative Agriculture (Eastern Washington)",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/120223/overview
|
2. P1, L1: SCA Unit Description
3. P1, L2: King County Climate Change Infographic
4. P1, L5 & 6: ALL WebQuest Materials
Student Climate Assembly Phase 1: Climate Assemblies, Climate Change and Civics
Overview
Phase 1: Learning Sessions
In Phase 1, students explore how various levels of government address climate change, meeting C2.11-12.1 (analyzing citizens’ and institutions’ effectiveness in addressing social and political problems). They also critically examine how governments take climate actions at local, state, tribal, and national levels.
More specifically, students start by exploring the structure and purpose of student climate assemblies, reviewing the current science and status of climate change, potential solutions, and the role of government at the local, state, tribal, national, and international levels. This foundational phase provides students with the necessary background knowledge and motivation to analyze their local government’s or tribe’s climate action plan and participate in a climate assembly, including:
- The purpose and process of climate assemblies
- A review of the science of climate change, including its major causes and impacts
- The role, structure, and powers of government, especially local governments
- The major agreements and policies addressing climate change at the international, national, tribal, and state levels
- The five major emissions categories and related solutions
Overview of Phase 1 Lesson Plans
| Introduction and Engagement This lesson provides students with an overview of the whole unit and of climate assemblies in general, as well as a high-level review of the causes and impacts of climate change and its solutions. The purpose of this lesson is to provide a springboard for students to engage with the rest of the unit. Students will spend the first half of the lesson exploring their current thinking about climate change and learning about the purpose of climate assemblies, as they spend the next three to four weeks participating in one. Then, students will use a variety of resources to put together a synthesis statement on the causes and impacts of climate change through a collaborative jigsaw. |
|---|
| Impacts of Climate Change This lesson focuses on helping students understand and differentiate between the direct and indirect impacts of climate change, with a particular emphasis on how these impacts manifest at the local level in Washington State. Students will review the roles of different levels of government, particularly local governments, in responding to these impacts. The purpose of this lesson is to set the stage for students to explore actionable solutions that can be implemented by their local government in response to the specific challenges posed by climate change in their community. |
|---|
| The Five Grand Challenges This lesson focuses on helping students understand the concept of the “Grand Challenges” in climate action and how government policy plays a critical role in addressing these challenges. Students will explore the sources of carbon emissions, understand the difference between mitigation and adaptation,and evaluate the importance of government policies in driving climate solutions. Students begin by analyzing personal climate impact profiles and how climate change impacts those individuals. Students then look at the five Grand Challenges that humans will have to figure out to deal with climate change. As the lesson progresses, students will work through resources such as infographics, videos and readings to further understand the role government policy takes in resolving these challenges.By the end of the lesson, students will have a foundational understanding of how government policy can shape climate action at multiple levels, and they will engage in meaningful discussions on the role of local and state governments in driving solutions to the Grand Challenges. |
|---|
| Government Policies and Solutions This lesson explores how different levels of government — local, tribal, state, national, and international— collaborate to address climate change. First, students will look at climate actions taken at different levels of government, stretching from local to international. After that, students will engage in a case study of proposed coal terminals in Washington state to examine how local actions, supported by tribes and citizen activism, can influence broader government decisions. Through this case study, students will gain insights into the complexity of climate governance and the critical role of public involvement in shaping environmental policy. |
|---|
| Investigating Solutions - Day 1 In this lesson, students will begin investigating climate solutions that address the Grand Challenges. They will categorize potential solutions into the different Grand Challenges and use a WebQuest to gather evidence about specific solutions. Through group discussions, students will reflect on which solutions might be most feasible for local governments to implement. This initial investigation will prepare them for future lessons where they will analyze and assess the impact of these solutions in more detail. |
|---|
| Investigating Solutions - Day 1 In this lesson, students will continue their investigation of a set of climate solutions from Lesson 5, focusing on transportation, heating and cooling of buildings and renewable energy solutions that local governments could implement. Students will finalize their research by drafting and answering a research question and evaluating the credibility of their sources. Through group discussions, students will reflect on the feasibility and challenges of implementing the solutions they researched. By the end of the lesson, students will complete their WebQuest and write a summary of their findings, with an emphasis on solutions that are most viable for local government action. |
|---|
Attribution and License
Attribution
This resource was developed by Pacific Education Institute for the Washington Office of Superintendent of Public Instruction Deliberative Democratic Climate Change Education Program.
Project Leads: Lisa Eschenbach, David Ketter
Instructional Materials Author: Fernando Reyes, Ryan Hauck
Thank you to the following educators who contributed to planning, development, and material review:
Steven Ayers, Ryan Hauck, Christie Ryba-Johnson and Eric Wickwire
The Washington Social Studies Learning Standards by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution 4.0 International License.
Graphic design by Julianna Patterson.
This work was funded by the Washington State Legislature and administered by the Washington Office of Superintendent of Public Instruction.
License
Except where otherwise noted, Washington Student Climate Assembly: Climate Change in the Civics Classroom, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos, trademarks, and video are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. If lessons in this work are adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction logos.
|
oercommons
|
2025-03-18T00:37:49.598946
|
Julianna Patterson
|
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"url": "https://oercommons.org/courseware/lesson/120223/overview",
"title": "Student Climate Assembly Phase 1: Climate Assemblies, Climate Change and Civics",
"author": "Unit of Study"
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|
https://oercommons.org/courseware/lesson/28822/overview
|
The National Saving and Investment Identity
Overview
By the end of this section, you will be able to:
- Explain the determinants of trade and current account balance
- Identify and calculate supply and demand for financial capital
- Explain how a nation's own level of domestic saving and investment determines a nation's balance of trade
- Predict the rising and falling of trade deficits based on a nation's saving and investment identity
The close connection between trade balances and international flows of savings and investments leads to a macroeconomic analysis. This approach views trade balances—and their associated flows of financial capital—in the context of the overall levels of savings and financial investment in the economy.
Understanding the Determinants of the Trade and Current Account Balance
The national saving and investment identity provides a useful way to understand the determinants of the trade and current account balance. In a nation’s financial capital market, the quantity of financial capital supplied at any given time must equal the quantity of financial capital demanded for purposes of making investments. What is on the supply and demand sides of financial capital? See the following Clear It Up feature for the answer to this question.
What comprises the supply and demand of financial capital?
A country’s national savings is the total of its domestic savings by household and companies (private savings) as well as the government (public savings). If a country is running a trade deficit, it means money from abroad is entering the country and the government considers it part of the supply of financial capital.
The demand for financial capital (money) represents groups that are borrowing the money. Businesses need to borrow to finance their investments in factories, materials, and personnel. When the federal government runs a budget deficit, it is also borrowing money from investors by selling Treasury bonds. Therefore, both business investment and the federal government can demand (or borrow) the supply of savings.
There are two main sources for the supply of financial capital in the U.S. economy: saving by individuals and firms, called S, and the inflow of financial capital from foreign investors, which is equal to the trade deficit (M – X), or imports minus exports. There are also two main sources of demand for financial capital in the U.S. economy: private sector investment, I, and government borrowing, where the government needs to borrow when government spending, G, is higher than the taxes collected, T. We can express this national savings and investment identity in algebraic terms:
Again, in this equation, S is private savings, T is taxes, G is government spending, M is imports, X is exports, and I is investment. This relationship is true as a matter of definition because, for the macro economy, the quantity supplied of financial capital must be equal to the quantity demanded.
However, certain components of the national savings and investment identity can switch between the supply side and the demand side. Some countries, like the United States in most years since the 1970s, have budget deficits, which mean the government is spending more than it collects in taxes, and so the government needs to borrow funds. In this case, the government term would be G – T > 0, showing that spending is larger than taxes, and the government would be a demander of financial capital on the left-hand side of the equation (that is, a borrower), not a supplier of financial capital on the right-hand side. However, if the government runs a budget surplus so that the taxes exceed spending, as the U.S. government did from 1998 to 2001, then the government in that year was contributing to the supply of financial capital (T – G > 0), and would appear on the left (saving) side of the national savings and investment identity.
Similarly, if a national economy runs a trade surplus, the trade sector will involve an outflow of financial capital to other countries. A trade surplus means that the domestic financial capital is in surplus within a country and can be invested in other countries.
The fundamental notion that total quantity of financial capital demanded equals total quantity of financial capital supplied must always remain true. Domestic savings will always appear as part of the supply of financial capital and domestic investment will always appear as part of the demand for financial capital. However, the government and trade balance elements of the equation can move back and forth as either suppliers or demanders of financial capital, depending on whether government budgets and the trade balance are in surplus or deficit.
Domestic Saving and Investment Determine the Trade Balance
One insight from the national saving and investment identity is that a nation's own levels of domestic saving and investment determine a nation’s balance of trade. To understand this point, rearrange the identity to put the balance of trade all by itself on one side of the equation. Consider first the situation with a trade deficit, and then the situation with a trade surplus.
In the case of a trade deficit, the national saving and investment identity can be rewritten as:
In this case, domestic investment is higher than domestic saving, including both private and government saving. The only way that domestic investment can exceed domestic saving is if capital is flowing into a country from abroad. After all, that extra financial capital for investment has to come from someplace.
Now consider a trade surplus from the standpoint of the national saving and investment identity:
In this case, domestic savings (both private and public) is higher than domestic investment. That extra financial capital will be invested abroad.
This connection of domestic saving and investment to the trade balance explains why economists view the balance of trade as a fundamentally macroeconomic phenomenon. As the national saving and investment identity shows, the performance of certain sectors of an economy, like cars or steel, do not determine the trade balance. Further, whether the nation’s trade laws and regulations encourage free trade or protectionism also does not determine the trade balance (see Globalization and Protectionism).
Exploring Trade Balances One Factor at a Time
The national saving and investment identity also provides a framework for thinking about what will cause trade deficits to rise or fall. Begin with the version of the identity that has domestic savings and investment on the left and the trade deficit on the right:
Now, consider the factors on the left-hand side of the equation one at a time, while holding the other factors constant.
As a first example, assume that the level of domestic investment in a country rises, while the level of private and public saving remains unchanged. Table shows the result in the first row under the equation. Since the equality of the national savings and investment identity must continue to hold—it is, after all, an identity that must be true by definition—the rise in domestic investment will mean a higher trade deficit. This situation occurred in the U.S. economy in the late 1990s. Because of the surge of new information and communications technologies that became available, business investment increased substantially. A fall in private saving during this time and a rise in government saving more or less offset each other. As a result, the financial capital to fund that business investment came from abroad, which is one reason for the very high U.S. trade deficits of the late 1990s and early 2000s.
| Domestic Investment | – | Private Domestic Savings | – | Public Domestic Savings | = | Trade Deficit |
|---|---|---|---|---|---|---|
| I | – | S | – | (T – G) | = | (M – X) |
| Up | No change | No change | Then M – X must rise | |||
| No change | Up | No change | Then M – X must fall | |||
| No change | No change | Down | Then M – X must rise |
As a second scenario, assume that the level of domestic savings rises, while the level of domestic investment and public savings remain unchanged. In this case, the trade deficit would decline. As domestic savings rises, there would be less need for foreign financial capital to meet investment needs. For this reason, a policy proposal often made for reducing the U.S. trade deficit is to increase private saving—although exactly how to increase the overall rate of saving has proven controversial.
As a third scenario, imagine that the government budget deficit increased dramatically, while domestic investment and private savings remained unchanged. This scenario occurred in the U.S. economy in the mid-1980s. The federal budget deficit increased from $79 billion in 1981 to $221 billion in 1986—an increase in the demand for financial capital of $142 billion. The current account balance collapsed from a surplus of $5 billion in 1981 to a deficit of $147 billion in 1986—an increase in the supply of financial capital from abroad of $152 billion. The connection at that time is clear: a sharp increase in government borrowing increased the U.S. economy’s demand for financial capital, and foreign investors through the trade deficit primarily supplied that increase. The following Work It Out feature walks you through a scenario in which private domestic savings has to rise by a certain amount to reduce a trade deficit.
Solving Problems with the Saving and Investment Identity
Use the saving and investment identity to answer the following question: Country A has a trade deficit of $200 billion, private domestic savings of $500 billion, a government deficit of $200 billion, and private domestic investment of $500 billion. To reduce the $200 billion trade deficit by $100 billion, by how much does private domestic savings have to increase?
Step 1. Write out the savings investment formula solving for the trade deficit or surplus on the left:
Step 2. In the formula, put the amount for the trade deficit in as a negative number (X – M). The left side of your formula is now:
Step 3. Enter the private domestic savings (S) of $500 in the formula:
Step 4. Enter the private domestic investment (I) of $500 into the formula:
Step 5. The government budget surplus or balance is represented by (T – G). Enter a budget deficit amount for (T – G) of –200:
Step 6. Your formula now is:
The question is: To reduce your trade deficit (X – M) of –200 to –100 (in billions of dollars), by how much will savings have to rise?
Step 7. Summarize the answer: Private domestic savings needs to rise by $100 billion, to a total of $600 billion, for the two sides of the equation to remain equal (–100 = –100).
Short-Term Movements in the Business Cycle and the Trade Balance
In the short run, whether an economy is in a recession or on the upswing can affect trade imbalances. A recession tends to make a trade deficit smaller, or a trade surplus larger, while a period of strong economic growth tends to make a trade deficit larger, or a trade surplus smaller.
As an example, note in that the U.S. trade deficit declined by almost half from 2006 to 2009. One primary reason for this change is that during the recession, as the U.S. economy slowed down, it purchased fewer of all goods, including fewer imports from abroad. However, buying power abroad fell less, and so U.S. exports did not fall by as much.
Conversely, in the mid-2000s, when the U.S. trade deficit became very large, a contributing short-term reason is that the U.S. economy was growing. As a result, there was considerable aggressive buying in the U.S. economy, including the buying of imports. Thus, a trade deficit (or a much lower trade surplus) often accompanies a rapidly growing domestic economy, while a trade surplus (or a much lower trade deficit) accompanies a slowing or recessionary domestic economy.
When the trade deficit rises, it necessarily means a greater net inflow of foreign financial capital. The national saving and investment identity teaches that the rest of the economy can absorb this inflow of foreign financial capital in several different ways. For example, reduced private savings could offset the additional inflow of financial capital from abroad, leaving domestic investment and public saving unchanged. Alternatively, the inflow of foreign financial capital could result in higher domestic investment, leaving private and public saving unchanged. Yet another possibility is that greater government borrowing could absorb the inflow of foreign financial capital, leaving domestic saving and investment unchanged. The national saving and investment identity does not specify which of these scenarios, alone or in combination, will occur—only that one of them must occur.
Key Concepts and Summary
The national saving and investment identity is based on the relationship that the total quantity of financial capital supplied from all sources must equal the total quantity of financial capital demanded from all sources. If S is private saving, T is taxes, G is government spending, M is imports, X is exports, and I is investment, then for an economy with a current account deficit and a budget deficit: A recession tends to increase the trade balance (meaning a higher trade surplus or lower trade deficit), while economic boom will tend to decrease the trade balance (meaning a lower trade surplus or a larger trade deficit).
Self-Check Questions
Using the national savings and investment identity, explain how each of the following changes (ceteris paribus) will increase or decrease the trade balance:
- A lower domestic savings rate
- The government changes from running a budget surplus to running a budget deficit
- The rate of domestic investment surges
Hint:
Write out the national savings and investment identity for the situation of the economy implied by this question: If domestic savings increases and nothing else changes, then the trade deficit will fall. In effect, the economy would be relying more on domestic capital and less on foreign capital. If the government starts borrowing instead of saving, then the trade deficit must rise. In effect, the government is no longer providing savings and so, if nothing else is to change, more investment funds must arrive from abroad. If the rate of domestic investment surges, then, ceteris paribus, the trade deficit must also rise, to provide the extra capital. The ceteris paribus—or “other things being equal”—assumption is important here. In all of these situations, there is no reason to expect in the real world that the original change will affect only, or primarily, the trade deficit. The identity only says that something will adjust—it does not specify what.
If a country is running a government budget surplus, why is (T – G) on the left side of the saving-investment identity?
Hint:
The government is saving rather than borrowing. The supply of savings, whether private or public, is on the left side of the identity.
What determines the size of a country’s trade deficit?
Hint:
A trade deficit is determined by a country’s level of private and public savings and the amount of domestic investment.
If domestic investment increases, and there is no change in the amount of private and public saving, what must happen to the size of the trade deficit?
Hint:
The trade deficit must increase. To put it another way, this increase in investment must be financed by an inflow of financial capital from abroad.
Why does a recession cause a trade deficit to increase?
Hint:
Incomes fall during a recession, and consumers buy fewer good, including imports.
Both the United States and global economies are booming. Will U.S. imports and/or exports increase?
Hint:
A booming economy will increase the demand for goods in general, so import sales will increase. If our trading partners’ economies are doing well, they will buy more of our products and so U.S. exports will increase.
Review Questions
What are the two main sides of the national savings and investment identity?
What are the main components of the national savings and investment identity?
Critical Thinking Questions
Many think that the size of a trade deficit is due to a lack of competitiveness of domestic sectors, such as autos. Explain why this is not true.
If you observed a country with a rapidly growing trade surplus over a period of a year or so, would you be more likely to believe that the country's economy was in a period of recession or of rapid growth? Explain.
Occasionally, a government official will argue that a country should strive for both a trade surplus and a healthy inflow of capital from abroad. Is this possible?
Problems
Imagine that the U.S. economy finds itself in the following situation: a government budget deficit of $100 billion, total domestic savings of $1,500 billion, and total domestic physical capital investment of $1,600 billion. According to the national saving and investment identity, what will be the current account balance? What will be the current account balance if investment rises by $50 billion, while the budget deficit and national savings remain the same?
Table provides some hypothetical data on macroeconomic accounts for three countries represented by A, B, and C and measured in billions of currency units. In Table, private household saving is SH, tax revenue is T, government spending is G, and investment spending is I.
| A | B | C | |
|---|---|---|---|
| SH | 700 | 500 | 600 |
| T | 00 | 500 | 500 |
| G | 600 | 350 | 650 |
| I | 800 | 400 | 450 |
- Calculate the trade balance and the net inflow of foreign saving for each country.
- State whether each one has a trade surplus or deficit (or balanced trade).
- State whether each is a net lender or borrower internationally and explain.
Imagine that the economy of Germany finds itself in the following situation: the government budget has a surplus of 1% of Germany’s GDP; private savings is 20% of GDP; and physical investment is 18% of GDP.
- Based on the national saving and investment identity, what is the current account balance?
- If the government budget surplus falls to zero, how will this affect the current account balance?
|
oercommons
|
2025-03-18T00:37:49.637743
|
09/20/2018
|
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"url": "https://oercommons.org/courseware/lesson/28822/overview",
"title": "Principles of Macroeconomics 2e, The International Trade and Capital Flows, The National Saving and Investment Identity",
"author": null
}
|
https://oercommons.org/courseware/lesson/123409/overview
|
. How to search in JSTOR database
Overview
JSTOR (brief for Journal Storage) may be a advanced library and database that gives get to to scholastic journals, books, and essential source materials. It is broadly utilized by researchers, students, and scholastics to get to academic articles, inquire about papers, and verifiable records over different disciplines.
1. How to search in JSTOR database?
Ans: JSTOR (brief for Journal Storage) may be a advanced library and database that gives get to to scholastic journals, books, and essential source materials. It is broadly utilized by researchers, students, and scholastics to get to academic articles, inquire about papers, and verifiable records over different disciplines.
Key highlights of JSTOR incorporate:
Academic Journals:
JSTOR has a endless collection of peer-reviewed journal articles in areas such as humanities, social sciences, common sciences, and more.
Books and eBooks:
It gives get to to academic books and eBooks, frequently counting those that are out of print or difficult to discover.
Essential Sources:
This platform includes authentic records, authentic materials, and other primary sources crucial for research.
Intrigue Access:
It covers a wide cluster of subjects like financial matters, history, political science, writing, and the expressions, making it a comprehensive device for cross-disciplinary inquire about.
Searchable Database:
JSTOR permits clients to seek for articles and distributions by watchwords, titles, or creators, making a difference clients discover pertinent scholarly substance rapidly.
Access to JSTOR is regularly given through regulation memberships (e.g., colleges and libraries), in spite of the fact that it too offers constrained free get to through programs like "Read Online" for certain articles, and clients can regularly get to up to six articles for free each 30 days.
JSTOR has become one of the most respected digital archives in the academic world, offering a reliable resource for scholarly research and information.
History and Purpose of JSTOR:
Established:
JSTOR was established in 1995 by a group of researchers and distributers to help solve the issue of rising journal costs and the require for proficient filing of scholastic writing.
Mission:
Its primary mission is to supply far reaching get to to academic substance and protect academic writing, particularly journal.
Content Coverage:
JSTOR provides access to a wide range of academic resources across numerous disciplines. Some of the core categories include:
Humanities: Philosophy, literature, history, classics, religious studies, and the arts (including visual arts, music, and theater).
Social Sciences: Sociology, anthropology, political science, economics, education, law, and gender studies.
Natural Sciences: Biology, ecology, environmental science, physics, chemistry, and mathematics.
Health Sciences: Medicine, public health, and health policy.
Business and Economics: Management, finance, marketing, organizational behavior, and economic theory.
Other Areas: JSTOR also covers disciplines such as geography, psychology, communication studies, and more.
Content Types:
Journals: JSTOR provides access to over 2,000 academic journals, many of which are peer-reviewed. These journals often contain scholarly articles, research reports, and reviews.
Books: JSTOR also includes a growing collection of academic books, including both modern works and classic texts in various fields.
Primary Sources: The database offers primary source materials like letters, government reports, manuscripts, and other historical documents, which are crucial for historical and interdisciplinary research.
Images and Data: Some journals and collections include visual content such as maps, photographs, and charts, adding another layer of research material.
Search Mechanism:
Searching within the JSTOR database is an critical errand for getting to scholarly articles, research papers, books, and other academic content. The JSTOR search mechanism gives a set of tools and highlights outlined to assist clients discover pertinent academic resources proficiently. Here's an diagram of how the look component in JSTOR works:
1. Basic Search
a. place words within the quotation marks to search exact phrases.
b. Use Boolean operators to construct better search.
1. AND= “Marxism” AND “Freudism”
In this Boolean AND operator, NEAR operator is an improvement. It can be used to find more relevant mention by setting the number between 10 and 15, which is the average length of a sentence.
In NEAR 5 , we get the most narrower and specified result and in NEAR 25 we get the broader result.
2.OR= “Machine Learning” OR “Robotics”
3.NOT=
“psycholinguistics” NOT “Neurolinguistics”
c. Use field codes to search for titles and authors quickly.
Eaxample-
- Article- ti: “ethics in administration”
- Author- au: “Lancaster”
Advance Search:
Advance search is available from the search drop down in global navigation . It guides through the creation of multi term search. It is useful when we target a search to a type of content to a specific discipline. It can be construct a more complex query by adding more search fields.. It mainly use the drop down boxes to limit search terms to the title, author, abstract or caption text. We user can use ‘narrow by’ options to search any articles, includes book reviews, search for content published during a particular time frame , or in a particular language. There is also check box where we can circle the specific discipline and title.
In Advance search , we can search by adding author, item, abstract etc.
When we get the result . There is also option for serials. There is also we can arrange those in terms of relevancy, newest or oldest. There is also a browse option for- by subject journals and books, by title journals and books, publishers, collections, Images. Beside this there is a option for workspace, where we user can create folder and inside it we can save images or articles according to our choice or which we want to revisit.
We can also export these for presentation, reference list or share a link.
Here we can access the document by downloading it. If we just want to save it then we should login by using google, microsofyt etc. Each document is cited here in the form of MLA, Chicago, MLA . If we ant to take any citation , then there is option to export in – Noodle Tools, RefWorks, EasyBib, RIS file(For EndNote, Zotero, Mendeley), Text file (For BibTex).
Image search:
The one special feature of JSTOR is image retrieval. It allows to look just for images and basic search for getting started with any kind of content, advance search. It guides through the creating of multiterm search. Also we can refine the search by filtering primary source content, Date, Image resolution, classification, collection.
|
oercommons
|
2025-03-18T00:37:49.675816
|
12/26/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123409/overview",
"title": ". How to search in JSTOR database",
"author": "RUMKI AKHTAR"
}
|
https://oercommons.org/courseware/lesson/123123/overview
|
Different Search Mechanism
Overview
Search mechanism are fundamental technologies that enable user to retrive relevent information from vast data set efficiently.Search mechanism have evolved to address the growing complexity of data and user need.
Different Search Mechanism
DIFFERENT SEARCH MECHANISM
In an Information Retrieval (IR) framework, various searching methods are employed to locate pertinent information in a swift and efficient manner. These methods are tailored to address user requirements based on the character of the inquiry and the category of data being fetched.
Here are the primary searching methods utilized in IR frameworks:
1. Boolean Search
Definition: Employs logical connectors such as AND, OR, and NOT to identify documents designated keywords.
Mechanism:
AND: Fetches documents that include all designated terms.
OR: Fetches documents that comprise any of the designated terms.
NOT: Omits documents that include certain terms.
Example:
Query: “machine learning AND deep learning NOT statistics”.
Result: Documents must contain both "machine learning" and "deep learning" but exclude "statistics."
2. Keyword-based Search
Definition:Looks for precise or incomplete correspondence of terms within the documents.
Mechanism: Keywords are aligned with a reverse index of phrases within the document set.
Example: Searching for "information retrieval" will yield all files where "information" and "retrieval" are present.
3. Vector Space Search
Definition:Considers documents and inquiries as points in a multi-dimensional framework and calculates their likeness (e.g., cosine likeness) in relation to one another.
Mechanism : The significance of words is evaluated through TF-IDF (Term Frequency-Inverse Document Frequency). Documents receive a rank according to how closely the query's similarity score.
Example: Searching for 'machine learning' will prioritize documents according to their proximity to the query vector.
4. Fuzzy Search
Definition: Aligns with similar terminology or expressions, accommodating spelling errors or differences.
Mechanism: Employs algorithms such as Levenshtein distance (edit distance) to align terms with minor discrepancies.
Example: Searching for "retrieval" may also retrieve documents containing "retriveal" or "retrievel".
5. Proximity Search
Definition: Locates files in which terms appear within a defined proximity of one another.
Mechanism: The framework gauges the separation of words among terms within texts.
Example: Yields entries where the terms "data" and "retrieval" are found in proximity to one another.
6.Semantic Search
Definition:Surpasses simple alignment keyword and comprehends the significance of the search terms.
Mechanism: Utilizes Artificial Language Processing (ALP), advanced learning algorithms, and knowledge frameworks to deduce purpose.
Example: Searching for “What is the capital of France?” retrieves documents with the answer “Paris” even if the keyword "capital" isn’t explicitly present.
7.Faceted Search
Definition:Enables individuals to enhance their queries through filters (facets) derived from metadata.
Mechanism: Information is classified into dimensions such as date, creator, place, etc.
Example: Inquiry: "data analysis"
Filters: Year = 2024, Creator = "John Doe".
8.Hybrid Search
Definition:Integrates multiple search methods (for instance, term search + meaning-based search) to improve outcomes.
Mechanism: Weighted or blended results from different approaches.
Example:Combining keyword-based search with semantic ranking to improve accuracy.
9. Navigational Search
Definition: Helps users navigate to a specific document or website.
Mechanism:Aims to pinpoint the most recognized source for a specific inquiry.
Example: Entering 'Google Scholar' will lead directly to its main page.
10.Multimedia Search
Definition: Acquires pictures, films, or sound recordings rather than written content.
Mechanism: Search driven by content: Utilizes characteristics of images or sounds (such as hue, texture, or frequency).
Search through metadata: Relies on titles, descriptions, or notes.
Example: Searching for an image of a "red car" can involve visual feature analysis.
|
oercommons
|
2025-03-18T00:37:49.694125
|
12/17/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123123/overview",
"title": "Different Search Mechanism",
"author": "Moumita Saha"
}
|
https://oercommons.org/courseware/lesson/123153/overview
|
Diabetes Poster
Overview
Type 1 Diabetes is caused by the body’s immune system attacking and destroying the insulin-producing cells in the pancreas. Type 1 occurs mostly in children and young people. Children who have Type 1 diabetes need to often check the sugar in their blood and need insulin to keep their bodies working well.
• Who is the poster for? Educators of many kinds, parents & children aged 10-14.
• Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups, etc.
• Is it enough for children to learn the messages? The messages are designed as ‘doorways’ to children’s discussion & action. They are to understand & use, not just to memorize.
|
oercommons
|
2025-03-18T00:37:49.711951
|
Clare Hanbury
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123153/overview",
"title": "Diabetes Poster",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/123151/overview
|
HIV & AIDS Poster
Overview
Who is the poster for? Educators of many kinds, parents & children aged 10-14.• Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups etc.• Is it enough for children to learn the messages? The messages are designed to be ‘doorways’ to discussion & action. They are for children to understand & use, not just to memorise.• Why are the faces of the people on the poster multi-ethnic? Children for Health has a global audience, so we use multi-ethnic faces on our posters.• How do I use the messages? Be creative! Focus on one topic for a week, month or term!• What is the Rainbow Stick? When a child learns & shares a message & returns with a story about how they shared that message, a teacher or other adult rewards the child with a strip of coloured fabric to tie to their stick. Children for Health has 100 messages & every child can leave primary school holding their Rainbow Stick with 100 coloured ‘ribbons’ tied on it showing everyone that they know 100 health messages.
• Who is the poster for? Educators of many kinds, parents & children aged 10-14.
• Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups, etc.
Is it enough for children to learn the messages? The messages are designed as ‘doorways’ to
children’s discussion & action. They are to understand & use, not just to memorize.
• Why are the faces of the people on the poster multi-ethnic? Children for Health has a global
audience, so we use multi-ethnic faces on our posters.
• How do I use the messages? Be creative! Focus on one topic for a week, month or term!
|
oercommons
|
2025-03-18T00:37:49.729607
|
Clare Hanbury
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123151/overview",
"title": "HIV & AIDS Poster",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/123134/overview
|
Corgi Structure and Properties of Matter and its Interactions
Overview
In this unit, students will explore and understand the fundamental principles governing the composition, structure, and behavior of matter, and how matter interacts with other substances and energy.
Corgi Co-organize your learning
CorgiCo-organize your learning |
Unit & Lesson Plans
Structure and Properties of Matter and its Interactions
Subject: Science
Grade level: Middle School (Grade 6-8)
Guides: Cause & Effect, Comparison, Question Exploration
Standards: NGSS, Common Core - ELA
Introduction
Thank you for your interest in Unit & Lesson Plans for the Corgi application!
The units and lessons that follow are intended to be used in conjunction with Corgi, a free, digital tool developed with the principles of Universal Design for Learning.
Each unit is aligned to national and/or state standards such as the Next Generation Science Standards or the Common Core Standards.
Each lesson utilizes the 5E Instructional Model to guide implementation.
Table of Contents
What is included in this Unit?
Universal Design for Learning (UDL) Suggestions
Lesson 1: How Atoms Combine To Create Pure Substance?
Universal Design for Learning (UDL) Suggestions
Lesson 2: How Pressure or Temperature Affect a Substance’s States of Matter
Universal Design for Learning (UDL) Suggestions
Lesson 3: Crystalline & Amorphous Solids
Universal Design for Learning (UDL) Suggestions
Lesson 4: Physical & Chemical Properties Used To Identify Pure Substances
Universal Design for Learning (UDL) Suggestions
Unit Plan
Unit Synopsis
In this 4-lesson unit, students will explore and understand the fundamental principles governing the composition, structure, and behavior of matter, and how matter interacts with other substances and energy.
Learning Goal
Students will understand the structure and properties of matter. Students will develop a solid understanding of the particle nature of matter and the relationship of temperature and pressure with states of matter. Each pure substance has its own characteristic physical and chemical properties.
Main Ideas
- All matter is composed of small particles called atoms and molecules.
- A substance’s state of matter depends on the energy of its particles (temperature) and space (pressure) between them.
- A crystalline solid and an amorphous solid both have the properties of a substance in the solid state of matter, but are different because of their structure.
- Pure substances can be described by their characteristic properties. Physical properties include color, density, melting point, etc. and chemical properties include reactivity and flammability.
Standards
Next Generation Science Standards:
MS-PS1-1. Students who demonstrate understanding can develop models to describe the atomic composition of simple molecules and extended structures.
Disciplinary Core Ideas
PS1.A: Structures and Properties of Matter
Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms.
Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).
Common Core State Standards:
ELA/Literacy - SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
What is included in this Unit?
Several key pieces are included to help you build your own unit or support a unit you have already created.
Each lesson in this unit contains:
- Essential question for students
- Key Terms
- Resources
- Lesson narrative that follows the 5E model of science instruction
- Corgi guide
- Universal Design for Learning (UDL) Suggestions
This unit includes a step by step scaffolding that follows the 5E model of science instruction. Please note that we do our best to maintain correct links to resources and materials. If a specific link is no longer working, please don't hesitate to contact us at corgi@cast.org.
Lesson Plans
| Lesson 1 | How Atoms Combine To Create Pure Substance | Cause & Effect Guide |
| Lesson 2 | How Pressure and Temperature Affect States of Matter | Cause & Effect Guide |
| Lesson 3 | Crystalline & Amorphous Solids | Comparison Guide |
| Lesson 4 | Physical & Chemical Properties Of Pure Substances | Question Exploration Guide |
Methods of Assessment
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Universal Design for Learning (UDL) is a framework for teaching and learning that guides the design of inclusive, accessible, and challenging learning environments. The framework is grounded in three principles:
- Design multiple means of engagement
- Design multiple means of representation
- Design multiple means of action and expression
CAST’s UDL Guidelines were developed to support practitioners to apply these three principles to practice.
While this unit was not explicitly designed through a UDL lens, UDL can be used as a tool to reduce existing barriers and increase access to the unit learning goal as well as to individual lesson goals. Below is an overview of how UDL might be applied to this unit. We’ll also offer more specific ideas for applying UDL at the end of each of the lessons associated with this unit.
Anticipate Potential Barriers
The UDL framework can support educators to reframe their understanding of barriers: from locating barriers within individual students to locating barriers within the design of the learning environment. Here we brainstorm potential barriers that learners may encounter in the design of the unit. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Are there barriers to engagement? (connection to students’ lives, location, grouping, noise level, etc.)
The design of the unit/lessons may need to do more to spark students’ curiosity based on their unique interests, goals, and contexts. The design may need to better emphasize why the topics are meaningful and important to explore. The design may also need to more fully support students to make connections to their own lives, communities, and questions they care about.
Are there barriers to the representation of content? (oral, written, etc.)
These lessons consist of multimedia presentations with text, graphics, videos, and infographics. Some videos may need captions, or some captions don’t turn on automatically. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. Finally, several of the lessons contain non-interactive PDFs that do not allow students to highlight or make comments.
Are there barriers to action and expression? (writing, speaking, planning, etc.)
While the Corgi guides embed multiple options for students to share their ideas (text, images, and speech-to-text), it is important to anticipate barriers to students being able to express their ideas in other associated activities.
Address Learner Variability
Here we brainstorm ways to address the potential barriers described above. Again, please note that these approaches to reducing barriers and increasing access to the learning goals are just examples to get you thinking. We know that every context is unique.
How will you address barriers to engagement?
The Engagement Guidelines prompt us to consider the following questions when addressing barriers to engagement:
- Are there options for choice, relevancy, and minimizing distractions?
- Are there options for sustaining effort and persistence?
- Are there options for supporting and developing self-regulation and self-assessment?
Barriers to learners’ engagement and multiple pathways to engage students will be addressed through the supplementary resources, survey questions, and videos throughout each lesson.
With regard to the anticipated barriers around supporting students to find meaning and relevance, consider creating spaces for students to make connections to their own lives, their communities, and issues that they care about. For example, the instructor could take a common material (such as steel) and observe the density, color, hardness, and color of the object to discuss physical properties. The instructor could also use the same object to talk about how the object oxidizes, reacts to heat, solubility, and flammability to show that matter contains both sets of properties.
We encourage you to collaborate with your students and co-design ways to address other barriers to engagement that may emerge throughout this unit.
How will you address barriers to representation?
The Representation Guidelines prompt us to consider the following questions when addressing barriers to representation:
- Are there options for audio/visual/display of info?
- Are there options to access language, math, and symbols?
- Are there options to build background knowledge, construct meaning, and generate new understandings?
The supplementary resources and videos have been constructed to offer multiple ways of representing information as well as the mixed media within each lesson/activity.
With regard to captions that don’t turn on automatically, support students to learn how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students.
