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https://oercommons.org/courseware/lesson/20102/overview
|
Earthwatch Institute
In Depth : Gia
John Muir: Preserving the Forests in The West
Living Earth Article
Timeline of Sierre Club
Understanding Nature Conservancy Role in U.S Government
What We Believe-National Wildlife Federation
Wilderness Society : 50th Anniversary Edition History
WWF In Brief
Environmental Justice 101
Overview
We will:
- Create a model (s)
- Demonstrate principles ( prevention, precautionary, polluter-pays, intergration, etc )
- Be apart of simulations ( http://www.edinformatics.com/il/il_earth.htm )
- Watch Videos/Listen to Audio (https://www.eh-resources.org/podcast/ )
- Create Mindmaps to help organize & remember information (https://coggle.it)
Environmental Justice
Words To Know
environment: everything in natureliving or nonliving-including plants, animals, rocks, and water.
environmentalist: someone who works to preserve the environment.
Important Environmentalists
Covers important people who were strongly passionate about the environment..people who helped shape the environmental laws/rules of our country and world.
1.) Henry David Thoreau & John Muir
2.) Theodore Roosevelt
3.) Aldo Leopold
4.) Rachel Carson & James Lovelock
5.) Jacques-Yves Cousteau & Edward Abbey
Environmental Organizations
Sierre Club (United States environmental orgazation founded by John Muir.)
Wilderness Society (American non for profit land conservation organization that is dedicated to protecting natural lands.)
National Wildlife Federation ( United States' largest private, nonprofit conservation education and advocacy organization, with over six million members and supporters, and 51 state and territorial affiliated organizations. )
World Wide Fund For Nature (international non-governmental organization founded in 1961, working in the field of the wilderness preservation, and the reduction of human impact on the environment.)
Earthwatch Institue (international chariety engaging people worldwide in scientific field research and education, to promote the understanding and action necessary for a sustainable environment.)
Nature Conservancy (charitable environmental organization whose mission is"conserve the lands and waters on which all life depends.)
Soon
The Modern Environmental Movement 1960-1990
Environmental Justice in America began in the 1960's. Beginning with the concerns of polluting of the Great Lakes, the Cuyahoga River was so polluted that it caught fire numerous times. In 1969, the California catastrphic oil spill in the Santa Barbara channel.
The movement in america is divided into three levels- local, national, and international.
|
oercommons
|
2025-03-18T00:34:32.220655
|
World Cultures
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/20102/overview",
"title": "Environmental Justice 101",
"author": "Law"
}
|
https://oercommons.org/courseware/lesson/59410/overview
|
Tour Excel - activity
Spreadsheet Basics -- Microsoft Excel
Introduction to Excel 2016
Create a workbook
Interactive practice workbook
Introduction to Excel 2016
MIcrosoft Excel Cheat Sheets
Practice Data base
Spreadsheet Basics - Microsoft Excel
Welcome to Excel 2016
Overview
This course is designed for Microsoft end-users at London Health Sciences Centre and St. Joseph's Health Care, London, Ontario.
As the hospitals are now upgrading from Office 2010 to Office 2016, some changes to the software are evident. This module is intended to refresh and renew Excel knowledge to advance skills for staff who use the software in their positions.
This beginner's module is available as part of a series of modules that may be undertaken by hospital staff as the new software is rolled out. Similar modules are available for other Office apps, such as Word, PowerPoint, and OneNote. A more advanced Excel module is also available for those who may be more skilled at using this product.
At the end of this learning module learners will be able to recognize standard features of Microsoft Excel, create a simple data base and recall simple math functions using the app.
Welcome to Excel 2016
The instructor may want to download and refer to the attached resource entitled Beginning Excel. This book has lots of practice activities that may be used to dive more deeply into different Excel functions and help trouble-shoot when students require additional help.
Let's get started learning the different components of Excel and the vocabulary used in this learning module.
1. View the video below to give you an idea of the basic parts of Excel you may use in your work.
2. Download the "cheat sheets" and save to your desktop. These will help you remember the components of the workbook and worksheet and some various things you can do in Excel.
Create a workbook - activity
- To create a new workbook, follow the steps outlined in the Create a workbook link below, using Excel 2016 or 2019 as installed on your computer. The instructions ask you to create a data base.
- Open the image of a database and try to replicate this practice data using only your keyboard and not the mouse. Press the Tab key to move right and press the Enter key to move down to the next available cell.
- Continue to practice until you can quickly create the data base using only the keyboard.
You may want to use dual monitors to avoid flipping screens back and forth. Try it out!
What else can Excel do?
- Watch the 7 minute tutorial video below to discover some basic math functions in Excel that can be applied immediately to your work.
- After viewing the video, download the practice workbook to take an interactive tour of Excel. Note that the workbook starts with a title Worksheet. Work through the worksheets from left to right as you interact with the activities.
Saving Your Work
Complete the following activity to save the practice workbook you downloaded and worked on in section 3.
- Click the File tab and then the Save As button in the left side of the Backstage view window. The Save As dialog box opens.
- Determine a location for saving on your computer by clicking Browse.
- Click in the File Name box near the bottom of the Save As dialog box.
- Type a new file name.
- Click the Save button.
This new saved workbook may now be used at any time to practice beginner Excel functions.
Image and instructions in this section from the following:
Brown N., Lave B., Romey J., Schatz M., Shingledecker D. Beginning excel. Open Oregon Educational Resources. n.d. Retreived from : https://openoregon.pressbooks.pub/beginningexcel/
|
oercommons
|
2025-03-18T00:34:32.249094
|
Rosemarie Pestill
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/59410/overview",
"title": "Welcome to Excel 2016",
"author": "Module"
}
|
https://oercommons.org/courseware/lesson/88207/overview
|
Media Literacy for Lower Elementary
Overview
Media literacy lesson for lower elementary students to identify persuasive media!
Media Literacy Lesson!
- Identifying persuasive media
1. Watch the compilation of commercials, can stop at 2:45 for commercials aimed at children.
2. Ask students which they would want most, based off of the commercials. Discuss why.
3. Identify areas of persuasion: bright colors, social status (stage, superpowers), and elements of make-believe.
4. Discuss reality vs. media and how we can discern the two.
|
oercommons
|
2025-03-18T00:34:32.262151
|
11/21/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88207/overview",
"title": "Media Literacy for Lower Elementary",
"author": "Kate Fooshee"
}
|
https://oercommons.org/courseware/lesson/88170/overview
|
Cascading a new knowledge
Overview
This material is a part of my homework
I will describe a learner centered activity which involves whole group interaction.
Job Interview
Goal of the lesson: The students will be able to make Wh- questions and interview their peers.
Objectives: Present Simple Tense, Yes/No question, Wh- questions
Vocabulary: Jobs/ Duties/Responsibilities
1) The teacher sets the context and presents the target language. The students practice and consolidate the target language. The teacher asks the students to describe their job to peers. The students work in groups and talk about their duties and responsibilities at work. The teacher monitors and facilitates the process.
2) The teacher makes a sample Wh- Question in Present Simple Tense with some possible digression on the whiteboard and asks the students to make more questions. List of the Interview questions is written on the whiteboard, so everybody could see it.
3) The students are then divided into groups of employers and candidates. The teacher allocates the cards of the employers and candidates. The employers have to interview as many students as possible, until they find their right candidate.
3) After the game, the students present their new job details to the whole group. Students find out who got the best job and the best salary.
Having Completed this Module, I have understood that I need to make my supplementary materials easier in compliance with language proficiency of the students. I have reflected on my materials, and they might be hard for some of my students, who dont have enough background. When I start making easier materials, I will get the whole class participating.
Moreover, I will elaborate my materials more carefully to individualize the assignments for each learner and allocate them based on learner's knowledge, ability and group. Because sometimes I teach multilevel groups, I am planning to group the students and give more advanced students more extended assignments to align with their initial interests and needs, which will keep them engaged and motivated at the time.
|
oercommons
|
2025-03-18T00:34:32.275695
|
11/20/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88170/overview",
"title": "Cascading a new knowledge",
"author": "Malika Rajabova"
}
|
https://oercommons.org/courseware/lesson/97610/overview
|
Holistic Defense Externship Syllabus
Overview
This syllabus may be used in a holistic defense externship course.
Holistic Defense Externship Syllabus
Holistic Defense Externship Syllabus (Daniel Ellman)
|
oercommons
|
2025-03-18T00:34:32.291462
|
09/30/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97610/overview",
"title": "Holistic Defense Externship Syllabus",
"author": "Daniel Ellman"
}
|
https://oercommons.org/courseware/lesson/112117/overview
|
The Indigenous Peoples of Northern Virginia Syllabus
Overview
This course is about the history of Indigenous people in Northern Virginia. The resource contains a list of suggested readings, classroom activities, and group and individual assignments about the topic. The resource also offers a list of historical and cultural resources available throughout Northern Virginia that showcase the history of Indigenous people in the region.
Attachments
The attachment for this resource is a sample syllabus for a course on the indigenous peoples of Northern Virginia.
About This Resource
The sample syllabus here was submitted by a participant in a one-day workshop entitled “Teaching Indigenous History as World History” for world history teachers hosted by the Alliance for Learning in World History.
This resource was contributed by Larry Pratt.
|
oercommons
|
2025-03-18T00:34:32.308910
|
02/01/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112117/overview",
"title": "The Indigenous Peoples of Northern Virginia Syllabus",
"author": "Alliance for Learning in World History"
}
|
https://oercommons.org/courseware/lesson/117810/overview
|
Students Group Activity (Exercise on Building Sentences)
Overview
For building sentences, students discuss in groups of 4 how to use ChatGPT to create sentences based on the situations. They ask ChatGPT to provide suitable sentences for the situation that they want.
Mohd Khairi Razali
STUDENTS GROUP WORK (Buiding Sentences with ChatGPT)
|
oercommons
|
2025-03-18T00:34:32.322951
|
07/10/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117810/overview",
"title": "Students Group Activity (Exercise on Building Sentences)",
"author": "Mohd Khairi bin Razali"
}
|
https://oercommons.org/courseware/lesson/64281/overview
|
Volume of Rectangular Prisms with Fractional Sides
Overview
Students will be able to determine the number of fractional cubes they would need to find the volume of a rectangular prisms. The activity has students discover the relationship by using block cubes to build a unit cube.
Lesson Plan Title: Volume of Rectangular Prisms with Fractional Side Lengths
Teacher’s Name: Alexandra Clagett
Unit: Subject: Math Grade: 6
Lesson Objective(s): SWBAT
| Assessments:Formative:
| |||
ELL/SPED & Brain-Based Strategies:
| Technology Tools:-internet -Youtube link for a video of volume. Volume with Fractional Sides Video-Volume Powerpoint | |||
Materials:
| ||||
| State Standards: CCSS.MATH.CONTENT.6.G.A.2Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems. | ||||
| ISTE Student Standard: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. | ||||
| Time | Materials | Strategy | Lesson Directions | |
| 13 minutes | -rectangular prism blocks- random rectangular prism items (ex. tissue boxes)- Dry erase board and markers- youtube video (internet access) | -Think-pair- share-Visual learning-Making -connections to prior knowledge-Connecting to real world | Introduction: Make connections to grade 5
| |
| 20 minutes | -Connecting cubes-Notes chart- Youtube video (finishing from the introduction) | -Manipulatives-Chunking information-Charts to organize information- think-pair share | Lesson:
| |
| 8 minutes | Dry erase boards and markers. | Instant feedback | Practice:Have students complete slide 7, 8, and 9 on the dry erase board. While students are completing, the teacher should walk around and correct any misconceptions and help struggling students. For those students who finish quickly, have them teach struggling students as well. | |
| Check for Understanding:As students are completing practice problems on the dry erase board, circle around to make observations about the level of understanding. For those who are struggling, pull them to the side and give them more practice problems and allow them to use the cubes. Then students will complete an exit ticket. | ||||
| 2 minutes | Conclusion:Pull all students together and go over the success criteria. Ask each student to turn to their partner and share one thing that they learned today. Then have them share out as a class. Go over again by asking, “How can I determine the number of cubes needed with ½ in cubes?” Allow students to share the two strategies. Then have students show you their level of understanding with a rating of 1-4. | |||
| Assessment Goal:Students will complete the assignment with __ % accuracy. | Assessment:For this lesson the assessment will be a quick 1 questions exit ticket where students have to find the volume of a figure and determine how many ½ in cubes would be needed.Exit Ticket |
| Resources: |
| Bulloch, K. (2019, September 27). How to Adapt Your Teaching Strategies to Student Needs. Retrieved from https://www.readingrockets.org/article/how-adapt-your-teaching-strategies-student-needs Lynch, M. (2019, May 29). Brain-Based Strategies for Your Classroom. Retrieved March 8, 2020, from https://www.thetechedvocate.org/brain-based-strategies-for-your-classroom/ Ramakrishnan, J. (n.d.). Brain Based Learning Strategies. International Journal of Innovative Research & Studies, 2(5), 236–241.(n.d.). Retrieved March 8, 2020, from https://www.matchfishtank.org/curriculum/mathematics/6th-grade-math/geometry/lesson-10/ |
Instructor Notes:
|
oercommons
|
2025-03-18T00:34:32.347103
|
03/23/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64281/overview",
"title": "Volume of Rectangular Prisms with Fractional Sides",
"author": "Alexandra Clagett"
}
|
https://oercommons.org/courseware/lesson/90338/overview
|
Different Denominators
Adding and Subtracting Fractions
Overview
Students will practice adding and subtracting common denominators before advancing to adding and subtracting fractions that do not have common denominators.
Adding and Subtracting with Common Denominators and Different Denominators
We have been going over how to add and subtract common denominators. To ensure that the students are understanding the concept, we will be looking at word problems that have fractions in them. Follow the link, watch the video, and complete the practice. Once the students complete the common denominators practice, they will be able to move on to working with adding fractions that have different denominators.
|
oercommons
|
2025-03-18T00:34:32.365295
|
Mikahla Lavey
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90338/overview",
"title": "Adding and Subtracting Fractions",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/92428/overview
|
Anxiety 101
Overview
The purpose of this flyer is to increase awareness of symptoms of anxiety and facts on prevalence & treatment.
Anxiety 101
References
Anxiety Symptoms | Anxiety and Depression Association of America, ADAA. Adaa.org. (2022). Retrieved 2 May 2022, from https://adaa.org/understanding-anxiety/generalized-anxiety-disorder-gad/symptoms.
Collins, S., Woolfson, L., & Durkin, K. (2013). Effects on coping skills and anxiety of a universal school-based mental health intervention delivered in Scottish primary schools. School Psychology International, 35(1), 85-100. https://doi.org/10.1177/0143034312469157
Facts & Statistics | Anxiety and Depression Association of America, ADAA. Adaa.org. (2022). Retrieved 2 May 2022, from https://adaa.org/understanding-anxiety/facts-statistics.
Godsil, R., & Richardson, L. (2017). Racial Anxiety. Escholarship.org. Retrieved 28 April 2022, from https://escholarship.org/uc/item/9zc49694.
Henley, D. (2019). The Power Of Authenticity: How To Keep It Real At Work. Medium. Retrieved 28 April 2022, from https://medium.com/swlh/the-power-of-authenticity-how-to-keep-it-real-at-work-135a49c6ccb7.
Myths and Misconceptions About Anxiety | Anxiety and Depression Association of America, ADAA. Adaa.org. (2022). Retrieved 2 May 2022, from https://adaa.org/understanding-anxiety/generalized-anxiety-disorder-gad/myths-realities.
Stone, D., Patton, B., & Heen, S. (2010). Difficult Conversations: How to Discuss What Matters Most (3rd ed.). Penguin Books.
|
oercommons
|
2025-03-18T00:34:32.382177
|
05/01/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92428/overview",
"title": "Anxiety 101",
"author": "Taylor Weston"
}
|
https://oercommons.org/courseware/lesson/103697/overview
|
Injury and Health Problem Prevention
Overview
In this lesson, students will learn about concepts related to health promotion and disease prevention to enhance their health. They will also incorporate personal responsibility, analyze healthy and unhealthy behaviors, and use decision making skills throughout. At the end of this lesson, students should have learned about different diseases, injuries, and health problems and how to prevent them.
Lesson Overview
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
12.1.4 Propose ways to reduce or prevent injuries and health problems.
Learning Objective: I can list the ways to prevent injuries and health problems through healthy and unhealthy behaviors.
Interdisciplinary Standards: Personal responsibility, analyze healthy/unhealthy behaviors, use decision making skills
Essential Questions: What are healthy behaviors? What are unhealthy behaviors? How can we use this knowledge to prevent injuries and health problems?
Formative Assessment: Creating a list of different behaviors as a class, Kahoot! covering healthy and unhealthy habits
Summative Assessment: Quiz on different behaviors
Vocabulary/Phrases: Types of common injuries and health problems, diseases, and behaviors
Materials: Computer/tablet, paper, pencil
Step One
1. Discuss essential questions with the class to establish prior knowledge and what needs to be covered.
- What are healthy behaviors?
- What are unhealthy behaviors?
- How can we use this knowledge to prevent injuries and health problems?
Step Two
1. Students will individually make a list of healthy and unhealthy behaviors.
2. Class will separate into pairs or small groups to discuss their list and any similarities and differences they find.
3. As a class, create a master list of the behaviors each group came up with.
Step Three
1. Teacher will break off into a lecture on diseases and injuries that should be covered through the standard(s).
- Students who need extra help can be paired with another student to help or given a dictionary to incorporate into their learning.
- High ability students can be given diseases or injuries to research independently and present facts to the class.
Step Four
1. Students will participate in a Kahoot! formative assessment on the definitions discussed, healthy and unhealthy behaviors, injuries, and diseases.
- Teachers can use this data to decide what they need to go over again and can move on from.
|
oercommons
|
2025-03-18T00:34:32.398856
|
Allison Dearing
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103697/overview",
"title": "Injury and Health Problem Prevention",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/65435/overview
|
| Monday | Sudoku - Complete a Sudoku Puzzle (see tabs on top of puzzle to change level)
|
| Tuesday | Cats vs Dogs - Read about the debate 'Cats vs Dogs'
- Scroll to bottom of page to watch video on the history of pets
|
| Wednesday | Einstein's Puzzles - Scroll to the first puzzle under the 'Very Easy' category titled 'Movies Night' to learn the format of this type of puzzle. Then, explore more challegning puzzles
|
| Thursday | Logic Grid Puzzles - Scroll to the first puzzle under the 'Very Easy' category titled 'Superheros puzzle' to learn the format of this type of puzzle. Then, explore more challegning puzzles
|
| Friday | - Choose your favorite puzzle type (Sudoku, Einstein's, or Grid) and complete a puzzle that is challenging. When you are finished, snap a picture or write down the puzzle type and title on your progress notes sheet to share with Ms. Melissa during your daily check in
|
|
oercommons
|
2025-03-18T00:34:32.417157
|
04/19/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65435/overview",
"title": "Logic",
"author": "Julie Cronin"
}
|
https://oercommons.org/courseware/lesson/74060/overview
|
Renewable Energy
Overview
Learn about renewable energy.
Renewable Energy
The time is now to make a differencece in this world. Fossil fuels are destroying our planet, and its time to make a change and support renewable energy. Take this time to learn more about renewable energy and how you can help.
|
oercommons
|
2025-03-18T00:34:32.432845
|
10/29/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74060/overview",
"title": "Renewable Energy",
"author": "Paul Eckley"
}
|
https://oercommons.org/courseware/lesson/70485/overview
|
Rent Control
Government Intervention
Overview
Learn about minimum wage and rent control. Get a better understanding of why the government intervenes in the market place.
Rent Control and Minimum Wage
Purpose: Understand the effects of government intervention in a free market.
- How do you pay rent when you can't afford it?
- How do you get a raise?
- How can you live in a big city?
Come along and find out in this section of economics.
|
oercommons
|
2025-03-18T00:34:32.450138
|
07/27/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70485/overview",
"title": "Government Intervention",
"author": "Ben Knight"
}
|
https://oercommons.org/courseware/lesson/83098/overview
|
Come Curate with Us! Presentation for School Library Media Coordinators
Overview
Professional learning resource - slide deck to share with School Library Media Coordinators in a 30-45 minute presentation on how to curate resources on an OER microsite.
Presentation Overview
This slide deck is designed to be presented in a 30-45 minute session with School Library Media Coordinators to introduce an OER microsite and how to curate resources into specific folders to share with their staff.
You can make a copy of the presentation to edit and reuse.
|
oercommons
|
2025-03-18T00:34:32.464304
|
07/02/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83098/overview",
"title": "Come Curate with Us! Presentation for School Library Media Coordinators",
"author": "Pam Batchelor"
}
|
https://oercommons.org/courseware/lesson/91799/overview
|
Media Literacy for Lower Elementary
Overview
Media literacy lesson for lower elementary students to identify persuasive media!
Media Literacy Lesson!
- Identifying persuasive media
1. Watch the compilation of commercials, can stop at 2:45 for commercials aimed at children.
2. Put students in to groups to discuss what they have seen on television, what they have tried, and what their favorite is.
3. Identify areas of persuasion: bright colors, social status (stage, superpowers), and elements of make-believe.
4. Ask students questions such as, "Who made this commercial?", "Why did they make this commercial?", "What did you notice most about the commercial?", "What message is the commercial trying to get across?".
|
oercommons
|
2025-03-18T00:34:32.477593
|
04/14/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91799/overview",
"title": "Media Literacy for Lower Elementary",
"author": "lindsey lingerfelt"
}
|
https://oercommons.org/courseware/lesson/64398/overview
|
National P3 Center
Overview
This document focuses on two fundamentals that should guide work across the PreK-3rd grade continuum: Child Development and Equity.
At-Home Teaching and Learning in PreK-3rd Grade
The National P3 Center's goal is to improve the quality and coherence of children's learning opportunities, from the experiences children have in early learning through elementary school.
The document At-Home Teaching and Learning in PreK-3rd Grade is a thoughtful document that helps teachers and administrators recognize that the early grades (PreK-3rd grade) are uniqued. The types of supports provided to these groups should also be unique. By focusing on child development and equity the guidance provided in this document will help educators better understand the how to best support at-home learning.
|
oercommons
|
2025-03-18T00:34:32.490136
|
03/25/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64398/overview",
"title": "National P3 Center",
"author": "Amber havens"
}
|
https://oercommons.org/courseware/lesson/68833/overview
|
Education Standards
Lesson-plan-template 1
Be Careful
Overview
Dikkatli Olun Dikkatli Olun projemizin.
Akılda Tut renkli kartlar
The purpose of the activity is to develop the attention and focus time of children in preschool period as part of our Be careful project.
PLAN
Erken çocukluk döneminde dikkat geliştirme etkinlikleri
|
oercommons
|
2025-03-18T00:34:32.510810
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68833/overview",
"title": "Be Careful",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/64522/overview
|
Distance Learning Support for Teachers
Overview
Explore this area to learn about appropriate distance learning supports.
Distance Learning Support for Teachers
Public Broadcasting System (PBS) has listed some virtual events to support teacher's who are integrating e-learning into their teaching. The PBS Learning Media site and the Tips for Distance Learning with PBS Learning Media link has resources to support distance learning.
|
oercommons
|
2025-03-18T00:34:32.523632
|
03/27/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64522/overview",
"title": "Distance Learning Support for Teachers",
"author": "Amber havens"
}
|
https://oercommons.org/courseware/lesson/68803/overview
|
Blood : Lifeline of Humans
Overview
Blood : Structure and Function
Blood : Structure and composition .
Made By: Dr. Santosh Kumar Tripathi
Department of Zoology
Mahatma Gandhi P.G. College, Gorakhpur
Definition: Blood is a type of fluid connective tissues. pH of Blood is 7.4 (slightly alkaline). It is mesodermal in origine.
Composition of Blood;
- Blood Plasma
- Blood Cells
Functions of Blood:
Blood has three main functions: transport, protection and regulation. Blood transports the following substances: Gases, namely oxygen (O2) and carbon dioxide (CO2), between the lungs and rest of the body. Nutrients from the digestive tract and storage sites to the rest of the body
|
oercommons
|
2025-03-18T00:34:32.537509
|
06/20/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68803/overview",
"title": "Blood : Lifeline of Humans",
"author": "Dr. Santosh Kumar Tripathi"
}
|
https://oercommons.org/courseware/lesson/76913/overview
|
LESSON PLAN FORM- FAMILY FOR KIDS Overview Here, you will find a lesson plan to teach grammar, vocabulary and exercises about family. https://drive.google.com/file/d/1bBsFpAARy9mdBdkTdJlmoaYTFKQDDP9k/view?usp=sharing View
|
oercommons
|
2025-03-18T00:34:32.563977
|
02/02/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76913/overview",
"title": "LESSON PLAN FORM- FAMILY FOR KIDS",
"author": "Isabel Losada Díaz"
}
|
https://oercommons.org/courseware/lesson/110722/overview
|
Indiana Citizen Rights and Responsibilities
Overview
This lesson is about the rights and responsibilities that come with being a citizen of Indiana. It also gives a break down over how citizens participate within their government.
Compelling Question
What responsibilities and rights do you do as a citizen of Indiana and how can you impact the government?
Standards and Practices
Grade: 4th
Duration: 2-3 days
Standard: 4.C.5- Give examples of how citizens can participate in their state government and explain the right and responsibilites of voting.
Domain: Civics and government
Subject: Social Studies
Goal: The goal of this lesson is to have students gain an understanding of how citizens have a role to play in the fuctions of the government and how they have responsibilities and how they can impact their government and their own personal lives.
Prerequisite skills and knowledge: The students should have an understanding of the government and how it might work, and they should have a knowledge of how citizens have duties and what citizens are. They should understand how citizens in each state have different roles in their own state and how your decisions only impact the state that they live in. The students should understand how their role of being a citizen can impact the government and what parts they cannot impact.
Objective: Students will be able to describe the functions of citizens and how what their rights and responsibilites are by doing a project about it with 80% accuracy.
Staging the Question
How can citizens of Indiana participate in the government and what are the rights and responsibilites they have as a citizen once they are able to vote?
Supporting Question 1
What are the steps and responsibilities voters should take before they go in to vote?
The teacher will read the book "V is for Voting" by Kate Farrell.
Formative Performance Task: The students will go through a voting simulation that gets them prepared to vote in the in-state election and has them research and become familiar with the voting process and preparation.
Engagement: Students will ahve optimized individual choice and automony.
Action and Expression: Vary the methods for response and navigation.
Featured Sources: https://www.icivics.org/games/cast-your-vote?utm_term=election%20games&utm_campaign=Games+%7C+2023&utm_source=adwords&utm_medium=ppc&hsa_acc=1547271970&hsa_cam=19735565257&hsa_grp=148885601400&hsa_ad=649193160468&hsa_src=g&hsa_tgt=kwd-259737301&hsa_kw=election%20games&hsa_mt=b&hsa_net=adwords&hsa_ver=3&gad_source=1&gclid=CjwKCAiAjrarBhAWEiwA2qWdCByIU6OkX92SDFvt5aDjg3nm1Oa-EmtozKGPpAbCUZZUD3zjNC9MLBoCIKgQAvD_BwE
Supporting Question 2
What are some of the ways that citizens of a state can represent their government?
Formative Performance Task: The students will write notes following a powerpoint about the branches of government, have the class split into three groups (the three different branches) and have them act out what they do in that branch and how they could give their say within this branch.
Representation: Offer ways of customizing the display of information
Action and Expression: Use multiple tools for construction and compostition.
Featured Sources: The attached powerpoint.
Supporting Question 3
What are different ways that citizens can vote within their state?