With regard to the anticipated barriers around the lack of captions and transcripts, consider transcribing tools like Otter.ai, rev, and Express Scribe. Further, free screen readers such as TextHelp Read & Write, ChromeVox, or NVDA can assist students with online articles. Finally, to reduce the barriers associated with non-interactive PDFs, consider free PDF tools such as Bit.ai and Jotform.
We encourage you to collaborate with your students and co-design ways to address other barriers to representation that may emerge throughout this unit.
How will you address barriers to action and expression?
The Action and Expression Guidelines prompt us to consider the following questions when addressing barriers to representation:
- Are there options for physical action?
- Are there options for multiple communication tools?
- Are there options for varying levels of support?
- Are there options for goal setting, strategy development, and self-monitoring?
The Action and Expression Guidelines can offer ideas for embedding varied ways for learners to communicate ideas, share understandings, and work toward goals in the associated activities throughout this unit.
With regard to the anticipated barriers around physical action and physical space, consider encouraging learners to find learning spaces that work best for them (e.g. a quiet space, a space with natural lighting, etc.) and spaces that offer room to move or stand.
We encourage you to collaborate with your students and co-design ways to address other barriers to action and expression that may emerge throughout this unit.
Review the following link for a complete interactive overview of the UDL Guidelines.
Lesson 1: How Atoms Combine To Create Pure Substance?
Essential Question
How do different types of atoms combine to make pure substances?
Key Terms
Atoms
Chemical bond
Compound
Elements
Molecule
Ionic Bond
Substance
Resources
Video: Atoms, Elements, and Molecules
Website: ’Elements of a SmartPhone’
Video: Pure Substance | Atoms & Compounds | GCSE Chemistry (9-1) | kayscience.com
Infographic: ‘Substance Activity Chart’
Website: ‘3D Periodic Table’ or ‘Elements Wlonk’
Website: ‘Definition of a Compound’
Sample Corgi Guide: How Atoms Combine To Create Pure Substance (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Cause and Effect Guide with each student via email or Google Classroom.
The class reviews the Cause and Effect Guide steps together.
The instructor introduces the essential question and key terms to the class and directs each student to complete Steps 1 and 2 in their guides.
The instructor shares the video, Atoms, Elements, and Molecules with the class.
The instructor invites students to share their background knowledge and new knowledge acquired from the video. The questions below can be used to start or guide the conversation:
- What makes a substance a pure substance?
- What do we know about how atoms combine?
- How do atoms stick together?
- Any other interesting points that students want to share.
The instructor divides the class into groups of 3 to 4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the video and discussion.
Explore:
Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability.
Option B: The instructor uses the ’Elements of a SmartPhone’ website and its corresponding materials to engage students in an exploration of the substances that make a common smartphone. This lesson helps students to build their own understanding through a well known, commonly used product and build vocabulary for whole group discussion.
The instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
The instructor introduces the video, Pure Substance | Atoms & Compounds | GCSE Chemistry (9-1) | kayscience.com. The video is divided into sections with questions at the end of each section for students to discuss. Make sure to pause the video at the section questions to check for understanding. Then allow time for students to think-pair-share their answers and reasoning with a partner or small group.
For each of the pure substances found in the ‘Substance Activity Chart’ have students:
- Identify what type of atoms combine to make a molecule of the sample.
- Determine if the sample is an element or a compound.
- Have students reference:
- Either ‘3D Periodic Table’ or ‘Elements Wlonk’ for element identification or
- The ‘Definition of a Compound’ for part B
The teacher directs them to either independently or in small groups of 2 to 3 complete the Corgi Guide, ‘Cause & Effect’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: The graphic of ’Elements of a SmartPhone’ is very good and may be of interest to students. The text of the article may be difficult for students to get through.
- Addressing the barrier: Have students review the graphic and record points of interest to share with a partner or the whole class. Have the instructor read the article and have students make connections to the graphic.
Potential barrier:
- Anticipating the barrier: The video Atoms, Elements, and Molecules and Pure Substance | Atoms & Compounds | GCSE Chemistry (9-1) | kayscience.com contain a lot of information at a fast pace.
- Addressing the barrier: To address the pace and amount of information that is delivered to students consider stopping and/or replaying key information for students. Alternatively, teachers could have students watch and record key points in the video and share out with the class.
Lesson 2: How Pressure or Temperature Affect a Substance’s States of Matter
Essential Question
How do variations in temperature or pressure affect a substance’s state of matter?
Key Terms
Condensation
Evaporation
Pressure
States of matter/phases of matter
Sublimation
Temperature
Resources
Video: Phase Change Demonstrations | Chemistry Matters
Website: ‘Molecular Workbench: States of Matter’
Video: Changes of State | Matter | Physics | FuseSchool
Simulation: ‘States of Matter: Basics’
Sample Corgi Guide: How Pressure and Temperature Affect States of Matter (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Cause & Effect Guide with each student via email or Google Classroom.
The class reviews the Cause & Effect Guide steps together.
The instructor introduces the essential question and key terms to the class and directs each student to complete Steps 1 and 2 in their guides.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- What are common examples of a solid, a liquid, or a gas?
- What happens when an object reaches its freezing point?
- What happens when an object reaches its boiling/melting point?
The instructor shares, Phase Change Demonstrations | Chemistry Matters with the class.
The instructor divides the class into groups of 3 to 4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the video.
Explore:
Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability.
Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore.
The instructor invites students to interact with ''Molecular Workbench: States of Matter’ that helps students to build their own understanding through common experiences and build vocabulary for whole group discussion.
The instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
To develop an understanding of how temperature and pressure affect states of matter the instructor shows, Changes of State | Matter | Physics | FuseSchool.
The instructor should pause the video when prompted to check for understanding, allow students to answer the video’s questions, and discuss their answers with members in their group.
To further enhance students’ understanding, have students visit the ‘States of Matter: Basics’ simulation. Once they have downloaded the simulation, have them select the ‘Phase Changes’ option. While students are engaging with the simulation, have them focus on this question, “How heat and temperature affect the state of matter, what can be observed about the motion of the particles and the distances between them as the state of matter (also called phase of matter) changes?”
The teacher directs them to either independently or in small groups of 2 to 3 complete the Corgi Guide, ‘Cause & Effect’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: The simulation States of Matter: Basics’ may pose a barrier because it requires students to download the simulation, students may not have access to downloads, be using devices that aren’t their own, or have limited time to access the simulation.
- Addressing the barrier: If there are barriers to engaging in the simulation States of Matter: Basics’, there is a pdf/print copy that students can utilize.
Lesson 3: Crystalline & Amorphous Solids
Essential Question
What are similarities and differences of crystalline solids and amorphous solids?
Key Terms
Amorphous
Crystalline
Endothermic
Exothermic
Resources
Video:What Is A Solid?
Video: amorphous and crystalline solids
Handout: Crystalline vs Amorphous
Video: Crystals for Kids Know more about it! Animation Learning Lesson Kids
Video: Underground Cave of the Crystals
Sample Corgi Guide: Crystalline & Amorphous Solids (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Comparison Guide to each student via email or Google Classroom.
The class reviews the Comparison Guide steps together.
The instructor introduces the essential question and key terms to the class (without defining them) and directs each student to complete Steps 1 and 2 in their guides with the information.
The instructor shares, What Is A Solid? with the class.
The instructor divides the class into groups of 3 to 4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the resource.
Explore:
The instructor invites students to explore the web to find characteristics of crystalline and amorphous solids to help students to build their own understanding through common experiences and build vocabulary for whole group discussion.
The instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
To develop an understanding of the differences between crystalline and amorphous solids, the instructor asks the students to watch a video, amorphous and crystalline solids.
To further enhance students’ understanding of the differences between crystalline and amorphous solids, have students review the handout, Crystalline vs Amorphous. If additional help is needed, check out Crystals for Kids Know more about it! Animation Learning Lesson Kids and Underground Cave of the Crystals .
The instructor directs students to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Comparison’ with their new understandings.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential Barrier:
- Anticipating the barrier: The web search in the ‘Explore’ step is open ended and does not have clear expectations for students. This ambiguity can lead to anxiety and frustration because there is a lack of a clear goal.
- Addressing the barrier: Consider adding a specific number of characteristics that students are to find and report on. Also, consider turning the open ended assignment into a web scavenger hunt or webquest. Webquests provide an excellent way to involve students in authentic learning activities. The inquiry-based webquest format encourages students to utilize higher level thinking skills as they complete assignments using information gleaned from the internet. The webquest can be differentiated for students who need less guidance and students who need more direct and focused clues/guidance. If you need help building a webquest this webinar by Cloe Digital is a good resource.
Lesson 4: Physical & Chemical Properties Used To Identify Pure Substances
Essential Question
What are the physical and chemical properties of matter that can be used to identify a pure substance?
Key Terms
Chemical properties
Physical Properties
Pure substances
Resources
Video: Physical and Chemical Changes: Chemistry for Kids - FreeSchool
Website: ‘Physical or Chemical Change?’
Website: ‘Dissolve This: Interactive Lesson’
Video: Physical and Chemical Properties of Matter
Website: ‘FlexBooks: Physical Properties of Matter’
Website: ‘FlexBooks: Chemical Properties of Matter’
Website: ‘ Jeopardy: Physical & Chemical Properties of Matter’
Sample Corgi Guide: “Physical & Chemical Properties Of Pure Substances” (To be able to view the guide you must be logged in to Corgi)
Lesson Narrative
Engage:
The instructor shares the agenda, learning goal, and assessment criteria with the class.
The instructor shares a link to a blank Corgi Question Exploration Guide with each student via email or Google Classroom.
The class reviews the Question Exploration Guide steps together.
For the lesson, the instructor introduces the essential question and key terms to the class and directs each student to complete Steps 1 and 2 in their guides.
The instructor shares the video, Physical and Chemical Changes: Chemistry for Kids - FreeSchool with the class.
The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts:
- Generally, what observations did you make about physical and chemical changes?
- How are these changes similar to and different from each other?
- What common physical changes have you experienced? (you can refer to the video for inspiration)
- What common chemical changes have you experienced? (you can refer to the video for inspiration)
After students have shared their observations in the whole group discussion, have the students, either individually or in groups, take the ‘Physical Or Chemical Change?’ quiz to solidify concepts with everyday examples of physical and chemical changes.
The instructor divides the class into groups of 3 to 4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the video.
Explore:
The instructor invites students to interact with ‘Dissolve This: Interactive Lesson’ that helps students to build their own understanding through common experiences and build vocabulary for whole group discussion.
The instructor reconvenes the class to recap the exploration and invites students to share their findings.
Explain:
First, have students watch Physical and Chemical Properties of Matterand have the students take note of the primary characteristics of physical chemical properties.
Then, students will expand and build upon their learning by visiting ‘FlexBooks: Physical Properties of Matter’ and ‘FlexBooks: Chemical Properties of Matter’ to review the study questions found at the end of each mini article.
Lastly, the class will review the information they know by participating in the “Jeopardy: Physical & Chemical Properties of Matter’ review before completing their Corgi Question Exploration guide.
Elaborate:
Use the Corgi presentation feature to create a slide deck and have learners present their thinking.
Evaluate:
Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability.
Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding.
Universal Design for Learning (UDL) Suggestions
Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context.
Potential barrier:
- Anticipating the barrier: The activity ‘Dissolve This: Interactive Lesson’ may have elements that do not work optimally with tab navigation.
- Addressing the barrier: This site provides a transcript and resource list that can be downloaded and used.
Potential barrier:
- Anticipating the barrier: The review activity: “Jeopardy: Physical & Chemical Properties of Matter’ is designed to be a group activity. Some students feel uncomfortable with public speaking in front of their peers.
- Addressing the barrier: To address the anxiety some students may feel the “Jeopardy: Physical & Chemical Properties of Matter’ review can be customized to small teams and can also be done individually.
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oercommons
|
2025-03-18T00:37:49.807709
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Lesson Plan
|
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"url": "https://oercommons.org/courseware/lesson/123134/overview",
"title": "Corgi Structure and Properties of Matter and its Interactions",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/64300/overview
|
Working As A Meteorologist
Overview
This lesson will help students understand how to work as a forensic meterologist. Students will watch a short video of an area experiencing increased weather and storms. Through the use of prompts, students will be able to create a model of what they think is happening and then use that pre-model in other lessons to figure out how water and heat from the sun increase stroms.
Notice and Wonder
In this section, you are helping students setup their journals. You will want to prompt students to:
1. Watch with intent
2. Focus on all things, even those things that don't seem important
3. Think about cause and effect. What is happening and what is the cause/effect of it.
4. Think about what must be near the town for this phenomena to occur.
What do you notice?
We are going to watch a video of a new phenomenon. Before we do this, let's setup our journals.
1. In your journal make the title, "Strange Weather"
2. Make a T-chart in your science notebook using the following example.
3. As you observe this new phenomenon, record your noticings and wonderings in the T-chart.
Effects Of Weather
It is important that students rewatch the video. You want your students to dig in and really look for things that they might have missed the first time. You may even want to pause the vidoe or encourage your students to pause the video as they watch it, to record details.
1. Watch this video, nothing else, just watch.
2. Now, watch the video one more time. I know this seems silly, but this time I would like you to pause the video and fill in your t-chart. Looking for details, studying what happens in the background, and listening to any available information will equal better success. Use your senses to make scientific observations and think like a super scientist!
Sharing Observations
As students are sharing:
1. Walk around the room and check for understanding
2. Ask prompting questions like, what did that make you think you of, can this happen here, what "stuff" had to be present for this phenomena to occur, etc...?
3. Get students to really talk to eachother abou they just saw and encourage them to record things that they don''t have in their own journals. At this point, we don't know what is important and what isn't.
Sharing Observations (write subtitle in your journal)
1. You will now share your observations with your partner. It is important to keep your conversation focused on the topic of what's on your t-chart.
2. As you share with a partner, be sure to reference specific moments in the video so everyone understands what you are talking about.
Turn and Talk Interview (take turns asking the following questions)
3. What did you observe in the video?
4. Why do you think those things happened?
5. What was puzzling to you?
6. What questions (wonders) do you have about what you observed?
With Your Class (Science Seminar, I will keep a record of what we discuss)
7. Share your observations and your partner’s observations with the class
Related Model
Students will now look at a similar model. It will be of the water cycle, but you want students to figure that our for themselves. This should come out of students looking at the model and discussing how it is working. This learning will then be applied to what is happening with the town in the video, and increased water cycle that is causing flooding. Agian, for this discovery to work, you do not want to tell students this answer, just yet.
Related Model
You will need:
Large glass bowl filled with water
A beaker filled with sand and placed in the middle of bowl of water
A clothes pin with a cotton ball placed on the sand (sticking out of the beaker)
Plastic wrap over the bowl and sealed (you may have to tape in on so that it stays in place)
Heat lamp pointed at the bowl and fairly close to it so that water heats.
Making Observations of A Related Model (write"Related Model" in your journal)
1. We are now going to take a look at a related scenario in our classroom.
2. Make a T-chart in your science notebook using the following example.
Related Model: How is this model related to the mystery of the storms in our town?
3. As you observe the model, record your noticings and wonderings in the T-chart. Think about the following questions:
What is happening in the model?
What material or things do you notice in the model?
What might these items represent from the "real world"?
How does the model appear to work?
Do any parts of the model affect other parts/how do the parts affect each other?
4. Sketch this related model into your science journal and label the parts/items that you see. Leave space next to your words, you will be adding to this sketch.
5. Working in your group, think about what real world phenomena this model might represent. After checking with your teacher, add new labels to your model.
6. Use your computer to look up a real world model of this phenomena. Use pictures, symbols, and words in your model to help represent and further explain what you think is happening and how the phenomena works.
Note: It is always a good idea to add questions that pop up as we make our models. This is called "good science."
Comparing Initial Models
7. Share your model with a partner, looking for similarities and differences between your models. Keep track of the similarities and differences between your models. Be prepared to share these patterns with the whole group.
Consensus Model in a Science Seminar
5. What do we all seem to agree on?
6. What do we disagree on?
7. What are some new ideas that we may want to consider?
8. Join me in a Science Seminar (Scientists Circle) and we will a class model of the initial thinking
Students should create a model of the town that includes
-The town
-source of water, lake or river
-sun source of energy
- land/plants
-other items as students develop them
You will be using this model to guide students in a talk about what they think is happening. Basically, by the time you are done, you will be overlapping the water cycle over the top of your town's model.
When the model is done and you have the basics of how the water cycle is working, ask students why the floods are getting worse. Help students turn what is happening on their model into a question that they need to answer.
In your journal create the title "Model of Town"
1. Write you claim that explains why you think the weather in the town is getting worse.
2. What reasons can you give for this claim? Look through your journal and review your entries.
3. As a class we will make a model of the items we all need to include, when making a model of the town. This is just a list of what we think need as a whole class, your individual models may look different.
4. In a brief scientists seminar, we will create our model and use it to explain what we think is happening. We will also develop a question that we need to answer to better figure out what is happening.
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oercommons
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2025-03-18T00:37:49.835529
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03/23/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64300/overview",
"title": "Working As A Meteorologist",
"author": "John Newman"
}
|
https://oercommons.org/courseware/lesson/90180/overview
|
Off2class's Wishes In The Present ESL Lesson Plan
Overview
When to teach this lesson?
So you are teaching wishes in the present to ESL students and you want to do it as effectively as possible. Well, you are in the right place. This lesson plan is designed for intermediate students comfortable with forming sentences and completing activities. It introduces verb forms used after to wish for wishes about the present. Also, it introduces ways for students to concept check real versus unreal outcomes. Finally, this lesson provides ample opportunities for students to practice making wishes about the present.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
So you are teaching wishes in the present to ESL students and you want to do it as effectively as possible. Well, you are in the right place. This lesson plan is designed for intermediate students comfortable with forming sentences and completing activities. It introduces verb forms used after to wish for wishes about the present. Also, it introduces ways for students to concept check real versus unreal outcomes. Finally, this lesson provides ample opportunities for students to practice making wishes about the present.
You can download the lesson plan below:
https://www.off2class.com/lesson-plan-downloads/off2classs-wishes-in-the-present-lesson-plan/
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oercommons
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2025-03-18T00:37:49.853845
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Teaching/Learning Strategy
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90180/overview",
"title": "Off2class's Wishes In The Present ESL Lesson Plan",
"author": "Reading"
}
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https://oercommons.org/courseware/lesson/69616/overview
|
Education Standards
How Wildfires Help! from Science for Kids
How Wildfires Spread by The Weather Channel
Introduction to Fire Behavior by World of Wildland Fire
Note Taking Graphic Organizer
POWER Library
Research Notes Graphic Organizer
Research Rubric
Rubric for Creation Projects
Rubric for Student Reflection
The Science of Wildfires by SciShow
What Causes Wildfires? from BBC Earth Unplugged
Wildfire 101 by National Geographic
Wildfires Lesson Reflection
Forest Fires / Wildfires
Overview
This lesson is about forest fires and wildfires.
Lesson Objectives
Students will be able to:
- Understand the components of fire.
- Understand how forest fires impact the environment.
- List and explain the wildfire stages.
- Discuss ways to prevent fires and recommend ways of protecting homes and communities.
- Determine design ideas and content for an educational flyer / brochure.
- Design a flyer / brochure to share their ideas and research.
Warm Up / Introduction
Insructor Notes:
To introduce the topic of wildfires, students should be broken down into groups. Each group will be assiged a specific topic about wildfires. These topics are:
- Fire behavior
- Science of wildfires
- Wildfires 101
- How wildfires spread
- How wildfires help
- Causes of wildfires
Each group will use the Note Taking Graphic Organizer and record what they know about the specific topic they were assigned.
Groups will watch the appropriate video for their topic and record key points and details so they can share them with the other groups. These should be recorded on the Note Taking Graphic Organizer.
In addition to the key points, groups should also write down any new words they hear in the vocabulary section of the graphic organizer.
Once they have finished the video, the group should discuss what additional questions they have and record those as well.
Videos can be replaced with others you may already have access to.
Extended Activity: Vocabulary words can be used for an online matching game after they look up their definitions. Online platforms that can be used includes WISC-Online and Quizlet.
Assessment: Assessment on this activy will be completed using the Group / Teamwork Rubric.
Activity Directions:
Upon completion of the Note Taking Graphic Organizer by each group, volunteers will share what the group learned about each topic. |
Research / Explore Activity
Instructor Notes:
Students should use their researching and critical thinking skills to locate answers to questions about wildfires. They will record their findings on the Research Notes Graphic Organizer.
Assessment: Assessment for this activity can be done by using the Research Rubric.
Activity Directions:
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Reinforcement / Creation Activity
Instructor Notes:
Students will be asked to present the information in a three-panel visual aid. This brochure will be used as a teaching tool to help educate others about forest fires / wildfires.
As the instructor, you should tell the students how sophisticated the brochure should be. Should they include graphics or should they be all text. Convey to the students what items will be mandatory. Additional lines may need to be added to the rubic for other elements.
A brief overview of the steps needed to create a trifold may need to be reviewed.
The trifold / brochure can be created using paper and markers or on a computer using a computer program such as Microsoft Word or Google Docs.
Assessment: Assessment can be done using the Rubric for Creation Projects.
Activity Directions:
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Reflection
Instructor Reflection:
- Refect 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.
Activity:
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oercommons
|
2025-03-18T00:37:49.910510
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Physical Science
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69616/overview",
"title": "Forest Fires / Wildfires",
"author": "Life Science"
}
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https://oercommons.org/courseware/lesson/70621/overview
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Models of the Atom
Overview
In this lesson, students will learn about the history behind the atomic model and learn how to draw a Bohr model. To draw the models, cards are provided with examples for students to draw. Students can use the PhET Simulation: Build an Atom to check their answers.
History of the Atom
What does an atom really look like? The image above may be what you think it looks like, but it is really not.
Watch the following video to learn about how the model of the atom has been developed over time:
Learning How to Build Bohr Models
In a previous lesson, you learned how to determine the number of subatomic particles (protons, neutrons and electrons) in an atom using the periodic table.
Need a review?
Check out this lesson called What is an atom made of?
Your next step is to be able to draw a Bohr Model on your own.
Watch this quick video to see some examples on how to draw these models.
Practice Building Bohr Models
Students will choose three atoms/ions to draw from the following cards:
If you are in person, you can cut up the cards and hand them directly to students.
When they've completed their models, they can use the Build an Atom PhET Simulation to check their answers or you can personally check them.
Now that you've seen some examples, it's time to try some on your own. On the following link are some choices for you: Cards for Atoms/Ions to Build. Open this document and choose three of the cards.
Once you've chosen your three cards, draw these Bohr Models on a piece of paper. When you're done, open up the Build an Atom PhET Simulation and check your answers.
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oercommons
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2025-03-18T00:37:49.928445
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Simulation
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70621/overview",
"title": "Models of the Atom",
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https://oercommons.org/courseware/lesson/102350/overview
|
Deep Learning for CyberSecurity
Overview
Deep Learning For CyberSecurity
Deep learning, a subfield of AI based on multiple layers of artificial neural networks, has established a key role in solving complicated cybersecurity problems due to its ability to manage complex data structures, its automatic feature extraction, and its efficiency in recognizing patterns and correlations
Swetha A
CSE
Register number: JU2023RPHD10145
SYNOPSIS
Title of research:
Deep learning for Cybersecurity
Introduction:
Cybersecurity mainly deals with protecting the critical systems and sensitive information from digital attacks. Types of attacks usually seen are malware, data breach, phishing, denial-of-service (DOS), social engineering etc. Many organizations deploy Cybersecurity for their databases and systems to prevent it from unauthorized access. Deep learning is a method of machine learning based on artificial neural networks (ANN) which are designed to mimic the functionality and connectivity of neurons in human brain and in deep learning the number of layers within an ANN defines the depth of network. Deep Learning algorithms can be used for the Cybersecurity of unsupervised data by passing the input data through the layers of network and recognize the attacks.
Problem Statement:
Deep learning algorithms such as Convolutional Neural Network (CNN), Auto Encoder (AE), Deep Belief Network (DBN), Recurrent Neural Network (RNN), Generative Adversal Network (GAN) and Deep Reinforcement Learning (DIL) can be used for Cybersecurity instead of traditional organization protection.
Objectives:
- List Deep learning algorithms used for Cybersecurity (Confidentiality, Integrity and Availability).
- On effectiveness of these algorithms.
- Focus on Intrusion Detection and Prevention system, dealing with malware, Network traffic analysis.
|
oercommons
|
2025-03-18T00:37:49.946572
|
03/30/2023
|
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"url": "https://oercommons.org/courseware/lesson/102350/overview",
"title": "Deep Learning for CyberSecurity",
"author": "SWETHA A"
}
|
https://oercommons.org/courseware/lesson/70636/overview
|
Using Google Search Lesson Plan
Overview
This lesson will help students understand how the Google search engine works. They will learn more about narrowing search terms to find better search results. They will also learn how to search specific types of files and images, including images labeled for reuse.
Information Technology
Class : IT Applications I
Grade: 9
Concept: Efficient use of search engines to find relevant information.
Objectives:
Students will be able to
- Define Google search terms
- Recognize that search terms will affect search results
- Apply filters and use operators to perform effective searches within Google.
- Distinguish desired search results
- Design an infographic using text boxes, borders, and other various formatting options within word processing software to create a visually appealing how to guide
Materials:
Internet enabled device and word processing software
Standards:
CIS.HS.4a.1.c Demonstrate a variety of strategies for effective and efficient searches.
CIS.HS.4a.2.c Apply digital design strategies to design professional documents (e.g., graphic design, layout, typography, font face, font style)
Accommodations/Modifications:
- Read&Write Google extension for reading assistance
- Starter template for infographic if needed
- Option to create assignment in slides with one main infographic slide that can be downloaded
- Provide an alternative rubric with fewer/more requirements for the infographic
Multiple Intelligence(s) Addressed:
- verbal/linguistic
- logical/mathematical
- visual/spatial
Formative & Summative Assessment
Formative: Edpuzzle Questions, Discussion Questions, Google a Day activity
Summative: Infographic project
Vocabulary:
- Search engine
- Search bar
- Search terms
- Key words
- Search results
- Advertisements
- Natural results
- Filters
- Operators
- Suffixes: .com, .org, .edu, .gov, .net
- Image results
- File types: .pdf .jpg, .png, .doc, .xls, .svg, .ppt
Introduction:
Give students a bell ringer question that the teacher suspects students will automatically turn to Google to answer. Examples:
- What is your celebrity crushes net worth?
- What high school did Elon Musk go to?
- Is there a Jimmy John’s in Juneau Alaska?
Body of Lesson:
- Begin with brief discussion of how well students think they are currently navigating search engines.
Question examples
- How have you used Google for school or personal use so far?
- How do you know you are searching well vs. not searching well?
- How do you usually pick which article you’re going to read or which video you’ll view?
- How can you check multiple resources from multiple points of view? As an example, what is the British narrative of the United States Revolutionary war?
- Class will watch How Google works video on Edpuzzle and answer the questions as they view.
- The instructor will provide a demonstration of how entering different terms and using filters, operators in the Google search engine will vary search results. Example: perform a standard search for the word “plants” and review the results one receives, next search “plants sites: .gov” and compare the results with students pointing out what types of sites are displayed and what the snippet of information looks like the reader will find on the sites.
- Class will read through filters and operators from Google help section.
- Bring the class back together and talk about why people may choose to search for different site types and file types along with searching specific keywords.
- Students will partner to complete a Google a Day challenge .
- Finally students will use word processing software to create an infographic they can use as a cheat sheet for future Google searches. Directions and Rubric are listed on separate printable sheets below.
Infographic Project Directions:
“How to Google” Infographic Student Directions
An infographic is a visual representation of information or data.
Your goal is to use Microsoft Word or Google Docs to create an infographic for your personal use. The infographic will help remind you of what you’ve learned about how Google works and how you can perform more powerful searches using tools like filters and operators. You may use Google to search examples of infographics for inspiration.
Content Requirements:
- Title for the infographic
- Section headings to include filters, operators, file types, site types (you may include any other headers you find beneficial)
- Filters section will include the name and description of 8 filters: 5 of your choice and five required: publish date, verbatim, dictionary, image type, image usage rights.
- Operators section will include the name and description of the following 5 required operators and any others you may choose that you find useful: “exact match”, search range of numbers, combine searches, specific site, related sites
- File types section will include the file extension and name of file types for: images, word files, pdf files, excel files, any other file type you find useful
- Site types section will include: commercial sites, government sites, education sites, and any other file type you find useful
- 1-3 sentence text blurb describing why using specific search terms and using tools like filters and operators help you search Google
Style Requirements:
- Minimum of two font types
- Section headers will be created with shapes or text boxes with color backgrounds
- Minimum of three colors
- Minimum of 4 icons or graphics
- Use of borders or lines
Rubric Infographic Project
Criteria | 4 | 3 | 2 | 1 | 0 |
Overall Appearance (4 points) | Design is appealing information is enhanced with use of design. All 5 style requirements on the instructions sheet were met | Information is sufficiently communicated Not all style elements met | Style overwhelmed information and made the presentation confusing | Minimal style elements applied or style elements masked information | No style elements applied |
Graphics (4 points) | 4 graphics used to enhance information use of graphics added to overall quality of info and user design | At least 3 graphics use that complement information | Some graphics used | Graphics did not work with the information | No graphics used |
Data (4 points) | All data is accurate | Minor error in data | More than one minor error in data | Multiple errors in data | No data provided |
Content (4 points) | All required subheadings required sub points and number of sub points all present: 8 Filters 5 Operators Minimum 4 File types Minimum 3 website types | All required headings included, all required subpoints included missing some of the student choice subpoints | All required headings missing some required subpoints | Missing headings or missing all required subpoints | No headings or sub points |
Grammar and spelling (4 points) | Infographic is free of grammar and spelling errors | 1-2 minor grammar or spelling errors | 3-4 grammar or spelling errors | 4+ grammar or spelling errors | Numerous mistakes drastically impacted the quality of the product |
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oercommons
|
2025-03-18T00:37:50.020385
|
07/30/2020
|
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"url": "https://oercommons.org/courseware/lesson/70636/overview",
"title": "Using Google Search Lesson Plan",
"author": "Jenny Motacek"
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|
https://oercommons.org/courseware/lesson/73424/overview
|
Education Standards
2. Chp. 1 Teacher Guide (doc)
3. State We're In Washington - Chapter 1
4. Student Handout: Launch
5. Student Handout: Focused Notes
6. Student Handout: Text-Dependent Questions
7. Student Handout: Focused Inquiry
The State We're In: Washington - Teacher Guide Ch. 1: First People
Overview
This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.
Well before Washington was a state, tribes lived and thrived (and continue to thrive) on the land in communities and worked together for their common good. Chapter 1 focuses on how the first people of Washington governed themselves.
How the First People of Washington Governed Themselves
General Overview
Enduring Understanding
People have lived on this land since time immemorial (for as long as can be remembered). Well before Washington was a state, tribes lived and thrived (and continue to thrive) on the land in communities worked together for their common good.
Supporting Questions
Students consider these questions - finding and using evidence to support the Enduring Understanding.
- How does the land we live on tell the story of tribal sovereignty?
Learning Targets
Students will be able to…
- Explain how tribes work together (and have always worked together) to meet their needs.
- Analyze maps, informational, and narrative text to communicate understanding of tribal lands, culture, and customs.
Tasks
- Launch
- Focused Notes
- Text-Dependent Questions
- Focused Inquiry
Attribution and License
Attribution
This Teacher’s Guide for Chapter 1: The State We’re In Washington was developed by Leslie Heffernan, Central Valley School District.
The downloadable digital version of The State We're In: Washington. Your guide to state, tribal and local government by the League of Women Voters of Washington Education Fund is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Print copies of The State We’re In: Washington, may be purchased from the League of Women Voters of Washington website.
Resource image cover courtesy Governor’s Mansion Foundation. Indians Fishing at The Dalles,” 1854, from a report published with the results of a railroad survey for the Northern Pacific Railroad.
License
Except where otherwise noted, this Teacher Guide for The State We’re In Washington Chapter 6, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked
Launch
Hooking students into the content of the chapter.
BEFORE you distribute the Student Handout: Launch to students, hold a discussion about what they already know about indigenous people in general. You will probably need to define words and clear up any potential misunderstandings that students have. If this is the first time students have been exposed to the idea of tribal lands, you will need to support their learning as they explore this resource. Go to Native-Land.ca for more information on best practices for using this map and to learn more about how the map came to be created.
Ensure students know and understand that tribes and tribal people are still alive and thriving within all areas of the map. Though some text students encounter is written in past tense, discussions of tribal people should be in present tense whenever possible.
Distribute the handout to students. This activity works best in pairs, and with ONE laptop or Chromebook for each pair.
- Guide students in answering the prompts on the handout individually and in partners.
- There is no “correct” answer. Encourage the students to explain their thinking with each other
Focused Notes
Activating student thinking about the content of the entire chapter.
Distribute the Student handout: Focused Notes to students.
- As students read, they will record their understanding, thinking, and questions about the content using the handout. This can be done individually or collaboratively in pairs or small groups.
Text Dependent Questions
Engaging students in a close reading activity about specific content in the chapter.
Distribute the Student handout: Text Dependent Questions document to students.
First Read
Have the students read the section and answer the First read questions on the Text Dependent Questions document.
Second Read
Use the Second read questions below to facilitate a small or whole group discussion about the reading section. When they are done have them use the Text Dependent Questions handout to record their notes.
Post read
After students have done a first and second read of the page, use the following questions to facilitate a class discussion. Have students capture their notes on the student handout:
- How do the images in the chapter support your answers in the text dependent questions you just answered? What evidence of “working together” do you see?
- Review the phrase, “In the long march of history, “Washington” is a recent creation.” What evidence do you have now that helps you understand this phrase?
Teacher note: You may want to use some or all the Second read or Post read questions. The purpose of the Text Dependent Question activity is to have students do multiple close reads of the text leading to discussion that engages all students. Therefore, you may need to add reading strategies that meet the needs of your students.
Focused Inquiry
A focused inquiry is a one to two day lesson that will have students engaging in the C3 Framework’s Inquiry Arc. The link below includes both teacher and student documents.
Compelling Question
How does the land we live on tell the story of tribal sovereignty?
|
oercommons
|
2025-03-18T00:37:50.070755
|
Lesson
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"title": "The State We're In: Washington - Teacher Guide Ch. 1: First People",
"author": "U.S. History"
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|
https://oercommons.org/courseware/lesson/28827/overview
|
Building a Model of Aggregate Demand and Aggregate Supply
Overview
- Explain the aggregate supply curve and how it relates to real GDP and potential GDP
- Explain the aggregate demand curve and how it is influenced by price levels
- Interpret the aggregate demand/aggregate supply model
- Identify the point of equilibrium in the aggregate demand/aggregate supply model
- Define short run aggregate supply and long run aggregate supply
To build a useful macroeconomic model, we need a model that shows what determines total supply or total demand for the economy, and how total demand and total supply interact at the macroeconomic level. We call this the aggregate demand/aggregate supply model. This module will explain aggregate supply, aggregate demand, and the equilibrium between them. The following modules will discuss the causes of shifts in aggregate supply and aggregate demand.
The Aggregate Supply Curve and Potential GDP
Firms make decisions about what quantity to supply based on the profits they expect to earn. They determine profits, in turn, by the price of the outputs they sell and by the prices of the inputs, like labor or raw materials, that they need to buy. Aggregate supply (AS) refers to the total quantity of output (i.e. real GDP) firms will produce and sell. The aggregate supply (AS) curve shows the total quantity of output (i.e. real GDP) that firms will produce and sell at each price level.
Figure shows an aggregate supply curve. In the following paragraphs, we will walk through the elements of the diagram one at a time: the horizontal and vertical axes, the aggregate supply curve itself, and the meaning of the potential GDP vertical line.
The diagram's horizontal axis shows real GDP—that is, the level of GDP adjusted for inflation. The vertical axis shows the price level, which measures the average price of all goods and services produced in the economy. In other words, the price level in the AD-AS model is what we called the GDP Deflator in The Macroeconomic Perspective. Remember that the price level is different from the inflation rate. Visualize the price level as an index number, like the Consumer Price Index, while the inflation rate is the percentage change in the price level over time.
As the price level rises, real GDP rises as well. Why? The price level on the vertical axis represents prices for final goods or outputs bought in the economy—i.e. the GDP deflator—not the price level for intermediate goods and services that are inputs to production. Thus, the AS curve describes how suppliers will react to a higher price level for final outputs of goods and services, while holding the prices of inputs like labor and energy constant. If firms across the economy face a situation where the price level of what they produce and sell is rising, but their costs of production are not rising, then the lure of higher profits will induce them to expand production. In other words, an aggregate supply curve shows how producers as a group will respond to an increase in aggregate demand.
An AS curve's slope changes from nearly flat at its far left to nearly vertical at its far right. At the far left of the aggregate supply curve, the level of output in the economy is far below potential GDP, which we define as the amount of real GDP an economy can produce by fully employing its existing levels of labor, physical capital, and technology, in the context of its existing market and legal institutions. At these relatively low levels of output, levels of unemployment are high, and many factories are running only part-time, or have closed their doors. In this situation, a relatively small increase in the prices of the outputs that businesses sell—while assuming no rise in input prices—can encourage a considerable surge in the quantity of aggregate supply because so many workers and factories are ready to swing into production.
As the GDP increases, however, some firms and industries will start running into limits: perhaps nearly all of the expert workers in a certain industry will have jobs or factories in certain geographic areas or industries will be running at full speed. In the AS curve's intermediate area, a higher price level for outputs continues to encourage a greater quantity of output—but as the increasingly steep upward slope of the aggregate supply curve shows, the increase in real GDP in response to a given rise in the price level will not be as large. (Read the following Clear It Up feature to learn why the AS curve crosses potential GDP.)
Why does AS cross potential GDP?
Economists typically draw the aggregate supply curve to cross the potential GDP line. This shape may seem puzzling: How can an economy produce at an output level which is higher than its “potential” or “full employment” GDP? The economic intuition here is that if prices for outputs were high enough, producers would make fanatical efforts to produce: all workers would be on double-overtime, all machines would run 24 hours a day, seven days a week. Such hyper-intense production would go beyond using potential labor and physical capital resources fully, to using them in a way that is not sustainable in the long term. Thus, it is possible for production to sprint above potential GDP, but only in the short run.
At the far right, the aggregate supply curve becomes nearly vertical. At this quantity, higher prices for outputs cannot encourage additional output, because even if firms want to expand output, the inputs of labor and machinery in the economy are fully employed. In this example, the vertical line in the exhibit shows that potential GDP occurs at a total output of 9,500. When an economy is operating at its potential GDP, machines and factories are running at capacity, and the unemployment rate is relatively low—at the natural rate of unemployment. For this reason, potential GDP is sometimes also called full-employment GDP.
The Aggregate Demand Curve
Aggregate demand (AD) refers to the amount of total spending on domestic goods and services in an economy. (Strictly speaking, AD is what economists call total planned expenditure. We will further explain this distinction in the appendix The Expenditure-Output Model . For now, just think of aggregate demand as total spending.) It includes all four components of demand: consumption, investment, government spending, and net exports (exports minus imports). This demand is determined by a number of factors, but one of them is the price level—recall though, that the price level is an index number such as the GDP deflator that measures the average price of the things we buy. The aggregate demand (AD) curve shows the total spending on domestic goods and services at each price level.
Figure presents an aggregate demand (AD) curve. Just like the aggregate supply curve, the horizontal axis shows real GDP and the vertical axis shows the price level. The AD curve slopes down, which means that increases in the price level of outputs lead to a lower quantity of total spending. The reasons behind this shape are related to how changes in the price level affect the different components of aggregate demand. The following components comprise aggregate demand: consumption spending (C), investment spending (I), government spending (G), and spending on exports (X) minus imports (M): C + I + G + X – M.
The wealth effect holds that as the price level increases, the buying power of savings that people have stored up in bank accounts and other assets will diminish, eaten away to some extent by inflation. Because a rise in the price level reduces people’s wealth, consumption spending will fall as the price level rises.
The interest rate effect is that as prices for outputs rise, the same purchases will take more money or credit to accomplish. This additional demand for money and credit will push interest rates higher. In turn, higher interest rates will reduce borrowing by businesses for investment purposes and reduce borrowing by households for homes and cars—thus reducing consumption and investment spending.
The foreign price effect points out that if prices rise in the United States while remaining fixed in other countries, then goods in the United States will be relatively more expensive compared to goods in the rest of the world. U.S. exports will be relatively more expensive, and the quantity of exports sold will fall. U.S. imports from abroad will be relatively cheaper, so the quantity of imports will rise. Thus, a higher domestic price level, relative to price levels in other countries, will reduce net export expenditures.
Among economists all three of these effects are controversial, in part because they do not seem to be very large. For this reason, the aggregate demand curve in Figure slopes downward fairly steeply. The steep slope indicates that a higher price level for final outputs reduces aggregate demand for all three of these reasons, but that the change in the quantity of aggregate demand as a result of changes in price level is not very large.
Read the following Work It Out feature to learn how to interpret the AD/AS model. In this example, aggregate supply, aggregate demand, and the price level are given for the imaginary country of Xurbia.
Interpreting the AD/AS Model
Table shows information on aggregate supply, aggregate demand, and the price level for the imaginary country of Xurbia. What information does Table tell you about the state of the Xurbia’s economy? Where is the equilibrium price level and output level (this is the SR macroequilibrium)? Is Xurbia risking inflationary pressures or facing high unemployment? How can you tell?
| Price Level | Aggregate Demand | Aggregate Supply |
|---|---|---|
| 110 | $700 | $600 |
| 120 | $690 | $640 |
| 130 | $680 | $680 |
| 140 | $670 | $720 |
| 150 | $660 | $740 |
| 160 | $650 | $760 |
| 170 | $640 | $770 |
To begin to use the AD/AS model, it is important to plot the AS and AD curves from the data provided. What is the equilibrium?
Step 1. Draw your x- and y-axis. Label the x-axis Real GDP and the y-axis Price Level.
Step 2. Plot AD on your graph.
Step 3. Plot AS on your graph.
Step 4. Look at Figure which provides a visual to aid in your analysis.
Step 5. Determine where AD and AS intersect. This is the equilibrium with price level at 130 and real GDP at $680.
Step 6. Look at the graph to determine where equilibrium is located. We can see that this equilibrium is fairly far from where the AS curve becomes near-vertical (or at least quite steep) which seems to start at about $750 of real output. This implies that the economy is not close to potential GDP. Thus, unemployment will be high. In the relatively flat part of the AS curve, where the equilibrium occurs, changes in the price level will not be a major concern, since such changes are likely to be small.
Step 7. Determine what the steep portion of the AS curve indicates. Where the AS curve is steep, the economy is at or close to potential GDP.
Step 8. Draw conclusions from the given information:
- If equilibrium occurs in the flat range of AS, then economy is not close to potential GDP and will be experiencing unemployment, but stable price level.
- If equilibrium occurs in the steep range of AS, then the economy is close or at potential GDP and will be experiencing rising price levels or inflationary pressures, but will have a low unemployment rate.
Equilibrium in the Aggregate Demand/Aggregate Supply Model
The intersection of the aggregate supply and aggregate demand curves shows the equilibrium level of real GDP and the equilibrium price level in the economy. At a relatively low price level for output, firms have little incentive to produce, although consumers would be willing to purchase a large quantity of output. As the price level rises, aggregate supply rises and aggregate demand falls until the equilibrium point is reached.
Figure combines the AS curve from Figure and the AD curve from Figure and places them both on a single diagram. In this example, the equilibrium point occurs at point E, at a price level of 90 and an output level of 8,800.
Confusion sometimes arises between the aggregate supply and aggregate demand model and the microeconomic analysis of demand and supply in particular markets for goods, services, labor, and capital. Read the following Clear It Up feature to gain an understanding of whether AS and AD are macro or micro.
Are AS and AD macro or micro?
These aggregate supply and demand models and the microeconomic analysis of demand and supply in particular markets for goods, services, labor, and capital have a superficial resemblance, but they also have many underlying differences.
For example, the vertical and horizontal axes have distinctly different meanings in macroeconomic and microeconomic diagrams. The vertical axis of a microeconomic demand and supply diagram expresses a price (or wage or rate of return) for an individual good or service. This price is implicitly relative: it is intended to be compared with the prices of other products (for example, the price of pizza relative to the price of fried chicken). In contrast, the vertical axis of an aggregate supply and aggregate demand diagram expresses the level of a price index like the Consumer Price Index or the GDP deflator—combining a wide array of prices from across the economy. The price level is absolute: it is not intended to be compared to any other prices since it is essentially the average price of all products in an economy. The horizontal axis of a microeconomic supply and demand curve measures the quantity of a particular good or service. In contrast, the horizontal axis of the aggregate demand and aggregate supply diagram measures GDP, which is the sum of all the final goods and services produced in the economy, not the quantity in a specific market.
In addition, the economic reasons for the shapes of the curves in the macroeconomic model are different from the reasons behind the shapes of the curves in microeconomic models. Demand curves for individual goods or services slope down primarily because of the existence of substitute goods, not the wealth effects, interest rate, and foreign price effects associated with aggregate demand curves. The slopes of individual supply and demand curves can have a variety of different slopes, depending on the extent to which quantity demanded and quantity supplied react to price in that specific market, but the slopes of the AS and AD curves are much the same in every diagram (although as we shall see in later chapters, short-run and long-run perspectives will emphasize different parts of the AS curve).
In short, just because the AD/AS diagram has two lines that cross, do not assume that it is the same as every other diagram where two lines cross. The intuitions and meanings of the macro and micro diagrams are only distant cousins from different branches of the economics family tree.
Defining SRAS and LRAS
In the Clear It Up feature titled “Why does AS cross potential GDP?” we differentiated between short run changes in aggregate supply which the AS curve shows and long run changes in aggregate supply which the vertical line at potential GDP defines. In the short run, if demand is too low (or too high), it is possible for producers to supply less GDP (or more GDP) than potential. In the long run, however, producers are limited to producing at potential GDP. For this reason, we may also refer to what we have been calling the AS curve as the short run aggregate supply (SRAS) curve. We may also refer to the vertical line at potential GDP as the long run aggregate supply (LRAS) curve.
Key Concepts and Summary
The upward-sloping short run aggregate supply (SRAS) curve shows the positive relationship between the price level and the level of real GDP in the short run. Aggregate supply slopes up because when the price level for outputs increases, while the price level of inputs remains fixed, the opportunity for additional profits encourages more production. The aggregate supply curve is near-horizontal on the left and near-vertical on the right. In the long run, we show the aggregate supply by a vertical line at the level of potential output, which is the maximum level of output the economy can produce with its existing levels of workers, physical capital, technology, and economic institutions.
The downward-sloping aggregate demand (AD) curve shows the relationship between the price level for outputs and the quantity of total spending in the economy. It slopes down because of: (a) the wealth effect, which means that a higher price level leads to lower real wealth, which reduces the level of consumption; (b) the interest rate effect, which holds that a higher price level will mean a greater demand for money, which will tend to drive up interest rates and reduce investment spending; and (c) the foreign price effect, which holds that a rise in the price level will make domestic goods relatively more expensive, discouraging exports and encouraging imports.
Self-Check Questions
The short run aggregate supply curve was constructed assuming that as the price of outputs increases, the price of inputs stays the same. How would an increase in the prices of important inputs, like energy, affect aggregate supply?
Hint:
Higher input prices make output less profitable, decreasing the desired supply. This is shown graphically as a leftward shift in the AS curve.
In the AD/AS model, what prevents the economy from achieving equilibrium at potential output?
Hint:
Equilibrium occurs at the level of GDP where AD = AS. Insufficient aggregate demand could explain why the equilibrium occurs at a level of GDP less than potential. A decrease (or leftward shift) in aggregate supply could be another reason.
Review Questions
What is on the horizontal axis of the AD/AS diagram? What is on the vertical axis?
What is the economic reason why the SRAS curve slopes up?
What are the components of the aggregate demand (AD) curve?
What are the economic reasons why the AD curve slopes down?
Briefly explain the reason for the near-horizontal shape of the SRAS curve on its far left.
Briefly explain the reason for the near-vertical shape of the SRAS curve on its far right.
What is potential GDP?
Critical Thinking Questions
On a microeconomic demand curve, a decrease in price causes an increase in quantity demanded because the product in question is now relatively less expensive than substitute products. Explain why aggregate demand does not increase for the same reason in response to a decrease in the aggregate price level. In other words, what causes total spending to increase if it is not because goods are now cheaper?
Problems
Review the problem in the Work It Out titled "Interpreting the AD/AS Model." Like the information provided in that feature, Table shows information on aggregate supply, aggregate demand, and the price level for the imaginary country of Xurbia.
| Price Level | AD | AS |
|---|---|---|
| 110 | 700 | 600 |
| 120 | 690 | 640 |
| 130 | 680 | 680 |
| 140 | 670 | 720 |
| 150 | 660 | 740 |
| 160 | 650 | 760 |
| 170 | 640 | 770 |
- Plot the AD/AS diagram from the data. Identify the equilibrium.
- Imagine that, as a result of a government tax cut, aggregate demand becomes higher by 50 at every price level. Identify the new equilibrium.
- How will the new equilibrium alter output? How will it alter the price level? What do you think will happen to employment?
The imaginary country of Harris Island has the aggregate supply and aggregate demand curves as Table shows.
| Price Level | AD | AS |
|---|---|---|
| 100 | 700 | 200 |
| 120 | 600 | 325 |
| 140 | 500 | 500 |
| 160 | 400 | 570 |
| 180 | 300 | 620 |
- Plot the AD/AS diagram. Identify the equilibrium.
- Would you expect unemployment in this economy to be relatively high or low?
- Would you expect concern about inflation in this economy to be relatively high or low?
- Imagine that consumers begin to lose confidence about the state of the economy, and so AD becomes lower by 275 at every price level. Identify the new aggregate equilibrium.
- How will the shift in AD affect the original output, price level, and employment?
Table describes Santher's economy.
| Price Level | AD | AS |
|---|---|---|
| 50 | 1,000 | 250 |
| 60 | 950 | 580 |
| 70 | 900 | 750 |
| 80 | 850 | 850 |
| 90 | 800 | 900 |
- Plot the AD/AS curves and identify the equilibrium.
- Would you expect unemployment in this economy to be relatively high or low?
- Would you expect prices to be a relatively large or small concern for this economy?
- Imagine that input prices fall and so AS shifts to the right by 150 units. Identify the new equilibrium.
- How will the shift in AS affect the original output, price level, and employment?
|
oercommons
|
2025-03-18T00:37:50.110970
|
09/20/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/28827/overview",
"title": "Principles of Macroeconomics 2e, The Aggregate Demand/Aggregate Supply Model, Building a Model of Aggregate Demand and Aggregate Supply",
"author": null
}
|
https://oercommons.org/courseware/lesson/115953/overview
|
Roots: Race in Latin America
Overview
Contrary to what is portrayed in the media, being Latin American can consist of and look like many things. The goal of this unit is to help students understand the connections between colonialism and the ethnic demographics of Latin America.
Attachments
The attachment for this resource is a pacing guide for a unit on race in Latin America. It includes homework and reading assignments, lesson topics, ideas for in-class activities, and a student map packet.
About This Resource
The sample syllabi and assignments included here were submitted by participants in a one-day virtual workshop entitled, "Teaching the Global African Diaspora" for world history teachers hosted by the Alliance for Learning in World History. These are draft documents that may subsequently have been revised in light of feedback and discussion during the event.
This resource was contributed by Faith Mejia, an educator who specializes in Afro-Latin American studies.
|
oercommons
|
2025-03-18T00:37:50.130626
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115953/overview",
"title": "Roots: Race in Latin America",
"author": "World History"
}
|
https://oercommons.org/courseware/lesson/101589/overview
|
Education Standards
https://www.natgeokids.com/uk/play-and-win/games/bug-memory-game/
Bugs VS Insects
Overview
Students will learn to know and list the difference between bugs and insects by playing a matching game for the first task and then watching and reading a video for the second task and listing 3-5 facts about something new they have learned. Students will also list 2 bugs and 2 insects, which will show their knowledge in the difference between the two.
Memory Game
To start off our lesson about bugs, play the game attached below. Start on the easy level and work your way up to hard level.
Insects VS Bugs activity
The video below will teach you on the difference between bugs and insects and how to know which is which. Watch the video and read the passage below the video. After watching and reading the video, I want you to list 3-5 new and interesting facts you have learned after watching. I then want to go list 2 bugs and 2 insects.
|
oercommons
|
2025-03-18T00:37:50.155788
|
Elementary Education
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101589/overview",
"title": "Bugs VS Insects",
"author": "Educational Technology"
}
|
https://oercommons.org/courseware/lesson/90232/overview
|
Life in Canada: A Free ESL Lesson Plan
Overview
Are you looking for a fun lesson plan to use in your next ESL class? This lesson about living in Canada is the perfect addition to your online ESL library.
You can also access 150+ more free lessons like this with a free Off2Class account!
Off2Class
This is a great lesson for your pre-intermediate students looking to practice speaking, reading, and grammar skills. Also, this is a fantastic lesson to use as a review with students moving to the intermediate level.
It is important to note that this lesson contains lots of information about Canadian culture, so you might want to introduce it to students who plan on moving there. It is also a great lesson to use when you want to introduce some new actions and vocabulary words related to animals, food, and geography. In general, I have noticed that most students are excited to learn about a new country — especially one that is home to so many different nationalities.
You can access full teacher notes for this lesson plan by signing up for a free Off2Class account.
|
oercommons
|
2025-03-18T00:37:50.173271
|
Christine Chan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90232/overview",
"title": "Life in Canada: A Free ESL Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/106461/overview
|
OREGON MATH STANDARDS (2021): [4.NBT]
Overview
The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards.
Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices.
2021 Oregon Math Guidance: 4.NBT.A.1
Cluster: 4.NBT.A - Generalize place value understanding for multi-digit whole numbers.
STANDARD: 4.NBT.A.1
Standards Statement (2021):
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1 | 4.NBT.A.2, 4.NBT.A.3, 4.NBT.B.4, 4.NBT.B.5, 4.NBT.B.6, 5.NBT.A.1 | N/A | 4.NBT.A.1 4.NBT.A Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to use numerical reasoning to represent and explain using concrete materials, the relationship among the numbers 1, 10, 100, and 1,000. Students should be able to extend the pattern to the hundred-thousands place.
- Students should be able to recognize the relationship of same digits located in different places in a whole number.
Boundaries
- Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
Progressions
- In the base-ten system, the value of each place is 10 times the value of the place to the immediate right. Because of this, multiplying by 10 yields a product in which each digit of the multiplicand is shifted one place to the left.
- Each of the 3 [groups of] tens becomes a hundred and moves to the left. In the product, the three in the tens place of 30 is shifted one place to the left to represent three hundreds. In 300 divided by 10 the 3 is shifted one place to the right in the quotient to represent three tens. (Please reference page 13 in the Progression document).
Examples
- Recognize that 700 ÷ 70 = 10 by applying concepts of place value and division
- The population of Atlanta is about 500,000 people and the population of Valdosta is about 50,000 people. How many times greater is the population of Atlanta than Valdosta?
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 4.NBT.A.2
Cluster: 4.NBT.A - Generalize place value understanding for multi-digit whole numbers.
STANDARD: 4.NBT.A.2
Standards Statement (2021):
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Use understandings of place value within these forms to compare two multi-digit numbers using >, =, and < symbols.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.3, 2.NBT.A.4, 4.NBT.A.1 | 4.NBT.A.3, 5.NBT.A.1, 5.NBT.A.3 | N/A | 4.NBT.A.2 4.NBT.A Crosswalk |
Standards Guidance:
Boundaries
- Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
- Students are not expected to write numbers in word form.
Teaching Strategies
- Make connections across representations of multi-digit whole numbers using base ten numerals, number names, and expanded form.
- Develop rules for comparing the multi-digit numbers.
Progressions
- To read numerals between 1,000 and 1,000,000, students need to understand the role of commas. Each sequence of three digits made by commas is read as hundreds, tens, and ones, followed by the name of the appropriate base-thousand unit (thousand, million, billion, trillion, etc.). Thus, 457,000 is read "four hundred fifty seven thousand." (Please reference page 13 in the Progression document).
Examples
- The number two hundred seventy-five thousand eight hundred two written in standard form is 275,802 and in expanded form is 200,000+70,000+5,000+800+2 or (2×100,000)+(7×10,000)+(5×1,000)+(8×100)+(2×1).
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 4.NBT.A.3
Cluster: 4.NBT.A - Generalize place value understanding for multi-digit whole numbers.
STANDARD: 4.NBT.A.3
Standards Statement (2021):
Use place value understanding to round multi-digit whole numbers to any place.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
3.NBT.A.1, 4.NBT.A.1, 4.NBT.A.2 | 5.NBT.A.4 | 4.OA.A.3 | 4.NBT.A.3 4.NBT.A Crosswalk |
Standards Guidance:
Boundaries
- Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
- Grade 4 students should explore rounding within contextual situations.
Teaching Strategies
- Students rounding to 348 to the nearest hundred may mistakenly round initially to 350 and then 400 by applying rules such as if the digit is 0-4 then round down and 5-9 and round up. Models can help them see that 348 is closer to 300 than 400.
- Students should locate numbers on a number line to determine the nearest multiple of 1,000s, 10,000s or 100,000s.
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 4.NBT.B.4
Cluster: 4.NBT.B - Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD: 4.NBT.B.4
Standards Statement (2021):
Fluently add and subtract multi-digit whole numbers using accurate, efficient, and flexible strategies and algorithms based on place value and properties of operations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
3.NF.A.1, 3.NBT.A.2, 4.NBT.A.1 | 5.NBT.B.5, 5.NBT.B.7 | N/A | 4.NBT.B.4 4.NBT.B Crosswalk |
Standards Guidance:
Clarifications
- Students should fluently (flexibly, accurately, and efficiently) add and subtract multi-digit whole numbers, to solve contextual, mathematical problems using efficient and flexible procedures, based on knowledge of place value and properties of operations.
- Students should use efficient algorithms that make sense for the given numbers and draw upon their understanding of multi-digit whole numbers, the properties of operations, and place value.
Terminology
- Efficiency in mathematics is the ability to produce answers relatively easily with a minimal number of steps. An efficient strategy is one that the student can carry out easily, keeping track of sub-problems and making use of intermediate results to solve the problem. Efficiency does not mean students should be timed.
- Flexibility is the ability to think about a problem in more than one way and to adapt or adjust thinking, if necessary.
- Accuracy is the ability to produce mathematically precise answers.
- Appropriateness is the ability to select and apply a strategy that is appropriate for solving a given problem efficiently.
Boundaries
- Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.
- Students should be given the choice of which procedure they can use.
- Students should add and subtract multi-digit whole numbers within 100,000, to solve math problems using generalizable procedures, based on place value and properties of operations.
Progressions
- Because students in Grade 2 and Grade 3 have been using at least one method that readily generalizes to 1,000,000, this extension does not have to take a long time. Thus, students will have time for the major NBT focus for this grade: multiplication and division. (Please reference page 14 in the Progression document)
Examples
- Student Achievement Partners:
2021 Oregon Math Guidance: 4.NBT.B.5
Cluster: 4.NBT.B - Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD: 4.NBT.B.5
Standards Statement (2021):
Use representations and strategies to multiply a whole number of up to four digits by a one-digit number, and a two-digit number by a two-digit number using strategies based on place value and the properties of operations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
3.NBT.A.2, 3.NBT.A.3, 4.NBT.A.1 | 4.NBT.B.6, 5.NBT.B.5 | 3.OA.C.7, 3.OA.B.5 | 4.NBT.B.5 4.NBT.B Crosswalk |
Standards Guidance:
Boundaries
- Students should be familiar with multiple strategies but should be able to select and use the strategy with which they most closely connect and understand, with the ultimate goal of supporting students to use more efficient strategies.
- Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
- A range of efficient algorithms may be used.
Teaching Strategies
- Illustrate and explain calculations using rectangular arrays, area models, and/or equations, along with strategies based on place value and properties of operations.
- Students should be able to solve contextual, mathematical problems involving the multiplication of a number with up to four digits by a 1-digit whole number.
- Students should be able to illustrate and explain their calculations using equations, rectangular arrays, and/or area models for all numbers included in the learning objective.
Progressions
- In fourth grade, students compute products of one-digit numbers and multi-digit numbers (up to four digits) and products of two two-digit numbers. They divide multi-digit numbers (up to four digits) by one-digit numbers.
- As with addition and subtraction, students should use methods they understand and can explain. Visual representations such as area and array diagrams that students draw and connect to equations and other written numerical work are useful for this purpose. (Please reference pages 14 & 15 in the Progression document).
Examples
- Connect numeric and visual models such as those created by representing 285 with base 10 pieces and repeating three times. Use this area model with dimensions of 285 and 3 to find partial products.
- There are 7 boxes of chocolates. Each box contains 16 chocolates. How many chocolates are there all together?
- The school bought thirty-nine cases of popcorn for the school carnival. Each case contained 15 bags of popcorn. How many bags of popcorn is that all together?
2021 Oregon Math Guidance: 4.NBT.B.6
Cluster: 4.NBT.B - Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD: 4.NBT.B.6
Standards Statement (2021):
Use representations and strategies to find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
3.NBT.A.2, 4.NBT.A.1, 4.NBT.B.5 | 5.NBT.B.6 | 3.OA.B.5, 3.OA.B.6, 3.OA.C.7, 4.OA.A.3, 3.GM.C.7 | 4.NBT.B.6 4.NBT.B Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to solve contextual, mathematical problems involving division of whole numbers.
- Students should be familiar with multiple strategies but should be able to select and use the strategy with which they most closely connect and understand, with the ultimate goal of supporting students to use more efficient strategies.
Content Boundaries
- Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.
- Long division is not an expectation at this grade level.
Teaching Strategies
- Students should be able to illustrate and explain their calculations using equations, rectangular arrays, and/or area models.
Progressions
- General methods for computing quotients of multi-digit numbers and one-digit numbers rely on the same understandings as for multiplication, but cast in terms of division. One component is quotients of multiples of 10, 100, or 1000 and one-digit numbers. For example, 42 ÷ 6 is related to 420 ÷ 6 and 4200 ÷ 6. Students can draw on their work with multiplication and they can also reason that 4200 ÷ 6 means partitioning 42 hundreds into 6 equal groups, so there are 7 hundreds in each group. (Please reference pages 16 & 17 in the Progression document).
Examples
- Apply knowledge of decomposing whole numbers into divisible parts. Such as, connect numeric and visual models such as those created by representing 136 with base 10 pieces and dividing into groups of 4 to determine either the size of the group or the number of groups.
- Antonio won a jar of 373 jellybeans in a school contest. He wants to share them. He and his 7 friends will share them. How many jellybeans will each of the friends get?
- Possible solution: 373 ÷ 8 = (368 ÷ 8) + (5 ÷ 8) = 46 with 5 jellybeans left over.
- Illustrative Mathematics:
- Student Achievement Partners:
|
oercommons
|
2025-03-18T00:37:50.252451
|
07/07/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106461/overview",
"title": "OREGON MATH STANDARDS (2021): [4.NBT]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/72845/overview
|
Teamwork & Cooperative Problem Solving
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: Teamwork & Cooperative Problem Solving
Course Name: General Physical Education
Grade Level: 10-12
Author’s Name: Craig Kemmlein
Author’s School District: Cornwall-Lebanon School District
| PA Academic Standards for Health, Safety, and Physical Education | |
10.4 Physical Activity 10.4.12.F. Assess and use strategies for enhancing adult group interaction in physical activities.
| |
| PA Academic Standards for Career Education and Work | |
13.2 Career Acquisition 13.2.11. E. Demonstrate, in the career acquisition process, the application of essential workplace skills/knowledge, such as, but not limited to:
13.3 Career Retention and Advancement 13.3.11.B. Evaluate team member roles to describe and illustrate active listening techniques
| |
| Learning Objectives | |
Students will be able to use strategies in order to:
| |
| Conceptual Background | |
Discuss & analyze effective communication strategies
Discuss & analyze both individual and group differences:
| |
| Instructional Procedure | |
| Pacing | Instructional Procedure |
| 7min. | Ahh, Umm, Err Activity
|
| 15 min. | Turnstile
|
| 15 min. | Tower of Hanoi
-Only 1 item may be moved at a time -You must take the smallest item on top to move. As pieces move to different spots you can move items from different spots to any spot but you must only take the smallest item from the spot you are choosing to move something from -You can place a small item on top of any larger item but cannot place a large item on top of any smaller item -Ss jog to move pieces. Alternate who goes each turn -Allow Ss to discuss how to complete this task for 1-2 min. without touching any of the items prior to starting -If Ss are unsuccessful they can regroup, analyze and discuss prior to moving more pieces -Debrief on communicating, problem solving & group differences |
| 10 min. | Goal Setting Task
|
| 10 min. | Ss complete Failing to Succeed |
| Formative Assessment | |
| Failing to SucceedGoal Setting Task | |
| Materials Needed | |
Goal Setting Task Failing to Succeed Teamwork/Cooperative Unit Assessment | |
| References | |
| Ahh, Umm, Err |
|
oercommons
|
2025-03-18T00:37:50.281510
|
Rachael Haverstick
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72845/overview",
"title": "Teamwork & Cooperative Problem Solving",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/106406/overview
|
OREGON MATH STANDARDS (2021): [2.NBT]
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: 2.NBT.A.1
Cluster: 2.NBT.A - Understand place value.
STANDARD: 2.NBT.A.1
Standards Statement (2021):
Understand 100 as a bundle of ten tens and that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
1.NBT.B.2, 2.NBT.A.2 | 2.NBT.A.3, 2.NBT.A.4, 2.NBT.B.6, 2.NBT.B.7, 2.NBT.B.8, 3.NBT.A.1, 3.NBT.A.3, 4.NBT.A.1 | N/A | 2.NBT.A.1 2.NBT.A Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to put together (compose) and break apart (decompose) three-digit numbers.
- Students should have multiple opportunities use concrete materials to develop an understanding of the place value structures, the relationship between numbers, and the value of quantities.
Teaching Strategies
- Students should be given the opportunity to discover base-ten units can be broken down and built back up in different ways. For example, understand the number 706 can be represented as:
- 7 hundreds, 0 tens, and 6 ones where a 0 is used as a placeholder.
- 70 tens and 6 ones.
- 706 ones.
- Students should be able to explain that a bundle of ten 10s is equal to 100.
Progressions
- This content lays the groundwork for understanding the structure of the base-ten system as based in repeated bundling in groups of 10 and understanding that the unit associated with each place is 10 of the unit associated with the place to its right. (Please reference page 8 in the Progression document).
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 2.NBT.A.2
Cluster: 2.NBT.A - Understand place value.
STANDARD: 2.NBT.A.2
Standards Statement (2021):
Count within 1000; skip-count by 5's, 10's, and 100's.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
N/A | 2.NBT.A.1 | 2.OA.C.3 | 2.NBT.A.2 2.NBT.A Crosswalk |
Standards Guidance:
Teaching Strategies
- Students need to be provided the opportunity to count and skip count both forward and backward starting from any number within 1000 to notice patterns within the number system.
- Students should explore patterns on a hundred-chart, starting from a given number 10-90.
- Students should be able to use coins to count, including nickels, dimes, quarters, and dollars. Half-dollars may also be used, if available.
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 2.NBT.A.3
Cluster: 2.NBT.A - Understand place value.
STANDARD: 2.NBT.A.3
Standards Statement (2021):
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1 | 4.NBT.A.2 | N/A | 2.NBT.A.3 2.NBT.A Crosswalk |
Standards Guidance:
Boundaries
- Students should be able to represent a quantity from word form.
Teaching Strategies
- Representations should include concrete materials (i.e., base ten blocks, counters, etc.), base ten numerals, words, expanded form, and pictures.
Progressions
- Representations such as manipulative materials, math drawings, and layered three-digit place value cards afford connections between written three-digit numbers and hundreds, tens, and ones...
- Unlayering three-digit place value cards... reveals the expanded form of the number.
Examples
- The number 706 in base-ten numerals is represented as 7 hundreds, 0 tens, and 6 ones, in number names is represented as "seven hundred six" and in expanded form is represented as 700 + 6.
- The number two-hundred forty-one written in standard form is 241 and in expanded form is 200+40+1.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 2.NBT.A.4
Cluster: 2.NBT.A - Understand place value.
STANDARD: 2.NBT.A.4
Standards Statement (2021):
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
1.NBT.B.3, 2.NBT.A.1 | 4.NBT.A.2 | N/A | 2.NBT.A.4 2.NBT.A Crosswalk |
Standards Guidance:
Teaching Strategies
- Tools such as a hundred chart and visual number lines may be used to help students compare three digit numbers.
Progressions
- Comparing magnitude of three-digit numbers uses the understanding that 1 hundred (the smallest three-digit number) is greater than any amount of tens and ones represented by a two-digit number. For this reason, three-digit numbers are compared by first inspecting the hundreds place (e.g., 845 > 799; 849 < 855). Drawings help support these understandings. (Please reference page 8 in the Progression document).
Examples
- Students should be given the opportunity to provide explanations of their results based on their understanding of place value, for example:
- 2 hundreds + 3 ones > 5 tens + 9 ones
- 9 tens + 2 hundreds + 4 ones < 924
- 456 < 5 hundreds
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 2.NBT.B.5
Cluster: 2.NBT.B - Use place value understanding and properties of operations to add and subtract.
STANDARD: 2.NBT.B.5
Standards Statement (2021):
Fluently add & subtract within 100 using accurate, efficient, & flexible strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
1.NBT.C.4, 1.NBT.C.5, 1.NBT.C.6, 2.OA.B.2 | 3.NBT.A.2 | 2.OA.A.1 | 2.NBT.B.5 2.NBT.B Crosswalk |
Standards Guidance:
Terminology
- This standard uses the word fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies such as the distributive property or partial sums).
- Fluently/Fluency – To achieve fluency, students should be able to choose flexibly among methods and strategies to solve mathematical problems accurately and efficiently.
Boundaries
- Students should be given multiple opportunities to solve contextual, mathematical problems as they work to build fluency.
- The sum of the number should be no greater than 100.
Progressions
- Students should be able to use numerical reasoning to solve contextual, mathematical problems involving all problem types.
Examples
- Students should move from count all toward strategies that are efficient, accurate, and flexible based on the math situation presented. For example:
- 56+38 = 50+30+6+8 = 80+14 = 94
- 56+38 = 54+2+38 = 54+40 = 94
- 56-38 can be thought of as 38+x = 56
- Student Achievement Partners:
2021 Oregon Math Guidance: 2.NBT.B.6
Cluster: 2.NBT.B - Use place value understanding and properties of operations to add and subtract.
STANDARD: 2.NBT.B.6
Standards Statement (2021):
Add up to four two-digit numbers using strategies based on place value and properties of operations and describe how two different strategies result in the same sum.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1, 2.NBT.B.7 | 3.NBT.A.2 | N/A | 2.NBT.B.6 2.NBT.B Crosswalk |
Standards Guidance:
Clarifications
- Students should investigate repeating patterns to make predictions and build algebraic reasoning.
- Patterns may include exposure to even and odd.
- Students should be using any tools available such as a number line, hundred-chart, 99-chart, etc., to create and analyze the patterns.
- Patterns should be extended from 1st grade, where they explore intervals of 1s, 2s, 5s, and 10s, to also include intervals of 25s and 100s.
Boundaries
- Patterns involving addition and subtraction should include sums within 1,000 through models and representations.
- Problems presented may include money as a context.
Teaching Strategies
- Students should be given the opportunity to use a variety of strategies to identify, describe, and create numerical patterns.
- Students describe how two different strategies result in the same sum
Progressions
- Problems should be presented through contexts to provide students with the opportunity to make sense of the mathematics.
- This work affords opportunities for students to see that they may have to compose more than one ten, and as many as three new tens. (Please reference page 11 in the Progression document).
Examples
- Students should be given the opportunity to connect representations. For example:
- 42 + 31 + 12 + 83 may be decomposed into tens and ones to add 40 + 30 + 10 + 80 and then 2 + 1 + 2 + 3.
- 42+31= 73 and 12+83= 95 so 73+95= 168.
- Start with 3 and jump by 5s to create a pattern. Change the start number and create another pattern. What do you notice about the two patterns? How did they change?
- Illustrative Mathematics:
2021 Oregon Math Guidance: 2.NBT.B.7
Cluster: 2.NBT.B - Use place value understanding and properties of operations to add and subtract.
STANDARD: 2.NBT.B.7
Standards Statement (2021):
Add and subtract within 1000 using concrete or visual representations and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain why sometimes it is necessary to compose or decompose tens or hundreds.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1 | 2.NBT.B.6, 2.NBT.B.8, 2.NBT.B.9, 3.NBT.A.2 | N/A | 2.NBT.B.7 2.NBT.B Crosswalk |
Standards Guidance:
Teaching Strategies
- Students should be encouraged to use place value language such as hundreds, tens and ones, when connecting their representation to their explanation.
- Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Progressions
- Drawings can support students in explaining [methods for addition within 1000] how addends can be decomposed into their base-ten units (e.g. hundreds, tens, and ones).