Formative Performance Task: Explain to the class a little bit about what a democracy is and how that can effect voting. Have the students watch a video about American Democracy and how every vote matters. During the video, the students should be taking notes and recalling information about the video. After the video, the students should get into groups and pick one other way that the democratic system is used besides in the government. They will present this in any way that they feel is necessary to the class.
Primary Source: https://www.loc.gov/item/2021689402/
Representation: Illustrate through multiple media
Action and Expression: Use multiple tools for construction and composition
Featured Sources: https://www.loc.gov/item/2021689402/
Summative Performance Task
Argument- The students will take a stance over which one of the three branches of government us as citizens can participate the most in. They will have a live debate against another pair that has a different stance with them.
Extension: The high ability students will debate against each other to engage them in deeper, more intense debates.
Taking Informed Action
The students can become more aware of the voting happening around their community and explain to their parents or adults around them on reasons they need to vote and their importance with voting.
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oercommons
|
2025-03-18T00:34:32.588538
|
12/04/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110722/overview",
"title": "Indiana Citizen Rights and Responsibilities",
"author": "Lexi Shelton"
}
|
https://oercommons.org/courseware/lesson/88279/overview
|
Education Standards
Lego Engineering Simple Machines
Overview
This lesson will give beginner Lego-builders a fun introduction to gears and how they function. If used in a classroom setting, there is also a video about the History of Lego and an activity for students to free-build the flag of Denmark in honor of the company's beginnings there.
Lesson One: Intro and Gears
On board: Engineer, drive gear, driven gear, idler gear, crown gear, spur gear, arrows as needed for models A1-A5
Items needed: can opener, construction paper, scissors, crayons/colored pencils, glue sticks, pencils, A books, copies of attached worksheet
*this lesson is designed so a student can complete it alone. However, if using it in a classroom setting, the following instructions are better suited.*
Talk about value of legos; biting, minifigs, etc.
Talk about what an engineer does. Talk about “fair test” principle.
Discuss our first concept – gears (show images for classroom use, introduce vocab., show real-life gear examples – can opener, clock) with “Things to Talk About” at top, point out vocab. : Gears Lesson
Group partners, have them bring box to table, strict instructions.* Lid doesn’t open till I say so. ALSO, they need to work together with their partner, even if they are not the one building!
Organize trays. ELEMENT SEPARATOR. Each person find one spur gear (why is it called this?), find one crown gear (why?), find one of your largest gears. Count teeth on each (see student worksheet). We’re going to see what difference the number of teeth makes in our gear models today.
Build models A1; raise hand when finished. Ask questions on p. 22 of worksheet, reminding about fair test principle. Keep answer to yourself!
Continue with A2-A5, asking questions of each.
Final gears questions: gears placed next to each other, or “meshing” go in the same direction, or different directions? (different) To gear up, or increase the speed of rotation of your gears, which of your gears needs to be larger? (drive gear) To gear down, or decrease the speed of rotation, which of your gears needs to be larger? (driven gear) What would be a reason you would want to slow something down? What does a crown gear allow us to do? (gear at an angle)
Build A6 (as kids are building, add questions to the board for A6/A7; continue with A7
BREAK!! Take merry-go-rounds apart, close boxes, return to large box
Next we’re going to begin our work as Lego Theoreticians (working with history of Lego and also with principles of legos and experimenting and discovering what we can with those principles).
Remind kids that even though with these legos they will use separate boxes, they are still under the same instructions to ONLY open the box when I say so, then allow them to get boxes and make Denmark flag out of legos.
For the remaining time, pass out Creationary Cards and have students choose one thing to build on the card. They should keep the card hidden from others and, depending on class size, have either teacher or other students guess what they’ve made. If guess is incorrect, look at card and guess. Build two things from same card before getting a new card.
Clean up and head home!
*1. No biting the legos. If you bite, you lose the ability to touch them…for the REST of class!
2. Figure out a way to get along with your partner. Take some ideas for how to do this. Take a few minutes for each set of partners to decide how they will manage their area.
3. How do you know you have the right piece? Many pieces are similar.
Learning Goals: learn about different types and sizes of Lego gears and how they work together in different ways; learn the terminology surrounding the simple machine "gear"
https://education.lego.com/en-us/lessons/sm/gears#construct
1. Open the link above in a new window.
2. Go through the Things to Talk About under the lesson heading.
3. Print off a copy of the attached worksheet for yourself and any partners with whom you're working.
4. Work through the worksheet, building your models according to the instructions on the above web lesson (the one you've opened in a new window).
Assessment: Student should build all five models in the lesson and answer items on the worksheet correctly.
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oercommons
|
2025-03-18T00:34:32.634775
|
Interactive
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88279/overview",
"title": "Lego Engineering Simple Machines",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/110317/overview
|
Education Standards
Measure It!
Overview
Students will be able to select and use appropriate tools (rulers, yardsticks, meter sticks, measuring tape) to measure the length of objects.
Math
Standards:
SCCCR.Math:
2.MDA.1 -Select and use appropriate tools (e.g., rulers, yardsticks, meter sticks, measuring tapes) to measure the length of an object.
2.MDA.3 - Estimate and measure length/distance in customary units (i.e., inch, foot, yard) and metric units (i.e., centimeter, meter).
Objective: Students will be able to select and use appropriate tools(rulers, yardsticks, meter sticks, measuring tape) to measure the length of objects.
Mini Lesson:
Khan Academy Video on Measurement
https://www.khanacademy.org/math/cc-2nd-grade-math/cc-2nd-measurement-data/cc-2nd-measuring-length/v/measuring-width-in-inches
Activity:
Partners - Assign students partners to work together to measure objects in the classroom. Students will gather 5 objects from the classroom to measure. Record measurements in their math journal.
Group: - Use the Equilty Sticks to select students to share their measurements with the class.
Assessment - Measurement worksheet from Teachers Pay Teachers created by Erin Zaleski.
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oercommons
|
2025-03-18T00:34:32.658144
|
11/18/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110317/overview",
"title": "Measure It!",
"author": "octavia jackson"
}
|
https://oercommons.org/courseware/lesson/90721/overview
|
Transport audio
Overview
Transport audio
Transport audio
Transport audio
Transport audio
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oercommons
|
2025-03-18T00:34:32.676444
|
03/07/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90721/overview",
"title": "Transport audio",
"author": "Shadman Mammadli"
}
|
https://oercommons.org/courseware/lesson/110658/overview
|
Pronouns exercise
Overview
This assignment is about pronouns; it helps to test students understanding.
Complete the following sentences using the correct pronoun.
1. Sara told her friend that .................... could not go to her house today.
2. Tom is waiting for his turn. Do not make ....................... wait too long.
3. Ali loves pizza. ................. buys it every wednesday for dinner.
4. The students waved to .................. teacher when they left the classroom.
5. I invited ....................... friends to my party. It was a great day.
6. She forgot ................... her keys.
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oercommons
|
2025-03-18T00:34:32.688589
|
12/01/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110658/overview",
"title": "Pronouns exercise",
"author": "Th AL"
}
|
https://oercommons.org/courseware/lesson/78033/overview
|
Education Standards
Earth's Changing Surface
Overview
8.MS-ESS2-1
7.MS-ESS2-2
Earth's Changing Surface
8. MS-ESS2-1
7. MS-ESS2-2
|
oercommons
|
2025-03-18T00:34:32.707048
|
03/11/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78033/overview",
"title": "Earth's Changing Surface",
"author": "Sara Catanese"
}
|
https://oercommons.org/courseware/lesson/57190/overview
|
Enabling
Module 1
This
This module is about ...
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oercommons
|
2025-03-18T00:34:32.722235
|
Thanesha Rajoo
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/57190/overview",
"title": "Enabling",
"author": "Nokulunga Ndlovu"
}
|
https://oercommons.org/courseware/lesson/75210/overview
|
Lit Review: Game-Based Learning
Overview
This literature review looks at the impacts of game-based learning in the classroom, specifically how it impacts student engagement and student achievement.
Literature Review: Game-Based Learning in the Classroom
Alyson Sten
Fairfield University
This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.
Abstract
The purpose of this literature review is to analyze the effectiveness of game-based learning (GBL) in the classroom. Beginning with how game-based learning is defined and the different gaming principles, we will review current research to understand and evaluate its effectiveness in student engagement and student achievement. Over the past decade, game-based learning has grown tremendously in the classroom. According to Jan and Gaydos (2016), if you considered using digital games to help students learn in 2003, people would have thought of you as a “maverick and unconventional.” Today, even though game-based learning is more widely known, and used by many teachers, clarifications on game-based learning are vital for moving forward (Jan & Gaydos, 2016). In fact, a survey published by the Games and Learning Publishing Council shows that 55% of nearly 700 teachers have students play games at least weekly (Takeuchi & Vaala, 2014). However, a closer examination into the types of games and more importantly, the outcomes on student learning are necessary when considering GBL for the classroom. The goal of this paper is to shed light on what game-based learning is, and isn’t, and why it might be a good choice for student learning.
Defining Game-Based Learning
Game-based learning refers to the borrowing of certain gaming principles and applying them to real-life settings to engage students to achieve learning outcomes (Trybus 2015). However, there is a difference between gamification and game-based learning. Gamification is the integration of game elements like point systems, leader boards, or badge systems to typical learning activities. On the other hand, game-based learning involves designing learning activities so that game principles and characteristics are embedded within the learning activities themselves. Research shows that both gamification and game-based learning promote student engagement and motivation in learning, however, they do not necessarily result in improved learning outcomes (Chen & Hwang, 2014), we will discuss this more in-depth later in the paper. Games feature elements may include rules, goals, interaction, feedback, problem-solving, competition, story, and fun, though not all of the elements are needed to successfully gamify a learning activity. (Vandercruysse, Vandewaetere, & Clarebout, 2012). Jan and Gaydos (2016) have defined four types of games for learning based on the major reasons they are used to help people learn. The first, motivation games, has the fun element associated with it and no doubt has a high impact on student engagement, however, “it is often equivocal if students are really learning,” for example, “enhanced motivation can be the result of having more freedom to chat with other or being able to deviate from routine tasks” (Jan & Gaydos, 2016). The second type, drill and practice games, are seen more regularly in the mainstream classroom because of their close alignment to mainstream curriculum and instruction. However, they are not designed for learning new concepts and have little to do with higher-order thinking skills. The third type, content mastery games, are similar to drill and practice in that they closely align to mainstream curriculum and instruction models, however, they differ in that they address more challenging issues, like misconceptions in their game design. Finally, the fourth type, 21st-century competency games, situates players in authentic contexts with genuine problems and are informed and designed by cognitive science and context-laden learning theories. However, this game type is more challenging to take up in mainstream schools. One reason may be that teachers might not have the expertise to use them (Jan & Gaydos, 2016).
To further understand game-based learning and consider and evaluate its effectiveness in the classroom, we must understand the different ways in which GBL is conceptualized. Jan and Gaydos (2016) synthesize this in three different ways. The three models: (1) GBL as a learning approach driven by game technologies, (2) GBL as a pedagogical approach informed by game design concepts, (3) GBL as a learning approach driven by both game technologies and corresponding pedagogies. When game-based learning is a learning approach driven by game technologies, learning takes place as a result of gameplay. The criticism of this concept is that it is not as suitable for mainstream schools and better for self-directed learning because of its place of play and learning style. When game-based learning is a pedagogical approach informed by game design concepts, learning takes place in gamified learning activities. When game-based learning as a learning approach driven by both game and technologies and corresponding pedagogies, learning takes place as a result of the game and associated activities, such as guidance and scaffolds from teachers, interactions with peers, and other sources. The criticism of both of these concepts is that there needs to be more teacher training to advance teachers’ design expertise.
Impacts on Student Engagement
The motivational psychology involved in game-based learning allows students to engage with educational materials in a playful and dynamic way. Game-based learning is not just creating games for students to play, it is designing learning activities that can introduce concepts, and guide users towards an end goal through the use of competition, points, incentives, and feedback loops (Pho & Dinscore, 2015). These concepts have become increasingly popular as a way to engage students in learning. Willis (2011) refers to this type of engagement from game-based learning as the dopamine motivation. “The popularity of video games is not the enemy of education, but rather a model for best teaching strategies” (Willis, 2011). For example, games can insert players at their achievable challenge level and reward player effort and practice with acknowledgment of incremental goal progress, not just the final product. Willis (2011) explains the fuel for this process is the pleasure experience related to the release of dopamine.
Some teachers use games in the classroom because students, being digital natives and growing up with interactive media, are simply far less interested in texts and graphics that they cannot interact with (Jan & Gaydos, 2016). Research suggests that games can foster higher intrinsict motivations in game-based environments and motivate students to learn through competition (Burguillo, 2010). While appealing to a digitally native generation is one theory for the high impact GBL has on student engagement, one study set out to find out what specific indicators and game design elements have a positive effect on student engagement or enjoyment in a GBL environment. Wang and Lieberoth (2015) used the game Kahoot! To study the effects of points and audio on concentration, engagement, enjoyment, learning, motivation, and overall classroom dynamics. Based on the observations in the four different classrooms studied, the use of audio in Kahoot! had the largest impact on classroom dynamics in terms of interaction, response, and spirit. The audio and music produced more energy in the room, and opened up for a more interactive environment, revealing a significantly positive relationship. The best effect on classroom dynamics was achieved through the combination of both points and audio/music and points alone, while still positive, had more of a limited positive impact. The results show that variation in the use of audio and points had a significant difference for concentration, engagement, enjoyment, motivation and engagement (Wang & Lieberoth, 2015).
While the study conducted by Wang and Lieberoth, and like many others, examine players’ interests and/or attitudes towards game-based learning using questionnaires, another study conducted by Hsieh, Lin, and Hou (2015) sought out to research specific behavior and engagement patterns for primary students in a game-based learning environment. Their study “visualized the learning process and provided evidence that the game can consistently increase student’s engagement in the game-based learning environment (Hsieh, Lin, and Hou, 2015). Results from the study demonstrated that both male and female students exhibited the same sequential behaviors, such as expressing frustration, murmuring continually, or smiling. Differences were also observed, for example, male students often demonstrated more engaged behaviors with continuous self-conversations, not as present of a behavior in female participants. Both male and female students presented both verbal and nonverbal behaviors when they were confused.
The study conducted by Hsieh, Lin, and Hou (2015) should be of particular interest to both educators and researchers. Its findings and methods for observing how students respond to conflicting questions during gameplay can provide insight and an important modeling opportunity for educators to supply appropriate scaffolds for students. This may also help educators and researchers to develop better gaming mechanisms to help students engage in meaningful learning (Hsieh, Lin, Hou, 2015).
Impacts on Student Achievement
While a positive relationship exists between student engagement and game-based learning, the correlation between student achievement/learning outcomes and game-based learning is slightly more ambiguous. According to research by Chen and Hwang (2014), game-based learning is an effective approach in promoting students’ learning motivation, however, recent discoveries have found that game-based learning might not be as significant in student learning outcomes if they are developed without embedding appropriate learning strategies. Perhaps one of the most effective strategies is prompting, according to Yang, Chu, and Chiang (2018). Chen, Zhang, Qi, and Yang (2020) echo the same sentiment through their research which examines the extensive work that needs to be done in order for teachers to effectively carry out game-based learning in the classroom to yield positive student learning outcomes.
It is not to say positive relationships between game-based learning and student achievement do not exist, they most certainly do, the above research just suggests certain factors need to be in place in order for game-based learning to be more than just a high impact on engagement. Hwa (2018) research on primary school children ages seven to nine, indicates that digital-game based learning is more effective than traditional classroom-based learning in acquiring mathematical knowledge.
Conclusion
Game-based learning has a transformative power to disrupt a textbook learning culture and is a more promising approach to developing necessary 21st-century skills. In a society that allows many to become content area experts without formal education and with content knowledge and information so readily available and quickly changing, one’s ability should not be defined on what they know. Instead, Jan & Tan (2013) believe emphasis should be placed on the ability to construct new knowledge, solve problems, collaborate with others, organize activities, and manage communities. Research shows that there is a positive relationship between game-based learning environments and student engagement. Perhaps, instead of seeing this as “only engagement” we need to understand the bigger impact this can have for 21st-century skills and how we currently define “achievement” as it relates to GBL. An overarching theme throughout all the research is the need for training, such as teacher education and on the job professional development, around GBL. In a textbook-learning culture, teachers are considered content experts who deliver content knowledge. Through game-based learning, teachers can help facilitate 21st-century skills and learning by guiding students to develop higher-order thinking and social skills through practices and processes, such as inquiry with intentionally game designed contexts.
References
Bodnar, C. A., & Clark, R. M. (2014). Exploring the impact game-based learning has on classroom environment and
student engagement within an engineering product design class. Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM ’14. Retrieved from https://doi.org/10.1145/2669711.2669899
Burguillo, J. C. (2010). Using game theory and competition- based learning to stimulate student motivation and
performance. Computers & Education, 55(2), 566-575. Retrieved October 3, 2020, from http://www.jstor.org/stable/44430486
Chen, N., & Hwang, G. (2014). Transforming the classrooms: Innovative digital game-based
learning designs and applications. Educational Technology Research and Development,
62(2), 125-128. Retrieved from http://www.jstor.org/stable/24546578
Chen, S., Zhang, S., Qi, G., & Yang, J. (2020). Games Literacy for Teacher Education: Towards
the Implementation of Game-based Learning. Educational Technology & Society, 23(2),
77-92. doi:10.2307/26921135. Retrieved from https://www.jstor.org/stable/26921135
Chun-Hung Lin, Eric Zhi-Feng Liu, Yu-Liang Chen, Pey-Yan Liou, Maiga Chang, Cheng-Hong
Wu, & Shyan-Ming Yuan. (2013). Game-Based Remedial Instruction in Mastery
Learning for Upper-Primary School Students. Journal of Educational Technology &
Society, 16(2), 271-281. Retrieved from
http://www.jstor.org/stable/jeductechsoci.16.2.271
Gamification and Game-Based Learning. (2018, March). Centre for Teaching Excellence. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/educational-technologies/all/gamification-and-game-based-learning
Hsieh, Y.-H., Lin Y.-C., & Hou, H.-T. (2015). Exploring Elementary-School Students'
Engagement Patterns in a Game-Based Learning Environment. Journal of Educational Technology & Society, 18(2), 336-348. Retrieved September 27, 2020, from http://www.jstor.org/stable/jeductechsoci.18.2.336
Hwa, S. (2018). Pedagogical Change in Mathematics Learning: Harnessing the Power of Digital
Game-Based Learning. Journal of Educational Technology & Society, 21(4), 259-276.
Retrieved September 28, 2020, from https://www.jstor.org/stable/26511553
Jan, M., & Gaydos, M. (2016). What Is Game-Based Learning? Past, Present, and Future.
Educational Technology, 56(3), 6-11. Retrieved September 27, 2020, from
http://www.jstor.org/stable/44430486
Jan, M., & Tan, E. (2013). Learning in and for the 21st cen-tury (M. Kapur, Ed.). CJ Koh
Professorial Lecture Series No. 4, 13-22. Retrieved September 27, 2020, from
http://www.jstor.org/stable/44430486
Ke, F. (2016). Designing and integrating purposeful learning in game play: A systematic review.
Educational Technology Research and Development, 64(2), 219-244. Retrieved October
3, 2020, from http://www.jstor.org/stable/24761336
Kiang, D. (2014). Using Gaming Principles to Engage Students. Edutopia. Retrieved September
27, 2020 from
https://www.edutopia.org/blog/using-gaming-principles-engage-students-douglas-kiang
Pho, A., & Dinscore, A. (2015). Game Based Learning. Tips and Trends Instructional
Technologies Committee. Retrieved September 27, 2020, from
https://acrl.ala.org/IS/wp-content/uploads/2014/05/spring2015.pdf
Schaaf, R. L. (2017). 3 Examples Of Game-Based Learning: Actual Stories From The
Classroom. TeachThought. Retrieved from
https://www.teachthought.com/learning/game-based-learning-actual-stories-classroom/
Takeuchi, L., &Vaala, S. (2014). Level up learning: A national survey on teaching with digital
games. Retrieved from http://www.joanganzcooneycenter.org/press/digital-
games-making-inroads-in-the-classroom-according-to- national-teacher-survey/
Trybus, J. 2015. Game-Based Learning: What it is, Why it Works, and Where it’s Going. New
Media Institute. Retrieved October 3, 2020 from http://www.newmedia.org
/game-based-learning--what-it-is-why-it -works-and-where-its-going.html.
Vandercruysse, S., Vandewaetere, M., & Clarebout, G. (2012). Game-based learning: A
review on the effectiveness of educational games. In M. M. Cruz-Cunha (Ed.),
Handbook of research on serious games as educational, business, and research
tools (pp. 628–647).
Wang, A. I., Lieberoth, A. (2015). The effect of points and audio on concentration, engagement,
enjoyment, learning, motivation, and classroom dynamics using Kahoot!. Retrieved from
https://www.researchgate.net/profile/publication/309292067
Willis, J. (2011). A Neurologist Makes the Case for the Video Game Model as a Learning Tool.
Edutopia. Retrieved September 28, 2020 from https://www.edutopia.org/blog/neurologist-makes-case-video-game-model-learning-tool
Yang, K., Chu, H., & Chiang, L. (2018). Effects of a Progressive Prompting-based Educational
Game on Second Graders' Mathematics Learning Performance and Behavioral Patterns.
Journal of Educational Technology & Society, 21(2), 322-334. Retrieved October 3,
2020, from http://www.jstor.org/stable/26388410
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oercommons
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"url": "https://oercommons.org/courseware/lesson/75210/overview",
"title": "Lit Review: Game-Based Learning",
"author": "Alyson Stein"
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Bernice Cross Word
douglass school marker
ESTELA PORTILLO TRAMBLEY from the TX sign
Text from Houchen Historic Marker
Text from Olga Kohlberg marker
transcript Alumni promotes video
Transcript from Leona Ford Washington video
Transcript from Maude E. Craig Sampson Williams video
transcript Louise Dietrich video
transcript Lucy Acosta video
transcript Mago's son's video
transcript McCall Center video
transcript Myrna Deckert video
Transcript of Douglass school video
Transcript of historical society video
Transcript of Nestora Piarote video
Transcript of streets named after women
transcript Sister Buffy video
transcript Woman's Club video
Women, Voting, & Dietrich
Women's history month 2021: El Paso, TX
Overview
Community volunteers in El Paso, Texas gathered existing educational resources and created new short videos to assist in integrating March as Women's History Month into educational experiences for young people in Texas.
Lucy ACOSTA, Mexican American activist, Advocate for elders
Lucy G. Acosta (1926-2008) was a Mexican American activist in El Paso, TX who worked with the League of United Latin American Citizens (LULAC). Lucy served on many community boards and co-founded Project Amistad in 1976.
Primary Resources?
Secondary Resources
Texas Women's Hall of Fame DIGIE,
Wikipedia (has bibliography in references)
DIGIE (group photo)
Teaching Resources
El Paso Women's History Coloring Book Vol. 1 available through UTEP Library Special Collections
Visit UTEP Library Special Collections: MS 447 Eva Ross Collection on El Paso Women in UTEP Library Special Collections
Juana Maria ASCARATE de Stephenson, pioneer landowner
El Paso County Historical Society Women Who Forged El Paso (Draft)
Suzie AZAR, Only female mayor of El Paso as of 2021, entrepreneur, aviatix
Suzie Azar was the first and only female mayor of El Paso,TX as of 2021. She held office from 1989 to 1991. Under her administration several environmental issues were addressed. One of her first acts as mayor was to sign paperwork to help create the Franklin Mountain State Park. Azar is also a flight instructor and a member of the women's pilot organization, the Ninety-Nines. She was inducted into the El Paso Women's Hall of Fame in 2005. Azar donated her records to UTEP Library Special Collections.
Primary Resources:
EPCC Interview video, Flight school video, DIGIE photograph
American Aviatrixes: Women with Wings
Guide to MS436 Suzanne S. Azar papers at UTEP Library Special Collections
Guide to MS348 El Paso Herald-Post Collection at Special Collections UTEP Library
MS 447 Eva Ross Collection on El Paso Women at UTEP Library Special Collections
Holden Lewis, "El Paso Mayoral Runoff Slips Into Mud," May 26, 1989, The Odessa American.
Secondary Resources:
Wikipedia, 100 Years of Women at UTEP published by Texas Western Press p. 59,
Mary Margaret Davis, "Many Events Planned for Women's History Month," El Paso Times, February 27, 1991 second page (notice anything about the picture?)
Teaching Resources:
El Paso Women's History Coloring Book Vol.1, and Vol. 2 available thruough UTEP Library Special Collections
Children's book Queen of the Air about Katherine Stinson TX aviatrix
Children's book Queen of the Air about Katherine Stinson TX aviatrix
Alice Pierce BERRY, early social work activist
El Paso County Historical Society Women Who Forged El Paso (Draft)
Anita Lee BLAIR and her seeing eye dog, Fawn, State Representative, advocate for the blind
Anita Lee Blair (1916-2010) was the first blind woman elected to a state legislature in the US. She was also the first person in El Paso, TX to have a service dog. Her dog was a German shepherd named Fawn. Anita served one term in the Texas House of Representatives in 1952. Independent throughout her life,she is buried in Texas State Cemetery.
Primary resources:
UTEP Library Special Collections MS 605
Gary Scharrer, "Woman wouldn't trade life," El Paso Times, Dec 26, 1985, p. 1B.
Secondary resources:
El Paso County Historical Society has info on Anita Lee Blair
Teaching Resources:
El Paso Women's History Coloring Book Vol. II, p. 8
An Ode to Autumn by an author in the spring of her career ( Helen Keller) lesson plan from Library of Congress
Julia North BRECK, candidate for mayor
Secondary sources
El Paso County Historical Society Women Who Forged El Paso (Draft)
Alicia CHACON, Texas Women's Hall of Fame, Hispana Political Pathmaker,
- Alicia Chacon
- Primary Sources
- Tejano Voices, UT Arlington Center for Mexican American Studies, Oral history project 2002
- Secondary Sources
- Texas Women's Hall of Fame,
- Wikipedia,
- The Latino Encyclopedia,
- Google Maps: Location
“Chacon to get MALDEF achievement award,” El Paso Times, Sept. 13, 2013“Alicia Chacon’s National Honor,” El Paso Times, editorial, Sept. 16, 2013
Carol Viescas, “Family boosts Alicia Chacon,” El Paso Times, July 24 1975, p. 4C.
“Chacon resigns YISD seat,” El Paso Times, March 1, 1978.
“Chacon is mum,” El Paso Herald Post, July 15, 1978.
Jane Pemberton, “Chacon form mixup revealed,” El Paso Herald-Post, July 18, 1978.
Jane Pemberton, “Mrs. Chacon recertified for job,” El Paso Herald-Post 24 Aug 1978.
Tom Butler,” Hatchet job alleged,” El Paso Times, July 15, 1978.
“Alicia Chacon returning to El Paso,” El Paso Times, Mar 28 1979, p. 1A.
“Chacon, Women ‘fast catching up’, El Paso Times, May 18, 1979
“Mrs. Chacon has experience,” El Paso Times, editorial, Mar 22, 1983.
“Chacon tries for 2nd term,” El Paso Times, Jan 21, 1985.
“Alicia Medina, “Alica Chacon faces ‘Great Bureaucracy’, El Paso Times, Sept 17, 1985.
“Chacon plans Ambitious…,” El Paso Times, Ap 25, 1996, p. 1B.
Teaching Resources
- El Paso Women's History Coloring Book, Vol. I available thrugh UTEP Library Special Collections
Herlinda Wong CHEW, businesswoman, immigration expert, linguist
Herlinda Wong Chew was born in Guadalajara,Mexico. She was of Chinese and Mexican heritage. She and her husband, Antonio, opened a grocery store in Ciudad Juarez, Mexico. Later, that store became a place for Pancho Villa's revolutionaries to hang out. The Chews also opened a store in El Paso, TX.Digital wall at El Paso Museum of History contains photo of store. Family lived at 1912 Yandell.
On a visit to China, Herlinda met Mexican women who had been abandoned by their Chinese husbands. She was able to help some of the women and their families return to Mexico.
Primary Resorces???
Early Chinese Immigration to the U.S.
Building the First Transcontinental Railroad
Secondary Resources:
PBS program - The Chinese Exclusion Act, Handbook of Texas Online,
Digie (1935), Archivegrid, Texas Women's University
"How Women Shaped Frontier Texas" Austin American Statesman, March 29, 1996, "Heroines on Horseback," Austin American Statesman, March 29, 1996 "Chinese Chronicles" El Paso Times, February 20, 2000."The Chews," Generation XYZ: Texas Bar Journal. May 2014.
Teaching Resources:
Children's book Coolies
El Paso Women's History Coloring Book, Vol I available electronically through UTEP Library Special Collections.
Martha COTERA, Chicana feminist/writer/ librarian
Martha P. Cotera attended El Paso High School in El Paso, TX. She is a librarian, and scholar. She was influential in the Chicana Feminist movement and wrote books on the topic. Martha attended the 1977 National Women's Conference in Houston. She was the keynoter at a conference forty years later, delivering the Mc Govern Lercture to commemorate the 40th Anniversary of the National Women's Conference (NWC). She was also featured in the documentary, Las Mujeres de la Caucus Chicana.
Primary Sources:
Las Mujeres Trailer: Martha Cotera
Oral History file and transcript,
Secondary Sources:
Wikipedia, Autumn Rendall, "Feminists Reunite at National Women's Conference Anniversary, "
Belle Christie CRITCHETT, suffragist, teacher, political activist
Belle Christie Ferguson Critchett (c. 1868 -1956) was an activist and a suffragist in El Paso, TX. Belle worked with the Texas Equal Suffrage Association (TESA) and also supported the temperance movement. Belle worked to include Mexican American and African American women in El Paso in the women's suffrage movment. After women earned the right to vote, Belle became president of the League of Women Voters of El Paso. She is buried in Evergreen Cemetery.
Primary Resources,
Letter, Feb. 1,1919 from Texas State Senator R. M. Dudley to Belle C. Critchett is in UTEP Library Special Collections
UTEP Library Special Collections Finding Aid MS 386
Secondary Resources
Password, El Paso County Historical Society, Vol. 64, No. 2, El Paso, Texas,Summer, 2020. Wikipedia
Abbie Weiser, "Looking Within: Discovering Women's Organizations"
Teaching Resources
Suffrage Stratgies:Voices for Votes, National Archives lesson plans, one week
Capital Women, 4th, Complete Lesson Plan
El Paso Women's History Coloring Book Vol. II p. 12 available electronically through UTEP Library Special Collections
Myrna George DECKERT, YWCA executive, non profit administrator,
Myrna Deckert for many years oversaw the growth of the YWCA El Paso del Norte Region founded in 1909. A street in east El Paso,TX is named for her. After serving as CEO of the YWCA for 32 years, Myrna continued as an executive, first with the Paso Del Norte Group, and later the Paso del Norte Health Foundation. She died in 2020. The YWCA continues to provide much needed programs, fitness opportunities, child care, housing and more.
Primary Sources
1975 Annual report Google maps
David Crowder, "El Paso icon Myrna Deckert has died," EL PASO Inc. Sept 13-19, 2020, p. 6A.
"A tribute to Myrna J. Deckert," El Paso INC, Sept 20-26, 2020.Website for YWCA El Paso, TX,
"Humble Heroine", El Paso Times, August 25, 1993"Longtime city leader Deckert dies at 83," El Paso Times Sept. 15, 2020, p. 1A & 4A
Maria Cortes Gonzalez, "Celebration of life planned for Deckert," El Paso Times, June 2, 2021: 3A
Myrna Deckert YWCA in Northeast El Paso, TX
Centennial of YWCA articles about El Paso women who supported work of Y
Secondary Sources
El Paso County Historical Society, Women Who Forged El Paso booklet
Teaching Resources Coloring Book Vol 2?
Alzina Allis Orndorff de GROFF, suffragist, businesswoman, hotelier
A. Louise DIETRICH, nurse leader, suffragist in El Paso, TX,
A. Louise Dietrich (1878-1962) came to El Paso, Texas in 1902 and stayed to help with an epidemic of typhoid fever in the city. She spent a lifetime improving nursing as a profession. She helped found a mothers' hospital and also worked as a suffragist. She started the first nurses' registry in Texas and founded the El Paso Graduate Nurse Association. She and Miss Emily Green operated the Baby Sanatarium in Cloudcroft NM for eight years. Later she was president of the Texas League of Women Voters.
Primary Sources:
"Urges Women to Vote Today," El Paso Times, August 23, 1952
Secondary Sources:
UTEP Library Special Collections Finding Aid Graduate Nurse Coll. MS 276
The Caregivers, published by Sundance Press, 1999, p. 165, 248.
History of Texas Board of Nursing
Password, El Paso County Historical Society, Vol. 64, No. 2, El Paso,Texas, Summer, 2020, p.62-63.
Digital Wall El Paso Museum of History photos of earliest Providence Hospital in El Paso
Teaching Resources:
Children's book Be a Nurse Like Me
Suffrage Strategies: Voices for Votes
Douglass Grammar & High School, Segregated, El Paso, TX Female Alumnae
El Paso, TX had a segregated public school system, and Douglass School served the African American community. Douglass Grammar and High School was built in 1891 and closed in 1920. A new Douglass school was built in 1920 and this original buildingin the Segundo Barrio was sold.
Digital Wall, Douglass High School Reunion
1941 Alums of Douglass on digie.org
Eleanor Lyon DUKE, UTEP Biology Professor
Eleanor Lyon Duke (1918-2013) was a leader in the fight for equal pay for women at the University of Texas at El Paso. The efforts to gain woman's suffrage in the US were peaking the year she was born. She was the Outstanding Ex-student of UTEP in 1971.Dr. Duke worked many years as a professor of biology at the UTEP. In 1979 Eleanor filed a lawsuit against UTEP for sex discrimination, stating that she and other female faculty were discriminated in terms of pay, promotion, and teaching opportunities. She won the suit after a lengthy legal battle. As a student, alumnae, and professor emerita she showed that she valued both justice and education. By the time she died, women in El Paso, TX and at UTEP were in key leadership positions.
Primary Resources
UTEP Library Special Collections has Finding Aid SPC Manuscripts MS 205
Adventures in Academe written by E. Duke are in her collection,
Secondary Resources
Obituary, Wikipedia, NOVA, the UTEP Magazine, 1974 ,
100 Years of Women at UTEP published by Texas Western Press, p. 48,
Teaching Resource
El Paso Women's History Coloring Book Vol. II available through UTEP Library, Special Collections
Veronica ESCOBAR, Latina Congresswoman from El Paso, TX
Veronica Escobar is the United States representative for the 16th Congressional District of Texas. Veronica previously served as a county commissioner and then County Judge in El Paso, TX. Veronica is an alumnae of the University of Texas at El Paso. She has written editorials for the New York Times.
Primary Resources
"Veronica Escobar, Sylvia Garcia are the First Texas Latinas Elected to Congress," El Paso Times, Nov 6, 2018.
Angel Kocherga, "El Paso Congresswoman recounts mob attack," KTEP, Jan 7, 2021
"Escobar easily wins," El Paso Times , Mar 7, 2017.
Letter to editor "Attacks on Veronica..." ElPaso Times, Mar 4, 2018: 6A.
Molly Smith, "Escobar leads field hearings," El Paso Times, Sept 7, 2019: 1A.
Lauren Villagran, "Escobar, Smith tour new fence," El Paso Times, Oct 9, 2019:1A
"Ex candidates sue Veronica," El Paso Times, Mar 18, 2015.
"Anti Escobar PAC fails," El Paso Times, Feb 18, 2015.
Daniel Borunda State of County speech, El Paso, Times Sept 28, 2017.
"Rep. Escobar Calls for Immigration Reform..." (January 10, 2019 video)
New York Times editorials
"Gridlock on the Rio Grande," 2013
"Why the Border Crisis is a Myth", 2014
"Questionnaire: Veronica Escobar, Candidate for Congressional District 16," El Paso Times, October 12, 2020.
"I Represent El Paso. What I'm Asking For Doesn't Include Open Borders," March 24, 2021
"Escobar's speech in favor of impeachment," El Paso Times, Dec 18, 2019.
"All Quiet on the Southern Front," guest editorial by Veronica Escobar, New York Times, Oct 5, 2011.
Eleanor Dearman, "Escobar, Armendariz-Jackson vie for US District 16," El Paso, Times, Oct 14, 2020, p. 1A & 11A.
Daniel Borunda, "Escobar: Stimulus to aid workers, families, " El Paso Times, March 17, 2020 p. 9A.
Secondary Resources
Wikipedia, bibliography in references
100 Years of Women at UTEP published by Texas Western Press, p. 72.
Teaching resources
UTEP Library, Special Collections can provide digital El Paso Women's History Coloring Book, Vol. 2
Veronica Escobar talking about the El Paso Women's History Coloring Book
Hana FARAH, Businesswoman
Primary Sources
Secondary Sources
El Paso County Historical Society Women Who Forged El Paso (Draft)
FARAH STRIKERS, Labor Activism in El Paso, TX
The Farah Strike took place between 1972 and 1974 at the Farah Manufacturing Company in El Paso, Texas. The strike first began at the San Antonio plant and was led by Chicana, Sylvia M. Trevino. The strike included more than 4,000 workers, most of whom were women. Strikers wanted better job security, benefits, better job conditions, and better pay.
Primary Sources
Civil Rights in Black and Brown, Peralta/ Farah Strike, Marin/Farah Strike (in Spanish).
"El Paso Clothing Worker Tours Area to Gather Support for Farah Strike," El Paso Times (May 15, 1973)
"Farah Strike ends after 21 months," New York Times (February 25, 1974)
Digital Wall at El Paso Museum of History downtown has photos
Secondary Sources
Handbook of Texas, Myra Zantell, "Farah, Incorporated," UTEP Library Special Collections, Chicano Vertical Files, Wikipedia, Coyle, Laurie, Gail Hershatter & Emily Honig
Women at Farah: An Unfinished Story (1979). copy available at El Paso Public Library, Border Heritage Center.
Jensen, Joan M. & Sue Davidson, A Needle, A Bobbin, A Strike (1984) Temple University Press. (availble open access from JSTOR)
El Paso County Historical Society has notes from Evan Antone's book William Farah, Industrialist
Teaching Resources
Bread and Roses Strike of 1912
"Teaching Women's History: The El Paso Laundry Strike of 1919"
El Paso Women's History Coloring Book Vol 1 & Vol. 2 available electronically from UTEP Library Special Collections
Maria Elena FLOOD, Member TX Women's Hall of Fame
A native of El Paso, TX Maria Elena Flood worked as a health educator and served on the Texas State Board of Education. She was the Project Director for the Texas Tech Area Health Education Center and the Texas Tech University Health Sciences Center. She is a member of the Texas Women's Hall of Fame.
Primary Sources
Bank of the West announces nomination
Mentioned in this oral history of Jose Manuel De La Rosa
El Paso Herald-Post collection, UTEP Library, Special Collections, MS 348,
UTEP Library, Special Collections, Eva Ross Collection on El Paso Women MS 447
Secondary Sources
Kimball, Rene. "Mother of the Year Compares America to 'Tapestry' Not 'Melting Pot' Nation." El Paso Times (May 10, 1977).
"Maria Elena Flood to Receive Teachers' Humanitarian Award." (May 26, 1985) El Paso Times.
Teaching Resources
El Paso Women's History Coloring Book Vol.1 avalilabe through UTEP Library Special Collections.
Josephine Clardy FOX, Businesswoman, Philanthropist,
Josephine Marsalis Clardy Fox (1881-1970) was an El Paso, TX musician, businesswoman, philanthropist, and hat enthiusiast. She studied music in her youth and later invested in business. Fox Fine Arts Complex on UTEP campus is named for her. She created Fox Plaza Shopping Center. Josephine donated land for a children's home, donated land for both a school and public library. Her collection, including her many hats, is housed at in UTEP Library, Special Collections. The Fox Fine Arts building on the UTEP campus is named for her.
Primary Sources
UTEP Library Special Collections MS 139 Clardy Fox Family Papers 1880-1970
Interview 53 and 99 ScholarWork@ UTEP
Secondary Sources
Wikipedia, NOVA (1970) "Josephine Clardy Fox",
UTEP Library Special Collections Finding Aid MS Number ???
EPCC Borderlands 2011-2012, "A passionate life..." p. 5
Curlee, Kendall. "Fox, Jesephine Marsalis Clardy" Handbook of Texas Online.
Burns, Ruby. (1973) "Josephine Clardy Fox: Traveler, Opera-goer, Collector of Art, Benefactor" published by Texas Western Press
100 Years of Women at UTEP, published Texas Western Press p. 42
Clardy Fox Library, El Paso, TX , Fox Plaza Shopping Center
Teaching Resources
El Paso Women's History Coloring Book, Vol. 2.
Jeanie M. FRANK, pioneer El Paso High teacher
El Paso County Historical Society Women Who Forged El Paso (Draft)
Mago Orona GANDARA, Borderlands Artist
Mago Orona Gándara (1929-2018) was a Chicana artist who created murals and sculptures throughout Ciudad Juarez and El Paso. Manuel Acosta painted her portrait.
Primary Resources
Mago Orona Gandara collection MS 584 at UTEP Library Special Collections
Secondary Resources
Wikipedia, bibliography in references
Olvera, Joe. "The Hispana Artist." (January 14, 1990) El Paso Times.
Teaching Resources
El Paso Women's History Coloring Book Vol. 1 available from UTEP Library Special Collections
Mimi Reisel GLADSTEIN, Professor,Author, Activist
El Paso County Historical Society Women Who Forged El Paso (Draft)
Betty Mary Smith GOETTING, librarian, women's health advocate
Primary Sources
Betty Mary Smith Goetting Papers
Secondary Sources
El Paso County Historical Society Women Who Forged El Paso (Draft)
Gertrude Amelia "Sugar" GOODMAN, Humanitarian
El Paso County Historical Society Women Who Forged El Paso (Draft)
Nancy HAMILTON, Writer, Journalist,Art Collector,
El Paso County Historical Society Women Who Forged El Paso (Draft)
Jennifer HAN, businesswoman, athlete
Secondary Sources
Aguilar, Matthew. (September 4, 2021) "Han Has Mama Power." El Paso Times.
Polly HARRIS, City Representative, El Paso, TX, advocate for elderly
Polly Harris (1924-1987) was a well known co-owner of a public relations firm in El Paso, TX. She was known as a civic volunteer, actress, politician. Polly was beloved in the community and advocated for elders in the community. A senior center on El Paso's westside is named for her. Polly was a City Council representative. She is buried in the Jewish section of Concordia Cemetery.
Primary Resources
Special Collections UTEP Library El Paso- Herald-Post collection MS 348
Secondary Resources
Wikipedia, Polly Harris obituary, Google Maps Polly Harris Senior Center
El Paso County Historical Society Women Who Forged El Paso (Draft)
Teaching Resources
El Paso Women's History Coloring Book Vol. II available electronically from UTEP Library Special Collections
Ingeborg HEUSER, Ballet Director
Ingeborg Heuser taught and directed the ballet program at University of Texas at El Paso for many years. She taught ballet at her own studio and also at various private schools including Loretto Academy.
UTEP Library Special Collections has info on fine arts programs at that university.
Primary Sources
Guide to MS632 UTEP Ballet Research files
"Ingeborg Heuser's Final Nutcracker," El Paso Times, Dec 24, 2006, p. 59
Secondary Sources
Wikipedia, For the Love of Dance, by Christina Casas Palmer, 2016
100 Years of Women at UTEP, published byTexas Western Press, p. 45
Teaching Resources
El Paso Women's History Coloring Book Vol. 1 available free from UTEP Library, Special Collections
HOUCHEN SETTLEMENT HOUSE in Segundo Barrio of El Paso, TX
Houchen Community Center was opened in 1912 as a Settlement House. The Houchen Settlement House provided daycare, education, and health services to the Segundo Barrio in El Paso, TX for many years.
Secondary Resources
Settlement Houses in the Progressive Era
The Rose Gregor Settlement House
Vicki L. Ruiz, "Dead Ends or Gold Mines?" Frontiers, 12:1, (1991)
Maud ISAACKs- Texas State Representative
Handbook of Texas
Wikipedia?
Davie JOHNSON, Nurse, advocate of elder care
Wikipedia? El paso Women's Hall of Fame?
Elizabeth Hooks KELLY, librarian, community volunteer
El Paso County Historical Society Women Who Forged El Paso (Draft)
Several photos of Miss Kelly at various ages are on the digital wall of El Paso Museum of History including one of her father the mayor with his family.
Ruth Ellen KERN, Lawyer, Civil Rights Activist in El Paso, TX
Ruth Ellen Kern (1914-2002) was a pioneer feminist lawyer in El Paso, TX.Ruth was a member of the American Civil Liberties Union (ACLU) and she helped lead reforms to rebuild the El Paso County jail. She was a founding and active member of the El Paso Women's Political Caucus. She also worked to prevent violence against women. She herself was raped. She was elected to the board of El Paso Community College.
Primary Sources
Eva Ross El Paso Women's History Collection MS 447 housed at UTEP Library Special Collections provides info on El Paso Women's Political Caucus
Secondary Sources
Aschoff, Susan. "Ruth Kern Replaced Domesticity With Outspokenness" El Paso Times, September 10, 1978.
Rogers, Liz, "El Paso Women Lawyers/The Pioneers," El Paso Bar Journal, Nov 2008, 7-10.
Karr, Stephanie. "Honoring Visionary Women," El Paso Times, March 25, 2017.
Teaching Resources
Brad Meltzer I Am Sonia Sotomayor,
Susan E. Goodman, The First Step,
El Paso Women's History Coloring Book Vol. II, p. 20
Ginger KERRICK Davis, Texas Women's Hall of Fame, NASA flight director
Ginger Kerrick Davis is a member of the Texas Women's Hall of Fame.She is a physicist who works for NASA in Houston. She was the first Hispanic female flight director there. Once a promising local athlete, Ginger changed her career plans after a serious injury. She was a science student at UTEP and Texas Tech. Ginger was honored as Grand Marshall of the Sun Bowl Parade. She married in 2020. Governor Greg Abbott recently appointed her to the Board of Regents at Texas Tech in Lubbock.
Secondary Resources
Texas Women's Hall of Fame, Wikipedia, NASA
Teaching Resources
El Paso Women's History Coloring Book ,Vol. 2. p. 21
Angela KOCHERGA, Journalist
Angela Kocherga is a journalist who works as the news director at KTEP and Borderzine. She also works with El Paso Matters, and has won Emmys for her work.
Angel Kocherga, "El Paso Congresswoman recounts mob attack" KTEP, Jan 7, 2021
El Paso Women's History Coloring Book Vol. 2, p. 22 available through Scholarswork UTEP Library Special Collections
Yolanda Chavez LEYVA, Public Historian, Educator/ Poet
Yolanda Chavez Leyva is a Professor in Dept. of History at University of TX at El Paso, and Director Institute of Oral History there. She studies, lives, transmitts Chicano history. She worked persistently to defend historic areas of El Paso, TX.
Primary Source
Secondary Sources
100 Years of Women at UTEP published by Texas Western Press
UTEP Library Special Collections, Institute of Oral History holdings MS 327
Teaching Resources
El Paso Women's History Coloring Book Vol. 2 available through UTEP Library Special Collections
Adair MARGO, Arts and Humanities Advocate,
Adair Margo is a third-generation El Pasoan. She is a supporter of the arts in El Paso and the state of Texas. She is close friends with former first lady Laura Bush. Adair founded the Tom Lea Institute in 2009. She received an award for cultural diplomacy from Mexico. She has helped politicians at the national, state, and local level.
Primary Resources
UTEP Library Special Collections, Margo (Adair) Gallery Collection MS 646
Records of President's Committee on the Arts and Humanities (2000-2008)
Secondary Sources
El Paso County Historical Society Hall of Fame tribute
"Digital wall is a gift," El Paso Times, 5.17, 2020 p.7A
Teaching Resources
El Paso Women's History Coloring Book Vol. 2 available through UTEP Library Special Collections
Susan Shelby MAGOFFIN, Pioneer traveler, diarist
The statue of Susan Shelby Magoffin is at Keystone Heritage Park.
Secondary Sources
Damico, Denise. Magoffin, Susan Shelby
Simmons, Marc. (November 29, 1992) "1992: Magoffins Helped Shape Early Southwest." El Paso Times.
Olalee Mc CALL, Mc Call Neighborhood Center
The McCall Center in the historic Five Points area of El Paso, TX is the vibrant, resource-rich, gathering place for African Americans and other El Paso cititzens. Created under the effective leadership of Leona Ford Washington, the McCall Center has provided meeting space, entertainment, and education about the African American citizens of El Paso. A key section of the building was the home of Olalee and her husband.
African Americans in El Paso by Frances Hill
Nancy Jane Mc DONALD, State Representative, Icon of Texas Nursing
Nancy Jane McDonald (1934-2007) was Texas State Representative for District 76 in the Mission Valley area of El Paso, Texas. She was a nurse and the mother of a large family. Nancy was the only registered nurse in the Texas legislature at the time and helped make reforms in public health during the AIDS crisis. She is buried in the Texas State Cemetery in Austin, TX.
Primary Resources
HR 2805, Memorial Resolution, 80th Texas Legislature
Secondary Resources
Nancy Mc Donald, Icon of Texas Nursing
UTEP Library Special Collections has photos and other info in MS 348 El Paso Herald-Post collection and in Eva Ross collection on El Paso Women
Teaching Resources
El Paso Women's History Coloring Book Vol. 2, available through UTEP Library Special Collections
Florence Cathcart MELBY
Primary Sources Oral History Scholarswork UTEP Library
Secondary Sources
El Paso County Historical Society Women Who Forged El Paso (Draft)
Mary Schuster MEYER
El Paso County Historical Society Women Who Forged El Paso (Draft)
Pat MORA, Poet, Literacy advocate, Author,
Pat Mora is an American poet who has supported lifelong literacy among children and adults. She graduated from Loretto Academy in El Paso TX. Mentored by Diana Natalicio she held various positions at the UTEP. She has received national awards for her writing. She created El día de los niños, El día de los libros in 1996.
Primary Resources
Book Hungry Hands Wikipedia
Video interview on readingrockets
Secondary Resources
100 Years of Women at UTEP published by Texas Western Press
Books
Tomas and the Library Lady, Open Mind Story Time
A Library for Juana
Dizzy in My Eyes
Book Joy, Word Joy
Drawing Inferences; My Own True Name
Teaching Resources
Annenberg Learner, the Expanding Cannon, Pat Mora and James Welch
Esperanza Acosta MORENO, Librarian
Esperanza Acosta Moreno was the first Hispanic person to work as a librarian at the University of Texas At El Paso. As a student, she worked her way through Texas Western College. She participated in Golddiggers. She served as librarian to UTEP Nursing School. She worked with the nursing collection and rare books. A library branch of the El Paso Public Library system is named for her.
Primary Resources
UTEP Library Special Collections has her collection MS 089
Secondary Sources
El Paso Times 2000
Diamond Days, UTEP Oral History published by Texas Western Press available through UTEP Library Special Collections
Teaching Resources
El Paso Women's History Coloring Book Vol. 2. p. 28 available electronically through UTEP Library Special Collections
Diana NATALICIO, President Emerita, University of Texas at El Paso
Diana Natalacio (born 1939) was the first woman to serve as president of th University of Texas at El Paso. Between her presidency from 1988 to 2006, she worked to recruit more Hispanic students to the school. In 2013 she became the president of the board of directors of the American Council on Education. Dr. Natalicio is a member of the Texas Women's Hall of Fame. She died Sept. 24, 2021 .
Secondary Sources
TIME Magazine, Texas Women's Hall of Fame,
Cristina Carreon, "UTEP bids final farwell to Diana Natalicio," El Paso Times, Oct 26,2021, 1A & 9A.
El Paso County Historical Society, Women Who Forged El Paso History
100 Years of Women at UTEP, p. 68-69 Texas Western Press ISBN-10:0-87404-306-9
UTEP Special Collections MS 348 and asks for more resources MS 001
Google Maps to UTEP admin bldg
El Paso Women's History Coloring Book, Vol. I
Sandra Day O'CONNOR, Supreme Court Justice, Alumnae Radford School for Girls
Lupe ONTIVEROS, Actress
Wikipedia
Jane Burges PERRENOT, Philanthropist, Library advocate
Jane Burges Perrenot was a philanthropist who was active in helping the community in many different ways. She donated land and funds to the El Paso Public Library. After her death, her home was donated to the El Paso Historical Society.
Digie: Perrenot
UTEP Library Special Collections: MS 262 Burges-Perrenot Family Papers
El Paso Historical Society: Website and Google maps
El Paso County Historical Society Women Who Forged El Paso (Draft)
Nestora Granillo PIAROTE, Ysleta Del Sur Foremother/Potter
Nestora Granillo Piarote (1849 - 1918) was a member of the Ysleta del Sur Pueblo tribe in El Paso, Texas. She was born just after the Treaty of Guadalupe Hidalgo that changed law dramatically for women in Southwest USA. Nestora was a potter and helped preserve the Tigua language.
Google Map: location
Daniel Borunda, "$10,000 reward offered to solve Columbus Day vandalism," El Paso Times, Oct 13, 2017.
UTEP Library Special Collections has some materials on Tigua tribe
Teaching Resources
El Paso Women's History Coloring Book volume II (2020) also available from UTEP Library Special Collections.
Mother PRAXEDES/Loretto Academy, Catholic Girls' School
Mother Praxedes (born Susan Carty 1854-1933) was a member of the Sisters of Loretto and an educator. She helped build many schools in the United States and served as the leader of the Sisters of Loretto for many years. In the 1920s, she started building Loretto Academy in El Paso.
Archives of Loretto Community, Nerinx Kentucky
Biography by Patricia Manion, Only One Heart
El Paso County Historical Society Women Who Forged El Paso (Draft)
Belen ROBLES, First Female LULAC President
A graduate of Bowie High, Belen Robles was the first woman to be elected as national president of the League of United Latin American Citizens (LULAC). Belen also worked in the Immigration and Naturalization Service and U.S. Customs.
Primary Sources
UTEP Library Special Collections has her photos.
Interview no. 222 ScholarWorks@UTEP
Letter from Belen Robles to John L. Herrera,
Secondary Sources
Digital Wall El Paso Museum of History
El Paso County Historical Society Women Who Forged El Paso (Draft)
Teaching Resources
El Paso Women's History Coloring Book Vol. 2 available electronically from UTEP Library Special Collections
Mary A. SARBER, Librarian
El Paso County Historical Society Women Who Forged El Paso (Draft)
See El Paso INC. a business weekly, Oct 7, 2012
Louise SCHUESSLER
El Paso County Historical Society Women Who Forged El Paso (Draft)
Eugenia M. SCHUSTER, clubwoman, activist, Amigo Listo
Maxine SILVA, education advocate
Maxine Silva obit
El Paso County Historical Society Women Who Forged El Paso (Draft)
Kathleen STAUDT, professor, researcher, & writer about Borderlands politics
Kathleen Staudt is a professor emerita of UTEP. She is a former Peace Corp Volunteer. Kathleen is an expert on the borderland, and taught classes on policy, politics, and more. She is a writer and editor.