- The drawing below shows the base-ten units of 278 and 147. Like units are shown together, with boundaries drawn around the newly composed hundred and the newly composed ten. The newly composed units could also be indicated by crossing out grouped units and drawing the next highests unit (e.g. crossing out the group of ten ones and drawing a single ten).
- The putting together of quick drawings can illustrate adding adding like units as specified in 2.NBT.[B.]7: add ones to ones, tens to tens, and hundreds to hundreds. (Please reference pages 9 and 10 in the Progression document)
Examples:
- Students may use equations to represent their strategies based on place value such as: 324+515=(300+500)+(20+10)+(4+5)=839.
- Illustrative Mathematics:
2021 Oregon Math Guidance: 2.NBT.B.8
Cluster: 2.NBT.B - Use place value understanding and properties of operations to add and subtract.
STANDARD: 2.NBT.B.8
Standards Statement (2021):
Without having to count, mentally find 10 more or 10 less and 100 more or 100 less than a given three-digit number.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1, 2.NBT.B.7 | 3.NBT.A.2 | N/A | 2.NBT.B.8 2.NBT.B Crosswalk |
Standards Guidance:
Boundaries
- Mental addition and subtraction is limited to adding or subtracting by 10 or 100 for numbers between 100-900.
Teaching Strategies
- Add and subtract within 1000 using properties of operations and/or the relationship between addition and subtraction, including mentally adding or subtracting 10 or 100 to a given number;
- Relate the strategies used to a written method.
- Tools such as a hundred chart and visual number lines may be used to help students discover the patterns of ten more and ten less.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: 2.NBT.B.9
Cluster: 2.NBT.B - Use place value understanding and properties of operations to add and subtract.
STANDARD: 2.NBT.B.9
Standards Statement (2021):
Explain why strategies to add and subtract work using properties of operations and the relationship between addition and subtraction.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.B.7 | 3.NBT.A.2 | 1.OA.B.3 | 2.NBT.B.9 2.NBT.B Crosswalk |
Standards Guidance:
Clarification
- Provide many activities that will help students develop a strong understanding of number relationships, addition and subtraction so they can develop, share and use efficient strategies for computation.
- Students gain computational fluency, using efficient and accurate methods for computing, as they come to understand the role and meaning of arithmetic operations in number systems.
Teaching Strategies
- Explanations may be supported by drawings or objects.
- Make anchor charts/posters for student-developed mental strategies for addition and subtraction within 20.
- Use names for the strategies that make sense to the students and include examples of the strategies (e.g. making ten, doubling, etc).
Examples
- A student uses number talk to say “I know that 9 plus 4 equals 13. So 13 minus 9 equals 4”.
- When presented the problem, 4 + 8 + 6, the student uses number talk to say “I know 6 + 4 = 10, so I can add 4 + 8 + 6 by adding 4 + 6 to make 10 and then add 8 to make 18.”
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oercommons
|
2025-03-18T00:37:50.403283
|
07/06/2023
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106406/overview",
"title": "OREGON MATH STANDARDS (2021): [2.NBT]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/76026/overview
|
The 7 Wonders of the World!
Overview
This is an online module created for the 3rd Grade of the Junior High School. The topic of the lesson is the "7 Wonders of the World", and its main emphasis is placed on the Listening comprehension skills practice.
The lesson is constructed on the basis of the ADDIE Model (Kurt,2017), and it is inspired by the UDL Principles approach (CAST,2011), and the Gagne's Nine Events of Instruction.
During the lesson, various online platforms and webtools are used, something that makes learning procedure more interesting and accessible for all learners to attend and follow.
Let's Begin!
These are the 7 Wonders of the Ancient World. Have you ever heard of the 7 Wonders of the World before?What do you know about them?
The Temple of Artemis
Hanging Gardens of Babylon
Mausoleum at Halicarnassus
The Great Pyramid of Giza
Lighthouse of Alexandria
Colossus of Rhodes
Statue of Zeus at Olympia
Lesson Objectives Presentation
This is an online module inspired by the UDL Principles approach, that promotes and encourages learning flexibility and accessibility for all learners.
https://www.youtube.com/watch?v=AGQ_7K35ysA
Here are the Lesson Objectives, everything that will take place in today's lesson!
- Presentation, discussion and analysis on the topic of the "7 Wonders of the Modern World"
- Integration, consolidation and use of Adjectives related to places and architecture characteristics
- Engagement with a Brainstorming activity through the AnswerGarden online platform, in order for prior knowledge to be activated
- Video-Audio presentation on the 7 Wonders of the Modern World, and Listening comprehension on the video
- Quiz taking through the Flexiquiz webtool, based on the video, and instant feedback receivement after the completion of the Quiz
- Involvement with a Matching the images with the suitable description task on the LearningApps platform
- Writing creation-a short email to a friend production writing about which of the 7 Wonders impressed you the most and you would like to visit some day, and why
Activity 1- Brainstorming!
Brainstorming! Look at the pictures below. These are the 7 Wonders of the Modern World. Write 3 common adjectives for all the images, regarding their location and architecture.
Use the AnswerGarden platform for your answers.
https://answergarden.ch/1632798
This Images Task is inspired by the term of Multimodality. You could check the link below in order to find out what Multimodality is!
Activity 2 - Video-Audio Presentation
Watch the video regarding the 7 Wonders of the Modern World and write the proper name and location under each picture of Activity 1.
https://www.youtube.com/watch?v=7Dbuc6vIRnE
Use the Padlet platform to write your answers.
https://padlet.com/blapo200/yopxmq6wxfl7c9s8
Activity 3 - Quiz
Based on the video you watched before on the 7 Wonders of the Modern World, answer the quiz questions.
Follow the link to the quiz.
https://www.flexiquiz.com/SC/N/1bfee478-4fad-45f8-bc69-3e1cc624d3a9
Activity 4 - Matching activity
Match the 7 Wonders of the Modern World with the charasteristics below.
Follow the link to LearningApps in order to complete the task online.
https://learningapps.org/display?v=pmuowebrk20
| 1. | Taj Mahal | |
| 2. | Petra | |
| 3. | Machu Pichu | |
| 4. | Great Wall of China | |
| 5. | Chichen Itza | |
| 6. | Colosseum | |
| 7. | Christ the Redeemer Statue |
| a. | long, ancient fortification |
| b. | white marble |
| c. | massive, roman amphitheatre |
| d. | monastery, mountainous, desert |
| e. | graphic stone carvings, sophisticated geometry |
| f. | dry-stone walls, valley, panoramic views |
| g. | Art Deco, soapstone |
Activity 5-Writing Production
Write a short email to a friend of yours telling him/her a) which of the 7 Wonders of the Modern world you would like to visit and b) describe why.
Send your responses to your teacher via email.
Closure-Thank you!
This is the end of the online module.
Thank you for your attention!
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oercommons
|
2025-03-18T00:37:50.439448
|
Languages
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76026/overview",
"title": "The 7 Wonders of the World!",
"author": "English Language Arts"
}
|
https://oercommons.org/courseware/lesson/120717/overview
|
Applications of AI- Disease Detection
Overview
This lesson discusses various areas where AI can be used to detect physical and psychological ailments
Applications of AI- Disease Detection
AI is playing a transformative role in detecting diseases, improving diagnostic accuracy, reducing the time to diagnosis, and enabling personalized treatment. Below are some key examples of how AI is used in disease detection across various medical fields:
- Cancer Detection
- Breast Cancer : AI models have been trained to analyze mammograms and detect breast cancer at an early stage. Google's AI breast cancer detection model has shown to reduce false positives and false negatives when compared to human radiologists.
- Skin Cancer : AI-powered apps and platforms (like SkinVision) allow users to upload images of moles or skin lesions. The AI analyzes these images for early signs of melanoma or other skin cancers.
- Neurological Diseases
- Alzheimer’s Disease : AI is used to detect early markers of Alzheimer’s by analyzing brain imaging data, genetic profiles, and other biological markers. Some AI models can predict Alzheimer’s disease years before symptoms manifest by identifying patterns in MRI scans.
- Parkinson’s Disease : AI tools are being developed to analyze patient movement data, speech patterns, and brain scans to detect early signs of Parkinson’s disease.
- Cardiology
- Heart Disease Prediction : AI-powered algorithms like those developed by Zebra Medical or Arterys use medical imaging and EKG/ECG data to detect early signs of heart disease. They assess risk factors such as calcium buildup in arteries to predict heart attack risks.
- Arrhythmia Detection : AI, combined with wearable devices like smartwatches (Apple Watch, for example), can monitor heart rhythms and detect arrhythmias like atrial fibrillation (AFib) before they lead to more severe complications.
- COVID-19 and Infectious Diseases
- COVID-19 Detection : AI has been widely used during the pandemic to detect COVID-19 by analyzing chest X-rays and CT scans, helping to reduce the diagnostic burden on healthcare systems.
- Infectious Disease Outbreak Prediction : AI systems like BlueDot have been used to analyze vast amounts of data (e.g., flight patterns, news reports) to predict and monitor outbreaks like the early detection of COVID-19.
- Diabetes and Retinopathy
- Diabetic Retinopathy : AI models, such as those used in Google's AI for retinal disease, can analyze retinal images to detect early signs of diabetic retinopathy, a leading cause of blindness among diabetics.
- Continuous Glucose Monitoring : AI-based wearables can predict blood sugar fluctuations and provide early warnings to diabetics to prevent complications.
- Pathology and Genetic Disorders
- AI in Histopathology : AI can assist in analyzing biopsy samples for cancerous cells, improving the accuracy of cancer detection in pathology.
- Genomic AI : AI models can analyze genetic data to detect and predict the likelihood of inherited diseases like Huntington's or cystic fibrosis, enabling personalized medicine.
- Respiratory Diseases
- AI models are being developed to detect chronic obstructive pulmonary disease (COPD) and asthma by analyzing breathing patterns, imaging data, and symptoms reported by patients.
- Mental Health
- Depression and Anxiety Detection : AI algorithms can analyze patterns in speech, facial expressions, social media activity, and wearable data to detect early signs of depression, anxiety, and other mental health disorders.
- Schizophrenia Prediction : AI tools can analyze patient behaviors, speech patterns, and brain imaging to detect early markers of schizophrenia.
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oercommons
|
2025-03-18T00:37:50.459290
|
Lesson
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/120717/overview",
"title": "Applications of AI- Disease Detection",
"author": "Technology"
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|
https://oercommons.org/courseware/lesson/100615/overview
|
Investment Processes
INVESTMENT MANAGEMENT PROCESS
Overview
INVESTING, FINANCING AND SPECULATION
• Investing and financing are two important concepts in finance that are often used interchangeably but have distinct differences. Investing is the act of deploying funds in order to enhance one's wealth over time. This can be achieved through real investments, such as in tangible assets such as land and machinery, or through financial investments, such as stocks and bonds. The focus of this article is on financial investments.
Dr.S.Saravanan,
Professor In Commerce,
Dr.N.G.P. Arts and Science College,
Coimbatore-641048
INVESTMENT PROCESSES
INVESTING, FINANCING AND SPECULATION
INVESTMENT PROCESSES
https://sites.google.com/view/drsaravananonline/investment-management
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oercommons
|
2025-03-18T00:37:50.477949
|
Lesson
|
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"url": "https://oercommons.org/courseware/lesson/100615/overview",
"title": "INVESTMENT MANAGEMENT PROCESS",
"author": "Lecture Notes"
}
|
https://oercommons.org/courseware/lesson/70026/overview
|
Soil Texture Lesson Plan
Soil Triangle Worksheet
Texture_by_Feel_Analysis
Determining Soil Texture
Overview
In this lesson, students will gain an understanding of the importance of soil texture by identifying the major components of soil, examining how different proportions affect soil texture, how to determine soil texture by using their hands.
Determining Soil Texture
Soil Texture Lesson Plan BTI
Objectives:
- Identify components of soil
- Identify how proportions affect soil texture
- Describe the concept of soil texture and its importance
Materials
- Soil Texture PowerPoint
- Soil Texture Triangle Handouts/ practice problems
- Soil by hand Guide
- Soil texture samples (with labels covered)
- Trays to hold soil samples
- Water in a spray bottle
Main Points
Defining Soil Texture- The fineness of coarseness of the soil
- Sand- large particles
- Silt- medium sized particles
- Clay- small particles
Importance of Soil Texture
- Water-holding capacity—the ability of a soil to retain water for use by plants
- Permeability—the ease with which air and water may pass through the soil
- Soil workability—the ease with which soil may be tilled and the timing of working the soil after a rain
- Ability of plants to grow—some root crops like carrots and onions will have difficulty growing in a fine-textured soil
Determining Soil Texture
Soil texture may be determined in one of two ways:
- By Soil Texture Triangles
- By The Ribboning method
- Soil Texture by the numbers
- The percentages of sand, silt, and clay may be tested in the lab. Once tested, you may determine the textural class of the soil by referring to the textural triangle. There are 12 basic textural classes.
- Soil Texture by hand
- The relative amounts of sand, silt, and clay may also be determined in the field using the ribbon method. Five textural classes may be determined using the ribbon method.
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oercommons
|
2025-03-18T00:37:50.513270
|
Chandler Hambidge
|
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"url": "https://oercommons.org/courseware/lesson/70026/overview",
"title": "Determining Soil Texture",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/87594/overview
|
2.3 Light Dependent Reaction
2.4 Light Independent Reaction
2.5 C4 & CAM Pathways as Means of Reducing Photorespiration
2.6 How Environmental Factors Affect Photosynthesis
2.7 The Energy Cycle
2_Photosynthesis
Photosynthesis
Overview
Plastids; Kristian Peters -- Fabelfroh, CC BY-SA 3.0 <http://creativecommons.org/licenses/by-sa/3.0/>, via Wikimedia Commons
Bear, Robert; Rintoul, David; Snyder, Bruce; Smith-Caldas, Martha; Herren, Christopher; and Horne, Eva, "Principles of Biology" (2016). Open Access Textbooks. 1.
https://newprairiepress.org/textbooks/1
Did you have an idea for improving this content? We’d love your input.
Introduction
Learning Objectives
- Explain the structure of chloroplast.
- Describe the steps in the light-dependent reaction of photosynthesis.
- Describe the steps in the light-independent reaction of photosynthesis.
- Differentiate between C3, C4, and CAM photosynthesis.
- List the effects of high-intensity and low-intensity light on photosynthesis.
- Explain how plants adapt to changes in solar intensity.
- List the drought and flood adaptations.
- Explain how temperature, CO2 concentration, and air movement affect photosynthesis.
Key Terms
3-phosphoglycerate - the first compound formed after CO2 assimilation by Rubisco
Accessary pigment - light-absorbing pigments other than chlorophyll a
C3 plants - plants in which the first product of CO2 fixation by Rubisco is a 3 carbon compound
C4 plants - plants in which the first product of CO2 fixation is a 4 carbon compound
CAM plants - plants that temporally separate light-dependent and light-independent reactions of photosynthesis
Calvin cycle - light-independent reactions of photosynthesis that convert carbon dioxide from the atmosphere into carbohydrates using the energy and reducing power of ATP and NADPH
Carbon fixation - a process of converting inorganic CO2 gas into organic compounds
Carotenoid - photosynthetic pigment (yellow-orange-red) that functions to dispose of excess energy
Chlorophyll - Two kinds of chlorophyll, a that absorb violet-blue and red light and consequently have a bluish-green color; the only pigment molecule that performs the photochemistry by getting excited and losing an electron to the electron transport chain; chlorophyll b is an accessory pigment that absorbs blue and red-orange light and consequently has a yellowish-green tint.
Chloroplast - organelle in which photosynthesis takes place
Cyclic photophosphorylation - ATP production by cyclic movement of electron through photosystem I
Drought avoidance - adaptations in a plant that allow it to avoid drought conditions
Drought tolerance - adaptations in a plant that allow it to survive under drought conditions
Light-dependent reaction - the first stage of photosynthesis where certain wavelengths of the visible light are absorbed to form two energy-carrying molecules (ATP and NADPH)
Light independent reaction - the second stage of photosynthesis, through which carbon dioxide is used to build carbohydrate molecules using energy from ATP and NADPH
Light intensity - number of photons falling on a unit area of the leaf surface in unit time
NADPH - the high-energy molecule
Non-cyclic photophosphorylation - ATP and NADPH production by the movement of electrons through photosystem I and photosystem II
Photolysis - the splitting of a water molecule in presence of sunlight
Photosynthesis - the process by which autotrophs use sunlight, water, and CO2 to produce sugars
Photosystem I - integral pigment and protein complex in thylakoid membranes that uses light energy to transport electrons from plastocyanin to NADP+ (which becomes reduced to NADPH in the process)
Photosystem II - integral protein and pigment complex in thylakoid membranes that transports electrons from water to the electron transport chain; oxygen is a product of PSII
Pigment - a molecule that is capable of absorbing certain wavelengths of light and reflecting others (which accounts for its color)
secondary Pigment - same as an accessory pigment
The metabolic processes in all organisms—from bacteria to humans—require energy. To get this energy, many organisms access stored energy by eating, that is, by ingesting other organisms. But where does the stored energy in food originate? All of this energy can be traced back to photosynthesis.
Photosynthesis is essential to all life on earth; both plants and animals depend on it. It is the only biological process that can capture the energy that originates from sunlight and converts it into chemical compounds (carbohydrates) that every organism uses to power its metabolism. It is also a source of oxygen necessary for many living organisms. In brief, the energy of sunlight is “captured” to energize electrons, whose energy is then stored in the covalent bonds of sugar molecules. How long-lasting and stable are those covalent bonds? The energy extracted today by the burning of coal and petroleum products represents sunlight energy captured and stored by photosynthesis 350 to 200 million years ago during the Carboniferous Period.
Plants, algae, and a group of bacteria called cyanobacteria are the only organisms capable of performing photosynthesis (figure 2.2.2). Because they use light to manufacture their own food, they are called photoautotrophs (literally, “self-feeders using light”). Other organisms—such as animals, fungi, and most other bacteria—are termed heterotrophs (“other feeders”), because they must rely on the sugars produced by photosynthetic organisms for their energy needs. A third very interesting group of bacteria synthesize sugars not by using sunlight’s energy but by extracting energy from inorganic chemical compounds. For this reason, they are referred to as chemoautotrophs.
The importance of photosynthesis is not just that it can capture sunlight’s energy. In contrast, photosynthesis is vital because it evolved as a way to store the energy from solar radiation (the “photo-” part) to energy in the carbon-carbon bonds of carbohydrate molecules (the “-synthesis” part). Those carbohydrates are the energy source that heterotrophs use to power the synthesis of ATP via respiration. Therefore, photosynthesis powers 99 percent of Earth’s ecosystems. When a top predator, such as a wolf, preys on a deer, the wolf is at the end of an energy path that went from nuclear reactions on the surface of the sun, to visible light, to photosynthesis, to vegetation, to deer, and finally to the wolf.
Photosynthesis is a multi-step process that requires specific wavelengths of visible sunlight, carbon dioxide (which is low in energy), and water as substrates (figure 2.2.3). After the process is complete, it releases oxygen and produces glyceraldehyde-3-phosphate (G3P), as well as simple carbohydrate molecules (high in energy) that can then be converted into glucose, sucrose, or any of dozens of other sugar molecules. These sugar molecules contain energy and the energized carbon that all living things need to survive.
The following is the chemical equation for photosynthesis (figure 2.2.4):
Although the equation in Figure 2.2.4. looks simple, the many steps that take place during photosynthesis are quite complex. Before learning the details of how photoautotrophs turn sunlight into food, it is important to become familiar with the structures involved.
Access for free at https://openstax.org/books/biology-2e/pages/8-1-overview-of-photosynthesis
Chloroplast
In plants, photosynthesis generally takes place in leaves, which consist of several layers of cells. The process of photosynthesis occurs in a middle layer called the mesophyll. The gas exchange of carbon dioxide and oxygen occurs through small, regulated openings called stomata (singular: stoma), which also play roles in the regulation of gas exchange and water balance. The stomata are typically located on the underside of the leaf, which helps to minimize water loss due to high temperatures on the upper surface of the leaf. Each stoma is flanked by guard cells that regulate the opening and closing of the stomata by swelling or shrinking in response to osmotic changes.
In all autotrophic eukaryotes, photosynthesis takes place inside an organelle called a chloroplast. For plants, chloroplast-containing cells exist mostly in the mesophyll. Chloroplasts have a double membrane envelope (composed of an outer membrane and an inner membrane) and are ancestrally derived from ancient free-living cyanobacteria. Within the chloroplast are stacked, disc-shaped structures called thylakoids. Embedded in the thylakoid membrane is chlorophyll, a pigment (a molecule that absorbs light) responsible for the initial interaction between light and plant material, and numerous proteins that make up the electron transport chain. The thylakoid membrane encloses an internal space called the thylakoid lumen. As shown in Figure 2.2.5, a stack of thylakoids is called a granum, and the liquid-filled space surrounding the granum is called stroma or “bed” (not to be confused with stoma or “mouth,” an opening on the leaf epidermis).
The Two Parts of Photosynthesis
Photosynthesis takes place in two sequential stages: light dependent reactions and light independent reactions. In light-dependent reactions, energy from sunlight is absorbed by chlorophyll and that energy is converted into stored chemical energy. In light-independent reactions, the chemical energy harvested during the light-dependent reactions drives the assembly of sugar molecules from carbon dioxide. Therefore, although the light-independent reactions do not use light as a reactant, they require the products of the light-dependent reactions to function. In addition, however, several enzymes of the light-independent reactions are activated by light. The light-dependent reactions utilize certain molecules to temporarily store the energy: these are referred to as energy carriers. The energy carriers that move energy from light-dependent reactions to light-independent reactions can be thought of as “full” because they are rich in energy. After the energy is released, the “empty” energy carriers return to the light-dependent reaction to obtain more energy. Figure 2.2.6 illustrates the components inside the chloroplast where light-dependent and light-independent reactions take place.
Click the link to learn more about photosynthesis.
Access for free at https://openstax.org/books/biology-2e/pages/8-1-overview-of-photosynthesis
Light Dependent Reaction
How can light energy be used to make food? When a person turns on a lamp, electrical energy becomes light energy. Like all other forms of kinetic energy, light can travel, change its form, and be harnessed to do work. In the case of photosynthesis, light energy is converted into chemical energy, which photoautotrophs use to build basic carbohydrate molecules (Figure 2.2.7). However, autotrophs only use a few specific wavelengths of sunlight.
What Is Light Energy?
The sun emits an enormous amount of electromagnetic radiation (solar energy in a spectrum from very short gamma rays to very long radio waves). How solar energy travels is described as waves. Scientists can determine the amount of energy of a wave by measuring its wavelength (represented by the Greek symbol lambda λ)—the distance between consecutive crest points of a wave (crest to crest or from trough to trough (figure 2.2.8). The frequency of a wavelength (represented by the Greek symbol nu n) is the number of crests or troughs passing a fixed point in unit time. Thus, for any electromagnetic wave, wavelength times frequency is equal to the speed of light (represented as C, equal to 3.0 X 108 m/s).
C = λn
Shorter wavelengths have more energy than longer wavelengths. The longer the wavelength, the less energy it carries. This may seem illogical but think of it in terms of a piece of moving heavy rope. It takes little effort by a person to move a rope in long, wide waves. To make a rope move in short, tight waves, a person would need to apply significantly more energy.
Visible light constitutes only one of many types of electromagnetic radiation emitted from the sun and other stars. Scientists differentiate the various types of radiant energy from the sun within the electromagnetic spectrum. The electromagnetic spectrum is the range of all possible frequencies of radiation (Figure 2.2.9). The difference between wavelengths relates to the amount of energy carried by them.
Electromagnetic radiations also exist as particles, called photons. All photons carry a definite amount of energy called quantum based on the wavelength. Photons are like packets of energy of an electromagnetic wave. Thus, frequency times Planck’s constant gives us the value of energy a photon is carrying.
E = hn
Where, h represents Planck’s constant (6.626 X 10-34 J s), n represents the frequency of the light.
You can visualize photons as packet of sauces that you get at any fast-food restaurant, the spiciness depends on the kind of sauces that you picked (mild, medium, or hot).
Each type of electromagnetic radiation travels at a particular wavelength. The electromagnetic spectrum (Figure 2.2.9) shows several types of electromagnetic radiation originating from the sun, including X-rays and ultraviolet (UV) rays. The higher-energy waves can penetrate tissues and damage cells and DNA, which explains why both X-rays and UV rays can be harmful to all living organisms.
Absorption of Light
Light energy initiates the process of photosynthesis when pigments absorb specific wavelengths of visible light. Organic pigments, of the chloroplast thylakoid, have a narrow range of energy levels that they can absorb. Energy levels lower than those represented by red light are insufficient to raise an orbital electron to an excited (quantum) state. Energy levels higher than those in blue light will physically tear the molecules apart, in a process called bleaching. Our retinal pigments can only “see” (absorb) wavelengths between 700 nm and 400 nm of light, a spectrum that is therefore called visible light. For the same reasons, pigment molecules in plants, absorb only light in the wavelength range of 700 nm to 400 nm; plant physiologists refer to this range for plants as photosynthetically active radiation (Figure 2.2.10).
The visible light is seen by humans as white light exists in a rainbow of colors. Certain objects, such as a prism or a drop of water, disperse white light to reveal the colors to the human eye. The visible light portion of the electromagnetic spectrum shows the rainbow of colors, with violet and blue having shorter wavelengths, and therefore higher energy. At the other end of the spectrum toward red, the wavelengths are longer and have lower energy (Figure 2.2.11).
Understanding Pigments
Different kinds of pigments exist, and each absorbs only specific wavelengths (colors) of visible light. Pigments reflect or transmit the wavelengths they cannot absorb, making them appear a mixture of the reflected or transmitted light colors.
Chlorophylls and carotenoids are the two major classes of photosynthetic pigments found in plants and algae; each class has multiple types of pigment molecules. There are five major chlorophylls: a, b, c, and d, as well as a related molecule found in prokaryotes called bacteriochlorophyll. Chlorophyll a and chlorophyll b are found in the chloroplast of higher plants. With dozens of different forms, carotenoids are a much larger group of pigments. The carotenoids found in fruit—such as the red of tomato (lycopene), the yellow of corn seeds (zeaxanthin), or the orange of an orange peel (β-carotene)—are used as advertisements to attract seed dispersers. In photosynthesis, carotenoids function as photosynthetic pigments that are very efficient molecules for the disposal of excess energy. When a leaf is exposed to full sun, the light-dependent reactions are required to process an enormous amount of energy; if that energy is not handled properly, it can do significant damage. Therefore, many carotenoids reside in the thylakoid membrane, absorb excess energy, and safely dissipate that energy as heat.
Each type of pigment can be identified by the specific pattern of wavelengths it absorbs from visible light: This is termed the absorption spectrum. The graph in Figure 2.2.12 shows the absorption spectra for chlorophyll a, chlorophyll b, and a type of carotenoid pigment called β-carotene (which absorbs blue and green light). Notice how each pigment has a distinct set of peaks and troughs, revealing a highly specific pattern of absorption. Chlorophyll a absorbs wavelengths from either end of the visible spectrum (blue and red), but not green. Because green is reflected or transmitted, chlorophyll appears green. Carotenoids absorb in the short-wavelength blue region and reflect the longer yellow, red, and orange wavelengths.
Many photosynthetic organisms have a mixture of pigments, and by using these pigments, the organism can absorb energy from a wider range of wavelengths. Not all photosynthetic organisms have full access to sunlight. Some organisms grow underwater where light intensity and quality decrease and change with depth. Other organisms grow in competition for light. Plants on the rainforest floor must be able to absorb any bit of light that comes through; this is because the taller trees absorb most of the sunlight and scatter the remaining solar radiation (Figure 2.2.13).
When studying a photosynthetic organism, scientists can determine the types of pigments present by generating absorption spectra. An instrument called a spectrophotometer can differentiate which wavelengths of light a substance can absorb. A spectrophotometer measure transmitted light and compute from it the absorption. By extracting pigments from leaves and placing these samples into a spectrophotometer, scientists can identify which wavelengths of light an organism can absorb. Additional methods for the identification of plant pigments include various types of chromatography that separate the pigments by their relative affinities to solid and mobile phases.
How Light-Dependent Reactions Work
The overall function of light-dependent reactions is to convert solar energy into chemical energy in the form of NADPH and ATP. This chemical energy supports light-independent reactions and fuels the assembly of sugar molecules. The light-dependent reactions are depicted in Figure 2.2.14. Protein complexes and pigment molecules work together to produce NADPH and ATP. The numbering of the photosystems is derived from the order in which they were discovered, not in the order of the transfer of electrons.
The actual step that converts light energy into chemical energy takes place in a multiprotein complex called a photosystem, two types of which are found embedded in the thylakoid membrane: photosystem II (PSII) and photosystem I (PSI) (Figure 2.2.15). The two complexes differ on the basis of what they oxidize (that is, the source of the low-energy electron supply) and what they reduce (the place to which they deliver their energized electrons).
Both photosystems have the same basic structure; a number of antenna proteins to which the chlorophyll molecules are bound surrounding the reaction center where the photochemistry takes place. Each photosystem is serviced by the light-harvesting complex, which passes energy from sunlight to the reaction center; it consists of multiple antenna proteins that contain a mixture of 300 to 400 chlorophyll a and b molecules, as well as other pigments like carotenoids. The absorption of a single photon or distinct quantity or “packet” of light by any of the chlorophylls pushes that molecule into an excited state. In short, light energy has now been captured by biological molecules but is not stored in any useful form yet. The energy is transferred from chlorophyll to chlorophyll until eventually (after about a millionth of a second), it is delivered to the reaction center. Up to this point, only energy has been transferred between molecules, not electrons.
The reaction center contains a pair of chlorophyll a that have a special property. Those two chlorophylls can undergo oxidation upon excitation; they can actually give up an electron in a process that is called a photoact. It is at this step in the reaction center, during photosynthesis, that light energy is converted into an excited electron. All of the subsequent steps involve getting that electron onto the energy carrier NADPH for delivery to the Calvin cycle where the electron is deposited onto carbon for long-term storage in the form of carbohydrate. PSII and PSI are two major components of the photosynthetic electron transport chain, which also includes the cytochrome complex. The cytochrome complex, an enzyme composed of two protein complexes, transfers the electrons from the carrier molecule plastoquinone (Pq) to the protein plastocyanin (Pc), thus enabling both the transfer of protons across the thylakoid membrane and the transfer of electrons from PSII to PSI.
The reaction center of PSII (called P680) delivers its high-energy electrons, one at a time, to the primary electron acceptor, and through the electron transport chain (Pq to cytochrome complex to plastocyanin) to PSI. P680’s missing electron is replaced by extracting a low-energy electron from water; thus, water is “split” during this stage of photosynthesis, and PSII is re-reduced after every photoact. Splitting one H2O molecule releases two electrons, two hydrogen atoms, and one atom of oxygen. However, splitting two molecules is required to form one molecule of diatomic O2 gas. About 10 percent of the oxygen is used by mitochondria in the leaf to support oxidative phosphorylation. The remainder escapes to the atmosphere where it is used by aerobic organisms to support respiration.
As electrons move through the proteins that reside between PSII and PSI, they lose energy. This energy is used to move hydrogen atoms from the stromal side of the membrane to the thylakoid lumen. Those hydrogen atoms, plus the ones produced by splitting water, accumulate in the thylakoid lumen and will be used to synthesize ATP in a later step. Because the electrons have lost energy prior to their arrival at PSI, they must be re-energized by PSI, hence, another photon is absorbed by the PSI antenna. That energy is relayed to the PSI reaction center (called P700). P700 is oxidized and sends a high-energy electron to NADP+ to form NADPH. Thus, PSII captures the energy to create proton gradients to make ATP, and PSI captures the energy to reduce NADP+ into NADPH. The two photosystems partly work in concert to guarantee that the production of NADPH will roughly equal the production of ATP. Other mechanisms exist to fine-tune that ratio to exactly match the chloroplast’s constantly changing energy needs.
Generating an Energy Carrier: ATP
As in the intermembrane space of the mitochondria during cellular respiration, the buildup of hydrogen ions inside the thylakoid lumen creates a concentration gradient. The passive diffusion of hydrogen ions from high concentration (in the thylakoid lumen) to low concentration (in the stroma) is harnessed to create ATP, just as in the electron transport chain of cellular respiration. The ions build up energy because of diffusion and because they all have the same electrical charge, repelling each other.
To release this energy, hydrogen ions will rush through any opening, similar to water jetting through a hole in a dam. In the thylakoid, that opening is a passage through a specialized protein channel called the ATP synthase. The energy released by the hydrogen ion stream allows ATP synthase to attach a third phosphate group to ADP, which forms a molecule of ATP (Figure 2.2.15). The flow of hydrogen ions through ATP synthase is called chemiosmosis because the ions move from an area of high to an area of low concentration through a semi-permeable structure of the thylakoid.
Visit the site and click through the animation to view the process of photosynthesis within a leaf.
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Light Independent Reaction
After the energy from the sun is converted into chemical energy and temporarily stored in ATP and NADPH molecules, the cell has the fuel needed to build carbohydrate molecules for long-term energy storage. The products of the light-dependent reactions, ATP and NADPH—have lifespans in the range of millionths of seconds, whereas the products of the light-independent reactions (carbohydrates and other forms of reduced carbon) can survive almost indefinitely. The carbohydrate molecules made will have a backbone of carbon atoms. But where does the carbon come from? It comes from carbon dioxide—the gas that is a waste product of respiration in microbes, fungi, plants, and animals.
In plants, carbon dioxide (CO2) enters the leaves through stomata, where it diffuses over short distances through intercellular spaces until it reaches the mesophyll cells. Once in the mesophyll cells, CO2 diffuses into the stroma of the chloroplast—the site of light-independent reactions of photosynthesis. These reactions actually have several names associated with them. One of those names, the Calvin cycle, is used to honor the man who discovered it, as well as because these reactions function as a cycle. Others call it the Calvin-Benson cycle to include the name of another scientist involved in its discovery. The most outdated name is “dark reaction,” which was used because light is not directly required (figure 2.2.16). The term dark reaction can be misleading because it implies incorrectly that the reaction only occurs at night or is independent of light, which is why most scientists and instructors no longer use it.
The light-independent reactions of the Calvin cycle can be organized into three basic stages: fixation, reduction, and regeneration.
Stage 1: Fixation
In the stroma, in addition to CO2, two other components are present to initiate the light-independent reactions: an enzyme called ribulose-1,5-bisphosphate carboxylase/oxygenase (RuBisCO) and three molecules of ribulose bisphosphate (RuBP), as shown in Figure 2.2.17. RuBP has five atoms of carbon, flanked by two phosphates.
RuBisCO catalyzes a reaction between CO2 and RuBP. Each RuBP molecule combines with one CO2 molecule producing one molecule of 1, 3-bisphosphoglycerate. This molecule splits into two molecules of 3-phosphoglyceric acid (3-PGA) or 3-phosphoglycerate. PGA has three carbons and one phosphate. Each turn of the cycle involves only one RuBP and one carbon dioxide and forms two molecules of 3-PGA. The number of carbon atoms remains the same, as the atoms move to form new bonds during the reactions:
3 C atoms from 3CO2 + 15 C atoms from 3RuBP = 18 C atoms in 6 molecules of 3-PGA
This process is called carbon fixation because CO2 is “fixed” from an inorganic form into organic molecules. Since the first intermediate formed is a 3-C compound, plants that produce this compound are also called C3 plants About 85% of the plant species on the planet are C3 plants; some examples are rice, wheat, soybeans, and all trees.
Stage 2: Reduction
ATP and NADPH are used to convert the six molecules of 3-PGA into six molecules of a chemical called glyceraldehyde 3-phosphate (G3P). That is a reduction reaction because it involves the gain of electrons by 3-PGA. (Recall that a reduction is the gain of an electron by an atom or molecule.) Six molecules of both ATP and NADPH are used. For ATP, energy is released with the loss of the terminal phosphate atom, converting it into ADP; for NADPH, both energy and a hydrogen atom are lost, converting it into NADP+. Both of these molecules return to the nearby light-dependent reactions to be reused and re-energized.
Stage 3: Regeneration
Interestingly, at this point, only one of the G3P molecules leaves the Calvin cycle and is sent to the cytoplasm to contribute to the formation of other compounds needed by the plant. Because the G3P exported from the chloroplast has three carbon atoms, it takes three “turns” of the Calvin cycle to fix enough net carbon to export one G3P. But each turn makes two G3Ps, thus three turns make six G3Ps. One is exported while the remaining five G3P molecules remain in the cycle and are used to regenerate RuBP, which enables the system to prepare for more CO2 to be fixed. Three more molecules of ATP are used in these regeneration reactions.
The process of photosynthesis has a theoretical efficiency of 30% (i.e., the maximum amount of chemical energy output would be only 30% of the solar energy input), but the efficiency is much lower in reality. It is only about 3% on cloudy days. Why is so much solar energy lost? There are a number of factors contributing to this energy loss, and one metabolic pathway that contributes to this low efficiency is photorespiration.
During photorespiration, the key photosynthetic enzyme Rubisco (ribulose-1,5-bisphosphate carboxylase oxygenase) uses O2 as a substrate instead of CO2. This process uses up a considerable amount of energy without making sugars (Figure 2.2.18). When a plant has its stomata open (when CO2 is diffusing in while O2 and water are diffusing out), photorespiration is minimized because Rubisco has a higher affinity for CO2 than for O2 when air temperatures are below 30°C (86°F). However, when a plant closes its stomata during times of water stress and O2 from respiration builds up inside the cell, the rate of photorespiration increases because O2 is now more abundant inside the mesophyll. So, there is a tradeoff. Plants can leave the stomata open and risk drying out, or they can close the stomata, thereby reducing the uptake of CO2, and decreasing the efficiency of photosynthesis. In addition, Rubisco has a higher affinity for O2 when temperatures increase, which means that C3 plants use more energy (ATP) for photorespiration at higher temperatures.
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C4 & CAM Pathways as Means of Reducing Photorespiration
The C4 and CAM pathways for fixing CO2 are two adaptations that improve the efficiency of photosynthesis, by ensuring that Rubisco encounters high CO2 concentrations and thus reduces photorespiration. These two photosynthetic adaptations for fixing CO2 have evolved independently several times in species that evolved from wet and dry, but typically warm climates. Why have these mechanisms evolved independently so many times? Plants that minimize photorespiration may have a significant competitive advantage because a considerable amount of energy (in the form of ATP) is lost in plants during photorespiration. In many environments, plants that use solar energy more efficiently should out-compete those which are less efficient.
C4 Pathway
Many angiosperms have developed adaptations that minimize the losses to photorespiration. They all use a supplementary method of CO2 uptake which initially forms a four-carbon molecule compared to the two three-carbon molecules that are initially formed in the C3 pathway. Hence, these plants are called C4 plants. Note that C4 plants will eventually conduct the light-independent reactions (C3 pathway), but they form a four-carbon molecule first.
C4 plants have structural changes in their leaf anatomy (Kranz anatomy) so that synthesizing the four-carbon sugar (the C4 pathway) and resuming the light-independent reactions (C3 pathways) are separated in different parts of the leaf with RuBisCO sequestered in bundle sheath cells, where the CO2 level is high and the O2 level low. After entering through the stomata, CO2 diffuses into a mesophyll cell (Figure 2.2.19; Figure 2.2.20). Being close to the leaf surface, these cells are exposed to high levels of O2, but they have no RuBisCO so cannot start photorespiration (nor the light-independent reactions).
How does this work? Atmospheric CO2 is fixed in the mesophyll cells as a simple 4-carbon organic acid (malate) by an enzyme that has no affinity for O2. Malate is then transported to the bundle sheath cells. Inside the bundle sheath, malate is oxidized to a 3-C organic acid, and in the process, 1 molecule of CO2 is produced from every malate molecule (Figure 2.2.21). The CO2 is then fixed by Rubisco into sugars, via the Calvin cycle, exactly as in C3 photosynthesis. There is an additional cost of two ATPs associated with moving the three-carbon “ferry” molecule from the bundle sheath cell back to the mesophyll to pick up another molecule of atmospheric CO2. Since the spatial separation in bundle-sheath cells minimizes O2 concentrations in the locations where Rubisco is located, photorespiration is minimized (Figure 2.2.21). This arrangement of cells reduces photorespiration and increases the efficiency of photosynthesis for C4 plants. In addition, C4 plants require about half as much water as a C3 plant. The reason C4 plants require less water is that the physical shape of the stomata and leaf structure of C4 plants helps reduce water loss by developing a large CO2 concentration gradient between the outside of the leaf (400 ppm) and the mesophyll cells (10 ppm). The large CO2 concentration gradient reduces water loss via transpiration through the stomata. These C4 plants are well adapted to (and likely to be found in) habitats with high daytime temperatures and intense sunlight. Because they use the C4 pathway to prevent photorespiration, they do not have to open their stomata to the same extent as C3 plants and can thus conserve water. Some examples are crabgrass, corn (maize), sugarcane, and sorghum. Although comprising only ~3% of the angiosperms by species, C4 plants are responsible for ~25% of all the photosynthesis on land.
CAM
Many plants such as cacti and pineapples, which are adapted to arid environments, use different energy and water-saving pathway called crassulacean acid metabolism (CAM). This name comes from the family of plants (Crassulaceae) in which scientists first discovered the pathway. Instead of spatially separating the light-dependent reactions and the use of CO2 in the Calvin cycle, CAM plants separate these processes temporally (Figure 2.2 22). At night, CAM plants open their stomata, and an enzyme in the mesophyll cells fixes the CO2 as an organic acid; then, they store the organic acid in vacuoles until morning. During the day the light-dependent reactions supply the ATP and NADPH necessary for the Calvin cycle to function, and the CO2 is released from those organic acids in order to make sugars. Plant species using CAM photosynthesis are the most water-efficient of all; the stomata are only open at night when humidity is typically higher, and the temperatures are much cooler (which serves to lower the diffusive gradient driving water loss from leaves). The CAM pathway is primarily an adaptation to water-limited environments; the fact that this pathway also stops photorespiration is an added benefit.
Overall, C3, C4 and CAM plants all use the Calvin cycle to make sugars from CO2. Table 2.2.1, list the various ways in which plants fix CO2 and the advantages and disadvantages associated with the various mechanisms and the habitats where plants are found.
| C3 plant | C4 plant | CAM Plant |
cost | photorespiration | The cost in terms of ATP associated with fixing carbon is double. Carbon fixation is less efficient under cold conditions. | Reduced amount of fixed carbon, stomata only open at night |
benefits | Carbon fixation without using ATP | Reduced photorespiration and ability to fix Carbon under high temperatures and reduced water loss | Reduced photorespiration and reduced water loss |
Separation of light-dependent reactions and carbon fixation | None, all of these reactions occur in the same cells | Spatial, these two sets of reactions occur in different cells | Temporal, these two sets of reactions occur at different times of day |
This link explains why C4 plants can start with an alternative enzyme (PEP carboxylase) and CAM plants can alter the timing of their Calvin cycle processes to avoid/minimize O2 use and water loss.
This link leads to an animation of photosynthesis and the Calvin cycle.
How Environmental Factors Affect Photosynthesis
In the previous section, we learn how light has both wave and particle properties as well as how photons are utilized in photosynthesis. Plants grow in diverse climates and under ever-changing environmental conditions. The rate of photosynthesis also changes with changing environmental conditions. This change in photosynthetic rate directly affects crop yield. In this section, we will briefly discuss how light intensity, the concentration of CO2, high and low temperatures, water availability, and air movement affect photosynthesis.
Light Intensity
In photosynthesis, irradiance or intensity can be measured as the number of photons falling on a unit area of the leaf surface in unit time. We already know that the energy of a photon depends on the wavelength. Photosynthesis-irradiance curve (figure 2.2.23) depicts how with increasing light intensity, the rate of photosynthesis continues to increase (left portion of the graph) until it reaches a saturation point (middle portion showing flat line or plateau) and then drops (right portion of the graph). This drop in the rate of photosynthesis is due to many factors, such as CO2 concentration, temperatures change, and water conditions. When exposure to high-intensity light causes damage to photosystem II, it is called photoinhibition (Figure 2.2.24).
Few mechanisms that plants use to prevent photoinhibition.
- Paraheliotropism: For efficient photosynthesis, plants orient their leaves perpendicular to the incident light. To reduce the damage from photoinhibition, some plant that exhibits paraheliotropism, orient their leaves parallel to the plane of incident light.
- Chloroplast movement: cytoplasmic streaming or cyclosis has been observed in algae, mosses as well as in the leaves of higher plants. Elements of the cytoskeleton (Unit 1, lesson 1, The cell) participate in cytoplasmic streaming and move organelles such as chloroplast around the plant cell. Cytoplasmic streaming leads to changes in the location and orientation of chloroplast. Repositioning of chloroplast blocks the over-exposure to high-intensity light and prevents photoinhibition. Click this link provide to see cytoplasmic streaming in elodea leaves.
- Xanthophyll cycle: If too much light is absorbed, the pH gradient developed across the thylakoid membranes becomes greater. This is sensed by a protein, PsbS, and through subsequent conformational changes transmitted through the light-harvesting antennae, the excess light energy must be dissipated as thermal energy. Molecules called xanthophylls (synthesized from carotenes - vitamin A precursors) such as zeaxanthin are important in excess energy dissipation. These molecules appear to cause excited-state chlorophyll (singlet-like excited state dioxygen) to become de-excited (Figure 2.2.25). Without the xanthophylls, the excited state chlorophyll could deexcite by transfer of energy to ground state triplet dioxygen, promoting it to the singlet, reactive state, which through electron acquisition, could also be converted to superoxide. These reactive oxygen species (ROS) can lead to oxidative damage to proteins, lipids, and nucleic acids, alteration in gene transcription, and even programmed cell death. Carotenoids can also act as ROS scavengers. Hence both heat dissipation and inhibition of the formation of ROS (by such molecules as vitamin E) are both mechanisms of defense against excessive solar energy.
- Sun and shade leave: Plants show variation in the size and thickness of their leaves. Sun leaves are smaller and thicker than shade leaves. Thicker cuticle, more palisade parenchyma cells or layers, and more vascular tissues are observed in the sun leaves. This makes sun leaves more efficient in capturing high-intensity light while preventing water loss via stomata due to transpiration. Shade leaves are larger. This increased surface area in shade leaves increases the absorption of light (Figure 2.2.26).
CO2 concentration
The partial pressure of CO2 is identical in the atmosphere. C4 plants evolved anatomical structures called Kranz anatomy. (figure 2.2.19; unit 2 lesson 2 section 5) to concentrate CO2 while CAM plants separate CO2 fixation temporally. The rate of photosynthesis increases with increasing CO2 concentration only if stomata remain open. The opening and closing of stomata depend on the ratio of the rate of water loss by transpiration to the rate of CO2 fixation. Many factors affect this ratio. Under high CO2 concentrations, the components of light-independent reactions (RuBisCo enzyme, regeneration of Ribulose-1, 5-bisphosphate) are saturated and the rate of photosynthesis cannot be increased any further. The availability of ATP and NADPH from light-dependent reactions also limits the rate of CO2 fixation under high CO2 conditions. Photorespiration is likely to occur under low CO2 concentrations inside the leaf.
Wind speed
When winds are calm, the rate of exchange of CO2 and water vapor via stomata is slower than when there is a breeze or a gust. The rate of exchange of gases depends on the thickness of the boundary layer, a layer of stagnant air around the leaf. A breeze or a gust disrupts the boundary layer and helps in increasing the rate of gas exchange thus enhancing the rate of diffusion of CO2 into the leaves. The increased rate of CO2 diffusion supports a higher rate of photosynthesis. Similarly, on humid days, the rate of exchange of water vapor and CO2 goes down decreasing the rate of photosynthesis.
Temperature
Low and high temperatures are relative to the range of temperature where a plant is growing. The temperature range for photosynthesis is wide, 59°F to 104°F. Rate of photosynthesis increases as the temperature rises, but only up to a certain level. Plants grow in different climates and under a wide range of temperatures and are well adapted to the temperature fluctuations in the area. The probability of photorespiration increases with high temperatures. This is because, at high temperatures, RuBisCO has a lower affinity for CO2. Lower temperatures bring down the activity of multiple enzymes involved in photosynthesis as well as transport in phloem and xylem.
Water availability
As we already know, plants grow in different climates and are well adapted to the environmental conditions of those regions. Low water conditions or drought conditions disrupt the water potential of the cells and thus affect all functions including photosynthesis. Remember, CO2 exchange occurs via stomata. To do photosynthesis plants must open stomata and this can cause further aggravate the water stress. Depending on the species and climate, plants show many adaptations to avoid water loss, such as sunken stomata, thick waxy cuticle, fewer stomata, deep roots, water storage in roots or other parts of the plant, reduced growth, smaller or reduced leaf to decrease the surface area for transpiration or in some cases complete loss of leaves, for example, spines on cacti are reduced leaves. Some plants called xerophytes are naturally tolerant to drought and can survive under extreme drought conditions. Draught-tolerant plants continue to grow and function under severe drought conditions. Whereas plants that germinate, grow, and reproduce only when water is available are called drought-avoiding plants.
Flooding also reduces the rate of photosynthesis. Roots are non-photosynthetic and depend on cellular respiration to support all functions. When submerged under water for long periods roots face oxygen scarcity. Many plants develop spaces or channels within tissue to store diffused air from aerial parts of the plant. For example, water lilies develop aerenchyma (figure 2.2.27). Many plants develop adventitious roots, roots growing from stems or other parts of plants above the water level. Intertidal zones are areas of seashore where land is submerged during high tide and exposed during low tide. Mangroves are well adapted to overcome the effects of flooding due to high tides. Mangroves grow aerial roots called pneumatophores (Figure 2.2.28) that grow upwards and stick out of the water surface. Numerous lenticels cover the surface of these roots to aid in O2 absorption. Lenticels (Figure 2.2.29) are openings in the bark, made up of cells that are permeable to O2 due to a lack of suberin deposition. Some plants, such as rice and cottonwood germinate as well as grow well under flooded conditions.
The Energy Cycle
Whether the organism is a bacterium, plant, or animal, all living things access energy by breaking down carbohydrates and other carbon-rich organic molecules. But if plants make carbohydrate molecules, why would they need to break them down, especially when it has been shown that the gas organisms release as a “waste product” (CO2) acts as a substrate for the formation of more food in photosynthesis? Remember, living things need the energy to perform life functions. In addition, an organism can either make its own food or eat another organism—either way, the food still needs to be broken down. Finally, in the process of breaking down food, called cellular respiration, heterotrophs release needed energy and produce “waste” in the form of CO2 gas.
However, in nature, there is no such thing as “waste.” Every single atom of matter and energy is conserved and recycled over and over infinitely. Substances change the form or move from one type of molecule to another, but their constituent atoms never disappear (Figure 8.2.30).
In reality, CO2 is no more a form of waste than oxygen is wasteful to photosynthesis. Both are byproducts of reactions that move on to other reactions. Photosynthesis absorbs light energy to build carbohydrates in chloroplasts, and aerobic cellular respiration releases energy by using oxygen to metabolize carbohydrates in the cytoplasm and mitochondria. Both processes use electron transport chains to capture the energy necessary to drive other reactions. These two powerhouse processes, photosynthesis and cellular respiration (Figure 2.2.31), function in biological, cyclical harmony to allow organisms to access life-sustaining energy that originates millions of miles away in a burning star humans call the sun.
Everyday Connection: Photosynthesis at the Grocery Store
Major grocery stores in the United States are organized into departments, such as dairy, meats, produce, bread, cereals, and so forth. Each aisle (figure 2.2.32) contains hundreds, if not thousands, of different products for customers to buy and consume.
Although there is a large variety, each item ultimately can be linked back to photosynthesis. Meats and dairy link because the animals were fed plant-based foods The bread, cereals, and pasta come largely from starchy grains, which are the seeds of photosynthesis in plants. What about desserts and drinks? All of these products contain sugar – sucrose in a plant product, a disaccharide, a carbohydrate molecule, which is built directly from photosynthesis. Moreover, many items are less obviously derived from plants: paper goods are generally plant products and many plastics (abundant as products and packaging) are derived from “algae” (unicellular photosynthesizing protozoans and cyanobacteria). Virtually every specie and flavoring in the spice aisle was produced by a plant as a leaf, root, bark, flower, fruit, or stem. Ultimately, photosynthesis connects to every meal and every food a person consumes.
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Attributions
Biology 2e By Mary Ann Clark, Matthew Douglas, Jung Choi. OpenStax is licensed under Creative Commons Attribution License v4.0
Introduction to Organismal Biology at https://sites.gatech.edu/organismalbio/ is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Botany (Ha, Morrow, and Algiers) is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Melissa Ha, Maria Morrow, & Kammy Algiers.
Bear, Robert; Rintoul, David; Snyder, Bruce; Smith-Caldas, Martha; Herren, Christopher; and Horne, Eva, "Principles of Biology" (2016). Open Access Textbooks. 1.
https://newprairiepress.org/textbooks/1
Glossary
absorption spectrum - range of wavelengths of electromagnetic radiation absorbed by a given substance
antenna protein - pigment molecule that directly absorbs light and transfers the energy absorbed to other pigment molecules
Calvin cycle - light-independent reactions of photosynthesis that convert carbon dioxide from the atmosphere into carbohydrates using the energy and reducing power of ATP and NADPH
carbon fixation - process of converting inorganic CO2 gas into organic compounds
carotenoid - photosynthetic pigment (yellow-orange-red) that functions to dispose of excess energy
chemoautotroph - organism that can build organic molecules using energy derived from inorganic chemicals instead of sunlight
chlorophyll a - form of chlorophyll that absorbs violet-blue and red light and consequently has a bluish-green color; the only pigment molecule that performs the photochemistry by getting excited and losing an electron to the electron transport chain
chlorophyll b - accessory pigment that absorbs blue and red-orange light and consequently has a yellowish-green tint
chloroplast - organelle in which photosynthesis takes place
cytochrome complex - group of reversibly oxidizable and reducible proteins that forms part of the electron transport chain between photosystem II and photosystem I
electromagnetic spectrum - range of all possible frequencies of radiation
electron transport chain - group of proteins between PSII and PSI that pass energized electrons and use the energy released by the electrons to move hydrogen ions against their concentration gradient into the thylakoid lumen
granum - stack of thylakoids located inside a chloroplast
heterotroph - organism that consumes organic substances or other organisms for food
light harvesting complex - complex that passes energy from sunlight to the reaction center in each photosystem; consists of multiple antenna proteins that contain a mixture of 300 to 400 chlorophyll a and b molecules, as well as other pigments like carotenoids
light-dependent reaction - first stage of photosynthesis where certain wavelengths of the visible light are absorbed to form two energy-carrying molecules (ATP and NADPH)
light-independent reaction - second stage of photosynthesis, through which carbon dioxide is used to build carbohydrate molecules using energy from ATP and NADPH
mesophyll - middle layer of chlorophyll-rich cells in a leaf
P680 - reaction center of photosystem II
P700 - reaction center of photosystem I
photoact - ejection of an electron from a reaction center using the energy of an absorbed photon
photoautotroph - organism capable of producing its own organic compounds from sunlight
photon - distinct quantity or “packet” of light energy
photosystem - group of proteins, chlorophyll, and other pigments that are used in the light-dependent reactions of photosynthesis to absorb light energy and convert it into chemical energy
photosystem I - integral pigment and protein complex in thylakoid membranes that uses light energy to transport electrons from plastocyanin to NADP+ (which becomes reduced to NADPH in the process)
photosystem II - integral protein and pigment complex in thylakoid membranes that transports electrons from water to the electron transport chain; oxygen is a product of PSII
pigment - molecule that is capable of absorbing certain wavelengths of light and reflecting others (which accounts for its color)
primary electron acceptor - pigment or other organic molecule in the reaction center that accepts an energized electron from the reaction center
reaction center - complex of chlorophyll molecules and other organic molecules that is assembled around a special pair of chlorophyll molecules and a primary electron acceptor, capable of undergoing oxidation and reduction
reduction - gain of electron(s) by an atom or molecule
spectrophotometer - instrument that can measure transmitted light and compute the absorption
stoma - opening that regulates gas exchange and water evaporation between leaves and the environment, typically situated on the underside of leaves
stroma - fluid-filled space surrounding the grana inside a chloroplast where the light-independent reactions of photosynthesis take place
thylakoid - disc-shaped, membrane-bound structure inside a chloroplast where the light-dependent reactions of photosynthesis take place; stacks of thylakoids are called grana
thylakoid lumen - aqueous space bound by a thylakoid membrane where protons accumulate during light-driven electron transport
wavelength - distance between consecutive points of equal position (two crests or two troughs) of a wave in a graphic representation; inversely proportional to the energy of the radiation
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oercommons
|
2025-03-18T00:37:50.675394
|
Textbook
|
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"url": "https://oercommons.org/courseware/lesson/87594/overview",
"title": "Statewide Dual Credit Introduction to Plant Science, Plant Function, Photosynthesis",
"author": "Diagram/Illustration"
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|
https://oercommons.org/courseware/lesson/21168/overview
|
Education Standards
Gods and Goddesses - content
Gods and Goddesses. Exit Slip
Gods and Goddesses. Graphic Organizer
Google Earth
National Geographic
The British Museum: Gods and Goddesses
The Greek Gods
Gods and Goddesses of Ancient Greece (90 minutes)
Overview
The study of ancient Greece is vital to the study of all other periods of history, including modern history, in understanding how past enduring influences shape our present. This lesson may be part of a unit on Ancient Greece that covers the major areas of this ancient civilization: geography, architecture, democracy, government, philosophy, Olympics, daily life, Athens, and Sparta. Students will learn about the gods and goddesses, their place of origin, their symbols, and their sanctuaries.
Introduction to Gods and Goddesses of Ancient Greece (10 minutes)
The following activities are part of the introduction to the lesson.
Teacher starts by informing students that the learning objectives of the lesson: to learn about the gods and goddesses, their place of origin, their symbols, and their sanctuaries.
Teacher does a KWL activity on flipchart paper or whiteboard (K: what students already know; W: what they want to know; L: what they have learned - this step is performed at the end of the lesson).
Teacher asks students:
What do you know about gods and goddesses of ancient Greece? (make notes on the flipchart as students brainstorm).
What do you want to learn about gods and goddesses of ancient Greece?
Teacher makes notes on the flipchart as students share their questions.
The learning objectives of today's lesson are to learn about the gods and goddesses, their place of origin, their symbols, and their sanctuaries.
What do you know about the gods and goddesses of ancient Greece?
What do you want to learn about the gods and goddesses of ancient Greece?
Image retrieved from https://pixabay.com/en/zeus-poseidon-hi-greeting-zipper-2897795/
Teacher plays the video The Greek Gods on a projector for students to get a general overview of the gods and goddesses of ancient Greece.
Watch this fun video to get a brief introduction about the gods and goddesses of ancient Greece.
Teacher asks/discusses:
What are some characteristics common for every god and goddess?
Students should be supported with prompting to identify that gods and goddesses
* have a special power
* a symbol
* human-like qualities (emotional, irrational, jealous of each other, immoral)
* their power helped explain the unknown or teach a lesson to humans
Teacher asks students to reflect on which god or goddess caught their attention, and why (allow some time for sharing), or something that surprised them.
What are some characteristics common for every god and goddess?
Note that each god and goddess has a special power, a symbol, and human-like qualities.
Myths described gods and goddesses' lives and actions. In myths, they often actively intervened in the day-to-day lives of humans. Myths were used to help explain the unknown and sometimes teach a lesson to humans. For example, Zeus, the king of the gods, carried his favorite weapon, the thunderbolt. When it rained and there was thunder and lightning, the ancient Greeks believed that Zeus was venting his anger.
Many stories are about how the Greek gods and goddesses behaved and interacted with humans. The Greeks created gods and goddesses in the image of humans; that is, their gods had many human qualities even though they were gods. The gods and goddesses constantly fought among themselves, behaved irrationally and unfairly, and were often jealous of each other. The Greek gods and goddesses were highly emotional and behaved inconsistently and sometimes immorally. Greek religion did not have a standard set of morals. The gods and goddesses, heroes, and humans of Greek mythology were flawed.
Which god or goddess caught your attention, and why?
What surprised you?
Where did Gods and Goddesses live? (15 minutes)
Following the brief, fun introduction on gods and goddesses of ancient Greece, students will travel to the home of the gods and goddesses via Google Earth.
Teacher asks students: So, where did these gods and goddesses live?
Teacher takes students' responses.
Where did the gods and goddesses of ancient Greece live?
Gods and goddesses of ancient Greece lived on Mount Olympus and were worshiped in sanctuaries built in their honour.
Image retrieved from https://pixabay.com/en/acropolis-athens-greece-antique-1348511/
Teacher prepares Google Earth on the projector.
Teacher asks students if they have tried Google Earth before.
Teacher tells students: Ancient Greek gods and goddesses lived on the Mount of Olympus, the highest mountain in Greece. The gods and goddesses of ancient Greece were also called "The Olympians" because they lived on Mount Olympus.
Teacher takes students to Mount Olympus on Google Earth. Teacher tells students that some gods and goddesses are believed to have been born in other places and that many gods and goddesses have sunctuaries dedicated in their honour.
Teacher shows the following places to students (in bold):
Zeus: found in a cave in Mount Dikte or Mount Ida in Crete
Hera: believed to be from Samos island
Athena: the goddess of the city of Athens; her sunctuary is the Parthenon
Apollo: his birthplace is Delos island
Demeter: believed to have stayed in Eleusis to mourn her daughter's death
Poseidon: temple in Cape Sounion and sanctuary in Isthmia near Corinth dedicated to him
Aphrodite: born from the sea; came ashore near Paphos in Cyprus
Artemis: sanctuary in Ephesos
Ares: his home believed to be the land of Thrace
Hephaistos: Hephaisteion temple in Athens
Dionysos: born in Thebes
Have you tried Google Earth before? We are going to use Google Earth to visit the places of gods and goddesses of ancient Greece.
Ancient Greek gods and goddesses lived on the Mount of Olympus, the highest mountain in Greece. The gods and goddesses of ancient Greece were also called "The Olympians" because they lived on Mount Olympus.
Some gods and goddesses are believed to have been born in other places and that many gods and goddesses have sunctuaries dedicated in their honour.
Open up Google Earth and visit the names (in bold) from the list bolow.
Enjoy the journey!
Mount Olympus (where gods and goddesses lived)
Zeus: found in a cave in Mount Dikte or Mount Ida in Crete
Hera: believed to be from Samos island
Athena: the goddess of the city of Athens; her sunctuary is the Parthenon
Apollo: his birthplace is Delos island
Demeter: believed to have stayed in Eleusis to mourn her daughter's death
Poseidon: temple in Cape Sounion and sanctuary in Isthmia near Corinth dedicated to him
Aphrodite: born from the sea; came ashore near Paphos in Cyprus
Artemis: sanctuary in Ephesos
Ares: his home believed to be the land of Thrace
Hephaistos: Hephaisteion temple in Athens
Dionysos: born in Thebes
Image retrieved from https://www.google.ca/earth/
Teacher asks students:
What did you think of Google Earth and the places we visited?
Teacher listens to students' responses.
What did you think of Google Earth and the places you visited?
Let's Explore the Gods and Goddesses (40 minutes)
In this activity, students visit The British Museum on individual iPads. They explore the gods and godesses of ancient Greece in greater detail using the graphic organizer attached.
Teacher pairs students; directs them to the British Museum website and asks them to click on Gods; puts the website on the projector for students to access on their iPads.
Visit the British Museum website, and click on Gods.
Image retrieved from https://pixabay.com/en/greek-greece-frame-mythology-3223553/
Teacher distributes graphic organizer to students; suggests students to split the gods and goddesses so they can work more efficiently and teach each other; informs students that they will be sharing their findings at the end of the activity; clarifies any questions about the activity.
While students work on the activity, teacher circulates and offers assistance, where needed.
Look up all the gods and goddesses in this interactive site, and, using the graphic organizer attached, make note of their symbols, story, objects, their place of birth, and the festivals they are celebrated on.
Be prepared to share your findings.
Teacher goes through the gods and goddesses in the graphic organizer to review, and has students share their findings.
Teacher engages in a brief discussion about students' insights with questions such as:
What surprised you the most?
Which God, in your opinion, is the most useful, and why?
What surprised you the most?
Which God, in your opinion, is the most useful, and why?
Which Greek God or Goddess are you? (10 minutes)
In this activity, students visit the National Geographic Kids site on individual iPads. They take a fun personality test to figure out which Greek god or goddess they are.
Teacher asks students:
Are you fierce and focused, or dreamy and dramatic? Maybe you’re somewhere in between. Take this personality quiz to find out which ancient Greek god or goddess you’re most like!
It's OK if your result doesn't fit your personality—this is just for fun!
Teacher puts the website on the projector for students to access on their iPads, and wait for students to take the quiz.
Are you fierce and focused, or dreamy and dramatic? Maybe you’re somewhere in between. Take this personality quiz to find out which ancient Greek god or goddess you’re most like!
It's OK if your result doesn't fit your personality—this is just for fun!
Image retrieved from https://pixabay.com/en/greek-mythology-vegetation-tree-1392847/
Teacher asks students to share their results.
Teacher asks students Do you agree with the results? Why? Why not?
Which god or goddess are you?
Do you agree with the results? Why? Why not?
Wrap-up: Interactive Quiz on Gods and Goddesses (15 minutes)
In this summative activity, students visit the British Museum site to assess their learning by taking one short quiz.
Teacher tells students that they will take an easy online quiz to check their learning of gods and goddesses.
Teacher tells students that they can take the quiz as many times as they like.
Teacher puts up The British Museum: Gods and Goddesses website and clicks on Challenge.
Teacher asks students to access the website on their iPads and try out the quiz. Students can work in pairs.
Visit The British Museum: Gods and Goddesses website and take the quiz to check your learning on the ancient Greek gods and goddesses. You may repeat the test as many times as you like. Have fun!
IImage retrieved from https://pixabay.com/en/quiz-tiles-letters-red-game-test-2074324/
Teacher distributes the exit slips and asks students to share one interesting fact they learned from today's lesson.
Teacher collects the exit slips.
The exit slip activity completes the KWL chart introductory activity.
What is one interesting fact you learned from today's today?
Complete the attached exit slip and return it to your teacher.
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oercommons
|
2025-03-18T00:37:50.735753
|
02/20/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/21168/overview",
"title": "Gods and Goddesses of Ancient Greece (90 minutes)",
"author": "Christina Karakanta"
}
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https://oercommons.org/courseware/lesson/80192/overview
|
Fashion Design: Fashion Terminology
Overview
Students will learn fashion design terminology. This lesson includes a nearpod presentation, guided notes, and H5P flashcards. An assignment example is also included.
This lesson was written in accordance with Utah State Standards for Fashion Design Studio (Standard 1 Objective 2a).
Fashion Terminology Lesson
This lesson includes 3 resources (a student-paced near pod presentation, guided notes, and H5P Flashcards). There is also an assignment example based on Fashion Terminology.
This lesson was written in accordance with Utah State Standards for Fashion Design Studio (Standard 1 Objective 2a).
Fashion Terminology Content
1- Fashion Terminology Nearpod
2- Fashion Terminology Guided Notes
Use these notes as you watch Fashion Terminology Nearpod. When the file opens, select "make a copy" and title it "Last name Fashion Terminology Notes"
While these notes are completely optional, they will aid you in your quiz and the Final Exam at the end of the quarter.
3- Terminology Flash Cards
Fashion Terminology Assignment
Fashion Terms Presentation (20 Points)
Learning Objective: Students will be able to identify and define basic fashion terminology
For this assignment, you will be making an addition to your Google Site in the form of a Google Slide Presentation. You will be asked to find pictures that match some of the terms we learned this week and input the correct definition for each.
Instructions:
- Make a copy of this Google Slide Template.
- Follow the instructions found within the presentation template on Slide 2.
To turn in this assignment:
- Complete the assignment
- Click Publish in the upper right-hand corner of your Google Site
- Keep the default setting to Anyone at Mountain Heights Academy can view my site. Click Publish
- Click on the Paperclip copy icon in the upper right-hand corner
- Click Copy link
- To submit your assignment, return to this page and click Add Submission
- Paste the link to your Google Site into the Online Text box (ctrl+v)
- Click Save Changes
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oercommons
|
2025-03-18T00:37:50.753033
|
05/11/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80192/overview",
"title": "Fashion Design: Fashion Terminology",
"author": "Shanna Haws"
}
|
https://oercommons.org/courseware/lesson/116141/overview
|
Unleashing Learner Potential
Overview
"Unleashing Learner Potential" is a resource focused on student-centered learning, offering stories and practices from Pennsylvania to inspire and empower educators. It emphasizes active student engagement and personalizing instruction, encouraging students to take charge of their learning journey. Guided by the Student-Centered Learning Advisory Council, the book provides practical strategies and insights to help educators reimagine their practices and unlock students' full potential.
Introduction
Inspiring Stories of Student-Centered Learning Programs & Initiatives in Pennsylvania
"Unleashing Learner Potential" showcases stories and practices that highlight the transformative power of student-centered learning in Pennsylvania, aiming to inspire and empower educators. This initiative emphasizes active student engagement, where students become architects of their learning journey. The book, shaped by the Student-Centered Learning Advisory Council, offers practical strategies and insights for personalizing instruction, integrating technology, and fostering student agency, serving as a conversation starter and tool for educational reimagining.
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oercommons
|
2025-03-18T00:37:50.771109
|
Kendy Schiffert
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116141/overview",
"title": "Unleashing Learner Potential",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/117400/overview
|
Education Standards
Introduction to Climate Change Videos & Activity Guide
Overview
Educators and students are excited and interested in learning about climate change, but many times we hear that they don’t know where to start. This series of videos was created by Dr. Kat Huybers, a glaciologist at the University of Washington. Dr. Huybers guides learners through four topics, including the following: It’s Warming, It’s Us, It’s Bad, and We Can Fix It. While watching these videos, the accompanying questions will guide learners in thinking critically about their relationship with climate change and also expose them to additional resources to deepen their understanding. These videos may work well as asynchronous foundational learning before a synchronous workshop.
Activity Overview
Educators and students are excited and interested in learning about climate change, but many times we hear that they don’t know where to start. This activity guide and accompanying series of videos was created by EarthGen in partnership with Dr. Kat Huybers, a glaciologist at the University of Washington. Dr. Huybers guides learners through four topics, including the following: It’s Warming, It’s Us, It’s Bad, and We Can Fix It. While watching these videos, the accompanying questions will guide learners in thinking critically about their relationship with climate change and also expose them to additional resources to deepen their understanding. These videos may work well as asynchronous foundational learning before a synchronous workshop.
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oercommons
|
2025-03-18T00:37:50.792623
|
EarthGen Washington
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117400/overview",
"title": "Introduction to Climate Change Videos & Activity Guide",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/101973/overview
|
Education Standards
2. ACA - Refugees - High School Lesson (doc)
3. Applying for Asylum-hay (pdf)
4a. Dehabe's Story (YouTube)
4b. Dehabe's Story - transcript
5a. Gemima's Story (YouTube)
5b. Gemima's Story - transcript
6a. Victoria's Story (YouTube)
6b. Victoria's Story - transcript
7. ACA - Analysis Organizer
Animating Civic Action: High School Lesson - Refugees
Overview
Often throughout American history former refugees rise to be community leaders dedicating their lives to helping others. Refugees often overcome key obstacles including language and culture to become important activists addressing social and political problems. Refugees offer key perspectives on the application of civic virtues and human rights. In this lesson students will hear from three refugee students about their experiences. Then, students will be asked to:
- Identify and describe obstacles student refugees encounter while assimilating at school.
- Identify reasons why refugees go on to develop a strong sense of civic duty and desire to give back to their communities.
- Research and identify ways they can take civic action to build a better community.
About Animating Civic Action
Animating Civic Action lessons are created to support civic engagement K-12. These lessons introduce real stories of individuals in our Washington community who have experienced challenges to civic participation. These lessons incorporate multimedia approaches and provide opportunities to connect civic education with social-emotional learning. These lessons are standards aligned and grade level appropriate.
Lesson Overview
Enduring Understanding
Often throughout American history former refugees rise to be community leaders dedicating their lives to helping others. Refugees often overcome key obstacles including language and culture to become important activists addressing social and political problems. Refugees offer key perspectives on the application of civic virtues and human rights.
Supporting Questions
Students consider these questions - finding and using evidence to support the Enduring Understanding.
- How can we learn about strength and perseverance from listening to refugee’s stories?
- What can we learn from refugee experiences about commitment and helping others in applying civic virtues and human rights in our community?
Learning Targets
Students will be able to…
- Identify and describe obstacles student refugees encounter while assimilating at school.
- Identify reasons why refugees go on to develop a strong sense of civic duty and desire to give back to their communities.
- Research and identify ways they can take civic action to build a better community.
Task 1: Student Launch
Hooking students into the content of the inquiry.
Distribute the Student Handout: Launch to students.
- Guide students in the following activities “In their Shoes - Applying for Asylum-hay”
- There are no “correct” answers. Encourage the students to explain their thinking with each other, but this activity involves emotions, which can hold some risks as students may not want to share their answers with each other. Accept student responses however they feel like responding (in pairs or with partners).