Primary Source
Secondary Primary Sources
Special Collections at UTEP Library houses Staudt collection
SECONDARY Sources
100 Years of Women at UTEP, Texas Western Press, p. 81
Teaching Resources
El Paso Women's History Coloring Book Vol. 2, p.31 available through UTEP Library Special Collections
Katherine Kistenmacher, Artist, Women's Hall of Fame
Wikipedia
Member El Paso Women's Hall of Fame
STREETS named for women in El Paso, TX , videos, Davie Johnson, Peggy Rosson and more
This is the answer key to the Word Search.
- Alicia Chacon
- The Latino Encyclopedia
- Texas Women's Hall of Fame
- Wikipedia
- El Paso Women's History Coloring Book, Vol. I available thrugh UTEP Library Special Collections
- Google Maps: Location
- Myrna Deckert
- Google Maps: Location
- Marta Duron, civil servant, Bowie High alumnae
- Peggy Rosson
- Legislative Reference
- "Hobby Favors El Pasoan," El Paso Times, Feb 11, 1983.
- Ron Duser, "Awaiting Her Turn," El Paso Times, Aug,7,1986.
- David Crowder, "Tati's Accusations are Lies," El Paso Times, Feb, 7 1990.
- David Sheppard, Newly Elected El Pasoans..."El Paso Times, Nov. 12, 1990.
- Gary Scharrer, "Rosson Rips in Senate Speech," El Paso Times, May 29, 1993.
- Gary Scharrer, "Rosson to depart," El Paso Times, Aug. 22.1995: 1A.
- El Paso Women's History Coloring Book, Vol I
- Google Maps: Location
- Romy Ledesma
- Rosa Guerrero
- Texas Archive of the Moving Image
- Texas Women's Hall of Fame
- Wikipedia
- Google Maps: Location
- El Paso County Historical Society Women Who Forged El Paso (Draft)
- A. L. Gill
- Google Maps: Location
- Olga Mapula
- Google Maps: Location
- Lupe Rivera
- El Paso Women's Coloring Book, Vol I available electronically from UTEP Library Special Collections
- Google Maps: Location
- Cynthia Farah
- Wikipedia
- Colors on Desert Walls
- Cynthia Farah Haines papers (CA)
- Cynthia Farah Haines papers (Stanford)
- Cynthia Farah Haines papers (UTEP Library Special Collections MS319)
- Oral History 1975
- Oral History 2007
- El Paso Women's Coloring Book, Vol II
- Google Maps: Location
- Davie Johnson
- Google Maps: Location
Lucinda de Leftwich TEMPLIN and Radford School
El Paso County Historical Society Women Who Forged El Paso (Draft)
Josefina Villamil TINAJERO, Bilingual Education Advocate, El Paso Women's Hall of Fame.
Wikipedia,
Maud Durlin SULLIVAN, librarian
Estela Portillo TRAMBLEY, Chicana playwright, poet
Estella Portillo Trambley was a Chicana writer. Estella wrote poetry, short stories, novels, and plays. She was the first Chicana to publish her own book of short stories, and her work is about social criticism and feminism.
Primary Sources
Estela Portillo Trambley Papers
Molinar, Victoria G. "Who Was Estela Portillo Trambley?" (March 5, 2018) El Paso Inc.
"Chicano theatre plans Isabel...," El Paso Herald-Post, May20, 1977, p. 48
"Styles of Hispanic Playwrights..." Los Angeles Times. July 9, 1987 (second page)
Secondary Sources
Teaching Resources
El Paso Women's History Coloring Book Vol 1 available through UTEP Library Special Collections
Diana Washington VALDEZ, Journalist of Borderlands
Diana Washington Valez is an El Paso native who went on to become a journalist. Her work on reporting the missing and murdered women of Juarez went on to become books.
Primary sources
Diana Washington Valdez, "Running in Mexico's midterm election meant risking your life," El Paso Times, Suday June 3,2021: 9A.
Articles by her in El Paso Times
Books written by her:
- The Killing Fields (2006)
- Harvest of Women (2006)
Secondary Sources
Teaching resources
El Paso Women's History Coloring Book Vol. 2 p. 33
Leona Ford WASHINGTON, Teacher, Civic leader
Leona Ford Washington (1928-2007) was an African American community activist and educator. She taught for around 39 years and wrote the song, "The City of El Paso." She also owned a newspaper that covered the Black community in El Paso, The Good Neighbor.
My People Chance to Dwell: Oral Histories, Black Classic Press .
UTEP Library Special Collections has her collection PHO 38 They also produced resource below.
El Paso Women's History Coloring Book Vol. 2, p. 34
Obit El Paso Times, 2007?
_________________
Janice Wood WINDLE Wikipedia, Texas Monthly
"Tribute to Janice Wood Windle," Password, El Paso County Historical Society, Vol. 64, No. 4, El Paso. Texas, Winter, 2020, p. 130.
Mabel Clair WELCH, architect
Secondary Sources
El Paso County Historical Society Women Who Forged El Paso (Draft)
Bernice Love WIGGINS, Poet
Bernice Love Wiggins (1897-1936) was an African American poet who wrote during the Harlem Renaissance. She was a student at the segregated Douglass High see section above. Wiggins was raised by her aunt in El Paso and later moved to Los Angeles in the 1920s. Her poetry covered civil rights issues and women's rights issues.
El Paso Women's History Coloring Book Vol. 2, p. 35 available electronically from UTEP Library Special Collections
Maud E. Craig Sampson WILLIAMS ,suffragist, teacher, NAACP activist
Maud Evangeline Craig Sampson Williams (1880-1958) was a civil rights activist, educator, and suffragist. As a suffragist, Maude worked with both white and Black women in El Paso. Maude founded the Parent's Organization at Douglass School. She also was one of the founders of El Paso's Phyllis Wheatley Club. Maude was elected to the NAACP board in El Paso and challenged segregation in UTEP.
Secondary Resources
Password of El Paso County Historical Society published article by Janine Young, "Alive to the Priviledge of the Franchise: African American Suffragists in El Paso 1915-1920," Password, Volume 64, No. 2, El Paso, Texas, Summer 2020 p.66-81.
My People Chance to Dwell: Oral Histories, Black Classic Press 2000
Janice Woods WINDLE, Author, Community Foundation executive, Civic leader
Janice Woods Windle (born Sept 2, 1938) grew up in Seguin, Texas and moved to El Paso, TX. Janice attended UTEP and is inducted into El Paso Women's Hall of Fame. Her writing is based on Texas women from her own family's history.
Trailer for True Women (1997 miniseries)
"AAUW Names Outstanding El Paso Women for 1975" (September 12, 1975) El Paso Times.
Heather Coons, "Windle's Legacy Continues in El Paso," City Beat Magazine, March-April 2015.
Neal Templin, "Windle Wins Over Donations," El Paso Times, June 23, 1988.
Gary Scharrer, "Author Plans 'Women' Sequel," El Paso Times, February 9, 1995: D1.
Dingus, Anne, (1996) "West Seller." Texas Monthly.
Coco Ballew "El Paso Author's Book Finally Makes it to TV," El Paso Times, May 18, 1997: F1.
Coco Ballew, "Windle's 'Hill Country' to Hit Bookshelves," El Paso Times, May 18, 1997: F2.
Maribel Villabos, "Novelist's Third Book Tells Story of Grandfather's Trial," El Paso Times, February 17, 2002.
"Windles Say Pay from El Paso Public Record," El Paso Times, March 24, 1977.
Florida J. WOLFE, Cattle Rancher, Philanthropist
African American woman know as "Lady Flo" buried in Concordia Cemetery. Lady Flo was the common law wife of an Irish Lord, Delaval James Beresford. Because it was illegal for them to live together in segregated Texas, they lived in Ciudad Juarez. Lady Flo was also a philathropist who raised money for the El Paso Fire and Police Departments.
WOMAN's CLUB of El Paso, TX and Olga Kohlberg
The Woman's Club of El Paso was the first woman's club in Texas. Many prominent women living in El Paso, Texas were involved, including Olga Kohlberg, Eugenia Schuster, and many more.
Wikipedia page: Woman's Club of El Paso
Google maps: Location
UTEP Library Special Collections Digitized Archives of the Woman's Club of El Paso MS 476 & more: Archives
Kohlberg family papers at UTEP
El Paso County Historical Society Women Who Forged El Paso (Draft)
Fanny Hutman ZLABOVSKY, Jewish Humanitarian
Fanny Hutman Zlabovsky moved to El Paso after marrying Frank Zlabovsky in 1902. Fanny Zlabovsky worked for the National Council of Jewish Women (NCJW) in El Paso. She helped immigrants escape the Nazis by entering the US from Mexico. She is buried in the well tended green Jewish section of Concordia Cemetery in El Paso, TX.
See National Geographic Kids Miep Gies
El Paso Women's History Coloring Book Vol 2, p. 36
Special Collections at UTEP Library has collection of El Paso Council of Jewish Women
Fanny Zlabovsky-National Council of Jewish Women case files MS508
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oercommons
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2025-03-18T00:34:32.925483
|
Reading
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75798/overview",
"title": "Women's history month 2021: El Paso, TX",
"author": "Primary Source"
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|
https://oercommons.org/courseware/lesson/82728/overview
|
Community Building Facilitator Guide (pdf)
Community Building Synchronous Learning Slide Deck
Community Building Synchronous Learning Slide Deck (PPT)
Community Building Synchronous Training
Overview
Community Building is an interactive synchronous training for teachers. It explains the importance of a classroom community and the positive effect it has on student learning. It provides many examples and opportunities for teachers to think about their class communities and how to strengthen them.
This is a facilitator guide for the Community Building synchronous training.
Slide Number | Information |
Slide 2-Create an Answer Garden | Video shows how to create an Answer Garden for the presentation. Delete this slide and save a link to Answer Garden to share with participants in a later slide. |
Slide 3-Would You Rather | How does this build community? - note that community building is humanizing Click on the link to access the Would You Rather game. Presenter can copy the game and adjust the questions based on the audience. |
Slide 5-Share Answer Garden created earlier | ***Make sure you created your Answer Garden beforehand. Introduce the Answer Garden and use this time as more independent thinking and processing. Participants should add a word or two to the Answer Garden. As a group you will process this more on slide 9. |
Slide 6-Community Norms | Make sure to drive the message that it is important not to have rules… to build and foster classroom community you need clear agreed upon expectations. #1-4 - norms for this session #5 - we will talk more about the “talking piece” later in the presentation |
Slides 7 and 8-Diversity & Inclusion Asks… Equity and Social Justice Responds... | Review this slide as questions to ask before setting norms, procedures or other... |
Slide 9-Back to the Answer Garden Time Goal - 30 minutes into presentation | Keep in mind the diversity, inclusion and Equity chart. How does this build community? |
Slide 10-Loose and Tight Community Customs | Consider letting teachers spend a bit of time looking at this lesson on the difference between laws and customs. How Do Rules and Traditions Shape Communities? Article Link What is a Law? What is a Custom? PDF Link Stress that you are building customs. Customs change and adapt, but at the root remain the same. |
Slide 11-Loose and Tight Examples | How does this build community? ***Set up breakout rooms |
Slide 12-Hand Signals | How does this build community? Examples of expectations:
|
Slide 13-Accountable Talk | Accountable talk takes place when there is a meaningful conversation focused on a topic/book. It is important all participants add to the conversation so it grows and deepens the understanding of the group
|
Slide 14-I’ll Take It...I’ll Toss It (Ice Breakers) | Ask participants to add Ice Breakers into the chat.
Discussion - how do they work with these guidelines How does this build community? |
Slide 15-Story Time Time Goal - 50 minutes into presentation | Link to article: Storytelling Honors Student Experience Call on a few volunteers to share their example |
Slide 16-Create Flipgrid | ***Create a Flipgrid to model a Flipgrid debate. After creating the link, delete this slide. |
Slide 17-Flipgrid Debate Time Goal: 1 hour into presentation | Set a time limit for this activity. Recommend about 10 minutes. Tell participants to choose 1-2 videos to respond to by finding one way you agree and one way you disagree or could challenge their thinking. Make sure everyone gets a response by responding to those without responses before responding to someone with 1-2 responses. If someone has 3 or more responses, find someone else to respond to. |
Slide 18-Fish Bowl Reflections | Video: 2 minutes Online Teaching Adaptation: Fishbowl Video Link |
Slide 19-Jigsaw/Expert Groups | Video: 6 minutes Jigsaw Video Link A Jigsaw or Expert Groups provides more structure for younger students, ELLs, and struggling readers. After introducing the idea of a Jigsaw, click video to load the 6 minute video demonstrating Jigsaw in an in-person elementary classroom. Ask for volunteers to discuss the question under the video. |
Slide 20-Fishbowl-Your Turn Time Goal: 90 minutes into presentation | Time on slide: 10 minutes How does this activity build community? Presenter has options here. Could ask for volunteers to model a fishbowl discussion. Could use breakout rooms to have small group discussions. |
Slide 21-Choose One, Create, and Delete This Slide | ***Create a Padlet or Jamboard using one (or more) questions on the next slide. Then delete this slide. |
Slide 22-Padlet Reflection | Give them time to answer questions on Padlet and then discuss. Note that Jamboard is another example of a technology you can use. How does this activity build community? |
Slide 23-Closing Circle *Cutting for time - if enough time, add back in. | The circle should go in the order you choose. The easiest way is as people enter the meeting type their names on a list. When you get to this point you have already gathered names on a list. If you are using Teams you can go by the participants list. Another way to do this online is to have the speaker “pass” their item and name someone else they see on their screen to “pass” to. |
Slide 24-It’s Your Turn Time Goal - 15 minutes for activity, finish with 15 minutes left | If short on time, could discuss the previous questions and ideas for ways to utilize these tools immediately, but skip the creating step For larger groups - use breakout rooms for sharing |
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oercommons
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2025-03-18T00:34:32.960896
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Stephanie Prosser
|
{
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"url": "https://oercommons.org/courseware/lesson/82728/overview",
"title": "Community Building Synchronous Training",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/80379/overview
|
Roctricity Welcome Packet
Overview
Roctricity, LLC Company training packet
Company Introduction
Hi!
We are so happy to have you as the newest employee of Roctricity!
This website will serve as a training and educational tool to help prepare you for your new role with us.
Section two
This is the next section
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oercommons
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2025-03-18T00:34:32.978160
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05/14/2021
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80379/overview",
"title": "Roctricity Welcome Packet",
"author": "Shannon Bellamy"
}
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https://oercommons.org/courseware/lesson/61414/overview
|
food chain : in the ocean Overview learning about the food chain in the ocean unit 1 sun _ octopus - shark -
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oercommons
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2025-03-18T00:34:32.999150
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01/09/2020
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61414/overview",
"title": "food chain : in the ocean",
"author": "samah als"
}
|
https://oercommons.org/courseware/lesson/60787/overview
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Education Standards
Me3 Career Exploration Program Lesson
Overview
Counselors use a career planning tool called Me3 from Arizona State University with high school students.
Me3 Program
This is a technology based lesson focused on career exploration. I have used this with 9-12 graders in college studies classes as well as throughout the school to explore college majors and careers.
Icebreaker: Have students stand up, introduce themselves, and tell the class what they would like to do after high school and where they would like to go to college.
Have students navigate to Me3 ASU Career and Major Planning App and Sign Up.
https://webapp4.asu.edu/eadvisorhs/app Be sure to preview the site to anticipate any technical difficulties that may arise.
Students take the Career Interest Survey & the Majors Game and complete the guiding worksheet as they go.
Counselor floats as students complete the survey and interact indivdiually with them.
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oercommons
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2025-03-18T00:34:33.020316
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12/16/2019
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60787/overview",
"title": "Me3 Career Exploration Program Lesson",
"author": "Janet Buchhammer"
}
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https://oercommons.org/courseware/lesson/93586/overview
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Education Standards
OER Journal Entry Rubric
Mini Lesson: Photographs - Building Classroom Culture
Overview
This is a two part mini lesson. It uses individual and group photographs to help students develop a sense of individuality and community within the classroom. This lesson provides a physical and visual representation of students within their class community. Students will see themselves as individuals who are part of a whole. For students who do not feel as though their individuality is valued, they have a tactile representation of their inclusion as individuals who are part of the group.
For another mini lesson like this, go to Mini Lesson: Snack Mix - Building Classroom Culture in ELD and/or Mixed Classrooms
LESSON DESCRIPTION
Mini Lesson: Photographs - Building Classroom Culture in ELD and/or Mixed Classrooms
Author of the Lesson: Jane Aleksey
Lesson Summary/Overview:
This is a two part mini lesson. It uses individual and group photographs to help students develop a sense of individuality and community within the classroom. This lesson provides a physical and visual representation of students within their class community. Students will see themselves as individuals who are part of a whole. For students who do not feel as though their individuality is valued, they have a tactile representation of their inclusion as individuals who are part of the group.
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
ELP Standards: Standard 2
- An ELL can participate in grade appropriate oral & written exchanges of information, ideas, & analyses, responding to peer, audience, or reader comments & questions.
ELP Standards: Standard 4
- An ELL can construct grade appropriate oral & written claims & support them with reasoning & evidence.
ELP Standards: Standard 7
- An ELL can adapt language choices to purpose, task, & audience when speaking & writing.
Language (ELP) Objectives:
Students will discuss and make a written reflection analyzing themselves as an individual and part of a whole.
Supporting Academic Language
Language Functions: summarizing information, informal
Language Modalities: productive speaking and writing
Vocabulary: portrait, group photo, shot, take a picture, individual, whole
Syntax or Sentence Structure(s):
Past and present tense, productive language around feelings and importance
- When I had my individual picture taken, I felt _______.
- When I had my picture taken as a group, I felt _______.
- I feel ___ seeing myself in a group shot.
- It is important we have both because …
- We need both because …
Discourse: Personal Reflection
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills: This lesson is accessible to all students who permit their picture to be taken.
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
- A cell phone or camera
- Student Journals
- Printed pictures of individual students and one of the whole class. Many big box stores such as Target and Walmart allow for rapid photo development. Color pictures could also be printed at your school. Make sure the big group photo is big enough for the individual photos to fit around.
Learning Supports
Socio-emotional supports: Providing all students with pictures allows for all students to participate. One of the benefits of this lesson is the physical picture. Some students have rarely seen a printed picture of themselves. Developing everyone’s picture creates inclusion. For a cheaper option, pictures can be printed on a color printer.
Cultural & Linguistic Responsiveness: There are some cases when students do not want their picture. In these cases, make sure students know the images are for classroom use only.
Instructional Supports
Differentiation: This lesson includes sentence starters and an option to make a pictorial representation of their thoughts and opinions. Emerging English speakers can use more supports. More advanced students should try not to rely on supports. The journal entries are assessed using a rubric to assist learners in knowing what is expected.
L1 Supports: Photographs Word Wall with images of each key vocabulary words and writing in Spanish and English. Other languages could be added.
L2 Development: Photographs Word Wall and Sentence Starters help students develop their skills in English. Images show a learner the meaning. Sentence starters help a student get started correctly in their target language.
LESSON PROCEDURES
Anticipatory Set/Motivation/Hook
Time: Two 15 minute lessons
Teacher Does/Students Do:
Day 1
- Teacher introduces the topic: Today we will be taking pictures. We all need to take one picture as an individual (portrait) and another one as a whole (group photo).
- Take individual photos of students. Different options include:
- A classroom photo booth
- Utilize the photography, yearbook, or newspaper students at your school
- Go in pairs or small groups and let students have their picture taken in front their favorite part of school
- Take a group photo as a whole. Use a camera timer or ask a colleague.
- Journal Questions Day 1: Questions and Sentence Starters. Write or make a picture. Assess using a Journal Entry Rubric:
How did you feel having your portrait taken as an individual?
When I had my individual picture taken, I felt _______ because...
How did you feel having a group photo taken?
When I had my picture taken as a group, I felt _______because...
- Share out: Share your answers with an elbow partner in your L1 or L2. If there is time, select example answers and share as a class.
- Before the next class, develop the pictures or print them with a color printer. The group picture should be big enough for all the smaller pictures to fit around. Post the group picture in the middle and the portraits around the group photo.
Day 2
- Bring the students attention to the new photo collage wall art in the classroom.
- Journal Question Day 2: Questions and Sentence Starters. Write or make a picture. Assess using a Journal Entry Rubric:
How does it feel to see yourself in the group photo?
I feel ___ seeing myself in a group shot because…
How does it feel to see yourself in the group photo?
It is important we have both because …
- Discussion: Share what you wrote about. If you drew your answer, show your response.
- Answers should include ideas around the fact that we are all individuals and we will bring our individuality to the group.
- Discussion Question: What other ways can teachers show they care about you as students?
ASSESSMENTS
Formative Assessment
Content: Check for understanding of students understanding the idea of part and whole.
Language: Check for use of individual, whole, and feelings around photos.
Plans for Summative Assessments
- Exit Ticket: Sentence Starters
Why do we need both a portrait and group photo for our classroom?
We need both because …
- Consider synthesizing the responses and adding the written words on stickies to the photo collage wall art.
- The journals can be assessed using a rubric. Rubrics allow students to understand what is expected and how to improve. They also assist in assessing in a more objective manner.
EXTENSIONS
Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments:
- Journal or Discussion Questions:
- What other whole or group are you part of? What does it mean? (ie. family, soccer team, club, worker, etc.)
- What other examples from the world can you think of where individuals are part of a whole (ie. a bee in a hive, tomato in a salad, etc).
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oercommons
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2025-03-18T00:34:33.058683
|
Jane Aleksey
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93586/overview",
"title": "Mini Lesson: Photographs - Building Classroom Culture",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/83372/overview
|
Creating Questions in Aiken format - Copy
Creating questions in Aiken format for bulk upload in Moodle
Overview
Creating questions in Aiken format for bulk upload in Moodle
Creating questions in Aiken format for bulk upload in Moodle
- Please use notepad to create questions.
- The question must be all on one line. Please do not press enter to go to next line. Let the question go long.
- Each answer must start with a single uppercase letter, followed by a period '.' or a bracket ')', then a space.
- The answer line must immediately follow, starting with "ANSWER: " (NOTE the space after the colon) and then giving the appropriate letter.
- The answer letters (A,B,C etc.) and the word "ANSWER" must be capitalised.
- You have to save the file in a text format. Don't save it as a Word document or anything like that.
- Always save your text file in UTF-8 format (most text editors, even Word, will ask you).
Here is an example of the format:
In general, human beings are
A. perfect communicators
B. good communicators
C. indifferent communicators
D. poor communicators
ANSWER: D
The word communication is derived from communis (Latin) which means
A. message
B. common
C. oral speech
D. community
ANSWER: B
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oercommons
|
2025-03-18T00:34:33.079621
|
07/09/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83372/overview",
"title": "Creating questions in Aiken format for bulk upload in Moodle",
"author": "sushumna Rao"
}
|
https://oercommons.org/courseware/lesson/69769/overview
|
Education Standards
Remote Learning Plan: League of Nations High School
Overview
This Remote Learning Plan was created by Ashley Richmond in collaboration with Lori Broady as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.
The attached Remote Learning Plan is designed for High School American History students. Students will analyze primary sources to determine the arguments for and against joining the League of Nations. This Remote Learning Plan addresses the following NDE Standard: SS HS.4.2 (US), SS HS.4.4 (US), SS HS.4.5 (US).
It is expected that this Remote Learning Plan will take students 90 minutes to complete.
Remote Learning Plan: League of Nations High School
This Remote Learning Plan was created by Ashley Richmond in collaboration with Lori Broady as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.
The attached Remote Learning Plan is designed for High School American History students. Students will analyze primary sources to determine the arguments for and against joining the League of Nations. This Remote Learning Plan addresses the following NDE Standard: SS HS.4.2 (US), SS HS.4.4 (US), SS HS.4.5 (US).
It is expected that this Remote Learning Plan will take students 90 minutes to complete.
Here is the direct link to the Google Doc:
https://docs.google.com/document/d/104A9q1sDx5j824RNiYsinSjntW6oEnPUwscB_dlpcws/edit?usp=sharing
|
oercommons
|
2025-03-18T00:34:33.099886
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69769/overview",
"title": "Remote Learning Plan: League of Nations High School",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/118404/overview
|
Videos on Binomial Multiplication
Overview
Explore Binomials in this free video unit. It is comprised of 6 lessons with 7-8 short videos in each lesson. Featuring the reasoning of Grade 10 students, the unit moves beyond the procedure of FOIL by exploring the “why” behind multiplication of binomials. The videos provide a foundation for the Common Core State Standards about performing operations on polynomials. Showing these videos can help students become more comfortable operating binomials by grounding the operations in real-world contexts.
https://mathtalk.sdsu.edu/wordpress/mathtalk-for-students/multiplying-binomials-unit/
|
oercommons
|
2025-03-18T00:34:33.112709
|
07/25/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/118404/overview",
"title": "Videos on Binomial Multiplication",
"author": "Joanne Lobato"
}
|
https://oercommons.org/courseware/lesson/116376/overview
|
CLIL SYLLABUS
Overview
Course title: Integrated Language Learning through Content (ILLTC)
Area: Language Education
In-class work: 48
term hours: 48
Course nature (Theoretical, Practical, Theoretical-Practical): Theoretical-Practical
Basic or Complementary Component: Complementary
Requirements: English level A2
Course description
Integrated Language Learning through Content (ILLTC) is a dynamic course designed specifically for secondary (eighth grade) students seeking to enhance their language proficiency while exploring diverse subject areas: Biology, Arts, Mathematics, Language, Social Sciences, Technology. Through an innovative blend of Content and Language Integrated Learning (CLIL) principles, students will engage in interactive classroom activities, collaborative projects, and independent study to deepen their understanding of both language and content. By integrating language learning with subjects relevant to their academic level and interests, students will develop essential skills in communication, critical thinking, and intercultural competence. This 12-week course offers a comprehensive approach to language education, preparing students for success in both academic and real-world contexts.
Justification
The recognition of the pivotal role language proficiency plays in academic achievement and personal development at this critical stage of education. As students transition to secondary school, they are challenged not only to deepen their understanding of core subjects but also to enhance their language skills to meet the demands of increasingly complex curricula.
the Integrated Language Learning through Content (ILLTC) course for secondary (eighth grade) students is justified by its ability to enhance cognitive development, strengthen language proficiency, align with the academic curriculum, prepare students for higher education and beyond, and promote holistic development. By integrating language learning with content from diverse subject areas, the ILLTC course provides students with a comprehensive and engaging learning experience that prepares them for success in an increasingly complex and interconnected world.
Competences
Language Proficiency: The course will enhance students' language skills in reading, writing, listening, and speaking. Through immersion in authentic language contexts related to various subject areas, students will develop fluency, accuracy, and confidence in using the target language.
Content Knowledge: By integrating language learning with content from diverse subject areas, students will deepen their understanding of key concepts and topics covered in their academic curriculum. They will develop subject-specific vocabulary and terminology, as well as critical thinking skills necessary for analyzing and interpreting content.
Critical Thinking: The course will foster students' ability to think critically and analytically. Through engaging with complex content from different disciplines, students will learn to evaluate information, make connections between ideas, and draw reasoned conclusions.
Intercultural Competence: The course will promote intercultural competence by exposing students to diverse perspectives and cultural practices. Through engagement with content from different cultural contexts, students will develop empathy, respect, and awareness of cultural diversity.
Communication Skills: Students will enhance their communication skills both orally and in writing. They will learn to express themselves effectively and coherently in the target language, adapting their language use to different contexts and audiences.
Learning outcomes
To do
To understand the key concepts and topics in diverse subject areas, as evidenced by their ability to analyze, synthesize, and evaluate content-related information.