Task 2: Focused Inquiry
A focused inquiry is a one-to-two-day lesson that will have students engaging in the C3 Framework’s Inquiry Arc.
Compelling Question
How can learning about refugee stories compel us to take civic action in our communities?
Standards
- SSS2.6-8.1 Create and use research questions to guide inquiry on an issue or event.
- C4.5.4 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
Learning Goals
- Students will be able to identify and describe obstacles student refugees encounter while assimilating.
- Students will identify reasons why refugees go on to develop a strong sense of civic duty and desire to give back to their communities.
- Students will be able research and identify ways they can take civic action to build a better community.
Glossary of Terms
- Refugee - a person who has been forced to leave their country in order to escape war, persecution, or natural disaster.
- Immigrant - a person who comes to live permanently in a foreign country.
- Asylum - the protection granted by a nation to someone who has left their native country as a political refugee.
- Asylum Seeker - a person who has left their home country as a political refugee and is seeking asylum in another.
- Assimilation - the absorption and integration of people, ideas, or culture into a wider society or culture
- Perseverance - persistence in doing something despite difficulty or delay in achieving success.
Teacher Note: Make sure to emphasize that when we are talking about assimilation we are talking about the blending, enhancing, and adding additional cultures to our existing wider culture, not the eliminating or erasing one’s culture when assimilating.
Staging the Question
- Review with students the glossary of terms. Make sure to emphasize that when we are talking about assimilation we are talking about the blending, enhancing and adding additional cultures to our existing wider culture, not eliminating or erasing one’s culture when assimilating.
- Have students recall from yesterday’s activities how learning a new language is a huge obstacle for refugees. Prompt students to recall once they worked in groups together, they were more successful in completing the task thus building supportive communities.
- Working in pairs, have students hypothesize and discuss why many immigrants go on to choose careers that focus on helping others and giving back. Have them record their answers to share.
Supporting Question 1
How can we learn about strength and perseverance from listening to refugee’s stories?
Formative Performance Task 1
Students will listen to the audio stories and annotate key moments in the story using the graphic organizer.
Supporting Question 2
What civic actions can young people become involved in to contribute to their community?
Formative Performance Task 2
Students will read the transcripts and annotate key moments in the story using the graphic organizer.
Formative Performance Task 3
Working with a partner, students will research local organizations that sponsor refugees to our area. Based on what they learned from listening to the audio recordings, students will identify and research gaps in resources available to our refugee students and communities in assimilating. Next, students will make a list of areas that need student involvement and ways for young people to be involved in helping refugee students assimilate at school. Lastly, they will publish and share their findings.
Featured Sources and Resources
- Victoria’s Story audio and transcript | Washington Office of Superintendent of Public Instruction
- Gemima’s Story audio and transcript | Washington Office of Superintendent of Public Instruction
- Dehabe’s Story audio and transcript
- Analysis Organizer | Washington Office of Superintendent of Public Instruction
Argument
After students analyze various sources to answer the supporting question and discuss their thinking with the class, they will write a brief response to the compelling question, how can learning about refugee stories compel us to take civic action in our communities?
Responses should include a claim, evidence, and reasoning and cite specific information from sources, including a connection to a key ideal.
Taking Informed Action
Students will identify and contact local refugee aid organizations to learn about ways to help support our local refugee communities. Students will create a local webpage guide, listing all the organizations and their different resources available for people in need. In addition, students will make specific “welcome to our school” guides for high school students to share. Students will share their webpage and resource guides with their local leaders, schools, and sponsor organizations.
Resources for National and State Refugee Organizations
- Rescue.org | International Rescue Committee
- HIAS – Welcome the Stranger. Protect the Refugee | HIAS
- U.S. Committee for Refugee and Immigrants
- World Relief | World Relief
- US Resettlement Partners | UNHCR, the UN Refugee Agency
- Office of Refugee and Immigration Assistance | Washington State Department of Social and Health Services
- Refugee Resettlement Agencies in Washington | Washington State Department of Social and Health Services
Attribution and License
Attribution
This lesson for Animating Civic Action lesson was developed by Melissa Webster, Everett Public Schools.
Animating Civic Action lessons support civic engagement K–12. These lessons introduce real stories of individuals in our Washington community who have experienced challenges to civic participation.
The Animating Civic Action Project was conceived and developed by:
- Danielle Eidenberg, Senior Education Ombuds, Governor’s Office of the Education Ombuds
- Zac Murphy, Director of Multimedia and Information Strategy, Communications and Digital Media, Office of Superintendent of Public Instruction (OSPI)
- Jerry Price, Associate Director, Social Studies Content, OSPI
Support for the Animating Civic Action project was provided by:
- Content media creation, filming, and editing:
Zac Murphy, Director of Multimedia and Information Strategy, Communications and Digital Media, OSPI - Media editing:
Stephanie Rexus Video Media Strategist, Communication and Digital Media. OSPI - Lesson formatting and publishing:
Barbara Soots, Open Educational Resources and Instructional Materials Program Manager, OSPI
We express our sincere gratitude to all the story contributors to the Animating Civic Action effort. Without their support and willingness to share their experiences, this resource would not be possible.
Animating Civics Action is a partnership between the Washington Office of Superintendent of Public Instruction and the Washington State Governor's Office of the Education Ombuds.
License
Except where otherwise noted, this Animating Civic Action Lesson, copyright Washington Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License
Victoria's Story, Gemima's Story, and Dehabe's Story video, copyright Washington Office of Superintendent of Public Instruction, is availble under a Creative Commons Attribution-NonCommercial-NoDerivatives License
All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI.
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oercommons
|
2025-03-18T00:37:50.859329
|
Jerry Price
|
{
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"url": "https://oercommons.org/courseware/lesson/101973/overview",
"title": "Animating Civic Action: High School Lesson - Refugees",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/82830/overview
|
Learning Domain: Civics
Standard: Evaluate the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order or disorder
Learning Domain: History
Standard: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts
Learning Domain: History
Standard: Design questions generated about individuals and groups that assess how the significance of their actions changes over time and is shaped by the historical context
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (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: 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: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Learning Domain: Reading for Informational Text
Standard: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (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: 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: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Learning Domain: Reading for Informational Text
Standard: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln�۪s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1���3 up to and including grades 11-12 on page 55.)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
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: Integration of Knowledge and Ideas.
Standard: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Cluster: Integration of Knowledge and Ideas.
Standard: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Production and Distribution of Writing.
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Cluster: Production and Distribution of Writing.
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
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oercommons
|
2025-03-18T00:37:50.919204
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Homework/Assignment
|
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"url": "https://oercommons.org/courseware/lesson/82830/overview",
"title": "Drumbeats in Time 11/12th Grade Unit Plan",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/68636/overview
|
Learning Domain: Earth's Systems
Standard: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Learning Domain: Earth and Human Activity
Standard: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Science Domain: Earth and Space Sciences
Topic: Weather and Climate
Standard: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]
Science Domain: Earth and Space Sciences
Topic: Weather and Climate
Standard: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms
Standard: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]
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oercommons
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2025-03-18T00:37:50.944309
|
Pacific Education Institute
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68636/overview",
"title": "PEI SOLS 3rd Grade Fire: Wildfires in Washington",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/117272/overview
|
Education Standards
Microplastics Presentation
Microplastics
Overview
This lesson will introduce students to plastics and microplastics, allowing them to identify various categories of microplastics and how they can reduce the amount of plastic that is used. Students will learn how the consumption of plastics impacts the environment.
In partnership with the Washington State Office of the Superintendent of Public Instruction (OSPI) and the legislature-funded ClimeTime program, the Gonzaga Institute for Climate, Water, and the Environment has created the Climate Literacy Fellows program.
Microplastics Lesson Overview
Lesson Title: Microplastics
Grade Level: 5th-6th Grade
Disciplinary Area: Earth and Human Activity
Duration: 45 minutes
Big Question:
How are microplastics created? How do micrplastics impact aquatic ecosystems?
Learning Objectives:
- Students will learn about the different kinds of plastics and the difference between primary and secondary microplastics.
- Students will learn how to identify plastic types.
- Students will learn how plastics can get into the environment and the dangers they pose once in the environment.
Key Terms:
Plastic, Microplastics, Primary Microplastic, Secondary Microplastic, Great Pacific Garbage Patch, Polyethylene, Polypropylene, Polystyrene
Standards:
Next Generation Science Standards
- 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
- MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Materials:
| Material: | Link for Purchasing: |
| Plastic Boxes | Plastic Boxes |
| Sand | Sandbox Sand |
| Various Pieces of Microplastics | Different Kinds of Plastics |
| Mini Sifters | Mini Sifters |
| Laminated Sheet of Different Types of Microplastics | Included in Lesson PDF |
Authors: Ana Reyes, Gonzaga Class of 2023
Revised by Kali Natarajan, Climate Literacy Outreach Specialist 2024
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oercommons
|
2025-03-18T00:37:50.972512
|
Lesson
|
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"url": "https://oercommons.org/courseware/lesson/117272/overview",
"title": "Microplastics",
"author": "Interactive"
}
|
https://oercommons.org/courseware/lesson/85021/overview
|
Education Standards
Birds of a Feather (3-5) Storyline
Google Drive Folder with All Resources
Birds of a Feather (3-5)
Overview
This sequence of instruction was developed to help elementary teachers who were working remotely. We developed a short storyline that ties together a few sessions to help explore a specific concept. We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
Students make observations of the behaviors while watching short videos of Bald Eagles and Hummingbirds. They then make observations of birds in their own neighborhood or school grounds. They use these observations to explore th knees of these organisms and behaviors used to meet these needs.
It is part of Clime Time - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee.
Overview
This sequence of instruction was developed to help elementary teachers who are working remotely. We developed a short storyline that ties together a few sessions to help explore a specific concept. We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
"Birds of a Feather" is designed around students making observations of birds near their home or school to answer the question: "How do birds get what they need from our local environment?"
It is part of Clime Time - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee.
Storyline
( pdf version: https://bit.ly/37M07sa )
The unit of instruction is centered on answering the questions:
How do birds get what they need from our local environment?
- Growing Elementary Science Distance Learning Storyline –
How do different kinds of birds get what they need from our local environment?
| ||||
|---|---|---|---|---|
| Asking Questions & Defining ProblemsIntroduce Phenomena or Problem | Carrying Out an InvestigationInvestigation | Read, Write, Make SenseInteractive read aloud to introduce ideas -model ideas to organize thinking and support literacy connections | Putting the Pieces TogetherBring together evidence from activities-synthesize- extending the learning based on student interest |
Engaging Students in Practices | Phenomena launch:Introduce the videos of the two birds, Eagle and Hummingbird. WATCH WITHOUT SOUND!Watch Bald Eagle: https: Notice and Wonder – Jamboard Watch the Hummingbird: Video of the two interacting (optional)
(This link will ask you to save a copy in your own Google sace.)
| Investigate:Family Wondering | Data Analysis:Data is shared The class creates a class data set of the observations collected by the various families. What birds did we predict live near or around our homes? What birds did we actually observe? What parts of the environment did you think provided for the birds needs?
Example Analysis Sheet:
Reading options(CHOICE BOARD, teacher-facing part connects to learning goal; student facing part is about the general content of the article)
Students read an article and then think about the needs of birds surfaced in the reading. They can add these ideas to their initial models using the sentence prompts. Ideas surfaced during data sharing should also be added
Teacher facing Choice Board of NewsELA Options:
(A free NewsELA account is needed to access these articles, which are available at several reading levels) | Putting the Pieces TogetherChoose a bird...go visual...support it with evidence.
Pick a bird species that lives in your community. It can be one you have observed or a bird you know lives in WA State.
Examples: Drawin (Bald Eagle) Jamboard (Hummingbird)
Gallery walk - compare contrast needs of Birds
Assessment: Each student picks a different bird board and write a paragraph explaining how that bird’s need are different than their bird’s needs and how it meets them in different ways. |
Family and Community Connections
| Ask a family member to help you think about the birds that live around your home and community. Make a list of these ideas on the provided Jamboard Discuss what you think these birds need to survive. | Investigation done with Family at home. | Do you know anyone who works outside or spends a lot of time outside? Interview them about the most interesting birds they have seen or the most interesting things they have seen a bird doing. |
|
Technology Considerations
| Provide students with links to the videos and Google Jamboard for launching storyline.
| Students collect and share data from their Family Wondering Bird Walk via images (if possible) to a separate Jamboard. | Newsela articles are shared. This can be done for follow-up asynchronous work. |
|
Storyline Launch → → → → → → → Investigating → → → → → → → → Sensemaking |
Materials
- Birds of a Feather Storyline: https://bit.ly/37M07sa
- Birds of a Feather Science Standards Alignment: https://bit.ly/2XnDLeI
- Student facing Slide Deck: https://bit.ly/2VSiIAh
- Bald Eagle Video: https://bit.ly/3m238NC
- Hummingbird Video: https://bit.ly/3CL8CCf
- Both Interacting Video: https://bit.ly/3AFSdNI
- Jamboard for Notice and Wonder: https://bit.ly/3g1DbK1
- Model Template (Jamboard) For Bird Needs: https://bit.ly/3AFt1qn
- Family Wondering Birdwalk: https://bit.ly/3jRul2D
- Google Docs Version: https://bit.ly/3jTafVR
- Birdwalk Observations Jamboard: https://bit.ly/3g1DbK1
- Example Birdwalk Observations: https://bit.ly/3iHUiSR
- Example Analysis of Birdwalk: https://bit.ly/3CPmfjP
- NewsELA Reading Options (Teacher Resource): https://bit.ly/3yUlmnA
- Example Bird Board (Eagle) - Hand Drawn: https://bit.ly/3CU2LL5
- Example Bird Board - (Hummingbird) - Jamboard: https://bit.ly/3AH0iS6
Standards Alignment
This document lists the Science standards that are/can be addressed with these materials at the Third, Fourth and Fifth Grade levels.
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oercommons
|
2025-03-18T00:37:51.039635
|
Jeff Ryan
|
{
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"url": "https://oercommons.org/courseware/lesson/85021/overview",
"title": "Birds of a Feather (3-5)",
"author": "Clancy Wolf"
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|
https://oercommons.org/courseware/lesson/117291/overview
|
Education Standards
Urban Heat Geographers Presentation
Urban Heat Geographers
Overview
Students will collect their own data on urban heat in order to understand how different city design choices change temperatures.
In partnership with the Washington State Office of the Superintendent of Public Instruction (OSPI) and the legislature-funded ClimeTime program, the Gonzaga Institute for Climate, Water, and the Environment has created the Climate Literacy Fellows program.
Urban Heat Geographers
Lesson Title: Urban Heat Geographers
Grade Level: MS
Disciplinary Area: Earth and Human Activity
Duration: 75 minutes
Big Question:
How does our physical environment affect the heat we feel? Why does city design matter to the global temperature increase? How do we collect data about temperature?
Learning Objectives:
- Students will learn about heat, light, and the albedo effect.
- Students will gain an understanding of the Urban Heat Island Effect and how it impacts their local community.
- Students will learn how to use heat mapping technology to measure the temperature of surfaces at their school.
- Students will learn how city design can impact temperatures.
Key Terms:
Albedo, Heat and Light, Urban Heat Island Effect
Standards:
Next Generation Science Standards
- MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperature over the past century.
Materials:
| Material: | Link for Purchasing: |
| Printed Temperature Gradient Handouts | Included in Lesson PDF |
| If Weather is Inclement: Laminated Heat Activity Sheets | Included in Lesson PDF |
| If Weather is Inclement: Expo Thin Markers | Markers |
| Printed Exit Tickets | Included in Lesson PDF |
| Thermal Cameras | FLIR One Camera |
Authors: Madden Tavernise, Gonzaga Class of 2025
Revised by Kali Natarajan, Climate Literacy Outreach Specialist, 2024
|
oercommons
|
2025-03-18T00:37:51.064882
|
Measurement and Data
|
{
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"url": "https://oercommons.org/courseware/lesson/117291/overview",
"title": "Urban Heat Geographers",
"author": "Environmental Science"
}
|
https://oercommons.org/courseware/lesson/79003/overview
|
Education Standards
Our On-line Identities (PPX)
Our On-line Identities (Word)
Our On-line Identities
Overview
This lesson invites students to use multiple forms of media, including their own Instagram accounts, to explore their on-line identities. The lesson culminates in a personal, visual essay. In the essay, students will use their own images as evidence. Then, students will reason about that evidence to compare what they see on their Instagram posts to their “real world” self. Using information from resources explored in class, students will include a discussion of “authenticity” and properly weave in quotes from those resources.
Exploring our Online Identities
High School Digital Literacy Unit
Enduring Understandings:
My digital identity is connected to my real-life identity, and, just like in real life, my actions in digital spaces accumulate to give others a sense of who I am. Authenticity is not stagnant but a cumulative, creative process. Therefore, it’s important for me to consider what I post, how others may perceive me, and consider the consequences of what I post.
Similarly, I can use this understanding to be more thoughtful when viewing others’ digital identities, considering the complex relationship between the real-world identity and their online identity.
My digital identity should be created with intention and managed regularly.
Essential Questions:
How does my digital identity relate to my real-world identity?
What kinds of things do I believe and value in the world and do my real-world and digital identities reflect that accurately?
What does authenticity mean and how does that translate in digital spaces?
Can I have more than one identity?
ELA common core state standards:
CCSS.ELA-LITERACY.RL/RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.9-10.2.A: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.9-10.2.B: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
Digital Citizen 2a: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
Summative Assessment: Students will write a personal, visual essay exploring their digital identity as presented on Instagram. In the essay, students will use their own images to find evidence. Then, students will reason about that evidence to compare what they see on their Instagram posts to their “real world” self. Using information from resources explored in class, students will include a discussion of “authenticity” and properly weave in quotes from those resources. Here is a link to the summative assessment assignment with a rubric: Summative Assessment
Activities: Use this Google Slides presentation to guide you through the unit. All graphic organizers, worksheets, and texts are linked below.
Activity name/ Time estimate | Description with accompanying worksheets and graphic organizers | Learning Target(s) |
Activating prior knowledge (10 minutes) | Have students free write about who they are online and whether that’s different from their “real world” persona. | |
Define terms “real self” and “curated self” (5 minutes) | Using the Google Slides presentation, define the terms “real self” and “curated self” for students to prepare them for the podcast and accompanying worksheets. | |
Podcast Listening “Post, Shoot” from NPR’s Invisibilia The podcast is 51 minutes long, but you can choose to listen to only a portion if you like. Here’s a quick breakdown: Part 1: Discusses Brandon, a teen who was killed because of something he posted on Facebook --up to minute 20:40 Part 2: A discussion with Gloria Origgi, an Italian philosopher, about the real/fake binary and why we need to see beyond that-- minute 20:40- 27:32 Part 3: The aftermath of Brandon’s shooting, how his fellow “gang” members were prosecuted due to their social media images, implications for Black and Brown kids-- 27:32-End (45 minutes) | Accompanying Graphic organizer Possible answers for the graphic organizer Preview the podcast using the Google Slides presentation. Listen to a portion of the podcast and have students fill out a graphic organizer as they listen (we recommend listening to at least part one which goes up to 20:40 but part two, which goes to 27:32 is cool too!). You might want to pause a couple of times when the podcast talks about Brandon, so students can write down what they hear. After listening, give students an opportunity to complete their worksheets and discuss what they wrote in small groups. Then, open the floor to a full-class discussion. **IF you want to include the rest of the podcast, which has a lot of great info around the implications around online identities for Black and Brown teens, you’ll need to create an organizer and discussion-- it definitely takes the discussion beyond real/digital identity. You’ll need to determine the usefulness of that in relation to the rest of your curriculum and what you know about your students. | I can listen to a podcast and identify main ideas I can evaluate the consequences of social media posts by considering examples and participating in discussion |
Student versions of “real” vs. “curated” self (30 minutes) | Then, using a T-Chart as a graphic organizer, students will work independently to consider their real life self and their curated self (just like they did with the podcast and Brandon). They may need to After working independently, students discuss their ideas with a small group, adding to their own T-chart as necessary. This can be differentiated to have students draw themselves split in half (one side representing their “real world” self and one side representing their curated, digital self). Here is a reference image from Absolutely True Diary of a Part-Time Indian | I can identify components of my real self and curated self in a T-chart or image |
Defining terms: “beliefs” and “values” (5-10 minutes) | Using the Google Slides presentation, define the terms “beliefs” and “values” to help students consider how our identities represent our beliefs and values. Explain how the things we do, what we wear, how we speak, and where we go can indicate our beliefs and values. | I can define the terms “beliefs” and “values” |
Free write on beliefs and values (5 minutes) | Students free write for 5 minutes to identify their beliefs and values | I can identify my core beliefs and values by freewriting about them. |
Apply beliefs and values to podcast and self (10 minutes) | Have students return to their T-chart about Brandon. On the margins, have them write out, in a different color, what they think some of his beliefs and values were, based on how he represented himself. Ex:“For example, many of you wrote that he was a rising star on his basketball team.This tells us that he valued sports. Maybe also that he believed in hard work.” | I can consider how representations of myself display my beliefs and values |
Psychology Today article: “Identity in the Age of Social Media” (45-60 minutes, depending on if you read out loud or independently) | Have students read the Psychology Today article on “Identity in the Age of Social Media,” answering questions on the worksheet as they go. You could have them read it independently or read it as a class, pausing at points to answer questions on their worksheet. The worksheet will help them later in their personal essays, so it’s best if each student fills one out. | I can read an informative article for main ideas and add my own ideas |
Jigsaw with videos about social media and “realness” (30 minutes) | Break students into Jigsaw groups by counting them off by 3. Have students watch the video that matches their number. While watching, students should consider what their video says about social media and digital identities. Then, take a couple minutes to talk with their video group about the video and what it says about social media and identity. Then, have students return to their original group. They should be able to summarize their video when they return to their original group. Each member shares about their video and then they discuss them all together. Options for set up: if students have computers, they can watch the video individually, but you might want to have them use headphones. Alternatively, you can set up 3 stations with a computer, each with one of the videos pre-loaded, and have them watch that way. | I can make connections between previous learning and new ideas and discuss those connections with my peers |
Making connections across texts (30 minutes) | Have students draw a thinking map. Make 3 big circles on the page and write in the 3 texts they worked with:
Then, have students write out their big ideas attached to each text. They can use previous worksheets to help them. When they’re done, have them write out a statement or two about digital identity and authenticity, based on their ideas from the texts. You can also choose to just show one video to the entire class, if you’re trying to save time. | I can recall what I’ve read, watched, and listened to, and make connections across texts by drawing a mind map. |
Objective evidence and reasoning (30 minutes) | First, help students understand the word “objective” Then, practice making objective observations about an image (The “hacker Barbie” image on the Google Slides presentation).
Then, show students how those observations become evidence that they reason about. There are examples on the next slide. You can have them practice interpreting some of the evidence they wrote down. | I can make objective statements about an image |
Practice analyzing an Instagram account: Socality Barbie (30 minutes) | Accompanying Graphic Organizer (probably easier to fill out digitally than to print) Model for students how to notice “evidence” in an image. You can pull up the Socality Barbie IG account to practice before giving them the graphic organizer. Alternatively, you could erase the example in the graphic organizer and model how to do it or do it as a class. | I can notice objectively about images to cultivate evidence. I can reason about my evidence. |
Analyzing their own Instagrams (1 hour) **NOTE: if students don’t have an IG account, you have some options. You could have them look at Facebook. You could have them look at their photos on their phone. If students really don’t use social media, you could have them analyze a celebrity account, they just won’t be able to compare “real” vs. “curated” in their final essay. | Accompanying Graphic Organizer This is easiest on a computer, but you could print the graphic organizer and just have students write in which photo they’re using. Students will do what they did for the Barbie IG but about their own. They need to select 4 photos to analyze from their Instagram and insert those photos into the graphic organizer (they can take screenshots or download them to their Google Drives, whatever is easiest!). For each photo, they’ll start with objective noticing. Then, they’ll move on to interpret the objective statements. Finally, they’ll take a screen shot of a “grid” of their instagram, showing up to 12 photos. They’ll analyze the grid the same way: objective noticing→ reasoning. When they’re done, they will pass their papers to a peer, who will add onto their ideas, in case the student missed some observations. | I can notice objectively about images to cultivate evidence. I can reason about my evidence. |
Introduce personal essay assignment (10 mins) **Options for differentiation: A video where the student talks through their Instagram posts and ideas around authenticity, a visual presentation like a Google Slides presentation | Take some time to explain the final project. It’s a personal essay, but it’s a visual essay because they’ll be importing their photos and writing about them. All the work they’ve done in the unit up to this point can and should be used to help them write the essay. The rubric emphasizes evidence and reasoning skills (which they really did already in their practice work!). The rubric does not grade an introduction or conclusion, though, it is an essay, so they’ll want some type of intro and conclusion. Feel free to add those to the rubric if you’d like. *If you haven’t taught evidence and reasoning in class yet, you may want to teach that before introducing this final project. | I can write an essay that weaves together information from my own life as well as from other sources. My essay uses evidence and reasoning to discuss the concepts of digital identity and authenticity. |
Authors:
Ali Beemsterboer
Lauren McClanahan
Attribution:
Illustration copyright Ellen Forney from The Absolutely True Diary of a Part-Time Indian by Sherman Alexie | used under fair use
License:
Except where otherwise noted, this presentation by Whatcom Intergenerational High School is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by Whatcom Intergenerational High School .
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oercommons
|
2025-03-18T00:37:51.124186
|
Lesson Plan
|
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"url": "https://oercommons.org/courseware/lesson/79003/overview",
"title": "Our On-line Identities",
"author": "Lesson"
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|
https://oercommons.org/courseware/lesson/121883/overview
|
StoryWorks: Beneath An Unknown Sky, StoryWorks: Beneath An Unknown Sky Curriculum Title Page
Overview
StoryWorks Theater's Beneath An Unknown Sky.
Beneath An Unknown Sky Curriculum and Film
StoryWorks develops inclusive and transformative educational theater experiences that provide students with the opportunity to examine our country’s civil rights history. Through content consistent with school curriculum standards, the program engages students in experiential learning and inspires them to ask deeper questions about the historical underpinnings behind contemporary issues. The process creates pathways to civic engagement, creates lasting memories and instills a tangible sense of social belonging.
Beneath An Unknown Sky:
Beneath An Unknown Sky brings to life the voices of residents of the Mississippi Delta during the unprecedented times of the Reconstruction Era. From the Freedmen's Bureau to the emergence of Black political leaders and with the experiences of everyday people in between, Beneath An Unknown Sky intimately portrays the joys, fears and sorrows of the people who lived during these uncertain and exciting moments as the Mississippi sought to rebuild in the aftermath of years of conflict and war and with the end of slavery.
Curriculum:
The Beneath An Unknown Sky curriculum consists of six lesson plans designed for 8th through 12th grades. Each lesson plan is inspired by monologues from our play and utilizes primary source materials to add historical context to the events and characters depicted in the film. Special attention is paid to developing historical research skills by asking the students to identify, analyze, and evaluate primary sources, review secondary source material, transcribe primary source documents, design an oral history project, and complete short research projects. The topics covered in the lesson plans include but are not limited to the following: the experience of Freedmen in the Mississippi Delta, Reconstruction, the Freedmen’s Bureau, Mississippi “Black codes”, Women’s history, the Reconstruction Amendments, Voting Rights, the Mississippi Constitution of 1868, Black political office holders from Mississippi, and the Mississippi Plan. The curriculum is intended to be flexible in its approach to better meet the needs of educators. The curriculum and short films are available to educators as a free, open-source resource. Educators can use the curriculum in its entirety or can pick and choose between the lesson plans to fit the scope and time constraints of their individual classrooms.
Lesson One: Establishing The Freedmen's Bureau
Lesson Two: The Freedmen's Bureau in Mississippi
Lesson Three: The Voices of Freedwomen
Lesson Four: The Mississippi Black Codes
Lesson Five: The Constitution of 1868 and Black Leadership in Mississippi
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oercommons
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2025-03-18T00:37:51.139273
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Rebecca Welch Weigel
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"url": "https://oercommons.org/courseware/lesson/121883/overview",
"title": "StoryWorks: Beneath An Unknown Sky, StoryWorks: Beneath An Unknown Sky Curriculum Title Page",
"author": "Unit of Study"
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https://oercommons.org/courseware/lesson/96735/overview
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Education Standards
Ancient Nubia - Unit Overview
Overview
These educational videos provide an invaluable resource on Ancient Nubia for Middle and High School Ancient World History and Geography teachers and students. The video content aligns with Geography, Economics, Civics, and Historical Thinking Social Studies standards across the nation. Key concepts and inquiry skills from each content area weave seamlessly throughout the videos and associated lesson plans.
This unit overview document links to developed resources on the Archeology in the Community site.
Overview
Introduction to Ancient Nubia
Ancient Nubia has an AMAZING 3000+ year history that runs in parallel with that of Egypt to its North. The earliest populations migrated across the African continent to the Nile River Valley around 3800 BCE. Previously nomadic people, they settled along the Nile Valley and adopted a way of life dependent on cattle pastoralism, or herding. Their food, spiritual practices, burial practices, and even their fashion trends reflected the strength and importance of their budding cattle culture.
The powerful Kerman Kingdom rose around 2600 BCE and lasts for an astounding 1000 years! This dynamic city-state had powerful rulers that posed a threat to the Egyptian state. As a demonstration of their power, these rulers were buried in elaborate tumuli, or earthen mound burials, surrounded with beautifully decorated cattle bucrania, or skulls.
The next Nubian Kingdom, the Napatan Kingdom, flourished from about 850 BCE - 270 BCE. You may have heard of the famous Kushite Kings Piankhy and Taharqa that conquered Egypt and ruled as the 25th Dynasty. These kings paid homage to the ancestors by reviving ancient Egyptian customs like royal pyramid burials, while also bringing distinctly Nubian customs into Egypt, like the elevated status and role of the Queen Mother, or mother of the king.
The final Nubian Kingdom, the Meroitic Kingdom, develops and thrives from about 300 BCE to 300 CE. This kingdom was the seat of powerful, sole ruling warrior Queens like Amanirenas and Amanishakheto. These queens successfully repelled the Roman invasion of Meroe, and oversaw the development of the Meroitic script. The wealth and power of these queens is evident by their amazing gold riches, extravagant jewelry, and elaborately decorated pyramid burials.
Sound intriguing? It is! And there's so much more to learn!! Watch the Ancient Nubia: Pre-Kerma – The Kingdoms of Kush, Part One and Part Two videos, explore the paired lesson plans, and immerse yourself in the deep histories of this thriving ancient African civilization.
From Ancient Nubia: Pre-Kerma-The Kingdoms of Kush by Archeology in the Community
and American Society of Overseas Research
Goals and Objectives
- Create an invaluable resource on Ancient Nubia for Middle and High School World History and Geography courses
- Provide a comprehensive introduction to Ancient Nubian civilization and culture
- Introduce Ancient Nubia to wider teacher and student audiences
- increase visibility of BIPOC representation in academia
Contents
Lesson plans, video activity sheets, inquiry activities, and teacher guidance are included in this resource. Sections:
- Ancient Nubia: Pre-Kerma - The Kingdoms of Kush Part One & Part Two
- Learning To Look
- The Remix
- Who Tells Your Story
- Teacher Pages
Download Ancient Nubia Unit
Visit Archeology in the Community Site
Explore the Youth Reading List (K-12)
Attribution and License
Attribution
- archeology symbol by Maxicons from Noun Project
- archeology by Adrien Coquet from Noun Project
- Archeologist by Eucalyp from Noun Project
- Ancient Nubia Introduction by Archeology in the Classroom. Used pursuant to fair use.
License
Except where otherwise noted, this unit overview 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. Ancient Nubia resource is copyright Archeology in the Community. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms before use.
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oercommons
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2025-03-18T00:37:51.191668
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Lesson
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"url": "https://oercommons.org/courseware/lesson/96735/overview",
"title": "Ancient Nubia - Unit Overview",
"author": "World History"
}
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https://oercommons.org/courseware/lesson/86813/overview
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Heart Words - A better way to teach sight words
How Do Kids Learn to Read?
I Used to Think...Now I Know
One_Pagers_Sample_hAm2khv
Orthographic Mapping
Sentence - Word - Phrase
Teaching Reading IS Rocket Science - Moats
What, So What, Now What
The Science of Reading (SoR)
Overview
According to the Institute of Multi-Sensory Education (IMSE) the Science of Reading (SoR) is a comprehensive body of research that encompasses years of scientific knowledge, spans across many languages, and shares the contributions of experts from relevant disciplines such as education, special education, literacy, psychology, neurology, and more. , literacy, psychology, neurology, and more. This resource is intended to help teacher candidates begin to understand the Science of Reading and it's educational implications.
Introduction
This unit is intended for teacher candidates to explore The Science of Reading (SoR). There are 4 sections, including articles and videos with various graphic organizers to help candidates synthesize the material being explored. This unit is meant to be a 3 hour asyncrounous activity and will help candidates meet their CTC required Clinical Practice hours.
What is the Science of Reading
Please read the article and complete the graphic organizer.
Our purpose for reading this article is to gain a better understanding of the Science of Reading.
To help us process our learning today, we will be using the Graphic Organizer "What, So What, Now What"
When we began our study of the science of reading and specifically how children learn to read, we all had initial ideas about it. Spend a few minutes thinking back to when we started and remember what kind of idea you one held.
Then, make a copy of the Google Doc. The "What, So What, Now What" is a well known reflection tool used at the end of a reading assignment.
How Do Kids Learn to Read?
Please read the article and complete the graphic organizer.
The Sentence-Phrase-Word is a thinking routine. It is a routine that helps learners engage meaningfully with a text with a focus on capturing “what speaks to them”. It also calls for them to justify their choices which makes it a useful springboard into a speaking activity. Make sure to make a copy before using the graphic organizer.
Orthographic Mapping
Please read the article and complete the graphic organizer.
Our purpose for reading this article is to gain a better understanding of Orthographic Mapping.
To help us process our learning today, we will be using the Making Thinking Visible routine - "I Used to Think...Now I Know."
Spend a few minutes thinking back to what kind of ideas you once held about reading instruction. It could be based on your own experiences learning to read or teaching reading.
Then, make a copy of the Google Doc. In the "I Used to Think..." box, summarize your past ideas about reading instruction.
When you're done with your reflection, go on to the next task in this lesson.
Heart Words
I included two resources here. Please read the article "Heart Words a Better Way to Teach Sight Words" then review the videos in Heart Word Magic for examples on how to teach high frequency words using the Heart Word method. There is no graphic organizer for this section. You will include new learning in your "One Pager" in the next section.
One Pager
Now is the time to create a 1-pager that illustrates your position on the Science of Reading (SoR). This will require that you synthesize all of the information you explored in Unit 1-4, and focus on the most essential points for you.
If you are unfamiliar with a 1-pager, you might spend some time examining what this is. It is essentially a series of notations and illustrations, all produced on 1 page, that reflect your position.
Submit your 1-pager to your instructor.
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oercommons
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2025-03-18T00:37:51.225629
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Special Education
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"url": "https://oercommons.org/courseware/lesson/86813/overview",
"title": "The Science of Reading (SoR)",
"author": "Reading Foundation Skills"
}
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https://oercommons.org/courseware/lesson/84207/overview
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Multiple Intelligences Overview https://cbseit.in/cbse/training/ Interpersonal Intelligences Proper understanding of multiple Intelligences Wonderful
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oercommons
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2025-03-18T00:37:51.249396
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07/26/2021
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/84207/overview",
"title": "Multiple Intelligences",
"author": "Sushant Kumar Jha"
}
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https://oercommons.org/courseware/lesson/73634/overview
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English Speaking Activity (artificial intelligence)
Overview
It is a wonderful speaking activity for english learners . The lesson plan has materials that you need while having the lesson. It aims to arouse students' curiosity about technology and artificial intelligence.