To develop intercultural competence, as evidenced by their ability to recognize and respect cultural differences, communicate effectively across cultures, and navigate intercultural interactions with sensitivity and empathy.
To demonstrate a comprehensive understanding of the interconnectedness between language proficiency and content knowledge across the six subject areas covered in the curriculum.
To participate in interactive classroom activities, collaborative projects, and independent studies to develop communication skills, critical thinking, and intercultural competence.
Context:
This syllabus is designed for secondary (eighth grade) students to enhance their language proficiency while engaging with diverse subject areas. The course adopts Content and Language Integrated Learning (CLIL) principles to provide an immersive educational experience that integrates language learning with relevant academic content. This comprehensive 12-week course prepares students for academic success and real-world applications by emphasizing the interconnectedness of language and content across multiple disciplines.
Content
Biology: Study the basics of biology with an introduction and a focus on genetics. Arts: Explore visual analysis and art history, covering movements like Renaissance, Baroque, Impressionism, and Modern Art. Projects involve creating and exchanging paintings for visual analysis.
Technology: Trace technological evolution through significant inventions and innovations, and examine different types of energies, focusing on renewable energy.
Social Sciences: Understand the Industrial Revolution's impact on life before and after. Projects include creating a comic on worker-owner conflicts and performing a skit to enhance historical understanding..
Mathematics: Learn about algebraic expressions and polynomials, including additive operations, multiplication, and division.
Language: Study various literary movements such as Renaissance, Baroque, Romanticism, Realism, and Surrealism.
General evaluation of the course
Project-based assessments play a crucial role in evaluating students' understanding and application of knowledge. By engaging in diverse projects such as creating DNA models, performing Punnett square exercises, analyzing and creating art, developing technology timelines, constructing renewable energy models, and producing comics or PowerPoint presentations, students demonstrate their mastery of concepts through tangible outputs. These projects not only foster creativity and critical thinking but also allow for peer reviews and self-assessments, particularly in art projects, promoting reflective learning and collaborative feedback. Complementing these projects, interactive and practical assessments further enhance learning by encouraging active participation in games, discussions, and presentations. Hands-on activities and experiments, especially within science and technology units, provide experiential learning opportunities that solidify theoretical knowledge through real-world application. Together, these methodologies ensure a comprehensive and dynamic evaluation of students' progress, catering to various learning styles and fostering a deeper engagement with the subject matter.
Meeting course objectives
THEMATIC UNIT | ASSESSMENT STRATEGY | PERCENTAGE (%) | ||
| Genetic | Project 1–DNA models–50%
Project 2–Punnett square–50% | 16,6% (Performance) | ||
| Art history and artistic movements | Project 1–50%
|
| ||
| Technology evolution and renewable energy | Project 1 – technology timeline –50% Project 2—The renewable energies–50% |
| ||
| Industrial revolution | Project 1–50%
|
| ||
Expressions algebraic |
|
| ||
literary movements | Project 1 –performance–100% |
|
Course planner
| No. | Thematic units | Pedagocic strategies | HOURS | TOTAL |
| 1 | Biology Introduction to Biology Introduction to Biology: Crash Course Biology #1 Genetics Concept. Generalities of the material genetic (DNA) and RNA. Dogma Center of the biology Molecular
Organization material genetic, Concept, structure and functions. Chromosomes: concepts, structure and functions. | 4T | 4 | |
| 2 | Project 1–DNA models Create three-dimensional DNA models Project 2–Punnett square Perform exercises in which students determine the probabilities of inheritance of certain traits using Punnett squares. | 4P | 4 | |
| 3 | ARTS How to do a Visual Analysis || Art History Analyze Art with Colour Theory (Beginner) What is art? Art History Renaissance, Baroque, Impressionism, and Modern Art. Leonardo da Vinci, Johannes Vermeer, Edgar Degas, Vincent van Gogh. How to analyze an artwork: step-by-step guide. | 4T | 4 | |
| 4 | Project 1. Part 1: To create a painting inspired by the characteristics and techniques of that movement and something with a message. Part 2: To exchange their artwork with a classmate and conduct a visual analysis of their peer's piece, focusing on composition, color theory, and technique. | 4P | 4 | |
| 5 | Technology Technological evolution Inventions and innovations that have marked milestones in technological development The different types of energies and the effects they produces in the environment this transformation. The renewable energies | 4T | ||
| 6 | Project 1 – technology timeline : create a timeline with the most important inventions in history Project 2—The renewable energies: create a model of a device that generates renewable energy | 4P | 4 | |
| 7 | Social Sciences Life before and after the Industrial Revolution. Discussion describing what they see and discussing how life might have changed. Context of the industrial Revolution The Industrial Revolution (18-19th Century) What was the Industrial Revolution? Game with questions about the Industrial Revolution | 4T | 4 |
| 8 | Project 1: Create a comic or a PowerPoint that shows the conflicts/struggles between the workers and factory owners. Project 2: To create and perform a skit depicting a scene from the Industrial Revolution to enhance their historical understanding and English language skills. | 4P | 4 | |
| 9 | Mathematics Expressions algebraic Mathematical expressions Polynomials Additive operations with polynomials | 4T-P | 4 | |
| 10 | Multiplication of polynomials División de polinomios | 4T-P | 4 | |
| 11 | Language literary movements Renaissance Baroque Romanticism Realism Surrealism | 4T | 4 | |
| 12 | Project 1 –performance: dramatize a representative scene from an important work of a literary movement. | 4P | 4 |
| TOTAL | 20T | 8T-P | 20P | 48 |
Bibliography
Amiria GaleAmiria has been an Art & Design teacher and a Curriculum Co-ordinator for seven years. “How to Analyze an Artwork: A Step-by-Step Guide.” STUDENT ART GUIDE, 16 Aug. 2023, www.studentartguide.com/articles/how-to-analyze-an-artwork.
Estándares Básicos de Competencias - Ministerio de Educación ...Https://Www.Mineducacion.Gov.Co/1621/Articles-340021_recurso_1.Pdf, www.mineducacion.gov.co/1621/articles-340021_recurso_1.pdf. Accessed 27 May 2024.
Estándares Básicos de Competencias En Tecnología E ... - Inicio, www.colegionacionesunidasied.com/pdf/tecno.pdf. Accessed 27 May 2024.
“Lengua Castellana 8 y 9.” Curso: LENGUA CASTELLANA 8 y 9, bachilleratovirtual.com/aula/course/view.php?id=111. Accessed 27 May 2024.
Luckett, Malik. “Industrialization Factory Escape Game.” Genially, Genially, 26 Jan. 2023, view.genially.com/63d19a79adef530019944ed8/interactive-content-industrialization-factory-escape-game.
MT_Grado8.PDF, www.colombiaaprende.edu.co/sites/default/files/files_public/rural-adultos/1_Coleccion_Avanzada_Programa_de_Educacion_Rural_PER/4-Modelos_Educativos_Flexibles/6-Postprimaria/Materiales_Estudiantes/MT_Grado8.pdf. Accessed 27 May 2024.
|
oercommons
|
2025-03-18T00:34:33.151732
|
05/27/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116376/overview",
"title": "CLIL SYLLABUS",
"author": "leonardo mendoza"
}
|
https://oercommons.org/courseware/lesson/17976/overview
|
Appendix E: Progressions Within the NGSS
Appendix F: NGSS Practices (start at page 17 for condensed version)
Asking Questions - Appendix F: Science and Engineering Practices in the NGSS
Chapter 11: NRC Framework
Developing and Using Models - A Snippet from the NRC Framework
Google Map Instructions
Matrix of NGSS Crosscutting Concepts
Our Community Map
Reasoning Triangle
Science Flowchart (Dynamic)
Science Flowchart (Static)
Survey #1: Why Teach Science ?
Survey 2
Survey 3
Survey 4A
Survey 4B
Survey 5
Survey #6
Survey #7
Tool for generating Anchoring Phenomena
Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity (SFSD and GSD)
Overview
The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.
Why Teach Science?
Why Teach Science?
"A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research:
- that science learning involves the integration of knowing and doing
- that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts
- that science learning is best supported when learning experiences are designed to build and revise understanding over time"
- Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015)
Estimated time: 10 minutes Components: small group discussion, survey response to statements about teaching science
Open "Survey #1"
Reading for Understanding - Discussing the statements:
- Starting with the statement at the top left and going down one by one. Think about why each statement is important and record some thoughts on each to share with the group during our meeting.
- Reading to Rank - Ranking the statements in order of importance to you.
- Be prepared during our meeting to share which statement is the most important to you and why.
- During our discussion all members of the group can question or press for reasoning, but please approach this discussion with the knowledge that another person's rationale may actually make you change your mind.
- Submit your survey and view other member's responses.
Why Teach Science in Our Community?
Why Teach Science in Our Community?
"In addition to being the center of most youth’s social world, schools often function as the center of community life and the primary institutions that maintain and transmit local community values to youth." - Devora Shamah Katherine A. MacTavish from Making Room for Place-Based Knowledge in Rural Classrooms
Approximate time: 5-10 minutes Components: Google Map activity
Every Participant Open: "Our Community Map"
- Create an orange marker
- Place yourself on the Google Map
Include the following information in the description accompanying your marker:
- First Name
- Last Name
- Picture of yourself (that you like - could even be of you and your students)
- Grade(s) you teach
- School
- District
- Role (i.e. teacher, PD provider, or coach)
- Institution
- One reason that a high quality science education for ALL students is important for your community
If you are new to creating a location and description on Google Maps, please open "Google Map Instructions" and watch the short how-to video.
How Science Works
How Science Works
"Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School
Approximate time: 25-30 minutes Components: video, small group discussions, survey response
Before our Meeting on 11/3/2017
Video
Watch the video before our meeting and make notes of how the process relates to the Science Flowchart (see attached). Be prepared to share your insights. Before your start, be sure to prepare to listen for:
- How these scientists - and science educators - discuss how science works
- Ways that scientists use evidence to craft arguments
- How scientists reason with evidence
At the Meeting:
One participant opens "Science Flowchart (Dynamic)" and shares their screen so that everyone can see.
- The person sharing their screen slowly mouses over the different parts of the flowchart.
- The group discusses the different parts of the flowchart ensuring that everyone has seen all of the different spheres.
- Once you have done that, stop screen sharing and gather together again.
Each participant opens "Appendix F: NGSS Practices"
- It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion.
- As a group, discuss where each practice could fit on the flowchart and why, or why not.
- Refer back to the video (or even watch it again) to help you think about this overlap.
Each participant opens "Matrix of NGSS Crosscutting Concepts"
- As a group, discuss where each NGSS Crosscutting Concept could fit on the flowchart and why, or why not.
- Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap.
Each participant opens "Survey #2" on their own device
- In your group, discuss each prompt on the survey using the science flowchart to guide your discussion about how science works.
- Include material from the video (quotes, ideas, stories, claims, etc.) in your responses.
- Each participant completes and submits their own survey.
Science as Process
Science as Process
"Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments."
Approximate time: 20-25 minutes Components: reading, ssmall group discussion, survey response
Before our meeting on 11/3/17: Read through the information below and complete Items 1 and 2
Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning.
As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS.
Item I. Each participant open "Appendix A: Conceptual Shifts in the NGSS"
- Each person opens Appendix A on their own device and quickly skims the document to identify two different conceptual shift statements on the list that they would like to explore further. (i.e. shift #2 and shift #5)
- Be prepared to share your chosen shifts at our next meeting and explains why you are interested in these shifts.
- Read the text below each of your chosen shifts statements.
Item 2. Each participant opens "Survey 3"
- Each participant fills out the survey based upon what they chose.
At our meeting: discuss the results
- Select the link to see all previous responses and be prepared to share about your choices.
- Read the collective responses and share surprises or wonderings you have about how your individual and group ranking compares to the collective responses.
- Share ideas about resources you could seek out to find out more.
The Process of Science in the Classroom
The Process of Science in the Classroom
"...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School
Approximate time: 30-40 minutes Components: video, reading, small group discussion, survey response
Before our meeting on Nov. 17th:
Watch the video belwo and actively listen for the role of phenomena in the Framework and NGSS inspired classroom. After the video ends, write down some notes for referencing in our group discussion.
Before our next meeting continued:
Read and write down notes on the page document below and look through Appendix E of the Framework. Be prepared to share your thoughts during our meeting.
Open "Appendix E: Progressions within NGSS"
- Read the first page.
- Find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision.
- Find an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomena that relates to that core idea. Be prepared to share your idea with the group.
At our meeting:
- Discuss with your what you think the difference between a phenomena and an NGSS Disciplinary Core Idea. What are some key differences?
One participant opens the "Reasoning Triangle" and shares their screen.
- As a group, discuss the three parts of the tool and the role you see them playing the science classroom.
- Each person shares an example of when you have started an activity, exploration, or unit with a question.
- Each person shares an example of when you have started with a phenomenon.
- How do you think this tool changes your approach or thinking about phenomena, questions, and modeling?
- Stop screen sharing
One person in the group open Survey #4A and shares the screen so all participants can see and answer as a group and submit one survey.
- As a group, select if you think the statement is a phenomena or NGSS Disciplinary Core Idea.
- If you think it's a phenomenon, utilize the language of the Reasoning Triangle to justify your ideas.
- Once you submit your group submits your response, select the link to see all previous responses.
- Does your group agree or disagree with the previous responses?
- Find a response that is different than your group's response and discuss what their response tells you about their understanding of the statement. What does it tell you about your understanding of the statement? Your understanding of phenomena or DCI's?
- If you want to revise your thinking, simply go back in and you can edit your response. Please only edit if your thinking has truly changed and you'd like to rethink it!
Repeat for survey 4B and rotate the responsibility to share the screen during your discussion.
Making Thinking Visible through Productive Discourse in the NGSS Classroom
Making Thinking Visible
"Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins
Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response
Before our next meeting on Nov. 17th:
Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS"
Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework"
Choose which two-part video set you will watch (choose elementary or high school).
Watch Part 1 AND Part 2 of either the high school OR elementary video cases below.
Listen, watch for and take notes on:
- What phenomena the students are trying to figure out
- How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.)
- The sets of ideas, or models, that the students are using to make sense of the phenomena
- How the classroom culture provides a safe space for students to:
- Engage in productive discourse
- Make their ideas public and visible
- Revise their ideas
- Ask questions
- Develop and use models
ELEMENTARY VIDEOS
HIGH SCHOOL VIDEOS
At our next meeting:
One person opens "Survey #5" and leads the group in filling out one survey.
Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion.
- Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena.
- Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling.
Equity in the Framework & NGSS-Inspired Classroom
Equity in the Framework & NGSS-Inspired Classroom
"..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity
Approximate time: 20-30 minutes Components: reading, survey response
Before our Meeting on Nov 17th:
Open "Chapter 11: NRC Framework" and skim the chapter by scrolling through it online.
Pick and choose different parts of the chapter you are interested in reading and find relevant for your practice or your context.
As you read:
- Find three things you have learned (keep reading and exploring the text until you find three things new to you)
- Look for two things you found very interesting and would like to discuss with your group.
- Come up with one question you have about equity in the NGSS classroom.
- Fill out Survey 6
At our meeting:
As a small group each participant shares their responses as the group goes through each prompt.
One person shares their screen and the group watches the video below.
As Oregon Science Project NGSS Learning Facilitators you are an advocate for science, especially an advocate for science in elementary. It's important that all secondary teachers get a glimpse of what NGSS can look like in the elementary classroom. Science in elementary is a large equity issue in Oregon where we are 50th in the nation for time spent teaching science K-5.
In your group, discuss the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students.
We will discuss Survey 7 as a group.
|
oercommons
|
2025-03-18T00:34:33.208593
|
10/20/2017
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/17976/overview",
"title": "Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity (SFSD and GSD)",
"author": "emily perttu"
}
|
https://oercommons.org/courseware/lesson/109133/overview
|
CLP SAC Consensus Building Strategy Steps.docx
CLP SAC Handout.docx
Structured Academic Controversy
Overview
Civics Learning Project Resources:
Introduce the concept of “Civil Discourse”, emphasizing that it focuses on conversation to enhance understanding. To help students think about the concept, pose questions, such as:
● What does a person engaged in a conversation look and sound like?
● What is the difference between conversation and debate?
● What should a successful classroom discussion look and sound like?
Civic Learning Program Resources: Structured Academic Controversy
One of the most important, and at times, most challenging aspects of incorporating current events into the classroom is fostering a civil dialogue amongst students. As polarization seems to be growing each year, the practice of holding a discourse with folks who hold different, and at times, conflicting views is becoming an ever more important skill to practice. There are a number of ways to introduce and encourage respectful discussion in classrooms, most of which begin with foundational work by the class in setting a respectful culture of inclusion. This activity focuses on one way to introduce and encourage civil discourse.
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oercommons
|
2025-03-18T00:34:33.228486
|
Amit
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109133/overview",
"title": "Structured Academic Controversy",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/72611/overview
|
Jeff Plum Contracting
Overview
Pictures for bank of house
First email- percentage complete JEFF PLUM
I am asking for the following items to be paid. Pictures will follow in another email.
- Roofing 100% complete
- Siding 100% complete
- Electrical 60 % complete passed rough inspection
- Plumbing 50% complete passed rough inspection
- Framing 100% complete
- Gutters 100% complete
- HVAC 80% complete both units installed and attic unit redesigned for proper duct configuration.
- Kitchen Cabinets are being delivered 9/24 and are paid for. The Durock masonry board is installed and the floor was leveled for tile. Recessed lights are installed and awaiting drywall. Please pay 30% of the Kitchen.
From: Reynolds, Laurie <Laurie.Reynolds@raritanval.edu>
Sent: Friday, September 11, 2020 1:46 PM
To: Jassmin Tobia <jtobia@pfic.com>
Cc: Jeff Plum <jeff@plumlinecontracting.com>
Subject: RE: First? Draw for 238 West Second Street Bound Brook, NJ 08805/ #0578428285
Ms. Tobia,
Correction on last email
#0578428285----238 West Main Street Bound Brook, NJ 08805
Sandra Reynolds
From: Reynolds, Laurie
Sent: Friday, September 11, 2020 1:43 PM
To: Jassmin Tobia <jtobia@pfic.com>
Cc: Jeff Plum <jeff@plumlinecontracting.com>; Reynolds, Laurie <Laurie.Reynolds@raritanval.edu>
Subject: First? Draw for 238 West Second Street Bound Brook, NJ 08805/ #0578428285
Dear Ms. Tobia,
Jeff Plum from PlumLine Construction has requested that I contact you to request draw for work completed.
PlumLine Construction has passed inspections for all roughing in electric, plumbing. All HVAC work is complete
and kitchen cabinets have been ordered and paid for.
If you need to reach out to him for clarification or to set up an inspection of property contact him at (908)370-7800.
He will also reach out to you and I have signed consent for him to discuss details with bank and insurance company.
Thank you for your prompt attention to this matter.
Sandra L. Reynolds
732-667-0295
UPLOAD pictures here with photo icon-mountain/sun below --I think you can do on phone -better on computer
as
Click upload
Click choose photo
CLICK send to server
ENTER PHOTO name ---LIVING ROOM for example
Make sure width and size about 200 or 300 no more!
Click OK
|
oercommons
|
2025-03-18T00:34:33.250094
|
09/15/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72611/overview",
"title": "Jeff Plum Contracting",
"author": "Sandra Reynolds-Villalobos"
}
|
https://oercommons.org/courseware/lesson/90876/overview
|
Roleplay Idea for Young Learners
Overview
Roleplay Idea for Young Learners
İrem Nisa Yaprak
REDECOR
Age Level: 10-11
Characters: The wife, the husband, the decorator
The Situation: The married couple who wants to get their house renovated asks for some advice from the decorator.
Scene: The story settles in the couple’s home who get bored of the decoration of their house. They call the decorator and invite to their home for some inspection.
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oercommons
|
2025-03-18T00:34:33.262784
|
03/11/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90876/overview",
"title": "Roleplay Idea for Young Learners",
"author": "İrem Nisa Yaprak"
}
|
https://oercommons.org/courseware/lesson/61211/overview
|
Education Standards
The War of the Worlds, Fake News, and Media Literacy Primary Source Unit
Overview
The following unit offers multiple entry points into developing an understanding of media literacy. The unit framework and primary sources can be integrated into classrooms of grades 4-12. Each lesson has student objectives that can be accomplished within 40 minute periods over the course of several weeks. A midpoint writing assessment, whole class capstone debate, and final independent
writing assessment are included. Support materials are integrated into the lessons, and the primary source document pages can be found at the end of the unit guide.
Untitled Section
The War of the Worlds audience study conducted by the Princeton Radio Project is the primary source document that is the springboard for making historical connections and learning how to consume and share information responsibly. Using the War of the Worlds 1938 broadcast, this scaffolded unit teaches students the value of media literacy and being smart consumers of information by building in interdisciplinary exercises related to the 1938 War of the Worlds broadcast
and fake news, with optional embedded technology components. The primary source materials convey that history is subjective, and is constantly being evaluated and interpreted.
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oercommons
|
2025-03-18T00:34:33.290745
|
English Language Arts
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61211/overview",
"title": "The War of the Worlds, Fake News, and Media Literacy Primary Source Unit",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/69646/overview
|
Learning Domain: Reading Informational Text
Standard: Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.
Learning Domain: Reading Informational Text
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs.
Learning Domain: Reading Informational Text
Standard: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
Learning Domain: Reading Informational Text
Standard: Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Learning Domain: Reading Informational Text
Standard: Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text.
Learning Domain: Reading Informational Text
Standard: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
Learning Domain: Reading Informational Text
Standard: Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context.
Learning Domain: Reading Informational Text
Standard: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
Learning Domain: Reading Informational Text
Standard: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
Learning Domain: Reading Informational Text
Standard: Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.
Learning Domain: Reading Informational Text
Standard: Analyze the interactions between individuals, events, and ideas in a text.
Learning Domain: Reading Informational Text
Standard: Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative, connotative, and technical meanings.
Learning Domain: Reading Informational Text
Standard: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
Learning Domain: Reading Informational Text
Standard: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
Learning Domain: Reading Informational Text
Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text.
Learning Domain: Reading Informational Text
Standard: Analyze how a text makes connections among and distinctions between individuals, ideas, or events.
Learning Domain: Reading Informational Text
Standard: Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone.
Learning Domain: Reading Informational Text
Standard: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
Learning Domain: Reading Informational Text
Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Learning Domain: Reading Informational Text
Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject.
Learning Domain: Reading Informational Text
Standard: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
Learning Domain: Reading Literature
Standard: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics as well as their use of additional literary elements.
Learning Domain: Reading Literature
Standard: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
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.
Learning Domain: Writing
Standard: Identify and introduce the topic for the intended audience.
Learning Domain: Writing
Standard: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
Learning Domain: Writing
Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Learning Domain: Writing
Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Learning Domain: Writing
Standard: Identify and introduce the topic clearly, including a preview of what is to follow.
Learning Domain: Writing
Standard: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
Learning Domain: Writing
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Learning Domain: Writing
Standard: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
Learning Domain: Writing
Standard: Identify and introduce the topic clearly, including a preview of what is to follow.
Learning Domain: Writing
Standard: Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
Learning Domain: Writing
Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
Learning Domain: Writing
Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
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.
Learning Domain: Speaking and Listening
Standard: Demonstrate command of the conventions of standard English when speaking based on Grades 11-12 level and content.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Demonstrate command of the conventions of standard English when speaking based on Grade 6 level and content.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Demonstrate command of the conventions of standard English when speaking based on Grade 7 level and content.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Demonstrate command of the conventions of standard English when speaking based on Grade 8 level and content.
Learning Domain: Speaking and Listening
Standard: Demonstrate command of the conventions of standard English when speaking based on Grades 9-10 level and content.
|
oercommons
|
2025-03-18T00:34:33.378911
|
English Language Arts
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69646/overview",
"title": "Biography Research",
"author": "Career and Technical Education"
}
|
https://oercommons.org/courseware/lesson/99817/overview
|
LEARNING ACTIVITY SHEET SA ARALING PANLIPUNAN 10
Overview
This is a Learning Activity Sheet in Araling Panlipunan 10, intended for Junior High School grade 10 students. This LAS was evaluated and validated in the division.
LEARNING ACTIVITY SHEET SA ARALING PANLIPUNAN 10
Araling Panlipunan
Kontemporaryong Isyu
Unang Markahan Unang Linggo
Pangalan: _____________ Petsa: _________
Baitang: _______________ Pangkat:_______
Kontemporaryong Isyu
Nasusuri ang kahalagahan ng pag-aaral ng kontemporaryong isyu.
(MELC 1)
Mga Kailangan Kong Gawin
Magandang araw mga bata! Masaya ba kayo at marami kayong natutunan sa ating mga aralin? Ngayon ay susubikin naman ang inyong galing sa pamamagitan ng pagsagot sa mga inihandang gawain para sa inyo.
Ang learning activity sheet na ito ay tungkol sa pag-aaral sa konsepto ng Kontemporaryong Isyu. Sa bahaging ito ay inaasahan na mas lalawak ang iyong kaalaman at mauunawaan mo ang kahalagahan ng pag-aaral ng kontemporaryong isyu sa pamamagitan ng mga inihandang gawain. Inaasahan din na matatamo ang sumusunod na layunin.
- Nailalahad ang tunay na kahulugan ng kontemporaryong isyu
- Nabibigyang pansin ang mga problema ng bansa at natutukoy kung anong uri ito ng kontemporaryo
- Nasusuri ang kahalagahan ng pag-aaral ng kontemporaryong isyu sa buhay ng mga mag-aaral
Halina’t umpisahan mo na ang mga gawaing inihanda para saiyo.
Paghahanda
Gawain 1: Isip-isip
Sagutin ang sumusunod na mga kaisipan mula sa natalakay na paksa. Isulat ang sagot sa sagutang papel.
- Ang mga uri ng kontemporaryong isyu ay?
- Ang mga uri ng kontemporaryong isyu ay?
- Bakit mahalagang pag-aralan ang kontemporaryong isyu bilang estudyante?
Pagiging Mas Mabuti
Gawain 2: Saan ka Kabilang?
Magsaliksik ng limang mga kasalukuyang problema na kinakaharap ng inyong lipunan. Pagkatapos ay isulat kung anong uri ng kontemporaryong isyu ito napabilang.
Problema | Uri ng Kontemporaryong Isyu |
1.
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2.
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3.
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4.
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5.
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Pagiging Dalubhasa
Gawain 3: Dapat Tandaan!!!
Mula sa mga natutunan sa aralin, isulat ang iyong sagot sa kalahating papel.
- Anong uri ng kontemporaryong isyu ang sa tingin mo ay dapat pagtuonan ng pansin ng ating pamahalaan? Bakit?
- Bakit mahalaga ang pagiging mulat sa mga kontemporaryong isyu?
- Anong uri ng kontemporaryong isyu ang nais mong bigyang solusyon sa ngayon? Bakit?
Pamantayan sa Pagwawasto
Rubriks para sa Gawain 3, at mga open-ended questions sa lahat ng mga gawain.
Krayterya | Puntos | ||
3 | 2 | 1 | |
Nilalaman at kaangkupan sa paksa | Angkop na angkop ang laman ng pahayag sa paksa. | May kaunting paglihis sa paksa ang mga pahayag. | Malayo sa paksa ang pahayag. |
Pagkakabuo ng sariling ideya | Deretso at malinaw ang mga ideya o sagot. | Medyo may kulang ang pagkakabuo ng ideya patungo sa paksa. | Magulo ang ideya tungkol sa paksa. |
Kalinisan ng pagkakasulat/pagpapahayag | Malinis na malinis ang pagkakabuo at pagkakasulat. | May kaunting bura sa mga isinulat at Malabo ang pagkakasulat. | Hindi klaro ang pagkakasulat at hindi maintindihan. |
Mga Dapat Kong Tandaan
Napakahalaga na maging bahagi tayo sa ating lipunang ginagalawan. Maging mulat sa mga kontemporaryong isyu na nagaganap. Mga isyung nangyayari sa ating bansa na nakakaapekto sa buhay ng mga tao. Maaaring ito’y naganap o umiral sa nakalipas na panahon ngunit nananatiling litaw ang epekto nito sa kasalukuyan. Ito ay pinag-uusapan at nagdudulot ng malawakang epekto na maaaring positibo o negatibo sa buhay ng mga tao sa lipunan. Nakababahala ang panahon natin sa kadahilanang maraming isyu, hamon, at suliraning kinakaharap ang ating bansa. May mga pangyayaring hindi natin inaasahan na babago sa buhay ng bawat isa.