English Language Arts
Speaking Activity | By Akif |
Topic: Humanoid | |
Aims: To arouse students’ curiosity about artificial intelligence and technology To practise speaking skills To develop listening skills Students will be able to make sentences using can or have/has got | |
Age group: Teenagers or adults | |
Level: A1 – A2 – B1 | |
Time: 40 minutes | |
Materials: 1- Some piece of papers to hand out to the students 2- Internet links for photos and videos
1st photo https://images.app.goo.gl/kagkwHQbEW4iSK3E9 2nd photo https://images.app.goo.gl/bJPVyMhtEZWRcu4u7 3th photo https://images.app.goo.gl/8VD3zfrKcGefWK1W9 4th photo https://images.app.goo.gl/Raj2gM87SWikr6PY9 5th photo https://images.app.goo.gl/2FhHrzZJJpPb2WS8A 6th photo https://images.app.goo.gl/31H5o4ocEYCGpYC99
Video1 motions of face https://www.youtube.com/watch?v=eZlLNVmaPbM&ab_channel=GeminoidDK
Video2 conversation of robots and human https://www.youtube.com/watch?v=J71XWkh80nc&ab_channel=GeminoidDK
Video 3 Nadine robot https://www.youtube.com/watch?v=H5RICRVFm70&ab_channel=CNAInsider
Video 4 sophia https://www.youtube.com/watch?v=KimFfHHWpEM&ab_channel=APBSpeakers
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Warm – up (5 min.) At the beginning of the lesson want the students to get a very little paper and write an idea about the lesson “how will be this lesson?” Write on the board for example “I think this lesson will be ……..” (give some example funny , boring, scary, interesting) encourange them to write an idea about the lesson how will be this lesson? Want them to hide their paper
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Task 1 (5 min.) | First Show the first photo -write some questions on the board Do you know this man? Probably they don’t know. Who is this man? Gues What is his job ? get some answer write them on the board
“If you want -Make upsomething as if it is a real man for example I told them he is a singer and he has very good rock songs he can play guitar perfectly then they exactly believed that he is a real man and the students who said he was a singer became happyJ“
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Task 2 (5 min.) | Show the second photo -write some questions on the board Do you know this man? Probably they don’t know. Who is this man? Gues What is his job ? get some answer write them on the board
“If you want -Make up different something as if it is a real man for example I told them he is an actor and he has very good films he got an Oscar price then they exactly believed that he is a real man and the students who said he was an actor became happy J “
Close the smart board with White board then dust everything write this “change the topic”. They must believe that ok, everything is changed and yes it is not about the photos. Let’s talk about “technology” write it on the board and write this questions “do you fallow technology?” “how do you follow? Get some answers on the board. Then write on the board
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Task 3 (5 min.) | Close the smart board with White board then dust everything write this “change the topic”. They must believe that ok, everything is changed and yes it is not about the photos. Let’s talk about “technology” write it on the board and write this questions “do you fallow technology?” “how do you follow? Get some answers on the board. Then write on the board
“ROBOTS” “What can the robots do?” encorage them to answer , Write the students’ answers “What do they look like?” encorage them to answer give a few examples Write the students’ answers
Draw a small chart
Vote the ability who says yes who says no write the number of the students.
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Task 4 (5 min.) | Show the third and fourth pictures And also you can Show the fifth and sixth photos.
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Task 5
(10 min.) | Then let the students to watch videos Then add something the appearence and the abilities of robots.
Example: They look like a real human. Also, they have got eyelash. They can blink. Maybe, They can think . They can smile. Etc…
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Task 6 (5 min.) | At the and let them to look their idea about the lesson and ask each student your idea is true or false what do you think ? Ask some questions? Was it interesting? Was it scary? Was it funny? Like that…..
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oercommons
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2025-03-18T00:37:51.292532
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10/19/2020
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"url": "https://oercommons.org/courseware/lesson/73634/overview",
"title": "English Speaking Activity (artificial intelligence)",
"author": "Mehmet Akif HOŞGÖR"
}
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https://oercommons.org/courseware/lesson/84552/overview
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1.3 Breakdown of Pryuvate and Krebs Cycle
1.4 Electron Transport Chain
1.5 Chemiosmosis and ATP Production
1.6 Anaerobic Cellular Respiration
1.7 Regulatory Mechanisms
1_Cellular-Respiration
Cellular Respiration
Overview
Bovine mitochondrial ATP synthase based on PDB 5ARA. The FO, F1, axle, and stator regions are color coded magenta, green, orange, and cyan respectively. Picture Created in PyMol. BiochemEkaterina, CC BY-SA 4.0 <https://creativecommons.org/licenses/by-sa/4.0>, via Wikimedia Commons
Principles of Biology by Robert Bear, David Rintoul, Bruce Snyder, Marth Smith -Caldas, Christopher Herren, Eva Horne. 2016. The textbook was originally published and is also available to download at http://cnx.org/contents/db89c8f8-a27c-4685-ad2a-19d11a2a7e2e@24.1.It is licensed under a Creative Commons Attribution License 4.0 license.
Did you have an idea for improving this content? We’d love your input.
Introduction
Learning Objectives
- Explain the process of glycolysis.
- Distinguish between aerobic respiration and fermentation.
- Explain how the Krebs cycle oxidizes pyruvate.
- Explain the fate of the electrons in the Electron Transport Chain (ETC).
- Explain why the production of ATP is called oxidative phosphorylation.
Key Terms
aerobic respiration - a process in which organisms convert energy in the presence of oxygen
ATP - adenosine triphosphate, the cell's energy currency
Beta-oxidation - a process by which fatty acids are catabolized
Cellular respiration - a process in which an organism converts energy in the presence of oxygen
Decarboxylation - removal of the carboxyl group as carbon atom or CO2
Electron transport chain - a group of proteins on the inner membrane of mitochondria that pass electrons and use the energy released by the electrons to move hydrogen ions against the concentration gradient into the intermembrane space
Fermentation - a process of regenerating NAD+ with either an inorganic or organic compound serving as the final electron acceptor; occurs in the absence of oxygen
Gluconeogenesis - the process of glucose synthesis
Glucose - a six-carbon monosaccharide
Glycolysis - the process of breaking glucose into two three-carbon molecules with the production of ATP and NADH
Krebs cycle - (also citric acid cycle; tricarboxylic acid cycle; TCA cycle) series of enzyme-catalyzed chemical reactions of central importance in all living cells for extraction of energy from carbohydrates
Metabolism - all the chemical reactions that take place inside cells, including anabolism and catabolism
Mitochondria - (singular = mitochondrion) cell organelles responsible for carrying out cellular respiration, resulting in producing ATP, the cell's main energy-carrying molecule
NADH - high-energy molecule
Oxidation - loss of electrons
Oxidative phosphorylation - production of ATP using the process of chemiosmosis in the presence of oxygen
Oxidize - cause electron loss in a substance
Pyruvate/Pyruvic acid - three-carbon sugar that can be decarboxylated and oxidized to make acetyl CoA, which enters the citric acid cycle under aerobic conditions, the end product of glycolysis
The electrical energy plant in figure 2.1.1 converts energy from one form to another form that can be more easily used. This type of generating plant starts with underground thermal energy (heat) and transforms it into electrical energy that will be transported to homes and factories. Like a generating plant, plants and animals also must take in energy from the environment and convert it into a form that their cells can use. In the process of photosynthesis, plants and other photosynthetic producers take in energy in the form of light (solar energy) and convert it into chemical energy in the form of glucose, which stores this energy in its chemical bonds. Then, a series of metabolic pathways, collectively called cellular respiration, extracts the energy from the bonds in glucose and converts it into a form that all living things can use.
Energy production within a cell involves many coordinated chemical pathways. Most of these pathways are combinations of oxidation and reduction reactions, which occur at the same time. An oxidation reaction strips an electron from an atom in a compound; the addition of this stripped electron to another compound is a reduction reaction. Because oxidation and reduction usually occur together, these pairs of reactions are called oxidation-reduction reactions, or redox reactions, figure 2.1.2.
Electrons and Energy
The removal of an electron from a molecule (oxidizing it), causes a decrease in the potential energy of the oxidized compound. However, the electron (sometimes as part of a hydrogen atom) does not remain unbonded in the cytoplasm of a cell. Rather, the electron is shifted to a second compound, reducing the second compound. The shift of an electron from one compound to another removes some potential energy from the first compound (the oxidized compound) and increases the potential energy of the second compound (the reduced compound). The transfer of electrons between molecules is important because most of the energy stored in atoms and used to fuel cell functions is in the form of high-energy electrons. The transfer of energy in the form of high-energy electrons allows the cell to transfer and use energy in an incremental fashion—in small packages rather than in a single, destructive burst.
Electron Carriers
In living systems, a small class of compounds functions as electron shuttles: they bind and carry high-energy electrons between compounds in biochemical pathways. The principal electron carriers we will consider are derived from the B vitamin group and are derivatives of nucleotides. These compounds can be easily reduced (that is, they accept electrons) or oxidized (they lose electrons). Nicotinamide adenine dinucleotide (NAD) (figure 2.1.3) is derived from vitamin B3—niacin. NAD+ is the oxidized form of the molecule; NADH is the reduced form of the molecule after it has accepted two electrons and a proton, which together are the equivalent of a hydrogen atom with an extra electron. Note that if a compound has an “H” on it, it is generally reduced; for instance, NADH is the reduced form of NAD. The second variation of NAD, NADP, contains an extra phosphate group
NAD+ can accept electrons from an organic molecule according to the general equation:
RH + NAD+ ------> NADH + R
Reducing agent + Oxidizing agent -----> Reduced + Oxidized
When electrons are added to a compound, it is reduced. A compound that reduces another is called a reducing agent. In the above equation, RH is a reducing agent, and NAD+ is reduced to NADH. When electrons are removed from a compound, it is oxidized. A compound that oxidizes another is called an oxidizing agent. In the above equation, NAD+ is an oxidizing agent that grabs the H and causes RH to be oxidized to R.
Similarly, there are other electron carriers such as FAD+. Flavin adenine dinucleotide (FAD+) is derived from vitamin B2, also called riboflavin. Its reduced form is FADH2. Both NAD+ and FAD+ are extensively used in energy extraction from sugars, and NADP plays an important role in anabolic reactions and photosynthesis in plants.
ATP in Living Systems
A living cell cannot store significant amounts of free energy. Excess free energy would result in an increase of heat in the cell, which would result in excessive thermal motion that could damage and then destroy the cell. Rather, a cell must be able to handle that energy in a way that enables the cell to store energy safely and release it for use only as needed. Living cells accomplish this by using the compound adenosine triphosphate (ATP). ATP is often called the “energy currency” of the cell, and, like currency, this versatile compound can be used to fill any energy need of the cell. It can do this because it functions similarly to a rechargeable battery.
When ATP is broken down, usually by the removal of its terminal phosphate group, energy is released. The energy is used to do work by the cell, usually when the released phosphate binds to another molecule, which activates it. For example, in the mechanical work of muscle contraction, ATP supplies the energy to move the contractile muscle proteins. Recall the active transport work of the sodium-potassium pump in cell membranes. ATP alters the structure of the integral protein that functions as the pump, changing its affinity for sodium and potassium. In this way, the cell performs work, pumping ions against their electrochemical gradients.
ATP Structure and Function
At the heart of ATP is a molecule of adenosine monophosphate (AMP), which is composed of an adenine molecule bonded to a ribose molecule and to a single phosphate group (Figure 2.1.4). Ribose is a five-carbon sugar found in RNA, and AMP is one of the nucleotides in RNA. The addition of a second phosphate group to this core molecule results in the formation of adenosine diphosphate (ADP); the addition of a third phosphate group forms adenosine triphosphate (ATP).
The addition of a phosphate group to a molecule requires energy. Phosphate groups are negatively charged and thus repel one another when they are arranged in series, as they are in ADP and ATP. This repulsion makes the ADP and ATP molecules inherently unstable. The release of one or two phosphate groups from ATP, a process called dephosphorylation, releases energy.
Energy from ATP
Hydrolysis is the process of breaking complex macromolecules apart. During hydrolysis, water is split, or lysed, and the resulting hydrogen atom (H+) and a hydroxyl group (OH-), or hydroxide, are added to the larger molecule. The hydrolysis of ATP produces ADP, together with an inorganic phosphate ion (Pi), and the release of free energy. To carry out life processes, ATP is continuously broken down into ADP, and like a rechargeable battery, ADP is continuously regenerated into ATP by the reattachment of a third phosphate group. Water, which was broken down into its hydrogen atom and a hydroxyl group (hydroxide) during ATP hydrolysis, is regenerated when a third phosphate is added to the ADP molecule, reforming ATP.
Obviously, energy must be infused into the system to regenerate ATP. In nearly every living thing on Earth, the energy comes from the metabolism of glucose, fructose, or galactose, all isomers with the chemical formula C6H12O6 but with different molecular configurations. In this way, ATP is a direct link between the limited set of exergonic pathways of glucose catabolism and the multitude of endergonic pathways that power living cells.
Phosphorylation
Recall that, in some chemical reactions, enzymes may bind to several substrates that react with each other on the enzyme, forming an intermediate complex. An intermediate complex is a temporary structure, and it allows one of the substrates (such as ATP) and reactants to more readily react with each other. In reactions involving ATP, ATP is one of the substrates and ADP is a product.
During an endergonic chemical reaction, ATP forms an intermediate complex with the substrate and enzyme in the reaction. This intermediate complex allows the ATP to transfer its third phosphate group, with its energy, to the substrate; this is a process called phosphorylation. Phosphorylation refers to the addition of a phosphate (~P). This is illustrated by the following generic reaction, in which A and B represent two different substrates:
A + enzyme + ATP→ [A − enzyme − ∼P] → B + enzyme + ADP + phosphate ion
When the intermediate complex breaks apart, the energy is used to modify the substrate and convert it into a product of the reaction. The ADP molecule and a free phosphate ion are released into the medium and are available for recycling through cell metabolism.
Substrate Phosphorylation
ATP is generated through two mechanisms during the breakdown of glucose. A few ATP molecules are generated (that is, regenerated from ADP) as a direct result of the chemical reactions that occur in the catabolic pathways. A phosphate group is removed from an intermediate reactant in the pathway, and the free energy of the reaction is used to add the third phosphate to an available ADP molecule, producing ATP (Figure 2.1.5). This very direct method of phosphorylation is called substrate-level phosphorylation.
Oxidative Phosphorylation
Most of the ATP generated during glucose catabolism, however, is derived from a much more complex process: chemiosmosis. Chemiosmosis, a process of ATP production in cellular metabolism, is used to generate 90 percent of the ATP made during glucose catabolism and is also the method used in the light reactions of photosynthesis to harness the energy of sunlight. Chemiosmosis takes place in mitochondria, (Figure 2.1.6) within a eukaryotic cell or the plasma membrane of a prokaryotic cell. The production of ATP using the process of chemiosmosis is called oxidative phosphorylation because of the involvement of oxygen in the process.
Glycolysis
As you have read, nearly all of the energy used by living cells comes to them in the bonds of a sugar molecule called glucose. Glycolysis is the first step in the breakdown of glucose to extract energy for cellular metabolism. In fact, nearly all living organisms carry out glycolysis as part of their metabolism. The process does not use oxygen directly; therefore, it is termed anaerobic. Glycolysis takes place in the cytoplasm of both prokaryotic and eukaryotic cells.
Glycolysis begins with the six-carbon ring-shaped structure of a single glucose molecule and ends with two molecules of a three-carbon sugar called pyruvate. Glycolysis consists of two distinct phases. The first part of the glycolysis pathway traps the glucose molecule in the cell and uses energy to modify it so that the six-carbon sugar molecule can be split evenly into the two three-carbon molecules. The second part of glycolysis extracts energy from the molecules and stores it in the form of ATP and NADH—the reduced form of NAD (figure 2.1.7).
First Half of Glycolysis (Energy-Requiring Steps)
Step 1. The first step in glycolysis (Figure 2.1.8) is catalyzed by hexokinase, an enzyme with broad specificity that catalyzes the phosphorylation of six-carbon sugars. ATP is used as the source of phosphate by hexokinase to phosphorylate glucose, producing glucose-6-phosphate, a more reactive form of glucose. This reaction prevents the phosphorylated glucose molecule from leaving the cell because the negatively charged phosphate will not allow it to cross the hydrophobic interior of the plasma membrane.
Step 2. In the second step of glycolysis, an isomerase converts glucose-6-phosphate into one of its isomers: fructose-6-phosphate (this isomer has a phosphate attached at the location of the sixth carbon of the ring). An isomerase is an enzyme that catalyzes the conversion of a molecule into one of its isomers. (This conversion from phosphoglucose to phospho-fructose allows the eventual split of the sugar into two three-carbon molecules.)
Step 3. The third step is the phosphorylation of fructose-6-phosphate, catalyzed by the enzyme phosphofructokinase. A second ATP molecule donates a high-energy phosphate to fructose-6-phosphate, producing fructose-1,6-bisphosphate. In this pathway, phosphofructokinase is a rate-limiting enzyme. It is active when the concentration of ADP is high; it is less active when ADP levels are low, and the concentration of ATP is high. Thus, if there is “sufficient” ATP in the system, the pathway slows down. This is a type of end product inhibition since ATP is the end product of glucose catabolism.
Step 4. The newly added high-energy phosphates further destabilize fructose-1,6-bisphosphate. The fourth step in glycolysis employs the enzyme, aldolase, to cleave fructose-1,6-bisphosphate into two three-carbon isomers: dihydroxyacetone phosphate and glyceraldehyde-3-phosphate.
Step 5. In the fifth step, an isomerase transforms the dihydroxyacetone-phosphate into its isomer: glyceraldehyde-3-phosphate. Thus, the pathway will continue with two molecules of a glyceraldehyde-3-phosphate. At this point in the pathway, there is a net investment of energy from two ATP molecules in the breakdown of one glucose molecule.
Second Half of Glycolysis (Energy-Releasing Steps)
So far, glycolysis has cost the cell two ATP molecules and produced two small, three-carbon sugar molecules. Both of these molecules will proceed through the second half of the pathway, and sufficient energy will be extracted to pay back the two ATP molecules that were used as an initial investment, as well as produce a profit for the cell of two additional ATP molecules and two even higher-energy NADH molecules.
Step 6. The sixth step in glycolysis (Figure 2.1.9) oxidizes the sugar (glyceraldehyde-3-phosphate) by extracting high-energy electrons, which are picked up by the electron carrier NAD+, producing NADH. The sugar is then phosphorylated by the addition of a second phosphate group, producing 1,3-bisphosphoglycerate. Note that the second phosphate group does not require another ATP molecule.
Here again, this is a potential limiting factor for this pathway. The continuation of the reaction depends upon the availability of the oxidized form of the electron carrier, NAD+. Thus, NADH must be continuously oxidized back into NAD+ in order to keep this step going. If NAD+ is not available, the second half of glycolysis slows down or stops. If oxygen is available in the system, the NADH will be oxidized readily, though indirectly, and the high-energy electrons from the hydrogen released in this process will be used to produce ATP. In an environment without oxygen, an alternate pathway (fermentation) can provide the oxidation of NADH to NAD+.
Step 7. In the seventh step, catalyzed by phosphoglycerate kinase—an enzyme named for the reverse reaction, 1,3-bisphosphoglycerate donates a high-energy phosphate to ADP, forming one molecule of ATP. (This is an example of substrate-level phosphorylation.) A carbonyl group on the 1,3-bisphosphoglycerate is then oxidized to a carboxyl group, forming 3-phosphoglycerate.
Step 8. In the eighth step, the remaining phosphate group in 3-phosphoglycerate moves from the third carbon to the second carbon, producing 2-phosphoglycerate—an isomer of 3-phosphoglycerate. The enzyme catalyzing this step is a mutase (an isomerase).
Step 9. Enolase catalyzes the ninth step. This enzyme causes 2-phosphoglycerate to lose water from its structure; this is a dehydration reaction, resulting in the formation of a double bond that increases the potential energy in the remaining phosphate bond and produces phosphoenolpyruvate (PEP).
Step 10. The last step in glycolysis is catalyzed by the enzyme pyruvate kinase (the enzyme in this case is named for the reverse reaction of pyruvate’s conversion into PEP). This step results in the production of a second ATP molecule by substrate-level phosphorylation and the compound pyruvic acid (or its salt form, pyruvate). Many enzymes in enzymatic pathways are named for the reverse reactions since the enzyme can catalyze both forward and reverse reactions; these may have been described initially by the reverse reaction that takes place in vitro, under non-physiological conditions.
Gain a better understanding of the breakdown of glucose by glycolysis by visiting this site. below.
Outcomes of Glycolysis
Glycolysis begins with glucose and produces two pyruvate molecules, four new ATP molecules, and two molecules of NADH. (Note: two ATP molecules are used in the first half of the pathway to prepare the six-carbon ring for cleavage, so the cell has a net gain of two ATP molecules and two NADH molecules for its use). If the cell cannot catabolize the pyruvate molecules further, it will harvest only two ATP molecules from one molecule of glucose. Mature mammalian red blood cells do not have mitochondria and thus are not capable of aerobic respiration—the process in which organisms convert energy in the presence of oxygen; glycolysis is their sole source of ATP. If glycolysis is interrupted, these cells lose their ability to maintain their sodium-potassium pumps and eventually die.
The last step in glycolysis will not occur if pyruvate kinase—the enzyme that catalyzes the formation of pyruvate—is not available in sufficient quantities. In this situation, the entire glycolysis pathway will proceed, but only two ATP molecules will be made in the second half. Thus, pyruvate kinase is a rate-limiting enzyme for glycolysis.
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Breakdown of Pyruvate and Krebs Cycle
If oxygen is available, aerobic respiration will go forward. In eukaryotic cells, the pyruvate molecules produced at the end of glycolysis are transported into the mitochondria, which are the sites of cellular respiration. There, pyruvate is transformed into an acetyl group that will be picked up and activated by a carrier compound called coenzyme A (CoA). The resulting compound is called acetyl CoA. CoA is derived from vitamin B5, pantothenic acid. Acetyl CoA can be used in a variety of ways by the cell, but its major function is to deliver the acetyl group derived from pyruvate to the next stage of the pathway in glucose catabolism. In order for pyruvate the product of glycolysis—to enter the next pathway, it must undergo several changes. The conversion is a three-step process (Figure 2.1.10).
Step 1. A carboxyl group is removed from pyruvate, releasing a molecule of carbon dioxide into the surrounding medium. This reaction creates a two-carbon hydroxyethyl group bound to the enzyme (pyruvate dehydrogenase). We should note that this is the first of the six carbons from the original glucose molecule to be removed. (This step proceeds twice because there are two pyruvate molecules produced at the end of glycolysis for every molecule of glucose metabolized anaerobically; thus, two of the six carbons will have been removed at the end of both steps.)
Step 2. The hydroxyethyl group is oxidized to an acetyl group, and the electrons are picked up by NAD+, forming NADH. The high-energy electrons from NADH will be used later to generate ATP.
Step 3. The enzyme-bound acetyl group is transferred to CoA, producing a molecule of acetyl CoA.
Note that during the second stage of glucose metabolism, whenever a carbon atom is removed, it is bound to two oxygen atoms, producing carbon dioxide—one of the major end products of cellular respiration.
Acetyl CoA to CO2
In the presence of oxygen, acetyl CoA delivers its acetyl (2C) group to a four-carbon molecule known as oxaloacetate in order to form citrate—a six-carbon molecule with three carboxyl groups; this pathway will harvest the remainder of the extractable energy from what began as a glucose molecule and release the remaining four CO2 molecules. This single pathway is called different names: the citric acid cycle (named after the first intermediate formed), the TCA cycle (because citric acid or citrate and isocitrate are tricarboxylic acids), and the Krebs cycle (after Hans Krebs, who first identified the steps in the pathway in the 1930s in pigeon flight muscles).
Citric Acid Cycle (Krebs Cycle)
Like the conversion of pyruvate to acetyl CoA, the citric acid cycle takes place in the matrix of mitochondria. Almost all of the enzymes of the citric acid cycle are soluble, with the single exception of the enzyme succinate dehydrogenase, which is embedded in the inner membrane of the mitochondrion. Unlike glycolysis, the citric acid cycle is a closed-loop: the last part of the pathway regenerates the compound used in the first step. The eight steps of the cycle are a series of redox, dehydration, hydration, and decarboxylation reactions that produce two carbon dioxide molecules, one GTP/ATP, and the reduced carriers NADH and FADH2 (Figure 2.1.11). This is considered an aerobic pathway because the NADH and FADH2 produced must transfer their electrons to the next pathway in the system, which will use oxygen. If this transfer does not occur, the oxidation steps of the citric acid cycle also do not occur. Note that the citric acid cycle produces very little ATP directly and does not directly consume oxygen.
Steps in the Citric Acid Cycle
Step 1. Prior to the first step, a transitional phase occurs during which pyruvic acid is converted to acetyl CoA. Then, the first step of the cycle begins: This condensation step combines the two-carbon acetyl group with a four-carbon oxaloacetate molecule to form a six-carbon molecule of citrate. CoA is bound to a sulfhydryl group (-SH) and diffuses away to eventually combine with another acetyl group. This step is irreversible because it is highly exergonic. The rate of this reaction is controlled by negative feedback and the amount of ATP available. If ATP levels increase, the rate of this reaction decreases. If ATP is in short supply, the rate increases.
Step 2. In step two, citrate loses one water molecule and gains another as citrate is converted into its isomer, isocitrate.
Step 3. In step three, isocitrate is oxidized, producing a five-carbon molecule, α-ketoglutarate, along with a molecule of CO2 and two electrons, which reduce NAD+ to NADH. This step is also regulated by negative feedback from ATP and NADH and a positive effect of ADP.
Step 4. Steps three and four are both oxidation and decarboxylation steps, which as we have seen, release electrons that reduce NAD+ to NADH and release carboxyl groups that form CO2 molecules. Alpha-ketoglutarate is the product of step three, and a succinyl group is the product of step four. CoA binds with the succinyl group to form succinyl CoA. The enzyme that catalyzes step four is regulated by feedback inhibition of ATP, succinyl CoA, and NADH.
Step 5. In step five, a carboxyl group is substituted for coenzyme A, producing a high-energy bond. This energy is used in substrate-level phosphorylation (during the conversion of the succinyl group to succinate) to form either guanine triphosphate (GTP) or ATP. There are two possible forms of the enzyme—called isoenzymes—that may result during this step, depending upon the type of animal tissue in which they are found. One form is found in tissues that use large amounts of ATP, such as the heart and skeletal muscle; this form produces ATP. The second form of the enzyme is found in tissues that have a high number of anabolic pathways, such as the liver; this form produces GTP. GTP is energetically equivalent to ATP; however, its use is more restricted. In particular, protein synthesis primarily uses GTP.
Step 6. Step six is a dehydration process that converts succinate into fumarate. Two hydrogen atoms are transferred to FAD, reducing it to FADH2. (Note: the energy contained in the electrons of these hydrogens is insufficient to reduce NAD+ but adequate to reduce FAD.) Unlike NADH, this carrier remains attached to the enzyme and transfers the electrons to the electron transport chain directly. This process is made possible by the localization of the enzyme catalyzing this step inside the inner membrane of the mitochondrion.
Step 7. Water is added by hydrolysis to fumarate during step seven, and malate is produced. The last step in the citric acid cycle regenerates oxaloacetate by oxidizing malate. Another molecule of NADH is then produced in the process.
Link to learning
View an animation of the citric acid cycle here.
Products of the Citric Acid Cycle
Two carbon atoms come into the citric acid cycle from each acetyl group, representing four out of the six carbons of one glucose molecule. Two carbon dioxide molecules are released at each turn of the cycle; however, these do not necessarily contain the most recently added carbon atoms. The two acetyl carbon atoms will eventually be released during later turns of the cycle; thus, all six carbon atoms from the original glucose molecule are eventually incorporated into carbon dioxide. Each turn of the cycle forms three NADH molecules and one FADH2 molecule. These carriers will connect with the last portion of aerobic respiration, the electron transport chain, to produce ATP molecules. One GTP or ATP is also made in each cycle. Several of the intermediate compounds in the citric acid cycle can be used in synthesizing nonessential amino acids; therefore, the cycle is amphibolic (both catabolic and anabolic).
Access for free at https://openstax.org/books/biology-2e/pages/7-3-oxidation-of-pyruvate-and-the-citric-acid-cycle
Electron Transport Chain
You have just read about two pathways in glucose catabolism—glycolysis and the citric acid cycle—that generate ATP. Most of the ATP generated during the aerobic catabolism of glucose, however, is not generated directly from these pathways. Instead, it is derived from a process that begins by moving electrons through a series of electron carriers that undergo redox reactions. This process causes hydrogen ions to accumulate within the intermembranous space. Therefore, a concentration gradient forms in which hydrogen ions diffuse out of the intermembranous space into the mitochondrial matrix by passing through ATP synthase. The current of hydrogen ions powers the catalytic action of ATP synthase, which phosphorylates ADP, producing ATP.
The electron transport chain (Figure 2.1.12) is the last component of aerobic respiration and is the only part of glucose metabolism that uses atmospheric oxygen. Oxygen continuously diffuses into plant tissues (typically through stomata), as well as into fungi and bacteria; however, in animals, oxygen enters the body through a variety of respiratory systems. Electron transport is a series of redox reactions that resembles a relay race or bucket brigade in that electrons are passed rapidly from one component to the next, to the endpoint of the chain where the electrons reduce molecular oxygen and, along with associated protons, produce water. There are four complexes composed of proteins, labeled I through IV in Figure 2.1.12. The aggregation of these four complexes, together with associated mobile, accessory electron carriers, is called the electron transport chain. The electron transport chain is present with multiple copies in the inner mitochondrial membrane of eukaryotes and within the plasma membrane of prokaryotes.
Complex I
First, two electrons are carried to the first complex via NADH. This complex, labeled I, is composed of flavin mononucleotide (FMN) and an iron-sulfur (Fe-S)-containing protein. FMN, which is derived from vitamin B2—riboflavin—is one of several prosthetic groups or cofactors in the electron transport chain. A prosthetic group is a nonprotein molecule required for the activity of a protein. Prosthetic groups are organic or inorganic, nonpeptide molecules bound to a protein that facilitates its function. Prosthetic groups include coenzymes, which are the prosthetic groups of enzymes. The enzyme in complex I is NADH dehydrogenase and is composed of 44 separate polypeptide chains. Complex I can pump four hydrogen ions across the membrane from the matrix into the intermembrane space, and it is in this way that the hydrogen ion gradient is established and maintained between the two compartments separated by the inner mitochondrial membrane.
Q and Complex II
Complex II directly receives FADH2, which does not pass-through complex I. The compound connecting the first and second complexes to the third is ubiquinone B. The Q molecule is lipid soluble and freely moves through the hydrophobic core of the membrane. Once it is reduced (QH2), ubiquinone delivers its electrons to the next complex in the electron transport chain. Q receives the electrons derived from NADH from complex I, and the electrons derived from FADH2 from complex II. This enzyme and FADH2 form a small complex that delivers electrons directly to the electron transport chain, bypassing the first complex. Since these electrons bypass and thus do not energize the proton pump in the first complex, fewer ATP molecules are made from the FADH2 electrons. The number of ATP molecules ultimately obtained is directly proportional to the number of protons pumped across the inner mitochondrial membrane.
Complex III
The third complex is composed of cytochrome b—another Fe-S protein, a Rieske center (2Fe-2S center), and cytochrome c proteins. This complex is also called cytochrome oxidoreductase. Cytochrome proteins have a prosthetic group of heme. The heme molecule is similar to the heme in hemoglobin, but it carries electrons, not oxygen. As a result, the iron ion at its core is reduced and oxidized as it passes the electrons, fluctuating between different oxidation states: Fe++ (reduced) and Fe+++ (oxidized). The heme molecules in the cytochromes have different natures depending on how it is bound to the different proteins. Thus, giving each complex a slightly different characteristic. Complex III pumps out protons through the membrane and passes its electrons to cytochrome c for transport to complex four (Q carries pairs of electrons, whereas cytochrome c only carries one electron at a time).
Complex IV
The fourth complex is composed of cytochrome proteins c, a, and a3. This complex contains two heme groups (one in each of the two cytochromes, a, and a3) and three copper ions (a pair of CuA and one CuB in cytochrome a3). The cytochromes hold an oxygen molecule very tightly between the iron and copper ions until the oxygen is completely reduced by the gain of two electrons. The reduced oxygen then picks up two hydrogen ions from the surrounding medium to make water (H2O). The removal of the hydrogen ions from the system contributes to the ion gradient that forms the foundation for the process of chemiosmosis.
Access for free at https://openstax.org/books/biology-2e/pages/7-4-oxidative-phosphorylation
Chemiosmosis and ATP Production
In chemiosmosis, the free energy from the series of redox reactions is used to pump hydrogen ions (protons) across the mitochondrial membrane. The uneven distribution of H+ ions across the membrane establishes both concentration and electrical gradients (thus, an electrochemical gradient), owing to the hydrogen ions’ positive charge and their aggregation on one side of the membrane.
If the membrane were continuously open to simple diffusion by the hydrogen ions, the ions would tend to diffuse back across into the matrix, driven by the concentrations producing their electrochemical gradient. Recall that many ions cannot diffuse through the nonpolar regions of phospholipid membranes without the aid of ion channels. Similarly, hydrogen ions in the matrix space can only pass through the inner mitochondrial membrane by an integral membrane protein called ATP synthase (Figure 2.1.13). This complex protein acts as a tiny generator producing ATP as the hydrogen ions diffuse back into the mitochondria matrix along their concentration gradient. The turning parts of this molecular machine facilitate the addition of a phosphate to ADP, forming ATP, using the potential energy of the hydrogen ion gradient.
Chemiosmosis (Figure 2.1.14) is used to generate 90 percent of the ATP made during aerobic glucose catabolism; it is also the method used in the light reactions of photosynthesis to harness the energy of sunlight in the process of photophosphorylation. Recall that the production of ATP using the process of chemiosmosis in mitochondria is called oxidative phosphorylation. The overall result of these reactions is the production of ATP from the energy of the electrons removed from hydrogen atoms. These atoms were originally part of a glucose molecule. At the end of the pathway, the electrons are used to reduce an oxygen molecule to oxygen ions. The extra electrons on the oxygen attract hydrogen ions (protons) from the surrounding medium, and water is formed. Thus, oxygen is the final electron acceptor in the electron transport chain.
ATP Yield
The number of ATP molecules generated from the catabolism of glucose varies. For example, the number of hydrogen ions that the electron transport chain complexes can pump through the membrane varies between species. Another source of variance stems from the shuttle of electrons across the membranes of the mitochondria. (The NADH generated from glycolysis cannot easily enter mitochondria.) Thus, electrons are picked up on the inside of mitochondria by either NAD+ or FAD+. As you have learned earlier, these FAD+ molecules can transport fewer ions; consequently, fewer ATP molecules are generated when FAD+ acts as a carrier. NAD+ is used as the electron transporter in the liver and FAD+ acts in the brain.
Another factor that affects the yield of ATP molecules generated from glucose is the fact that intermediate compounds in these pathways are also used for other purposes. Glucose catabolism connects with the pathways that build or break down all other biochemical compounds in cells, and the result is somewhat messier than the ideal situations described thus far. For example, sugars other than glucose are fed into the glycolytic pathway for energy extraction. In addition, the five-carbon sugars that form nucleic acids are made from intermediates in glycolysis. Certain nonessential amino acids can be made from intermediates of both glycolysis and the citric acid cycle. Lipids, such as cholesterol and triglycerides, are also made from intermediates in these pathways, and both amino acids and triglycerides are broken down for energy through these pathways. Overall, in living systems, these pathways of glucose catabolism extract about 34 percent of the energy contained in glucose, with the remainder being released as heat.
Access for free at https://openstax.org/books/biology-2e/pages/7-4-oxidative-phosphorylation
Anaerobic Cellular Respiration
In aerobic respiration, the final electron acceptor is an oxygen molecule, O2. If aerobic respiration occurs, then ATP will be produced using the energy of high-energy electrons carried by NADH or FADH2 to the electron transport chain. If aerobic respiration does not occur, NADH must be re-oxidized to NAD+ for reuse as an electron carrier for the glycolytic pathway to continue. In order to accomplish this, some living systems use an organic molecule as the final electron acceptor. Processes that use an organic molecule to regenerate NAD+ from NADH are collectively referred to as fermentation. In contrast, some living systems use an inorganic molecule as a final electron acceptor. Both methods are called anaerobic cellular respiration, in which organisms convert energy for their use in the absence of oxygen.
Visit this site to see fermentation in action.
Certain prokaryotes, including some species in the domains Bacteria and Archaea, use anaerobic respiration. For example, a group of archaeans called methanogens reduces carbon dioxide to methane to oxidize NADH. These microorganisms are found in the soil and in the digestive tracts of ruminants, such as cows and sheep. Similarly, sulfate-reducing bacteria, most of which are anaerobic (Figure 2.1.15), reduce sulfate to hydrogen sulfide to regenerate NAD+ from NADH.