Bilang isang mag-aaral, ang kaalaman mo sa mga kontemporaryong isyu ang magiging daan upang maging mulat sa mga nangyayari sa iyong kapaligiran. Isang paraan din ito upang iyong matanto na may bahagi kang dapat gampanan sa lipunang iyong kinabibilangan. Ang iyong kaalaman sa kontemporaryong isyu ang lilinang sa iyong kasanayan sa pagbasa at pag-unawa gamit ang iba’t ibang paraan ng pamamahayag. Nahahasa rin ang iyong kasanayang pangwika, panggramatika, at iba pang mabisang kasanayang magpabatid ng kaisipan. Ang mga kaalaman na iyong matututuhan ay makatutulong din sa iyo upang higit mong maunawaan ang mga pangyayari sa lipunang iyong kinabibilangan.
Susi sa Pagwawasto
Gawain 1: Isip-Isip
Maaaring magkakaiba-iba ang sagot ng mga mag-aaral
Gawain 2: Saan ka Kabilang?
Maaaring magkakaiba-iba ang sagot ng mga mag-aaral
Gawain 3: Dapat Tandaan
Maaaring magkakaiba-iba ang sagot ng mga mag-aaral
Sanggunian:
Aklat
Benedicta B. Santos, Araling Panlipunan Modyul, Department of Education Region 1, pahina 1-19
Websites
Kahalagahan ng pag aaral ng mga kontemporaryong isyu (slideshare.net)
https://unsplash.com/photos/k0KRNtqcjfw
https://www.forbes.com/sites/simonmainwaring/2018/11/06/purpose-in-action-why-brands-are-asking-you-to-vote/?sh=31d220554a18
https://www.philstar.com/pilipino-star-ngayon/bansa/2019/11/02/1965278/55-lindol-uli-sa-mindanao
Writer: Eve B. Espiritu
School: Molopolo National High School
Division: Davao del Sur
Evaluator: Niña Z. young
School: Sinawilan National High School
Division: Davao del Sur
|
oercommons
|
2025-03-18T00:34:33.427004
|
01/09/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99817/overview",
"title": "LEARNING ACTIVITY SHEET SA ARALING PANLIPUNAN 10",
"author": "EVE ESPIRITU"
}
|
https://oercommons.org/courseware/lesson/112475/overview
|
Education Standards
Control_Demand_Support
Identifying_Your_Sources_of_Stress
Internal_External_Stressors-2
Learn_to_Say_No
Letting_Go
Professional_Interventions-2
Signs_Symptoms_Checklist
Wheel_of_Life_Exercise
Compassion Fatigue
Overview
Compassion Fatigue
Introduction
“Self-care is not selfish. You cannot serve from an empty vessel.” – Eleanor Brownn.
Course Introduction
The course is designed to help you understand where you personally stand in terms of experiencing Burnout, Compassion Fatigue, and Vicarious Trauma. Once you have completed the assessments, the course aims to help you navigate and manage these conditions by teaching you resilience techniques.
“Take care of your body. It’s the only place you have to live.” – Jim Rohn, author and motivational speaker.
Disclaimer
This course targets issues related to how work affects you. While working through the material, you may experience powerful feelings and reactions. This course is not meant to substitute for psychological counselling or medical care. If you’re feeling vulnerable at any time, it is best to work through the course with the help of a Mental Health Professional.
If you suspect that you are suffering from clinical depression or PTSD, immediately seek help from a Mental Health Professional.
Overview
The course emphasizes helping learners understand burnout, compassion fatigue, and vicarious trauma. It also provides assessment tools to determine one's mental, emotional, and physical status and guidelines on managing one’s personal needs.
Outline
The course is divided in 8 Sections:
- Course Introduction
- The Cost of Caring
- Risks of caring
- Professional Quality of Life
- Signs and Symptoms
- Detection: Getting Real
- Interventions
- Prevention
- References
Learning Objectives
After this course, participants should have:
- An understanding of Burnout, CF and VT
- Do self-assessments and understand where they personally stand concerning these conditions and the importance of self-assessment.
- The ability to recognize these conditions in colleagues
- The tools to manage these conditions in themselves
- Creating awareness of these conditions
The Cost of Caring
“The capacity for compassion and empathy seems to be at the core of our ability to do the work and at the core of our ability to be wounded by the work.”
— C. Figley
Introduction
Helping professionals have the vital task of meeting their clients' and patients' physical and/or emotional needs. In general, this can be an extremely rewarding experience. It is a calling, a highly specialized work, unlike any other profession. Unfortunately, these highly skilled and rewarding professions can take their toll due to increasingly stressful work environments, heavy caseloads and dwindling resources, cynicism and negativity from co-workers and low job satisfaction, leaving workers drained and traumatized.
According to Eric Gentry, Ph.D., LMHC, an internationally recognized disaster and clinical traumatology leader, CF is the sum of VT plus Burnout.
VT + Burnout = CF
Burnout
Burnout is a commonly used term when helpers feel exhausted by their work.
The World Health Organization (WHO) states: “Burn-out is a syndrome conceptualized as resulting from chronic workplace stress that has not been successfully managed.”
Burnout is a response to prolonged or chronic job stress and is commonly characterized by three main dimensions: exhaustion, cynicism, and feelings of decreased professional ability. In other words, you feel exhausted, start to hate your job, and feel less capable of doing your job.
It is often tricky for people to recognize burnout in themselves, as there is a thin line between chronic stress and slipping into burnout.
Top 10 signs you are suffering from burnout
- You’re so tired you now answer the phone “Hell.”
- When your friends call to ask how you’ve been, you immediately scream, “Get off my back!”
- Your garbage can is your inbox.
- You wake up because your bed is on fire but go back to sleep because you don’t care.
- You have so much on your mind you’ve forgotten how to pee.
- Visions of the upcoming weekend help you make it through Monday.
- You sleep more at work than at home.
- You leave for a party and instinctively bring your briefcase.
- Your phone exploded a week ago.
- You think about how relaxing it would be if you were in jail right now.
—Anonymous
Compassion Fatigue (CF)
CF is the physical and mental exhaustion and emotional withdrawal experienced by those who care for sick or traumatized people over an extended period of time.
Unlike burnout, which is caused by everyday work stresses, compassion fatigue results from taking on the emotional burden of a patient's experience.
Elizabeth Bach-Von Valkenburg describes Compassion Fatigue as "The emotional residue of working with suffering clients."
CF refers to the deep emotional and physical exhaustion that helping professionals/workers can develop throughout their careers. It is a progressive deterioration of everything that keeps us connected to others: our empathy, hope, and compassion for others and ourselves. When we are suffering from compassion fatigue:
- we start seeing changes in our personal and professional lives
- we can become disheartened and progressively bitter at work
- we may contribute to a toxic work environment
- we are more prone to clinical errors
- we may violate client boundaries
- may become disrespectful towards our clients.
- We become short-tempered with our loved ones and feel constant guilt or resentment at the never-ending demands on our personal time.
CF is an occupational hazard, which means that almost everybody in a helping role will ultimately develop a certain degree of CF, varying in severity. It can happen to the most dedicated people in the helping field. Charles Figley, the father of CF, has called compassion fatigue a “disorder that affects those who do their work well.”
The level of compassion fatigue that a helper experiences can vary from one day to the next, and even very healthy helpers with optimal work/life balance and self-care strategies can experience a higher than normal level of compassion fatigue when they are overloaded. We do not develop compassion fatigue because we did something wrong—we develop it because we care!”
We cannot walk through water without getting wet. We cannot do this work without being affected by it.” - Naomi Remen
Burnt-out, worn down, fatigued, and traumatized helpers tend to work harder and more. This results in an exacerbation of their condition and can lead to serious physical and mental health difficulties.
Vicarious Trauma (VT)
VT, also known as secondary trauma, is the gradual change or disruption of a helper’s inner thought process, beliefs, feelings/emotions, images and spirit as a result of repeated exposure to other’s traumatic experiences.
Tend Academy describes VT as follows; “Vicarious trauma (VT) and Secondary Traumatic Stress (STS) are frequently used interchangeably to refer to the indirect trauma that can occur when we are exposed to difficult or disturbing images and stories second-hand.”
Laurie Anne Pearlman and Karen Saakvitne coined the term Vicarious Trauma to define the seriously altered worldviews that workers experience when working with trauma and/or trauma victims. Workers detect that their beliefs about the world have changed and are probably impaired. Although these traumatic events are not happening to us, we find it hard to free ourselves from traumatic images and stories. Pearlman and Saakvitne explain, “It is not something clients do to us; it is a human consequence of knowing, caring, and facing the reality of trauma.”
VT does not happen overnight and is not caused by a single traumatic event; it is a cumulative process; we are talking about the hundreds or even thousands of exposures to other people’s trauma we have experienced.
PTSD
In this course, we will not be dealing with PTSD, but it is important to understand the differences and similarities between PTSD and VT.
According to the Mayo Clinic: “Post-traumatic stress disorder (PTSD) is a mental health condition that's triggered by a terrifying event — either experiencing it or witnessing it.”
Three main types of symptoms characterize the disorder:
Re-experiencing the trauma through intrusive distressing recollections of the event, flashbacks, and nightmares.
Emotional numbness and avoidance of places, people, and activities that are reminders of the trauma.
Increased arousal, such as difficulty sleeping and concentrating, feeling jumpy, and being easily irritated and angered.
PTSD versus VT
Both these conditions are mental health disorders caused by trauma, PTSD by direct trauma and VT secondary exposure to trauma.
As described above, with PTSD, the re-experiencing of the trauma transpires through intrusive distressing recollections of the event, flashbacks, and nightmares. The symptoms of VT are much more subtle and often seen as normal by the person experiencing these symptoms. Intrusive symptoms in VT include:
Thoughts and images related to a client’s traumatic experience
Work/client issues infringe upon personal time
Assessing Risk.
You are not alone.
Dr Linda Duxbury, an accomplished researcher, writer, and speaker on work/life balance, studied role overload in healthcare. She defines it as having too many competing demands and too many roles (too much work, too little time).
Following are a few of her findings:
3 in 5 healthcare workers suffer from role overload
1 in 4 employees were planning to leave the jobs for a job where they have greater control over their work hours and more respect, not higher salaries
1 in 3 staff members missed work due to emotional and physical fatigue
Duxbury also found that healthcare workers are in a poorer state of physical and mental health than staff surveyed in other sectors of the population. In healthcare, 59% report high levels of stress, 36% report high levels of depressive moods and 1 in 5 poor physical health.
The Risk of Helping
We must be realistic about the risks innate to our work as helpers; only by acquiring the necessary knowledge can we be aware of possible dangers and identify and prevent them in ourselves and those around us. The risks may be quite subtle. Compassion fatigue and burnout develop over time. Compassion fatigue educator Francoise Mathieu (2011) noted, “We are not referring to the most difficult story you have ever heard; we are talking about the thousands of stories you don’t even remember hearing.”
In general, risks come from client behaviour and issues, work conditions and personal factors:
Client Issues
Client behavioural issues such as chronic depression, extreme anxiety, resistance, dependency, anger and volatility.
Client medical issues, such as chronic or terminal illness and chronic pain.
In current circumstances, high mortality rates and dealing with anxious next of kin.
Working Conditions
Office Politics
Documentation demands
Heavy caseloads
Lack of administrative support
Working in an organization that places a high demand on staff and a low priority on staff satisfaction or fulfillment
Inadequate training
Professional isolation may occur due to organizational structure, limited peer support and poor self-care.
Personal Risk Factors
Taking your work home with you
Connecting self-value to the outcome of your clients/patient
The continuous strain of hearing stories of sadness and struggle.
Symptoms are amplified in those with a great deal of non-work stress in your personal life.
Factors that raise the risk:
The secondary trauma was an act of human cruelty rather than accidental or Impersonal.
Longer exposure to the trauma of others
Several other stressors occur in the helper’s life at the time of the secondary trauma exposure.
Personal trauma history (60% of helpers have a history of trauma)
Lack of social support (this makes helpers four times more likely to experience compassion stress and two and a half times more likely to experience physical illness)
Helper is anxiety-prone or habitually negative.
Idealistic expectations of the ability to help others without consequence to self
Working in isolation
Download "Checklist: Assessing Risk"
Why do caregivers neglect self-care?
Many helping professionals take great care of others but aren’t as attentive about taking care of themselves. We may not always practice what we preach and are guilty of: “Do as I say, not as I do.”
A few reasons for this imbalance:
You may be unable to identify your distress level due to a lack of time for reflection.
Your distress may manifest in disguised ways (headaches leading to a search for a physical or medical explanation rather than a psychological one).
You may falsely attribute what is going on or what you need.
You may recognize the need for self-care, but due to limited time and multiple demands on your time, you may think that improved self-care is not feasible.
You may hold beliefs which get in the way of appropriately prioritizing self-care activities.
However, many who suffer do not reach out to peers or seek professional help. This may be because of dysfunctional beliefs regarding the need or appropriateness.
Typical examples of these kinds of dysfunctional beliefs include:
Not recognizing the severity of their distress
Not permitting themselves to seek help
Feeling that since they are helpers, they should be able to help themselves
Experiencing a sense of shame, failure or stigma if they acknowledge having issues
By seeking help, you are acting in the client's and your best interest; we should be more concerned about healthcare providers who need help but don’t seek it.
Insufficient self-care may result in:
Crippling personal distress
Impaired relationships
Moral and spiritual issues
Impaired professional behaviour, including ethical violations
Professional Quality of Life Measure (ProQOL) bu
Dr. Beth Hudnall Stamm developed the Professional Quality of Life Measure (ProQOL). Ownership of the ProQOL has been transferred to the Center for Victims of Torture.
"Professional quality of life is the quality one feels concerning their work as a helper. Both the positive and negative aspects of doing your work influence your professional quality of life. People who work helping others may respond to individual, community, national, and even international crises. They may be healthcare professionals, social service workers, teachers, attorneys, police officers, firefighters, clergy, transportation staff, disaster responders, etc. Understanding the positive and negative aspects of helping those who experience trauma and suffering can improve your ability to help them and your ability to keep your own balance." proqol.org.
It is important to note that this is not a diagnostic tool; instead, it will indicate where you are regarding Compassion Fatigue, Vicarious Trauma and Burnout.
The ProQOL is the golden standard of all BO, VT and CF assessments and is essential to this course.
Complete the ProQOL assessment and calculate your scores before continuing to the next module.
Download the assessment by clicking on the link at the top of the page.
Signs & Symptoms
The Maslach Burnout Inventory (Maslach, Jackson & Leiter, 1996) describes three aspects of burnout:
- Emotional exhaustion (“I feel emotionally drained by my work”)
- Depersonalization (“I worry that my job is hardening me emotionally”)
- Reduced personal accomplishment (“I don’t feel that I’m positively influencing other people’s lives through my work”)
The Burnout Measure (BM) developed by Pines and Aronson (1978) measures the following:
- Physical exhaustion (feeling tired or rundown)
- Emotional exhaustion (feeling depressed or hopeless)
- Mental exhaustion (feeling disillusioned or resentful)” (Teater and Ludgate., 2014, p.14)
Tables 1.1 & 1.2 are examples of CF/Burnout symptoms (Finley 2002, p.15
Detection - Getting Real
The Green Cross “Standards of Self-Care Guidelines” stipulates:
“First, do no harm to yourself in the line of duty when helping/treating others. Second, attend to your physical, social, emotional, and spiritual needs as a way of ensuring high-quality services for those who look to you for support as a human being.”
Read the above paragraph again; it is so important!
There are two levels on which Burnout, CF and VT should be addressed:
- On an Organizational and Professional level and
- On a Personal level
This course will focus on the personal level and how to help yourself and your colleagues. (We are designing a course for managers and supervisors to deal with the organizational and professional level; this course will be available soon).
“The professional work centred on the relief of emotional suffering of clients automatically includes absorbing information that is about suffering. Often it includes absorbing that suffering as well.”
(Figley,1995, p.2)
The Management Plan outlined in this course is a combination of the work of Francois Mathieu, Compassion Fatigue and Vicarious Trauma educator, Canada; Martha Teater, International Compassion Fatigue educator and consultant; John Ludgate, Licensed Psychologist; Eric Gentry, Traumatologist; Charles Figley.
In her book The Compassion Fatigue Workbook, Francois Mathieu suggests four steps to deal with and overcome CF and VT, namely:
- Taking stock of your stressors
- Enhancing your self-care and work/life balance
- Developing resilience skills
- Committing to implement change
You should have your Burnout, VT, and CF scores by now. This module will focus on you and what you need now.
Take Stock of Your Stressors
Take Stock of Your Stressors
Specialists in the field all agree that to learn strategies to deal with these conditions, it is of the utmost importance that you are willing to take an honest look at yourself.
1. Complete the "Signs & Symptoms of Compassion Fatigue and Burnout" assessment
2. Complete the "Identifying Your Sources of Stress"
3. Complete the "How Many Burnout/Stress Factors Do you Have?" assessment
4. Complete the "How Much Control, Demand, and Support is Present In Your Situation" assessment
5. Complete the "Identifying Your External and Internal Stressors" assessment
Take Stock of your Physical Well-Being
A body scan exercise is a simple way to become aware of your body in the present moment. It is also very effective in relaxation training and stress reduction.
I know medical staff! You are so busy that you ignore your body pain and discomfort; most of us, myself included, think that if we ignore it long enough, it will go away. We all know it won’t; we get used to it, and it becomes our new normal.
Check out body-scan exercises available online; here is a modified version.
- Lie in a quiet, peaceful room, close your eyes and focus on breathing.
- Focus on what is happening in your body. Slowly work your way down from the top of your head to your feet, isolating each body part. Focus on how every part feels now.
- Remember to keep breathing, and if your mind wanders, gently bring it back.
- When you are done, take three slow, deep breaths through your nose and gently open your eyes.
Take Stock and Limit Your Trauma Inputs
At the beginning of this module, we talked about limiting your trauma input; now, let us take stock of your daily trauma input.
- Starting at home, what do you do first thing in the morning? Watching morning news on TV? Listening to the radio or reading the paper? Note how many disturbing images, difficult stories, or actual photos of dead or maimed people you come across.
- What do you do on your way to work?
- Now, look at your work. Not counting direct client work, how many difficult stories do you hear, whether in a case conference, around the water cooler, debriefing a colleague, or reading files?
- What do you do on your way home? Do you listen to the news on the radio?
- Once you are at home, do you watch TV at night? What do you watch? If you have a spouse who is also in the helping field, do you talk shop and debrief each other?
Recognizing the amount of trauma information we unconsciously absorb during the day is important. We do not necessarily need to hear about these disturbing stories in graphic detail. We must create a “trauma filter” to protect ourselves from this information overload.
Now that you have taken stock remember what you have discovered. In the module on Developing Resilience Skills, we will teach you techniques to improve your current state.
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Intervention
Caring professionals are often so consumed with caring for others that they do not take care of themselves.
Leave Your Work at Work
Working with suffering individuals makes it hard to leave your work behind when going home. However, it is of the utmost importance and requires an intentional and deliberate transition home.
Following are some ideas that may help you in this regard:
- Before leaving work, make sure all your work is done and what is not done is handed over to the next shift
- Say goodbye to your colleagues, signifying the end of your workday
- Take a moment and focus on what you did well today
- Use your commute home to begin thinking of home and what the evening might hold
- Pick a geographical spot and decide that once you pass that spot, thinking of work is done
- Deliberately take off your nametag and leave it in the car
- Change out of your work clothes as soon as you get home
- Play with your children or your pet
- Go for a walk or sit outside and feel the elements
Self-Care and Work/Life Balance
If you don't take care of yourself right now, the consequences in the long run can be devastating, not only for you but for your family and career.
Self-care and work/life balance are key to recovering from and preventing CF. close
Remember, self-care is not something we figure out once and for all; it is a process that constantly changes as our needs change. Paying close attention and continuously making changes to your lifestyle is essential.
WHEEL OF LIFE EXERCISE
This exercise aims to raise awareness and allow you to plan and prioritize goals.
Balance should be assessed over time. Regular check-ins can give insight into behavioural patterns, track goals, and make adjustments as needed. I recommend doing the Wheel of Life monthly or more often if needed and always comparing it to the previous wheels.
Complete the "Wheel of Life" exercise.
Now, let us return to your completed wheel of life. Take a few minutes to review the categories and your score on each. After doing the previous modules, do you have to adjust your original scores? If so, rescore, but remember to score what comes to mind and not think about it too much.
Your filled-in parameters represent your wheel of life. On a piece of paper, write down your responses to the following questions:
- Are you satisfied?
- Are there any surprises?
- How do you feel about your life as represented by your wheel?
- How much time do you currently spend on each category?
- What would a ten look like in each category in your current circumstance?
- Which category needs your immediate attention?
- How can you make space for making changes in these categories?
- What help and support do you need to make these changes?
Look at your answer to question no. 7. prioritize these categories and ask yourself if there is one thing you can do to make a change. I know life is busy and stressful, but ask yourself, ‘What is the smallest step I can take to get started?’ Remember, a 1% change is better than nothing.
Complete the "Self-Care Check-In" exercise.
Solitude
“In the super-connected world, it has never been more important to create solitude for ourselves. Being ALONE with ourselves is essential for us to find happiness and joy, because it’s only when we’re alone that many of us can be - and see - our true selves”
Mathieu, (2014).
In an online article, Mathieu explains that other people will always need something from us, and only when we are alone can we take off our social masks and be fully ourselves.
Unfortunately, solitude is not something we are taught, and for many of us, being alone is associated with loneliness. There is a big difference between loneliness and solitude; loneliness is where you feel alone and disconnected from others, and you can feel lonely in a crowd. Solitude, on the other hand, is a choice we make to reconnect with ourselves, and connecting with ourselves can be very empowering.
Benefits
- Self-knowledge. “Solitude is at the heart of all self-knowledge because it is when we are alone that we learn to distinguish between the false and the true, the trivial and the important” Unknown
- Disconnecting from the busy allows us to be creative
- Solitude allows you to disconnect from what others think and feel about you and what you’re doing, and you can completely and utterly please yourself
- Solitude is energizing. “I have to be alone very often. I’d be quite happy if I spent from Saturday night until Monday morning alone in my apartment. That’s how I refuel” Audrey Hepburn
- Solitude gives you the space and privacy to process life’s problems and difficult emotions and can result in clarity
- Solitude allows you the space you need to gather your strength, conquer your demons, and learn to love yourself
- It allows you to appreciate the small things and be truly grateful
- Solitude gives you the space to notice what is and what is not working in your life and give you the answers you need
- In taking the time to be alone, you are confirming that you are worth it, and this instills confidence and builds up self-esteem.
Finding Stillness
- Don’t use every spare minute to cram your mind with more information
- Stop rushing from one thing to the next
- Take the opportunity between tasks and appointments to pause
- Take a break between your personal life and your work life
- Find stillness at the start of the day at lunchtime and the end of the day
- Have a short break when you get yourself a cup of coffee
- Just pause for no reason whatsoever
- Take a break from social media
Developing Resilience Skill
Stress resilience is the ability to recover from stress, upsets, and setbacks. Resiliency skills can be learned and developed with the right tools and training.
Deep Breathing
Benefits
Breathing is a function we all perform naturally and with little conscious awareness or effort. Deep breathing involves focusing on the breathing process.
Attention and effort are brought to each breath, allowing the belly and ribcage to completely fill with each inhalation, followed by complete exhalations, letting the air out.
Breathing exercises are typically easy to learn and can quickly help decrease nervousness. The exercises can also provide a cleansing effect, making you feel more relaxed, refreshed, and energized.
Deep breathing is often the foundation for many other relaxation techniques, such as progressive muscle relaxation (PMR), meditation, and visualization.
Chest breathing, which doesn’t allow for full, complete breaths, is often associated with increased feelings of anxiety.
Taking fuller breaths allows you to feel calmer and in control.
Breathing exercises can help decrease an accelerated heart rate and relieve muscle tension. They also clear the mind of anxious, fearful, and negative thoughts.
Watch this video:
For a more detailed version, watch video 2
A Deep Breathing Exercise
Deep breathing only requires a quiet environment and a few minutes of your time. The following are steps to a simple deep breathing exercise:
- Begin comfortably with a straight spine, such as sitting upright in a chair or lying on your back.
- Close your eyes or look down to assist in reflecting inward and focusing.
- Start to notice your breath. Are you breathing in and out of your chest? Are you breathing rapidly or slowly?
- Keep your shoulders relaxed and still, and begin to breathe with intention. Inhaling deeply and slowly through your nose, your center expands as you fill your body with breath. Gradually exhale through your mouth, letting all the stale air out.
- Continue to focus on your breath, noticing how your center rises and falls with each breath you take. Repeat for five to 10 more cycles of breath.
- As you breathe deeply, notice how you feel throughout your body. Are there areas that feel tenser than others? With each exhalation, imagine that your body releases stress and tension.
- Before ending your exercise, take a few moments to notice how you feel physically, mentally, and emotionally.
Focusing on your breath during a stressful situation is not as easy. To get the most out of deep breathing, it is important that you practice regularly and at times when you are not feeling anxious or stressed. If practiced often, you can utilize this technique during stressful situations.
Always focus on shifting from chest to abdominal breathing when practicing deep breathing. Take deep breathing exercises slowly and stop if you feel worse.
Pick a time to practice exercises that suit your lifestyle, but aim to work on your breathing for at least five to 10 minutes daily.
Self-Awareness
Self-awareness is a thought process whereby you focus on yourself: how are you doing physically, mentally and emotionally? Being self-aware will help you to tune into your feelings and behaviour as well as your feelings toward others.
Self-awareness is paramount for choice and control. If your thoughts and feelings operate outside of self-awareness, they control you. If you want to control them, the first thing to do is practice self-awareness, which would enable you to pause and consider before choosing, deciding and acting.
Self-awareness is the foundation of all other resilience and emotional intelligence skills.
Situational self-awareness
It is a process that can help you understand where you're at and what you need to do. In other words, it allows you to match your current actions to your internal standards and identify whether you need to adjust.
Dispositional self-awareness
Focusing on and reflecting on one's psychological processes and how they affect one's experience and relationships with others.
There are many ways to practice self-awareness; for this course, I have chosen the least time-consuming yet very effective methods to kickstart your self-awareness journey.
Mindful Meditation Technique
- Find a quiet space where you won’t be disturbed. Sit on a chair or the floor with a straight back and neck.
- Make a conscious effort to focus on the present moment and your breathing. Inhale through your nose for three counts and exhale through your mouth. Pay attention to the air filling your lungs and focus on releasing tension as you exhale.
- Don’t think about the past or the future; allow yourself to be in the moment.
- Pay attention to your thoughts, acknowledge them and release them as you exhale.
- Return to the present moment.
- Don’t be too hard on yourself if your mind wanders; gently bring your attention back to your breathing.
- Start aiming for a minute or so and work up to longer periods.
Guided Imagery:
Grounding Technique
Psychotherapist Dr. Sarah Allen states:
“One of the tools I teach my clients to utilize when they feel anxious is called Grounding. When your mind is racing, grounding brings you back to the here-and-now and is very helpful in managing overwhelming feelings or anxiety. It is a great way to calm down quickly. Grounding means bringing your focus to what is happening to you physically, either in your body or in your surroundings, instead of being trapped by the thoughts in your mind that are causing you to feel anxious. It helps you stay in the present moment instead of worrying about things that may happen in the future or events that have already happened, but you still find yourself going over and over them in your head.”
Grounding Chair Technique
- Sit in a comfortable chair with your feet flat on the ground and press your back into the back of the chair.
- Close your eyes and focus on your breath. Breathe in slowly for the count of three, then out slowly.
- Bring your mind’s focus to your body. Feel the contact between your body and the chair’s surface. If the chair has arms, touch it and be aware of the texture. Press your arms down the length of the chair arm, and notice how your hands hang off the end. If your chair doesn’t have arms, touch the material on the seat.
- Next, push your feet into the ground. Imagine the energy draining down from your mind, down through your body, and out through your feet into the ground. As the energy drains from your head, feel how each part of your body becomes heavy as it moves down to your feet and into the ground.
Go to drsarahallen.com for more grounding techniques.
Low-Impact Debriefing
Debriefing is an important part of our work.
Ask yourself the following questions: After/during a hard day at work, do you debrief all over your colleagues? Do your colleagues share graphic details about their day with you? Can you still debrief without using graphic details?
When working with difficult things, it is a normal reaction to want to debrief with someone to ease a bit of our burden. Returning to others for validation and support is healthy, but there is a right way.
Two kinds of debriefing:
- The informal debriefing occurs impromptu in the staff room, cafeteria or the water cooler. The main problem with informal debriefing is that the listener rarely has a choice in receiving this information. Sharing graphic details can spread vicarious trauma to others and may cause a climate of cynicism and hopelessness in the workplace.
- The formal debriefing is scheduled ahead of time. The problem with formal debriefing is the lack of immediacy; with difficult situations, helpers need to talk about it to somebody then and there. Another problem is the lack of satisfactory supervision caused by time constraints, the skill level of the supervisor, the quality of your relationship with them, trust,etc.
Low Impact Debriefing
Laurie Pearlman and Karen Saakvitne developed a strategy to lessen the contamination of helpers during informal briefings called limited disclosure, which later became known as Limited Impact Disclosure (LID). Over the past decade this strategy has proven to be very effective.
Here are four key steps of LID:
- Self-awareness
- Fair warning
- Consent
- Low impact debriefing
1. Increased self-awareness
First, you must look at how your briefing looked over a typical work week and note all the formal and informal debriefings you were involved in. Note the amount of detail you relayed and received and in what manner it was done in a formal way or just informally. Now, ask yourself what is the most helpful in dealing with difficult stories.
2. Fair warning
It is important to give the listener a fair warning before telling a difficult story. If the listener has been warned, they will be better prepared to deal with the information and will find it less traumatic.
3. Consent
After warning the listener it is important to ask their permission to continue, you could say I need to debrief. Is this a good time? This allows the listener to decline.
4. Limited Disclosure
Once you have consent from the listener, it is time to decide how much or little information to share. “I suggest imagining you are telling a story starting on the outer circle of the story, the least traumatic information, and slowly moving in towards the core, the very traumatic information at a gradual pace you may, in the end, need to tell the graphic details or you may not depending on how disturbing the story has been for you.” Francoise Mathieu (2012). P. 102
Laughter
“Humor is mankind's built-in coping mechanism that distracts us from the difficulty of the situation we are living in and allows us to release some built-up tension. It's a type of mental armour that allows us to manage the unmanageable.” Linda Star (2020).
Humour can result in a reduction of tension and a re-interpretation of events or situations. It has been proved that a dispositional sense of humour lessens the effects of stress; people with a good sense of humour do not experience fewer stresses; they are just less upset by the stress they experience (Martin and Lefcourt, 1983; Nevo, Keinan, & Teshimovsky-Arditi, 1993; Nezu, Nezu & Blissett, 1998).
Although human suffering is not funny, it is important to remember the old saying, “Laughter is the best medicine.”
Humour helps us regain our sense of power in a powerless situation and helps us connect with others. Science suggests that humour may be just what we need to ease the overwhelming fear, anxiety, grief, and even loneliness many of us experience daily.
Benefits of Laughter
As mentioned above, human suffering is no laughing matter. Still, we all need to find a way to cope with the dangers and limitations we face and the risk it poses in developing serious mental health consequences.
Some of the benefits of laughter are:
- The activation of important feel-good hormones in the brain and a reduction of stress-related hormones such as cortisol.
- Increasing the number of antibody-producing cells enhances T-cells, which are at the core of all adaptive immunity and help tailor our immune response. This is associated with a stronger immune system.
- Research indicates that humour benefits both a person's physical and psychological state. Studies show that humour has the ability to provide pain relief, improve positive emotions, regulate stress, disengage from distress, and improve interpersonal communication. According to the Association of Applied and Therapeutic Humor, people experience a 39% reduction in stress just by anticipating humour, Elizabeth Scott, (2020).
Ways to Incorporate Humor in Your Life
Laughter is a free and easy stress management tool that can be used by just about anyone to lighten the mood and improve mental health.
Here are some ways to add a little humour into your life during this challenging time:
- Subscribe to Funny YouTube Channels
- Watch Comedians Online
- Share Old Stories
- Tell Jokes
- Play Games
- Laugh at Yourself
Affirmation
Positive affirmations are a great tool for reprogramming your unconscious mind from negative thinking to positive. The idea is to take positive statements of what you would like to embody and repeat them enough to be part of your way of thinking and your world outlook. Positive affirmations help us to reduce stress, change our thinking, and stay motivated.
Tips for Writing Personalized Positive Affirmations
Look at your intentions. Think about what you are trying to create in your life.
Create statements. Once you get an idea of what you’re aiming for, try to put that idea into a few simple statements that reflect the reality of what you want to create. Phrase the statements as if they are already true, not as if you would like them to be true.
Remember to make them positive. When making positive affirmations, be sure they’re positive. This means saying what you want to see and experience, not what you don’t want to see and experience.
Be realistic. Your subconscious mind can benefit from positive affirmations that stretch and expand your perspective, but when your affirmations are unrealistic, your "inner judge" steps in and negates the affirmations.
Get Inspiration from others. Google affirmations of what you are trying to create.
Tips for Introducing Positive Affirmations in Your Life
Once you’ve compiled your statement collection, here are some fun ways to introduce positive affirmations into your life.
- Repetition is the most popular way to use affirmations' power. Repeat them mentally regularly during the day. Repeating them out loud is even more effective because you hear them more clearly.
- Make a recording and play it while you are doing your daily activities. Use a calm voice and play your favourite soothing music in the background.
- Use post-its. Placing them around the house to give yourself positive messages throughout the day.
- Self-hypnosis increases the effectiveness of affirmations. This is a way to imprint them into your subconscious, thinking much more quickly than repeating them in your normal conscious state.
Well-thought-out positive affirmations can help you get into a better state of mind and build resilience and enjoyment in your life. That's a lot of benefits for a relatively low time investment.
Meditation
The benefits of meditation, according to The Mayo Clinic, includes:
- Giving you a new way to look at things that cause stress.
- Building skills to manage your stress.
- Making you more self-aware.
- Focusing on the present.
- Reducing negative feelings.
- Helping you be more creative.
- Helping you be more patient.
- Lowering resting heart rate.
Give it time: Meditation takes practice and a lot of it.
Start Small and Work Up to Longer Sessions: Begin slowly with a 5-minute session. Once you are comfortable, increase the time until you can comfortably meditate for 30. With practice, this type of meditation becomes easier and more effective. You will come out of a meditation session feeling relaxed and refreshed, ready to face the rest of your day.
Track your time and set goals: It is easy to lose track of time while meditating; in the beginning, a minute might feel like a lifetime. This can cause you to worry about all sorts of time issues. These thoughts defeat the purpose of clearing your mind;to combat this, use a timer.
There are many apps available; I would recommend Calm.
Professional Interventions
For some individuals, the level of distress reaches an unsustainable level of severity where professional help may be desirable or even necessary. “Surveys have shown that up to 60% of professional helpers may experience clinical depression at some time in their lives, which is significantly above the rates found in the general population (Epstein &Bower, 1997).
Additionally, these authors report that one in four will experience suicidal thoughts, and one in 16 will make suicide attempts. Moreover, divorce rates are significantly higher for mental health professionals” Teater & Ludgate (2014) p.110.
When is professional help indicated?
According to Teater and Ludgate:
- When self-directed or other less intensive efforts have not reduced significant levels of distress.
- When symptoms are severe and continuous, they impact personal, social and occupational functioning.
- When safety becomes an issue associated with clinical depression, hopelessness, demoralization or reckless, self-destructive behaviour.
- When trusted colleagues, peers, family or friends are worried enough to suggest the need for professional interventions.
Complete the "Professional Interventions" exercise.
Prevention
“Do you recall Remen's quote that it’s unrealistic to expect that we can walk through water and not get wet? On the surface, that appears to be true. Of course, we’ll get wet if we walk through water. That seems like a no-brainer. However, it is possible to stay dry while walking through water. We can do that if we are protected. If we anticipate that we’ll be walking through water, we can prepare for it. We can wear a wet suit, we can put on fishing waders, or we can pull on rain boots. We can be surrounded by water and not end up waterlogged if we have a solid self-care plan in place.” Teater & Lugate (2014), p.115. This is the perfect analogy as far as I’m concerned.
As mentioned before, the key strategies for reducing CF and VT in helping professionals are:
- Strong social support at home and work
- Increase self-awareness
- Good self-care
- Better work/life balance
- Job satisfaction
- Rebalancing caseload and workload reduction
- Limiting trauma input
- Attending regular professional development and ongoing training
This holds true in prevention as well.
Early warning system
Developing an early warning system allows you to track your emotional and physical depletion levels by implementing the tools and strategies learnt in the previous module to get yourself back on track.
You must do regular check-ins, and it is recommended that you schedule one once a week and make it a habit.
Go back to the module on signs and symptoms and make a list of the symptoms that are appropriate to you; once you’ve identified them, make a list with a scale from 0 to 10, 0 being the best you have ever felt and 10 the worst you have ever felt.
Over time, you will learn to identify what a 0 to a 10 looks like for you personally and when it is time to intervene.
Think of your warning system as a traffic light; only you can figure out which numbers are associated with which colour.
Learn to Say "No"
Complete the "Learn to Say No" exercise
Helpful Tips &Techniques for Saying "No"
Helpful Tips:
- Tell the truth: ALWAYS find a way to be truthful. There's nothing worse than being caught in a lie. But you can leave out information (like that you could reschedule an appointment, so you are available) to protect your "No"…
- Timing can be everything: No does not mean "No forever.” Sometimes, you need time or circumstances to be right. So, don't allow yourself to be pressured into giving a response if you're not ready. Sometimes, you need time to figure out if it's a "No," a "Not now," or a "Never."
- Stay firm: People who are used to relying on you saying yes will try to persuade you. Don't get drawn into the discussion. Just repeat your No and have phrases ready. "I'm unavailable," "I can't right now," or "I have other commitments.”
Helpful Techniques:
SIMPLE
1. A simple "No, but thanks for asking/thinking of me."
SOMETHING ELSE
2. A simple "I’m already doing ________ / have a dentist appointment."
BUY YOURSELF TIME – when unsure how you feel or need time to prepare a response
3. "I'm away from my desk right now. Can I let you know once I have my diary in front of me?"
4. "I'm just in the middle of something/a tight deadline. Can I get back to you tomorrow/next week?"
DEFERRAL - good for other people's problems and issues
5. "I'm crazy busy this week/month. Can it wait until next week/month?"
TRANSFER - good for maintaining relationships and still being helpful
6. Suggest who else could do it, "I know John loves that kind of thing."
7. "I don't feel comfortable/have enough experience to help you with that, but Sarah might be able to."
RETURNING THE NO - good for those who take advantage of your good nature!
8. "I can't do it right now - but I could show you how for yourself."
REQUESTING PRIORITY - good for dealing with your boss/when you're at work!
9. Ask for the priority. "Which one do you think I need to focus on first?"
OR "If I do this, what would you like me to stop working on?"
PRIORITISING YOURSELF - stay in control of your life and feel good about yourself!
10. "I’d love to help, but I'm focusing on ________ (this report) right now."
OR "I don’t have time for anything except ________ (this project/my family) at the moment."
Letting Go
“Two Buddhist monks return to their monastery after the rains. They reach a swollen river, and in front of them is a beautiful woman in a delicate silk kimono, distressed because she cannot cross the river by herself. The older monk scoops her up and carries her safely to the other side, and the two monks continue in silence. Later, as the monks reach their destination, the younger monk finally bursts out, having fumed for the last 5 hours, "How could you do it? We're not allowed to touch a woman!” The older monk, surprised, replies, "I put her down 5 hours ago, but you are still carrying her with you." Unknown.
- As with the younger monk in the story, the things we hold onto (e.g., feelings of anger, hurt, and guilt) cloud our minds and prevent us from fully enjoying life. Whatever you're holding onto, it's probably bothering you much more than anyone else.
- Letting go usually involves some form of forgiveness or acceptance - whether it's of yourself, someone else, a situation or even an unknown third party.
- Letting go doesn't mean we condone a situation or behaviour; it's about lightening OUR load. When we let go of whatever bothers us, we free ourselves and reclaim that energy.
- You don't need to know how to let go; you must be willing. While you can't change the past, you can learn from it and change how you feel going forward.
- Remember - whatever you find hardest to let go of is probably what you need to let go of the most…
Complete the "Letting Go" exercise
Energy Drainers
What is draining your energy?
To determine what might be limiting you right now, write down what you are putting up with at home and at work on a piece of paper.
Pick one action to take immediately (now or in the next few days). Now that you’ve bought what is draining your energy into your awareness, you’ll naturally begin to fix and resolve them.
Remember that clearing the things that drain us (whatever they may be) frees up energy to do what we want and need to do.
A good way to start would be to make a list:
Action___________________________________
By When ________________________________
Building Resilience
An important way to prevent CF and increase compassion satisfaction is to work on building resilience. Resilience is the ability to return to one’s old normal.
Things that you can work on to help build your resilience:
- Resourcefulness
- Social support
- Compassion with healthy detachment
- Having vision, goals, and purpose
- Altruism
- Emotional hardiness and flexibility
- Humour
- Optimism and hope
- Flexibility, open-mindedness and adaptability
- Healthy, strong self-esteem
- Spirituality
- Willingness to seek meaning in stressful events
Vicarious Resilience
There are powerful and positive aspects of being around people who hurt. Just as we can experience vicarious trauma, we can also experience vicarious resilience.
Our empathetic engagement with suffering people is not always negative. We can experience positive transformation and empowerment through watching others and how they respond positively through trying times. We can develop an enhanced sense of hope and meaning and find a greater ability to put our stressors into perspective.
A grateful diary is a great tool, specifically after a hard day.
References
Bach-Van Valkenburgh, E. https://www.centerforebp.case.edu/client-files/events-supportmaterials/conf2016cebp-E2-valkenburgh.pdf
Blackett, G. Stress Resilience Blueprinthttps://www.stressresilientmind.co.uk/articles/five-key-stress-resilience-skills
Brinck, I. (2001). An outline of a theory of person-consciousness: Three kinds of self-awareness (2001-09-05) Lund Philosophy Preprints
Borritz, M., Rugulies, R., Bjorner, J., Villadsen, M., Mikelson, O.A., & Kristensen, T. (2006). Burnout among employees in human service work; Design and baseline findings. The PUMA study. Journal of Public Health, 34, 49-58.
Centre for Victims of Torture. https://www.proqol.org
Chodron, P. (1994). Start where you are: A guide to compassionate living. Boston: Shambhala Press, Inc.
Fisher, J. (2013). Overcoming trauma related shame and self-loathing. WI: PESI Healthcare.
Figley, R. (2002). Compassion fatigue: Psychotherapists’ chronic lack of self-care. Journal of Clinical Psychology,58, 1433-1441.
Freudenburger, H. (1983). Burnout: The high cost of high achievement. Norwell, MA: Anchor Books
Gentry, E, J. (2020). Compassion Fatigue Prevention & Resiliency: Fitness for the Frontline (Digital Seminar)
Lefkowitz, S. (2020). Nurses in the COVID-19 Pandemic: Work and Home Strategies to Reduce Your Stress, Fear and Frustration (Digital Seminar)
Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. New York: Hyperion Books.
Lederer, D., & Hall, M. (1990). Instant relaxation: How to reduce stress at work, at home and in your daily life.London, U.K.: Crown House.
Mathieu, F. (2013). Achieve more why do you need stillness to be productive the hppts//www.coachingtoolcompany.com
Mathieu, F. (2014). Solitude: 9 powerful reasons to spend time with you! hppts//www.thecoachingtoolcompany.com
Mathieu, F. (2011). The compassion fatigue workbook: Creative tools for transforming compassion fatigue and vicarious traumatization. New York: Routledge.
McCann, L., & Pearlman, L.A. (1990). Vicarious traumatization: A framework for understanding the psychological effects of working with victims. Journal of Traumatic Stress, 3, 131-149.
Saakvitne, K.W., & Pearlman, L.A. (1996). Transforming the pain: A workbook on vicarious traumatization. New York: Norton Professional Books.
Sinclair, S., Raffin-Bouchal, S., Venturato, S.,Mijovic-Kondejewski, J., Smith-MacDonald, L. (2017). Compassion fatigue: A meta-narrative review of the healthcare literature https://doi.org/10.1016/j.ijnurstu.2017.01.003
Skovholt, T.M., & Trotter-Mathison, M. (2011). The resilient practitioner: Burnout prevention and self-care strategies for counsellors, therapists, teachers and health professionals (2nd ed.). New York: Routledge Press.
Stamm, B.H. (2003). Secondary traumatic stress: Self-care issues for clinicians, researchers and educators. Eau Claire, WI: PESI Healthcare.
Teater, M., & Ludgate, J. (2014). Overcoming compassion fatigue: a practical resilience workbook. WI: PESI Healthcare.
Villines, Z. (2020). Mental Health Awareness Month: Health Care Workers’ Mental Health and COVID-19. https://www.goodtherapy.org/blog/health-care-workers-mental-health-and-covid-19
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oercommons
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2025-03-18T00:34:33.740241
|
02/10/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112475/overview",
"title": "Compassion Fatigue",
"author": "Ruth Lourens"
}
|
https://oercommons.org/courseware/lesson/13668/overview
|
What birth control is right for me?- Survey
What birth control is right for me?-Quiz
What Birth Control is Right For You?
Overview
After you have completed the See-Think-Wonder activity the students will be taking an online quiz that will tell them what birth control is right for them. The What birth control is right for me?-Quiz is an online app that will walk the students through questions and in the end it will give them what birth control is right for them. After they have completed this they will then be taking What birth control is right for me?-Survey on Canvas. They just put their result answer in the survey and then as a class we will be looking at the results. The survey is anonymous. We will redo this survey once we have learned about all forms of birth control to see if their results are the same of different.
What birth control is right for me?
Make sure What birth control is right for me? is published on canvas!
- Log onto Canvas.
- Go into Child Development Course.
- Click on Birth Control Module.
- Click on What birth control is right for me?
- Take the quiz. (This quiz is anonymous)
- REMEMBER YOUR RESULTS!
What birth control is right for me?-Survey
Now that the students have taken the quiz, make sure the survey is published on Canvas. These results will be shared with the class. The students are anonyomous.
- Go back to Canvas.
- Get into the Child Development Course.
- Get into the Birth Control module.
- Click on What Birth Control is Right for Me?-Survey
- Submit your quiz results.
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oercommons
|
2025-03-18T00:34:33.764815
|
Paige Bolton
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/13668/overview",
"title": "What Birth Control is Right For You?",
"author": "Lesson Plan"
}
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https://oercommons.org/courseware/lesson/64163/overview
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Teaching Strategies Family Resources: Ready Rosie
Overview
Teaching Strategies is also developing free resources through Ready Rosie™ that will include interviews with experts on how families can stay healthy and safe, how to support children’s emotional well-being during the pandemic, and some fun activities families can do at home that support learning and overall well-being. More information on these resources will be shared with you this week.
Ready Rosie
Teaching Strategies is also developing free resources through Ready Rosie™ that will include interviews with experts on how families can stay healthy and safe, how to support children’s emotional well-being during the pandemic, and some fun activities families can do at home that support learning and overall well-being. More information on these resources will be shared with you this week.
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oercommons
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2025-03-18T00:34:33.777843
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Amber havens
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64163/overview",
"title": "Teaching Strategies Family Resources: Ready Rosie",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/79620/overview
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Sign in to see your Hubs
Sign in to see your Groups
Create a standalone learning module, lesson, assignment, assessment or activity
Submit OER from the web for review by our librarians
Please log in to save materials. Log in
Can/cannot
what can he do ?
or
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oercommons
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2025-03-18T00:34:33.799174
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04/26/2021
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79620/overview",
"title": "English Worksheet",
"author": "Mohammed Bassam"
}
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https://oercommons.org/courseware/lesson/78334/overview
|
https://docs.google.com/document/d/1P0KrQ0SHCNMJ7dMM2MV5PQ-jC3wA3RnrKBmJhriGx18/edit?usp=sharing
Intro to Mindfulness
Overview
The following lesson is an introduction to mindfulness. It includes a few mindful sits and a few questions to guide student discussion.
Brian-Based Lesson
Lesson Objectives:
| |||
Grade: 5th grade Time frame:30minutes |
Lesson Title: Intro to Mindfulness | ||
Brain-based Strategies Used in the Lesson: Stress management Visual Learning Socialization | Formative or Summative Assessments: Formative assessment through google forms | ||
| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit? This lesson would be introductory to our unit on social-emotional learning(SEL). With the following year, it has become even more important to teach our young students about their emotions and how to manage them. Over this time students and adults have had a difficult time adjusting to the new precautions, and rules that must be taken to remain safe. For most students school is considered a safe place, some may have it as their only safe place. With students not being able to attend school, it has left them with many questions. Students not knowing the answers to these questions can build anxiety, and that anxiety can turn to depression, anger, obsessive-compulsive disorder(OCD). This lesson would serve as an introduction to stress management and the effects of stress on the brain. | |||
| Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing. | |||
| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.Shape America Standard: Standard 4. The physically literate individual exhibits responsible personal and social behavior that respects self and others. (there are no specific SEL standards in MD, but Wicomico county follows the standards of Shape America. They list the CASEL core competencies as their guide for the national standards.) The castle concept covered in the lesson will be self-management | |||
| Technology used: Laptop, Zoom, Google Slides(discussion questions/ video) | |||
| Time | Materials | Lesson Procedures(Include the materials & technology.) | |
| 5Mins | Intro: Students will turn and talk to a neighbor/ neighbors about things that stress or worry them. These will be things that stress them at home or school on a daily basis. They will also talk about what they do to calm down. | ||
| 5 Mins. | What is mindfulness | Introduce New Information: (Teaching)I will ask students if they have ever heard of mindfulness or know what it is. Students will watch this video as an introduction to mindfulness and its importance in relieving stress. | |
| 10 Mins | Hands-on Activity Steps(Teaching): I will explain to students this may seem weird or awkward the first time they do this. They can keep their eyes open or close them depending on how comfortable they feel.
| ||
| 5 Mins. | Feedback: Group discussion Students will be placed in groups They will discuss the strategies they learned while performing the different mindfulness sits. They will talk about what they liked with the sits, what they didn’t like, what was weird for them, and if they feel relaxed after doing any of the sits | ||
| in-class assignment | Assessment(s): (assignments and/or activities) |
Remember to include all the materials necessary to teach the lesson. You can add them by pasting them below or providing links to them.
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oercommons
|
2025-03-18T00:34:33.826403
|
03/18/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78334/overview",
"title": "Intro to Mindfulness",
"author": "Lamont Smith"
}
|
https://oercommons.org/courseware/lesson/70402/overview
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Education Standards
Healthcare Occupations - Scavenger Hunt
Overview
There are hundreds of different jobs in medicine. This activity is designed to introduce you to different healthcare professions and some of the websites where you can find more information about health-related occupations.
By the end of this lesson, you will:
- Learn how to navigate and extract health careers information from websites
- Become familiar with various healthcare professions
Healthcare Careers - Scavenger Hunt
There are hundreds of different jobs in medicine. This activity is designed to introduce you to different healthcare professions and some of the websites where you can find more information about health-related occupations.
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oercommons
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2025-03-18T00:34:33.849444
|
07/26/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70402/overview",
"title": "Healthcare Occupations - Scavenger Hunt",
"author": "Art Witkowski"
}
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https://oercommons.org/courseware/lesson/62322/overview
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2.DS.2020.CoreOutcomes
3.DS.2020.AskingAnswering
Building Capacity DS.2020
Data Slam Agenda
Plan Do Study Act DS.2020
Using Evidence to Build Narrative DS.2020
Advanced Analytics - Data Slam
Overview
Materials for reference for or February 11-12, 2020 "Advanced Analytics for CW Administration Data Slam"
PowerPoints
PowerPoints for February 11-12, 2020 "Advanced Analytics for CW Administration Data Slam"
Exercises and Agenda
Exercises and Agenda for the February 11-12, 2020 "Advanced Analytics for CW Administration Data Slam"
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oercommons
|
2025-03-18T00:34:33.871679
|
Northern Academy
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/62322/overview",
"title": "Advanced Analytics - Data Slam",
"author": "Data Set"
}
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https://oercommons.org/courseware/lesson/101015/overview
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Teaching Black History Resource List
Overview
HIghlights from Dr. LaGarrett J. Kings recommendations on teaching Black Hiistory.
Dr. LaGarrett J. King Recommended Resources as Featured in EdWeek
National Museum of African American History and Culture Learning Labs (online resource hub)
- The Learning Labs for the museum provide educators and students with virtual primary sources and lessons that examine American history through a Black historical lens.
An Educator’s Guide to the 1619 Project Born on the Water (picture book and educator’s guide)
- The detailed lesson plans thoroughly guide educators and students through each poem in the book and offer protocols and frameworks for educators to refer to while teaching.
Teaching for Black Lives (book and website)
- The book is an excellent resource on how we take Black history knowledge and make it appropriate for classroom use while ensuring that the humanity of Black people is told through their history
Teaching Black History to White People (video and book)
- For teachers, this is an introductory text to use in the creation (or further development) of courses in Black history. Many educators struggle with implementing Black history courses, and this text can support those efforts.
Reclaiming the Multicultural Roots of U.S. Curriculum (book)
- This text provides a historical overview of curriculum development in the United States, focusing on Native Americans, Asian Americans, Latinos, and African Americans.
Picturing Black History and The BlackPast (primary source databases)
- Finding primary-source documents is a complicated and time-consuming part of teaching Black history. Both websites are in encyclopedia format and have written and primary visual sources available. A narrative written by professional historians accompanies each source. Both websites are user-friendly, and students and educators can use the search bar to find many Black history topics.
Podcasts for learning and teaching Black History
- Historically Black: This podcast comes from the Smithsonian National Museum of African American History and Culture.
- Black History Buff: Highlighting people and stories within Black history across the African Diaspora, creator Kur Lewis developed the podcast as a way to teach his son about Black history. This short podcast averages 10 to 20 minutes per episode.
- Witness Black History: Created by the BBC, this series features interviews with people who lived through Black history both in the United States and abroad.
- Black History Year: Developed by the nonprofit Pushback, this podcast focuses on marginalized Black histories and topics. Each episode is three minutes.
- Humanity Archive: Produced by Jermaine Fowler, this podcast exposes untold and underexposed historical narratives.