Lactic Acid Fermentation
The fermentation method used by animals and certain bacteria, such as those in yogurt, is lactic acid fermentation (Figure 2.1.16). This type of fermentation is used routinely in mammalian red blood cells, which do not have mitochondria, and in skeletal muscle that has an insufficient oxygen supply to allow aerobic respiration to continue (that is, in muscles used to the point of fatigue). In muscles, lactic acid accumulation must be removed by the blood circulation, and when the lactic acid loses hydrogen, the resulting lactate is brought to the liver for further metabolism. The chemical reactions of lactic acid fermentation are the following:
Pyruvic acid + NADH ↔ lactic acid + NAD+
The enzyme used in this reaction is lactate dehydrogenase (LDH). The reaction can proceed in either direction, but the reaction from left to right is inhibited by acidic conditions. Such lactic acid accumulation was once believed to cause muscle stiffness, fatigue, and soreness, although more recent research disputes this hypothesis. Once the lactic acid has been removed from the muscle and circulated to the liver, it can be reconverted into pyruvic acid and further catabolized for energy.
Alcohol Fermentation
Another familiar fermentation process is alcohol fermentation (Figure 2.1.17), which produces ethanol. The first chemical reaction of alcohol fermentation is the following (CO2 does not participate in the second reaction):
pyruvic acid + H+ → CO2 + acetaldehyde + NADH + H+ → ethanol + NAD+
The first reaction is catalyzed by pyruvate decarboxylase, a cytoplasmic enzyme, with a coenzyme of thiamine pyrophosphate (TPP, derived from vitamin B1—thiamine). A carboxyl group is removed from pyruvic acid, releasing carbon dioxide as a gas. The loss of carbon dioxide reduces the size of the molecule by one carbon, producing acetaldehyde. The second reaction is catalyzed by alcohol dehydrogenase to oxidize NADH to NAD+ and reduce acetaldehyde to ethanol. The fermentation of pyruvic acid by yeast produces the ethanol found in alcoholic beverages. The ethanol tolerance of yeast is variable, ranging from about 5 percent to 21 percent, depending on the yeast strain and environmental conditions.
Other Types of Fermentation
Other fermentation methods take place in bacteria. We should note that many prokaryotes are facultatively anaerobic. This means that they can switch between aerobic respiration and fermentation, depending on the availability of free oxygen. Certain prokaryotes, such as Clostridia, are obligate anaerobes. Obligate anaerobes live and grow in the absence of molecular oxygen. Oxygen is a poison to these microorganisms and kills them on exposure. We should also note that all forms of fermentation, except lactic acid fermentation, produce gas. The production of particular types of gas is used as an indicator of the fermentation of specific carbohydrates, which plays a role in the laboratory identification of the bacteria. Various methods of fermentation are used by assorted organisms to ensure an adequate supply of NAD+ for the sixth step in glycolysis. Without fermentation, this step would not occur, and ATP could not be harvested from the breakdown of glucose.
Access for free at https://openstax.org/books/biology-2e/pages/7-5-metabolism-without-oxygen
Regulatory Mechanisms
Cellular respiration must be regulated in order to provide balanced amounts of energy in the form of ATP. The cell also must generate a number of intermediate compounds that are used in the anabolism and catabolism of macromolecules. Without controls, metabolic reactions would quickly come to a standstill as the forward and backward reactions reached a state of equilibrium. Resources would be used inappropriately. A cell does not need the maximum amount of ATP that it can make all the time: At times, the cell needs to shunt some of the intermediates to pathways for amino acid, protein, glycogen, lipid, and nucleic acid production. In short, the cell needs to control its metabolism. A variety of mechanisms are used to control cellular respiration. Some type of control exists at each stage of glucose metabolism.
Some reactions are controlled by having two different enzymes—one each for the two directions of a reversible reaction. Reactions that are catalyzed by only one enzyme can go to equilibrium, stalling the reaction. In contrast, if two different enzymes (each specific for a given direction) are necessary for a reversible reaction, the opportunity to control the rate of the reaction increases, and equilibrium is not reached.
A number of enzymes involved in each of the pathways—in particular, the enzyme catalyzing the first committed reaction of the pathway—are controlled by the attachment of a molecule to an allosteric site on the protein. The molecules most commonly used in this capacity are the nucleotides ATP, ADP, AMP, NAD+, and NADH. These regulators—allosteric effectors—may increase or decrease enzyme activity, depending on the prevailing conditions. The allosteric effector alters the steric structure of the enzyme, usually affecting the configuration of the active site. This alteration of the protein’s (the enzyme’s) structure either increases or decreases its affinity for its substrate, with the effect of increasing or decreasing the rate of the reaction. The attachment signals to the enzyme. This binding can increase or decrease the enzyme’s activity, providing a feedback mechanism. This feedback type of control is effective as long as the chemical affecting it is attached to the enzyme. Once the overall concentration of the chemical decreases, it will diffuse away from the protein, and the control is relaxed.
Visit this site to see an animation of the electron transport chain and ATP synthesis.
Evolution Connection: Cellular respiration and Oxidative Phosphorylation and Photosynthesis
The process of photosynthesis and cellular metabolism consists of several very complex pathways. It is generally thought that the first cells arose in an aqueous environment – a “soup” of nutrients – possibly on the surface of some porous clays, perhaps in the warm marine environment.
An early form of photosynthesis developed that harnessed the sun’s energy using water as the source of hydrogen atoms, but this pathway did not produce free oxygen – anoxygenic photosynthesis. Another type of anoxygenic photosynthesis did not produce free oxygen because it did not use water as the source of hydrogen ions; instead, it used materials such as hydrogen sulfide and consequently produced sulfur. It is thought that glycolysis developed at this time and could take advantage of the simple sugars being produced but that these reactions were unable to fully extract the energy stored in the carbohydrates. The development of glycolysis probably predates the evolution of photosynthesis, as it was well suited to extract energy from materials spontaneously accumulating in the “primeval soup”. A later form of photosynthesis used water as a source of electrons and hydrogen and generated free oxygen. Over time, the atmosphere accumulated oxygen. This released oxygen caused metals to undergo oxidation in the oceans and created a “rust” layer in the sediment, permitting the dating of the rise of the first oxygen-producing phototrophs. Living things adapted to exploit this new atmosphere that allowed aerobic respiration as we know it to evolve. When the process of oxygenic photosynthesis evolved cells were finally able to use the oxygen expelled by photosynthesis to extract considerably more energy from the sugar molecules using the citric acid cycle and oxidative phosphorylation.
Access for free at Access for free at https://openstax.org/books/biology-2e/pages/30-2-stems and https://openstax.org/books/biology-2e/pages/7-7-regulation-of-cellular-respiration
Glossary
acetyl CoA- combination of an acetyl group derived from pyruvic acid and coenzyme A, which is made from pantothenic acid (a B-group vitamin)
ATP synthase - (also F1F0 ATP synthase) membrane-embedded protein complex that adds a phosphate to ADP with energy from protons diffusing through it
Chemiosmosis - process in which there is a production of adenosine triphosphate (ATP) in cellular metabolism by the involvement of a proton gradient across a membrane
dephosphorylation - removal of a phosphate group from a molecule
Isomerase - enzyme that converts a molecule into its isomer
phosphorylation - addition of a high-energy phosphate to a compound, usually a metabolic intermediate, a protein, or ADP
prosthetic group - (also prosthetic cofactor) molecule bound to a protein that facilitates the function of the protein
redox reaction - chemical reaction that consists of the coupling of an oxidation reaction and a reduction reaction
substrate-level phosphorylation - production of ATP from ADP using the excess energy from a chemical reaction and a phosphate group from a reactant
Ubiquinone - soluble electron transporter in the electron transport chain that connects the first or second complex to the third
Attributions
Biology 2e By Mary Ann Clark, Matthew Douglas, Jung Choi. OpenStax is licensed under Creative Commons Attribution License v4.0
Introduction to Organismal Biology at https://sites.gatech.edu/organismalbio/ is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Botany (Ha, Morrow, and Algiers) is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Melissa Ha, Maria Morrow, & Kammy Algiers.
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oercommons
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2025-03-18T00:37:51.424704
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Amanda Spangler
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"url": "https://oercommons.org/courseware/lesson/84552/overview",
"title": "Statewide Dual Credit Introduction to Plant Science, Plant Function, Cellular Respiration",
"author": "Anna McCollum"
}
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https://oercommons.org/courseware/lesson/99257/overview
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ASAM50: Asian American Contemporary Issues Essay Prompts
Overview
Asian American Essay Prompts
Asian American Media Essay Prompts
Asian American Essay Writing Prompts:
Topic A: (Raya) Asian American Female Depictions: Answer: What does Raya (1st SE Asian princess) represent in light of the history of marginalization of Asian American female actresses (see Anna May Wong actress forced roles “Dragon Lady“ or “Geisha Girl”, or “Lotus Blossom). Is she an improvement or does she have the same tropes? Is Raya part of a long line of real SE Asian female warriors. Make an argument is Raya an improvement or a setback for Asian females representation but specifically SE Asian/American females.
Topic B (Raya): Food is very important in Asian Culture but in what ways?
Food is the Asian Love Language and can be used as a proxy for culture. How? What are the Asian foods that are used in this film. Where and what are the inspired from?
Topic C (Turning Red): There are multiple depictions of Asian Mothers and North Asia American/Canadian) teens in Literature and film. What are they? What are the common tropes and how is this Asian Mother-Daughter Relationships different or the same.
Topic D (Turning Red) Define and cite the definitions of Intergenerational traumas. Is there Asian American/Canadian intergenerational traumas? Specifically speak about passed down intergenerational traumas of Mother and Daughter. How has the grandmother and aunties contributed or alleviated this. Specifically speak about the role of menstruation in Asian society from India, China to SE Asia. Is Pixar doing something different in these depictions?
TOPIC E: Origin of Asian American Studies: Should we Middle Eastern & West Asian American Studies?
What is the history of Asian American Studies? Who are the founders of Asian American Studies? What readings do they use in the Introduction Asian American Studies? Does Asian American Studies include Middle Eastern, West Asian and Arab studies? Does it include Asian Studies? [Note Many Asian American object to Asian studies scholarship because they said it was founded to help colonialization/imperialization of Asia.]
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oercommons
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2025-03-18T00:37:51.458303
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12/05/2022
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99257/overview",
"title": "ASAM50: Asian American Contemporary Issues Essay Prompts",
"author": "Jenny Banh"
}
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https://oercommons.org/courseware/lesson/70450/overview
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Executive Leadership
Overview
Executive leadership exposes the leaner to leadership at the top of the organisation.
Executive leadership is leadership at the apex of the organisation
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oercommons
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2025-03-18T00:37:51.475192
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Lecture Notes
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"url": "https://oercommons.org/courseware/lesson/70450/overview",
"title": "Executive Leadership",
"author": "Marketing"
}
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https://oercommons.org/courseware/lesson/71291/overview
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LAS TICS COMO HERRAMIENTAS DE APRENDIZAJE
Overview
uso de las tics como herramientas de enseñanza aprendizaje
TECNOLOGIA
Por lo que se puede establecer que este modelo se centra en el sujeto y las experiencias que este ha vivido. De acuerdo a los diferentes exponentes de este método, la construcción se puede producir de diferentes maneras, para Vygotsky de manera social, es decir, cuando el conocimiento se adquiere a través de la interacción con otros. En cuanto al psicólogo y pedagogo Ausubel, la construcción se realiza cuando el conocimiento es significativo para el sujeto. En lo que respecta a Piaget se da por medio de cuando el sujeto interactúa con el objeto del conocimiento, establece que el conocimiento se construye a través de experiencias, y en base a estas experiencias se crean los modelos mentales que posteriormente servirán para construir ese conocimiento por medio de la asimilación, es decir, la manera como perciben los sujetos un nuevo conocimiento y el alojamiento es como adaptan este nuevo conocimiento con los ya adquiridos anteriormente.
Al hablar de constructivismo se hace referencia a la enseñanza donde el docente tiene el rol de ayudar al alumno a ser un sujeto activo, crítico y reflexivo que sea el protagonista de crear su propio aprendizaje, a diferencia de la corriente conductista que considera al alumno como un sujeto pasivo que recibe el conocimiento a través del docente, quien es el encargado de transferir ese conocimiento.
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oercommons
|
2025-03-18T00:37:51.487353
|
08/17/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/71291/overview",
"title": "LAS TICS COMO HERRAMIENTAS DE APRENDIZAJE",
"author": "ivan ayerve siguas"
}
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https://oercommons.org/courseware/lesson/113483/overview
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Headzine Bristol Vol. 3 (interviews with Bristol hip-hop artists)
Overview
This resource, produced by Adam de Paor Evans and James McNally as part of the 'Fifth Element' project (PI: Justin Williams) covers interviews with a number of important rappers and DJs as part of the early rap music scene in Bristol, UK.
The rappers and DJs interviewed include Wilie Wee, Kelz, DJ Lynx, Flynn, Turoe, Kant Control, Krissy Kris, DJ Milo, Sir Beans OBE, Awkward.
Headzine Bristol Vol. 3
This zine covers interviews with pioneers of hip-hop in Bristol, UK. Produced open access as part of the 'Fifth Element' project (funded by AHRC-DFG)
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oercommons
|
2025-03-18T00:37:51.503947
|
02/26/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113483/overview",
"title": "Headzine Bristol Vol. 3 (interviews with Bristol hip-hop artists)",
"author": "Justin Williams"
}
|
https://oercommons.org/courseware/lesson/106784/overview
|
Orthopedic Equipment/Training
Overview
In the first week, new therapists will require an overview of what equipment is available for them to use. It is recommended for this to be an ongoing point of training during the first year and beyond.
Orthopedic Equipment/Training
In the first week, new therapists will require an overview of what equipment is available for them to use. It is recommended for this to be an ongoing point of training during the first year and beyond.
Note: These resources provided in the following folder may not reflect the guidelines or equipment used in your program. Please feel free to make a copy of this guide and insert links to your region's resources here.
Additional suggested activities include:
- Sharing an overview of what orthopedic equipment is available during the first week, especially for Physical Therapists
- Delineate what equipment your program allows Occupational Therapists to check out
- Connect new therapists to a peer for equipment mentoring
- Engage the local Assistive Technology Professional (ATP) or Seating and Mobility Specialist (SMS) or other persons who service orthopedic equipment for an in-service
- Share YouTube product videos to get an overview of the different types of orthopedic equipment in your program's inventory
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oercommons
|
2025-03-18T00:37:51.517074
|
07/17/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106784/overview",
"title": "Orthopedic Equipment/Training",
"author": "Nathaniel Baniqued"
}
|
https://oercommons.org/courseware/lesson/83482/overview
|
Backend Development Tools and Technologies
Overview
Backend Development Tools and Technologies
Software Stack
There are great list of server-side programming languages and frameworks to choose from in building the business/server logic of any application.
Check out the top 5 Backend framework.
The list below shows a recommended list of common topics a Backend developer should master in any programming language of choice.
- Session management
- Authentication & Authorization
- Caching Mechanisms
- APIs & Web Services
- Software architectures (MVC)
- Software design patterns
- Algorithms and data structures
- Structured logging
- Debugging, profiling and tracing
- Deployment
- Software testing
- Frameworks and Package Managers
Things to consider as a Backend Developer
- Scalability
- Security
- Robustness
- Readability
- Performance Oriented
- Maintainability
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oercommons
|
2025-03-18T00:37:51.530735
|
07/12/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83482/overview",
"title": "Backend Development Tools and Technologies",
"author": "Hannah Bone"
}
|
https://oercommons.org/courseware/lesson/65955/overview
|
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Create a standalone learning module, lesson, assignment, assessment or activity
Submit OER from the web for review by our librarians
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PHOTOSYNTHESIS
6CO2+6H2O---------------------------->C6H1206+6O2
or
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oercommons
|
2025-03-18T00:37:51.552627
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05/02/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65955/overview",
"title": "Photosynthesis",
"author": "Sujata Valvi"
}
|
https://oercommons.org/courseware/lesson/75595/overview
|
RCP neonatal
Overview
RCP neonatal
Formación en Enfermería
RCP neonatal
RCP neonatal
RCP neonatal
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oercommons
|
2025-03-18T00:37:51.571680
|
12/10/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75595/overview",
"title": "RCP neonatal",
"author": "jessica daza"
}
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https://oercommons.org/courseware/lesson/91803/overview
|
H5P Infographic(1)
H5P Uses
Overview
This content describes how to use many of H5P content types, focusing more on the accessible content types. More content types exist, h5p.org for more information.
H5P Uses
This graphic shares information about how to use H5P software. It is provided in two formats.
"H5P Uses" by Andrea Bearman is licensed under CC-BY 4.0 International License.
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oercommons
|
2025-03-18T00:37:51.589030
|
04/14/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91803/overview",
"title": "H5P Uses",
"author": "Andrea Bearman"
}
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https://oercommons.org/courseware/lesson/117301/overview
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Aphasia Group Impacts
Overview
Given that aphasia can have such a variety of deficits and severities, it is crucial to meet the needs of the client. Therefore, this research will investigate the following research question: How can a clinician effectively structure group therapy for clients with different severities of aphasia to ensure benefit for all members and improvement in quality of life?
Aphasia Group Impacts
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oercommons
|
2025-03-18T00:37:51.604978
|
06/25/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117301/overview",
"title": "Aphasia Group Impacts",
"author": "Emily Reaman"
}
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https://oercommons.org/courseware/lesson/90937/overview
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Poetry From The late 17th Century to the 19th Century
Overview
.
.
Poetry From The late 17th Century to the 19th Century
After John Donne and John Milton, John Dryden was the greatest English poet of the 17th century. Dryden is best known today as a satirist. His most famous poem, Absalom and Achitophel contains several brilliant satiric portraits. Dryden's mastery of the heroic couplet aided him in writing cutting satires.
“Bold knaves thrive without one grain of sense,
But good men starve for want of impudence.”
― John Dryden
John Dryden died in 1700, but his death signaled no dramatic change in poetic style. Poets walked in his footsteps. William Congreve was Dryden's poetical successor, but Pope was his genuine heir. Pope dominated poetry with the publication of his Pastorals in 1709. His impact can be seen in Robert Dodsley's Collection of Works, by Several Hands (1748), in William Mason's Museaus (1747), in the half-dozen additional poems devoted to Pope.
William Blake is considered to be one of the greatest visionaries of the early Romantic Era. In addition to writing such poems as “The Lamb” and “The Tyger” Blake was primarily occupied as an engraver and watercolour artist. Songs of Innocence and of Experience: Shewing the Two Contrary States of the Human Soul (1794) is arguably William Blake’s most well-known poetic composition. The Lamb and the Tyger function as complementary symbols of the protection and corruption of innocence, respectively. Lord Byron was a British Romantic poet and satirist whose poetry and personality captured the imagination of Europe. Although made famous by the autobiographical poem Childe Harold's Pilgrimage and his many love affairs he is perhaps better known today for the satiric realism of Don Juan. Percy Bysshe Shelley, English Romantic poet whose passionate search for personal love and social justice was gradually channeled from overt actions into poems that rank with the greatest in the English language. The life and works of Percy Bysshe Shelley exemplify English Romanticism in both its extremes of joyous ecstasy and brooding despair. Romanticism’s major themes—restlessness and brooding, rebellion against authority, interchange with nature—all of these Shelley exemplified in the way he lived his life. John Keats was an English Romantic lyric poet. He devoted his life to the perfection of a poetry marked by vivid imagery, great sensuous appeal, and an attempt to express a philosophy through classical legend. All his greatest poetry was written in a single year, 1819: “Lamia,” “The Eve of St. Agnes,” the great odes, and the two unfinished versions of an epic on Hyperion.
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oercommons
|
2025-03-18T00:37:51.617462
|
03/13/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90937/overview",
"title": "Poetry From The late 17th Century to the 19th Century",
"author": "Şaban Soydemir"
}
|
https://oercommons.org/courseware/lesson/83564/overview
|
PreK-Grade 3 Reentry: Classroom Resources
Overview
Resources to help educators as students transition back into in-person learning in the fall.
Classroom Resources
Welcoming, Relationships Building Practices, Establishing Classroom Community
Caring in Education | infed
In this article Nel Noddings explores the nature of caring relations and encounters in education and some of the difficulties educators have with them. Noddings also looks at caring relations as the foundation for pedagogical activity.
Exploration and Engagement Core Practice Elements | California Partners for Permanency
This flyer provides a summary of core practice elements and complete practice behaviors of the Child and Family Practice Model to support educators in leaning in, lifting up, and connecting to culture.
Exploring Cultural Concepts: Funds of Knowledge
This activity offers strategies to welcome families and acknowledge their abundant knowledge so that programs can learn from families in their engagement efforts.
Five Ways to Build Authentic and Genuine Relationships | NAEYC
This article from the National Association for the Education of Young Children provides five ways to build genuine relationships with families.
Social Emotional Learning (SEL)
Social Emotional Learning (SEL) Roadmap for Reopening School | Collaborative for Academic, Social, and Emotional Learning
The SEL Roadmap is designed to support school leaders and leadership teams in planning for the transition back to schools, in whatever form that takes. While this guidance is written for schools, states and districts will also play critical roles.
Washington Social Emotional Learning (SEL) Implementation Brief: For Educators | OSPI
Schools that focus on creating welcoming and inclusive environments and on supporting all students’ social emotional development in ways that honor students’ histories and cultures can promote their long-term success and well-being. Emotions and relationships directly affect how students learn and how they apply that learning. This brief gives an overview of SEL implementation and provides some resources for engaging in this work.
Washington Social Emotional Learning (SEL) Implementation Brief: Focus on Culturally Responsive Practices | OSPI
Culturally responsive practices are approaches in which students’ cultural strengths and identities are used as assets for developing social-emotional and academic skills that promote school and life success. This brief gives an overview of how culturally responsive practices are directly tied to SEL and provides some resources for engaging in this work.
Social Emotional Learning in Health and Physical Education | SHAPE America
Social and emotional learning is a critical component of educating today’s youth and a key component of health and physical education instruction. This document provides schools with recommendations and guidelines for school reentry for K-12 physical education, health education, and physical activity. It will be updated as necessary to incorporate changes in national guidance or recommendations.
Instuctional Resources
Project Zero's Thinking Routine Toolbox | Graduate School of Education, Harvard University
This resource provides opportunities for children to build confidence and connections through thinking routines. Rather than focusing on a particular discipline these resources encourage exploration and questioning. We recommend beginning with the “see, think, wonder” in the Core Thinking Routines tab provided within the Project Zero resource. Resources are provided in both English and Spanish.
How Can Arguing from Evidence Support Sensemaking in Elementary Science? | STEM Teaching Tools
This resource provides guidance to educators interested in helping our youngest learners use evidence as they make sense of the world around them. This tool may be used for all content areas, not just science.
Learning Pathways in Literacy | OSPI
The Early Literacy Pathway was created to support educators, caregivers and families in understanding and supporting Washington children’s development in literacy and beyond. This document will support and enhance the conversation of how best to support every child’s future.
The Power of Culturally Responsive Literacy Instruction | Achieve 3000
From racial injustice to culturally responsive curriculum, the education experts at Achieve3000’s 2020 virtual National Literacy Summit tackled some of the toughest issues facing today’s educators. In this report, we bring together best practices from three respected educators around:
- How to build better relationships with your students
- Why cultivating literacy skills isn’t enough
- How to break down the barriers to equity
Mathematically Productive Instructional Routines | OSPI
Mathematically productive instructional routines are short (5–15 minutes) learning activities that teachers and students engage in together on a consistent basis so that the activity becomes routine. They have a regular structure for interaction among teachers and students and can be used across content and grade levels for a variety of instructional objectives). These routines may be used for all content areas, not just math.
Considerations for Outdoor Learning | OSPI
Resources compiled by OSPI staff members in promoting outdoor-based learnings, integration of outdoor learning and standards, examples from districts with current practices, and additional resources.
Content Area Learning Standards
The Washington State Academic Learning Standards provide a wealth of information and support to educators and instructional staff. As educators and instructional staff prepare and refine academic and developmental learning opportunities, the standards and their supporting resources will be a valued addition.
- English Language Arts and Literacy
- Mathematics
- Science
- Art
- Social Studies
- Physical Education/Health
- Social Emotional Learning
Priority Instructional Content in English Language Arts (ELA)/Literacy and Mathematics | Achieve the Core
These documents name instructional content priorities in mathematics (K–8, high school) and ELA/ literacy (K–12). These were developed for the 2020–21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards.
*Note (from Achieve the Core site): While we recommend that priorities for the 2021-22 academic year in college- and career-ready mathematics and ELA/literacy remain largely consistent, we intend to provide additional guidance in spring of 2021 to address questions we have received and concerns that we have about centering students and their well-being (specifically students who have been impacted most severely by the disruptions of the pandemic) formative assessment, strategies to address bias and racism in the classroom, and other timely topics.
Important Prerequisite Math Standards | Achievement Network
The Important Prerequisite Math Standards document is designed to be used across all curricula to identify which standards in a grade have critical prerequisites from the prior grade level that may interfere with a student’s ability to access grade-level content.
Play as an Instructional Routine
Play-Based Learning Resource Collection | NCESD
In this document, you will find a variety of resources on play-based learning. Choose resources from the list that will support you in deepening your learning and refining your practice. There is a variety of content to explore in different format options (read, watch, listen, and explore).
Observing, Planning, Guiding: How an Intentional Teacher Meets Standards Through Play | NAEYC
This article from the National Association for the Education of Young Children outlines how to leverage play as an instructional routine.
The Playful Approach to Math | George Lucas Foundation
This article from Edutopia walks readers through how to leverage play to teach the unlikely discipline of math. It outlines how to embrace and incorporate play into instruction.
Positive Behavioral Supports, Routines, and Expectations
Follow the Child’s Lead | Early Childhood Technical Assistance Center
Teachers can support children’s participation, independence, and learning in everyday classroom activities by using a practice called “following the child’s lead.” Child-initiated interactions are a key characteristic of this practice. Following a child’s lead involves planning and adjusting classroom activities based on children’s interests, facilitating children’s interactions with the social and nonsocial environment, and supporting children’s choices to transition from one activity to another.
Positive Behavioral Interventions and Supports | Center on PBIS
The Center on PBIS website provides a 30,000 foot overview of positive behavioral interventions and supports, outlines the three tiers of supports, and offers strategies to get started in your classroom.
Attribution and License
Attribution
Icons from the Noun Project: growth by Rockicon, Family by DewDrops, evaluative assessment by ahmad, resources by Becris, School by PJ Souders from the Noun Project
License
Except where otherwise noted, this curated resource collection by the Washington Office of Superintendent of Public Instruction and Washington Association of Educational Service Districts is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners.
This document contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any monitoring by OSPI or AESD. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.
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oercommons
|
2025-03-18T00:37:51.662762
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83564/overview",
"title": "PreK-Grade 3 Reentry: Classroom Resources",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/77602/overview
|
French Level 2, Activity 06: Les vêtements / Clothing, Pronunciation (Online)
Overview
In this activity, students will practice their pronunciation and describe articles of clothing.
Activity Information
Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench
Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.
Clothing, Pronunciation / Les vêtements
Description
In this activity, students will practice their pronunciation and describe articles of clothing.
Semantic Topics
Clothing, descriptions, fashion, pronunciations, practice, vêtements, la mode, la prononciation, adjectifs, adjectives
Products
Clothing
Practices
French people tend to dress more formally than many of us in the United States are used to! Athleisure is discouraged anywhere outside of the gym, even if you are only going to the supermarket, for example.
Perspectives
There is an emphasis on dressing well in France, even for “everyday” tasks as a matter of respect and self-care.
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
- Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world.
- Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of francophone cultures and their own.
Idaho State Content Standards
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.
- CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
NCSSFL-ACTFL Can-Do Statements
- I can introduce myself and others.
- I can describe what a person is wearing and what they look like.
- I can express myself in a comprehensible way.
Materials Needed
Warm-Up
Warm-Up
1. Begin by introducing the Can-Dos for today's activity.
2. Students will complete the “fashion show checklist. Have each student answer the fashion checklist questions on the Google Presentation. If they would like, they can show off their outfit to the group.
Les élèves rempliront la « liste de contrôle du défilé de mode ». Demandez à chaque élève de répondre aux questions de la liste de contrôle sur la mode dans la présentation Google. S’ils veulent, ils peuvent montrer la tenue au groupe.
3. Give your students an example depending on what you are wearing. For example: “This is Justin, a man, wearing a beautiful red sweater with a gray scarf. He is also sporting tight blue jeans and black shoes with checkered socks.”
Par exemple, voici Justin, un homme, qui porte un beau pull rouge avec une écharpe grise. Il a mis aussi un jean moulant et des chaussures noires avec des chaussettes à carreaux.
Main Activity
Wrap-Up
Wrap-Up
Ask the following question(s) to finish the activity:
- Où aimez-vous faire du shopping ? (Where do you like to go shopping?)
- Quel est votre vêtement préféré ? (What is your preferred type of clothing?
- Quelle est votre saison préférée pour vous habiller ? (What is your preferred season to dress for?)
Cultural Resources
How important is fashion in France?
End of Activity
- Can-Do statement check-in... “Where are we?”
- Read can-do statements and have students evaluate their confidence.
- Encourage students to be honest in their self-evaluation
- Pay attention, and try to use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements
- I can introduce myself and others.
- I can describe what a person is wearing and what they look like.
- I can express myself in a comprehensible way.
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oercommons
|
2025-03-18T00:37:51.733965
|
Camille Daw
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/77602/overview",
"title": "French Level 2, Activity 06: Les vêtements / Clothing, Pronunciation (Online)",
"author": "Mimi Fahnstrom"
}
|
https://oercommons.org/courseware/lesson/88366/overview
|
Carotenoid Biosynthetic Pathway
Overview
This Carotenoid Biosynthetic Pathway in Peppers (Capsicum annum)
Carotenoid Biosynthetic Pathway
This resource illustrates a summary of the carotenoids biosynthesis pathway in peppers (Capsicum annuum) based on information from the following articles:
- Rodriguez-Uribe, L., Guzman, I., Rajapakse, W., Richins, R.D., O’Connell, M.A. (2012). Carotenoid accumulation in orange-pigmented Capsicum annum fruit, regulated at multiple levels. J Exp Bot63(1):517-526. doi:10.1093/jxb/err302
- Yuan, H., Zhang, J., Nageswaran, D., &Li, L. (2015). Carotenoid metabolism and regulation in horticultural crops. Hortic Res 2: 15036. doi: 1038/hortres.2015.36
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oercommons
|
2025-03-18T00:37:51.750361
|
11/29/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88366/overview",
"title": "Carotenoid Biosynthetic Pathway",
"author": "Nyra Ahmed"
}
|
https://oercommons.org/courseware/lesson/97174/overview
|
Lesson plan: Civil Communication: how to disagree politely
Overview
The lesson plan introduce students to English communication used in seminar. Students will learn about the languages of disagreeing on facts and opinions politely. They will be also awared of the civil communication, how to have constructed attitude and ideas to the discussion in seminar. Students are expect to learn how to accept different ideas/opinions about a certain topic.
Mai Thị Thuỳ Dung
Title of Lesson Plan: Communcation in seminars, disagreeing politely on facts and opinions
| |
Audience (Age, English Level): Students age 19-20, B1 level | |
Two Sentence Overview of the Lesson Plan: The lesson plan introduce students to English communication used in seminar. Students will learn about the languages of disagreeing on facts and opinions politely. They will be also awared of the civil communication, how to have constructed attitude and ideas to the discussion in seminar. Students are expect to learn how to accept different ideas/opinions about a certain topic. | |
Resources Needed:
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Learning Objectives:
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Warm-Up: Teacher ask students to listen to some sentences about seminar and decide which one is T (true) and which one is F (false).
Once students determine which sentence is true, Teacher explain a bit what a seminar is. Definition of Seminar: an occasion when a teacher or expert and a group of people meet to study and discuss something: Teacher show sentences on the screen or give students handouts of the question, then ask students the question: “Have you ever been to a seminar? If so, what do you think of seminar? Tick your answer.
| |
Time
10 mins
10 mins
5 mins
15 mins
15 mins | Activities/Instructions
Source: Real listening and speaking 4 Task 1: Students listen to the extract from a seminar and answer the question: What do you think is the main topic that the students are discussing?
Task 2: Now work in pair, discuss with your friend and answer these questions:
…………………………………………………………………………………….
………………………………………………………………………………………………
…………………………………………………………………………………. Task 3: Learning about Speaking strategy: Disagreeing politely Ask students to look at these extracts from the seminar discussion and tell which expression (1-4) students can use to:
Task 4: Practice disagreeing about the facts Ask students to work in groups of 4. Imagine that each group are in a seminar. One student in the group will pick up paper with the ideas and speak it out, another student will listen to his/her friend and disagree politely about the facts they have heard, then continue to pick up another paper with given facts and say it. Example: You read and speak out the fact in a paper:
A friend in your group will say:
Handout 1: Papers with the facts given to each group: Source: Real listening and speaking 4 Handout 2: Some ideas listed in a handout:
Task 5: Practice disagreeing about the opinions Ask students to work in the same group of 4 as they are in a seminar. One student in the group will pick up paper with the opinions and speak it out, another student listen to the opinion and will disagree politely about the opinion they have heard and continue to pick up another paper with given opinion and say it. Example: You read and speak out the opinion given in a paper:
A friend in your group will say:
Handout 1: Papers with the opinions given to each group: Source: Real listening and speaking 4 Handout 2: Some given ideas in a handout:
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Closing/Debrief Teacher share the video on civil communication about Netiquette rules and tell students about the important of using approriate language in communication. Ask students to think about the civil communication rules that should be applied in their class and present the ideas in the next lesson. https://www.youtube.com/watch?v=NJfx_cHfSi8 (Source: American English) |
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oercommons
|
2025-03-18T00:37:51.805238
|
09/13/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97174/overview",
"title": "Lesson plan: Civil Communication: how to disagree politely",
"author": "Thi Thuy Dung Mai"
}
|
https://oercommons.org/courseware/lesson/93795/overview
|
Greenway Motors
Overview
Greenway Motors is a useful exercise to introduce students to key negotiation concepts such as the best alternative to a negotiated agreement (BATNA); the worst alternative to a negotiated agreement (WATNA) and the zone of possible agreement (ZOPA). It can also be used to discuss the principled negotiation framework, which allows students to move from a positional approach towards creating opportunities for mutual gain and value creation. This simulation has a large ZOPA, allowing for a range of outcomes.
Greenway Motors
Greenway Motors involves a simple two-party negotiation between a car salesman and luxury car collector over the sale of a new luxury model. This is a useful exercise to introduce students to negotiation and basic negotiation concepts. Teaching Notes include General Instructions, Confidential Instructions for Harry Greenwood and Confidential Instructions for Michelle Keating.
Greenway Motors is a useful exercise to introduce students to key negotiation concepts such as the best alternative to a negotiated agreement (BATNA); the worst alternative to a negotiated agreement (WATNA) and the zone of possible agreement (ZOPA). It can also be used to discuss the principled negotiation framework, which allows students to move from a positional approach towards creating opportunities for mutual gain and value creation. This simulation has a large ZOPA, allowing for a range of outcomes.
|
oercommons
|
2025-03-18T00:37:51.823812
|
06/15/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93795/overview",
"title": "Greenway Motors",
"author": "Nessa Boland"
}
|
https://oercommons.org/courseware/lesson/90437/overview
|
Modal Verbs - Necessity - Must and Have to - Off2Class ESL Lesson Plan
Overview
Necessity – Must and have to
Designed for pre-intermediate students, this lesson plan introduces the concept of necessity using must and have to. It also features gap-fill exercises and activities that allow students to express opinions in English.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
Necessity – Must and have to
Designed for pre-intermediate students, this lesson plan introduces the concept of necessity using must and have to. It also features gap-fill exercises and activities that allow students to express opinions in English.
Download the lesson plan Necessity – Must and have to here: https://www.off2class.com/lesson-plan-downloads/seven-esl-lesson-plans-to-teach-modal-verbs/
|
oercommons
|
2025-03-18T00:37:51.841423
|
Christine Chan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90437/overview",
"title": "Modal Verbs - Necessity - Must and Have to - Off2Class ESL Lesson Plan",
"author": "Student Guide"
}
|
https://oercommons.org/courseware/lesson/105954/overview
|
The Complexity Approach: Group Versus Individual Therapy
Overview
This systematic review looks at the following research question: Do group therapy sessions delivering the complexity approach intervention lead to improvement in speech accuracy of children with a profound phonological impairment when compared to children receiving the complexity approach in individual therapy sessions?
Overview
This systematic review looks at the following research question: Do group therapy sessions delivering the complexity approach intervention lead to improvement in speech accuracy of children with a profound phonological impairment when compared to children receiving the complexity approach in individual therapy sessions?
|
oercommons
|
2025-03-18T00:37:51.859818
|
06/27/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105954/overview",
"title": "The Complexity Approach: Group Versus Individual Therapy",
"author": "Morgan Cook"
}
|
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