For more information: https://www.edweek.org/teaching-learning/opinion-how-to-teach-black-history-a-resource-list/2023/01
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oercommons
|
2025-03-18T00:34:33.886874
|
02/14/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101015/overview",
"title": "Teaching Black History Resource List",
"author": "Amit"
}
|
https://oercommons.org/courseware/lesson/89715/overview
|
Whole Child Development through Centers
Overview
This is a template for an inquiry project in a senior level early childhood course.
The Importance of Centers Beyond Academics
Centers are beneficial to children of all ages and class levels. When centers are mentioned, oftentimes there is a misconception that they are only being used for content learning. However, centers are crucial for the development of many other skills that are necessary for the continuous growth of maturation.
Throughout our website you will view examples of skills that children will progress in with the use of centers. These skills will vary from content to developmental appropraite skills that will follow them into adulthood.
Refrences:
"Where Teacher Driven Change Works " is licensed under CC BY-NC 4.0
"Whole child development " by Sprouts is licensed under CC BY 4.0
The Beneficial Aspects of Centers
What are centers?
As defined by Barbara Dian O'Donnell and Rebecca Hitpas, "centers are small areas within the classroom where students select from teacher prepared activities to practice and apply the skills they have been taught." These centers are set up strategically to enhance the educational aspect in the classroom as well as the rate in which the children will develop a variety of skills they will benefit from as they grow into adulthood.
"Two Teachers learn from their students: Examining teaching, learning, and the use of learning centers " is licensed under CC BY-NC 4.0
Developmental Based Centers:
According to Bob Wagner, "Center activites play a critical role in fostering student learning. Cognitive skills are developed in a child-centered environemnt as students are empowered to make decisions, negotiate with peers, and create projects and scenarios while engaged in play. Executive function skills, such as self-control, planning/organizing, and cognitive flexibility, are central as students cooperate, problem solve and persist in an environment of creativity and curiosity. These same skills are behaviors, which are also assessed on the Kindergarten Readiness Assessment, connect directly to a person's later success in school, college and career."
"Using Center Activities to Promote Student Learning" by userMSDE Admin, userBob Wagner is licensed under CC BY-ND 4.0
Here are a few more resources to check if you are wanting to learn creative ways to integrate centers into your classroom, and develop problem solving skills along with enhancing students creativity and curiosity.
Resources:
"Developmental Centers Vocabulary Posters" by MSDE Admin, Cheri Helmstetter, Amy Toms, Kristen Johnson, Bob Wagneris licensed under CC BY-NC-SA 4.0
"Dramatic Play Center- Campout" by MSDE Admin, Cheri Helmstetter, Amy Toms, Kristen Johnson, Bob Wagner is licensed under CC BY-NC-SA 4.0
"Dramatic Play or Writing Center- Post Office" by MSDE Admin, userCheri Helmstetter, userAmy Toms, userKristen Johnson, userBob Wagner is licensed under CC BY-NC-SA 4.0
Content Based Centers:
Every classroom is full of diverse learners. The key to teaching each learner is differentiation. Centers are one of the best ways to differentiate so that fundamental curriculum concepts can be taught to all students. It is best to keep center groups small ideally having no more than four students per group. It is important to note that centers will look different for each classroom and for each subject being taught. Centers allow for peer tutoring, ability grouping, mastery, review, and also gives the teacher an idea of where the child is academically through interventions.
Below are a few resources to help integrate centers with a specific subject area while keeping in mind that students enjoy mastering the subject being taught when they can be done through creative and fun centers.
Resources:
- "Introduction to Chemistry Tools and Vocabulary through Word Walls and Centers" by Faith Sohns is licensed under CC BY-NC-SA 4.0
- "Math center overview" by MSDE Admin, userCheri Helmstetter, userAmy Toms, userKristen Johnson, userBob Wagner is licensed under CC BY-NC-SA 4.0
- "popping up some fun " by Cathy Wolf-Wegener is licensed under CC BY-NC-SA 4.0
Additional Information
Centers play a key role in a student's overall development. For more guidance in developing a beneficial center, we have provided a few resources. Throughout your readings, you will find sample skills and concepts as well as suggested materual that can be implemented in all subject areas of your classroom. Along with guidance for developing centers, we have also linked information regarding how to find your own valuable resources within OER Commonons in order to create these centers.
- "Learning Centers Suggested Materials" by userKristin Johnson, userMSDE Admin, userCheri Helmstetter, userAmy Toms, userBob Wagner is licensed under CC BY-NC-SA 4.0
- "Open Educational Resources and OER Commons" by Lynn Ann Wiscount, Vince Mariner, Erin Halovanic is licensed under CC BY 4.0
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oercommons
|
2025-03-18T00:34:33.905691
|
02/01/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/89715/overview",
"title": "Whole Child Development through Centers",
"author": "Jolenn Wood"
}
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https://oercommons.org/courseware/lesson/64083/overview
|
SBA Overview See video and write a summary English A SBA Coronavirus IMG-20200316-WA0003 Download View
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oercommons
|
2025-03-18T00:34:33.931493
|
03/17/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64083/overview",
"title": "SBA",
"author": "Pedro Reyes"
}
|
https://oercommons.org/courseware/lesson/97239/overview
|
SOLVING_CONFLICTS_SLIDES
Solving conflicts: A lesson plan on civil communication
Overview
The lesson gives the students the chance to learn the importance of choosing the right words when there is a disagreement with others and explore a way to use civil discourse to solve conflicts and have better understanding with others
Rocio Salazar D.
Title of Lesson Plan: Solving conflicts: A lesson plan on civil communication | |||||||
Audience (Age, English Level): 12-17/ Low-Intermediate B1 | |||||||
Two Sentence Overview of the Lesson Plan: The lesson gives the students the chance to learn the importance of choosing the right words when there is a disagreement with others and explore a way to use civil discourse to solve conflicts and have better understanding with others | |||||||
Resources Needed: Whiteboard or projector Solving conflicts slides “I feel statement” handout | |||||||
Learning Objectives: -Students will be able to identify a conflict and use a strategy to resolve it by using a reflective message to express their feelings. -Students will be able to understand the power of words to give a message in order to communicate better. | |||||||
Warm-Up: (5 minutes) On the board or screen (see slide 01) show a T- chart with two columns:
Ask the students: What words make you feel happy when they are said to you? For example, nice, good, beautiful What words make you feel sad when they are said to you? For example, bad, ugly, selfish Elicit possible answers from the students and write them on the chart. After you and your students have brainstormed possible answers on the chart. Tell the students that words are powerful and can hurt people´s feelings so even if we might disagree, we need to be careful with how we use our words.
| |||||||
| |||||||
10´
10´
10´
15´
10´ | Activities/Instructions I Feel statement IntroductionTell the students that today they are going to learn the best way to communicate and use our words specially when we are angry, upset or we have a disagreement Give the students a handout and tell them to read a conversation between Mary and Theresa in exercise No 01. Show it on the screen. After reading the text, ask the students: Why is Theresa mad? How do you think Mary feels with the way Theresa is responding? What type of words does Theresa use to talk to Mary? Could Theresa have talked to her friend in a better way? Elicit answers from the class. Tell the students that communication leads to a better understanding between people. In the conversation Theresa is just not listening, but judging and accusing her friend. She´s also using words that hurt her friend´s feelings instead of explaining how she feels about her friend´s actions. Explain the students that Theresa could have used the “I feel statement” to explain how she felt and solve a conflict instead of using words that hurt her friend´s feelings. Show it on the screen. “I feel sad and mad at you when you couldn´t come to teach me math because I trusted you and felt that you were lying at me”
Ask the students to read the “I feel statement” in section N02 of their handout and show it also on the screen. Analyze it with them:
Tell them that the final statement should look like this: I feel___________________ when you_______________because_________
Recall individual work practice Tell the students to think and write about a time when they felt that a friend or someone they know accused them of doing something and hurt their feelings because of the words they used. Give some examples and show it on the screen:
- When you broke your best friend´s cup and she thought you did it on purpose. - When a friend didn´t want you in a group work assigned by the teacher because he thought you couldn´t do it - When your mom scolded you because of something you didn´t do.
Tell the students to complete section N03 of their handout for this activity. Show it on the screen. What happened ? __________________________________________________________________ What words did this person use to hurt your feelings?___________________________ How did you feel? __________________________________________________________________ Ask volunteers to share the situation with the class.
I feel statement individual work practice Tell the students to come up with an appropriate “I feel statement” for the situation they wrote about in section 04 of their handout. Ask volunteers to share their “I feel statement” with the class
I feel statement pair work practice Tell the students to work in pairs and create a conversation with their situation resolving the conflict using the “I feel statement” After they have finished, volunteers can share their conversations with the class if time allows.
Closing and Debrief group work Remind students of the importance of words and how to use them appropriately in order not to hurt people´s feelings and avoid conflicts
Ask the students to work in groups to answer the following questions as a way to reflect on what they have learned in class that day. Show them on the board
What surprised you? What did you learn? What would you do differently next time?
Volunteers share their answer with the class.
The lesson can be used to encourage students to use civil discourse when having disagreements, to solve conflicts and manage language in civil way.
| ||||||
Resources: - Solving conflicts slides - I statement handout
References: Adapted from https://www.overcomingobstacles.org/portal/en https://www.learningforjustice.org/
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oercommons
|
2025-03-18T00:34:33.988005
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97239/overview",
"title": "Solving conflicts: A lesson plan on civil communication",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/63468/overview
|
RET Lesson Outline Stratton Wilson
Using Micro:bits in the Performance Ensemble to Analyze Posture
Overview
Students will be given the opportunity to utilize Micro:bits in the music performance classroom. The provided lesson materials will help instructors program the Micro:bits with a program that will analyze their student's posture while performing.
Using Micro:bits in the Performance Ensemble to Analyze Posture
Teachers will be provided with the resources to use Micro:bits to analyze posture through three seperate lessons. This includes the instructions on how to code the Micro:bits to run the program necessary for these lessons. Students will have the opportunity to explore what the Micro:bits are doing, analyze the data collected by the Micro:bit and come up with a strategy to improve or markey the product.
|
oercommons
|
2025-03-18T00:34:34.005905
|
Interactive
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/63468/overview",
"title": "Using Micro:bits in the Performance Ensemble to Analyze Posture",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/24304/overview
|
The seven wonders of the world
Overview
Demonstrate slide shows about modern wonders or direct Ss' attention to the pictures in Sb page 93. Get them to read the Ss' lists of wonders and make a list of wondes of the modern world adding their own ideas. Encourage them to say as many wonders as they can. Get my students to work in pairs of 7. Each pair reads the information given in task 2 and matches it to the appropriate picture. They can open the brackets paying attention to voice and tense forms.
Summary. Students come to conclusion reading out the passages and doing tasks about Azerbaijan, its valuable natural resources. They realize that Azerbaijan is full of natural wonders, its oil, salt, mud volcanoes are very famous all over the world
Creative work
Search and write facts on ancient wonders in Azerbaijan
Students will search on the internet or from any book about ancient wonders of Azerbaijan and provide their new information to the class. They will prepare posters about their findings and showcase them
|
oercommons
|
2025-03-18T00:34:34.018094
|
06/13/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/24304/overview",
"title": "The seven wonders of the world",
"author": "Ulviyya Bahramova"
}
|
https://oercommons.org/courseware/lesson/113188/overview
|
MasteryOrientedFeedbackCard
Teacher Timesaver Feedback Starters
WiseFeedbackCard
Activity: Wise and Mastery Oriented Feedback
Overview
Research shows that Wise and Mastery Oriented feedback are effective in promoting learner motivation and persistence, especially when faced with setbacks.
Wise and Mastery Oriented Feedback
Science learning and growing happens with all results, not just positive results. Use thoughtful feedback to make the goals of science clear, articulate your high expectations, and highlight the strategies students can build to overcome challenges.
|
oercommons
|
2025-03-18T00:34:34.036910
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113188/overview",
"title": "Activity: Wise and Mastery Oriented Feedback",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/116999/overview
|
Scratch Coding Lesson
Overview
In this Scratch coding lesson, elementary students learn to code by following creative prompts to make interactive projects. Using Scratch, they create animations, games, or stories based on given challenges, such as making a character dance or creating a simple game. This hands-on activity introduces them to basic programming concepts like loops, conditionals, and variables.
Introduction
Subjects: • Computer Science • Math • Art
Time: 30-60 minutes
Skills: • Basic Programming Concepts • Problem-Solving • Logic
Learning Objective/Goal:
- Understand and apply basic programming concepts using Scratch.
- Create interactive projects based on given prompts.
- Develop problem-solving skills through coding challenges.
- https://scratch.mit.edu/
Materials Needed:
- Computers or tablets with internet access
- Scratch accounts (free, if the students want to save their work)
- Projector or smartboard for demonstrations
Background
Background:
Scratch is a free programming language and online community where students can create their own interactive stories, games, and animations. By using Scratch, students can learn to think creatively, reason systematically, and work collaboratively.
Activity
Introduction
- Introduce Scratch and explain its purpose. Show a few examples of projects created in Scratch.
- Demonstrate basic Scratch concepts: sprites, scripts, blocks (motion, looks, sound, events, control), and the stage.
Prompts & Coding:
- To give students ideas to get started, put a list of prompts on the board
- Have students choose a prompt and help them get set up and started
Optional - Presentaiton:
- When everyone has finished, encourage the students to stand up and share what they've created with the class
Prompts
Simple Maze Game: Create a maze game where the player has to navigate a character through a maze to reach the end.
Clicker Game: Make a game where the player earns points by clicking on a moving object.
Color Changing Sprite: Program a sprite to change colors when clicked.
Catch the Falling Objects: Create a game where the player catches falling objects in a basket or on a platform.
Drawing App: Make an app where the player can draw on the screen using different colors and brush sizes.
Simon Says: Create a game where the player has to follow a sequence of lights and sounds.
Quiz Game: Develop a quiz game with multiple-choice questions on a topic of interest.
Race Game: Make a racing game where the player has to avoid obstacles and reach the finish line.
Pong Game: Create a classic Pong game where the player controls a paddle to hit a ball back and forth.
Treasure Hunt: Develop a game where the player searches for hidden treasures on a map.
Whack-a-Mole: Design a Whack-a-Mole game where the player hits moles popping out
Extra
Tips for Students:
- Always save frequently!! Even when you think you don’t need to or already have, hit the save button just to be safe.
- Test your code frequently to catch and fix errors early.
Tips for Teachers:
- Encourage a growth mindset by emphasizing the importance of learning from mistakes.
- Use these projects as a way to showcase student work in your classroom online, with parents, or in the school
Extensions:
- Challenge students to add more features to their projects, such as levels, power-ups, or multiple endings.
- Have students create a tutorial for their project to teach others how to build something similar.
|
oercommons
|
2025-03-18T00:34:34.060918
|
06/19/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116999/overview",
"title": "Scratch Coding Lesson",
"author": "Annabel Lee"
}
|
https://oercommons.org/courseware/lesson/115436/overview
|
Analysis of Global Migration 1750-1900
Overview
This exercise asks students to read excerpts about global migration and think about the factors that drive migration. Students will assess a series of statements to determine what factors encouraged or discouraged migration and map their analysis onto a map using + and all - symbols. The visual interpretation will help students better understand the push/pull factors involved with global migration movements of the 19th century.
Attachments
The attachment for this resource is a packet for an activity about global migration.
About This Resource
The sample assignment included here was submitted by a participant in a one-day virtual workshop entitled, "Teaching the Global African Diaspora" for world history teachers hosted by the Alliance for Learning in World History. This was a draft document that may subsequently have been revised in light of feedback and discussion during the event.
This resource was contributed by Michael Lutz, a high school educator in Maryland.
|
oercommons
|
2025-03-18T00:34:34.079536
|
Alliance for Learning in World History
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115436/overview",
"title": "Analysis of Global Migration 1750-1900",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/121148/overview
|
How to understand an image/photograph
Overview
Images can be a useful component in any subject. This lesson will guide students through an analysis of an image by using critical thinking skills to understand an image in their own way.
This OER has been remixed so that it can be used by a student without the help of an instructor. It is a self-lead guide.
Lesson Objectives
You will be able to:
- Use critical thinking skills to analyze and interpret images.
- Create ideas about where the image came from.
- Construct questions that lead to further investigation.
Warm Up / Introduction
Activity Directions:
Examine a image / photograph for 20 seconds. Based on the image, answer the following questions:
- Describe the photograph / Image?
- What did you first notice?
- What is the subject matter?
- What is happening in the image / photograph?
- What emotions did the image / photograph trigger?
- What is the image trying to say?
- What other details can you see?
Research / Explore Activity
Activity Directions:
Ask yourself the following questions about the image.
- Why do you think the image was made? Do you think the creator has a purpose? Why do you think this?
- What do you think has been left out of the frame?
- Who do you think is the audience? Why do you think this?
- If there are people and objects, how do you think they relate to each other?
- Can you tell what time of day/time of year the image was taken?
Reinforcement / Creation Activity
Activity Directions:
Now that you had time to examine the image, create questions to further your research about the subject. Base you questions on the following:
- What did you not learn that you want to know more about?
- What additional questions did the image / photograph raise?
- What do you wonder about (who, what, when, where, why, how)?
- Type your questions in the comments.
Write a caption to explain what is happening in the image.
|
oercommons
|
2025-03-18T00:34:34.102883
|
10/22/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121148/overview",
"title": "How to understand an image/photograph",
"author": "Emily Geary"
}
|
https://oercommons.org/courseware/lesson/87580/overview
|
Education Standards
K-6th scope & sequence
Evaluating Resources- grade 3
Overview
Students will look at two websites for services for dogs to try to determine which one is the fake site. Discuss why someone might create fake websites and how to spot a fake website.
Lesson Title: Evaluating Resources
Overview
Students will look at two websites for services for dogs to try to determine which one is the fake site. Discuss why someone might create fake websites and how to spot a fake website.
Grade
Third Grade
Duration
2 – 20-minute lessons
Standards and Learning Objectives
Washington State Ed Tech Standards:
3.b. With guidance from an educator, students become familiar with age-appropriate criteria for evaluating digital content.
Washington State ELA Standards:
W.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Formative Assessment
Teacher will observe the discussion and make adjustments to student understanding as needed.
Lesson One – Evaluating Websites
Materials
- YouTube videos –
- DQ Citizens: True Vs. False Information https://youtu.be/FljfPivYxtU (3:18 minutes)
- Zack King How to Change Your Shirt https://youtu.be/DLcKDq5FpFk (27 seconds)
- Zack King How to Hitchhike https://youtu.be/TttDafkNzWA (13 seconds)
- Websites
- Burmese Mountain Dog http://burmesemountaindog.info/
- The Jackalope Conspiracy http://www.sudftw.com/jackcon.htm
- Slips of paper for the exit question.
- Smartboard or similar to share videos and website
Background
The internet is full of real websites and information but how do you decide what is real and what is fake?
Procedure
Step 1
Show students the YouTube videos from Zach King.
- Zack King How to Change Your Shirt https://youtu.be/DLcKDq5FpFk
- Zack King How to Hitchhike https://youtu.be/TttDafkNzWA
Why might someone create videos like this?
Step 2
Have students watch the video DQ Citizens: True Vs. False Information. Talk about what to look for in a trust worth website according to the video.
- Double check facts on a trustworthy site (Sites from Government, Universities and Major News and Fact Checking sites)
- Define HOAX – when someone is trying to trick you.
- Find multiple sources.
- Verify facts with the terms – HOAX, FAKE, FALSE
Step 3
Visit the Burmese Mountain Dog website
Use the strategies from the DQ citizens video to figure out of the website is real or not.
Would you use this website for a reliable source? Why or why not?
Step 4
Visit the Jackalope Conspiracy website
Use the same strategies from the DQ citizens video to figure out if the website is real or not
Would you use this website for a reliable source? Why or why not?
Step 5
Exit slip –
What is a HOAX?
What should you look for the make sure a site is trustworthy?
Lesson Two – What is a Search Engine?
Materials
- Teacher computer with Google on the Smartboard
- Slips of paper for the exit question.
- Smartboard or similar to share websites
Background
Procedure
Step 1
Show students Google, Bing or Edge on the Smartboard and ask them to tell you what they know about these sites.
Step 2
Tell students that you need to look up some information on gardens because you are thinking about planting a garden in your yard. Ask them what you should do.
Step 3
Enter GARDENS into the search box and ask students to identify what happened and what they notice. You can point out that the address bar can act as a search bar also.
Step 4
Identify that they aren’t actually getting any information from a site like Google, Bing or Edge, because they are all SEARCH ENGINES. A search engine is a tool that sifts through all the websites and searches for possible matches to your topic. Search engines find the information for you. Your next step is to look through the suggested websites to find the information that you want or need.
Discuss the different types of matches –
- Ads and sponsored results
- Websites
- Images
- Maps
Step 5
Identify the different suffixes they may encounter
http://www. .com – commerce site or commercial site – proceed with caution
http://www. .gov – government site – very reliable
http://www. .edu – education site, affiliated with an educational institution – very reliable
http://www. .org – organization – proceed with caution
Examine the websites by looking at the suffixes to decide which might be useful to start with.
Step 6
Exit slip – identify one URL suffix and what it means.
|
oercommons
|
2025-03-18T00:34:34.147276
|
shaelynn charvet bates
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87580/overview",
"title": "Evaluating Resources- grade 3",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/64973/overview
|
Getting Started Module Resources
Overview
This resource was created by the Washington Office of Superintendent of Public Instruction.
Module Resources
This slide deck accompanies the Modeling Our World with Mathematics Getting Started module.
|
oercommons
|
2025-03-18T00:34:34.164155
|
04/06/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64973/overview",
"title": "Getting Started Module Resources",
"author": "Hannah Hynes-Petty"
}
|
https://oercommons.org/courseware/lesson/90198/overview
|
Education Standards
Analysis of Text Craft and Structure
Overview
This lesson explores author's craft and structure through articles that directly affect students.
Part 1
Purpose Statement(s):
Students will understand that writers use structure to create meaning in a text and will do this by reading a New York Times article and evaluating the craft of the author’s argument.
Students will understand that comparing our experiences to others can help us gain our own insights.
INSTRUCTION:
Part 1
You will be reading about book banning in the United States.
Read the article "Book Ban Efforts Spread Across the U.S." by Elizabeth A. Harris and Alexander Alter.
Once you have read the article, highlight/underline (or take notes on paper) these items on the article:
What is the argument/main point/focus? What are the writers trying to convince you to do or believe about book banning?
What are their reasons? How do they justify what they are saying?
Highlight a section where you think the writing is especially clear, convincing, or engaging. What techniques do you think the writers used to make that section so clear, convincing, or engaging?
Rate the writers' effectiveness on a scale of 1 (not effective) to 5 (very effective). How effectively do you think they made their point? Explain why.
Part 2
Part 2
Read "What Students are Saying About Banning Books from School Libraries" by The New York Times Learning Network. This article is a set of student responses to the article "Book Ban Efforts are Spreading Across the U.S." by Elizabeth A. Harris and Alexander Alter, which you read in part one. As you skim these student responses, look for a couple of responses that you feel you agree or identify with -- and a couple of responses with which you disagree. Think about why you agree/disagree with those students based on your own experiences with reading.
Now write your own response to the first article. Aim for 2+ paragraphs, and respond to at least 3 of the following which are some of the question prompts The New York Times gave other students:
What do you think about efforts across the nation to remove books — especially ones that address race, gender, and sexuality — from school libraries?
How do you think these bans affect students, teachers, and librarians?
In your opinion, what makes a book “appropriate” or “inappropriate” for inclusion in a school library? If you were a school librarian, what criteria would you use to determine whether a certain book should be included in the library?
What’s the best way to address parents’ concerns that a book in a school library is inappropriate for their child? Should the library remove the book? Should a library have a policy in place to stop individual students from checking out a book if their parents disapprove of it? Or are there better solutions that don’t involve changing what books are available in a library?
Jack Petocz, a student who protested a book ban in his school, argued that removing books about racism and LGBTQ issues was discriminatory. Do you agree? Why or why not?
Do you think the books in your school library represent a diverse range of perspectives and experiences? What subjects are adequately covered? What kinds of books would you like to see more of?
Part 3
For the Flipgrid video, the teacher should create a Flipgrid class for each section and have the students log in via QR code or the Flipcode for the section.
Use the attached rubric if you choose to assess students on this lesson.
Part 3
Using Flipgrid, record a video talking through these things:
Talk to me about the article from part 1: What was Harris & Alter's argument about book banning? Read me a quotation from the article that you thought was especially clear, convincing, and/or engaging -- and briefly explain why.
Read me the response that you wrote for part 2.
Make sure you prepare some notes for yourself before you record your Flipgrid video.
|
oercommons
|
2025-03-18T00:34:34.200625
|
Speaking and Listening
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90198/overview",
"title": "Analysis of Text Craft and Structure",
"author": "Reading Informational Text"
}
|
https://oercommons.org/courseware/lesson/110807/overview
|
What To Expect Your First Year
Overview
This is a general guide to the flow of the school year on a month-by-month basis.
What to expect calendar
What to expect when you’re a PT/OT!
(aka the “don’t worry, you’re not crazy” guide)
September
Reach out to all case managers
Open equipment boxes at schools
Feeding protocol check
Keep in mind that case managers are overwhelmed, still getting to know students etc
Ask custodians to check swing attachments
Check IEPs to prioritize which students to see first
Make sure students have specialized equipment/accomodations needed - lots of running around, delivering equipment
October
A LONG month
You’ll think you should have gotten to all your students and you might not have. That’s pretty normal. I have to remind myself of this EVERY year.
Goal setting meetings with Amy
November
“No school” November - between Veteran’s day, conferences, and Thanksgiving break, it goes by QUICK
Start to get more referrals (from conferences etc)
December
Also goes by quickly!
Lots of school activities going on the week before break - can be difficult to schedule things (a good time to schedule some report writing time!)
January
Those referrals from fall come due!
Lots of IEP meetings
Ooops, you might have an IEP for a student that you didn’t know was on your caseload!
February
Lots of IEP meetings
Team starts thinking about KG transition (YES already) - Tiffany starts getting the TK transition list together
PBIS data - most # behavior referrals occur in Feb. We often have an increase in referrals in Feb and March as a result
March
Still so many IEP meetings (I know…)
Spring break! Woohoo!
April
Meet with ECSE therapists early April to discuss KG transitions
AT-TIES conference mid-April
Another LONG month! No vacation holiday this month (a good time to use any extra calendar or personal days!)
May
Start getting organized re: equipment and EOY equipment pick up (go over list with case managers, make sure to identify any missing pieces of equipment so they can start looking for it)
KG transition meetings
Start thinking about kids who will transition schools and put in work order for the equipment that needs to be moved. This is so Bryan can begin to plan. This is for BIG equipment that you can not move yourself. (standers, wheelchairs, etc.)
June
End of year goal meetings with Amy
OT/PT retreat, Ray retreat
Update your caseload lists for new students coming onto your caseload & those transitioning into another school
Finalize all plans for equipment that needs to be moved for the upcoming school year
July - August
Enjoy the summer!!
|
oercommons
|
2025-03-18T00:34:34.222067
|
12/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/110807/overview",
"title": "What To Expect Your First Year",
"author": "Jessica Duffett"
}
|
https://oercommons.org/courseware/lesson/111088/overview
|
Edu-topia
Overview
The “Edutopia” the customizable classroom boardgame, a dynamic and innovative tool designed to revolutionize the classroom teaching and learning process. This engaging board game is crafted to seamlessly integrate with various study areas and adapt to the specific goals set by the educators, making it a versatile and effective educational tool.
Overview
The “Edutopia” the customizable classroom boardgame, a dynamic and innovative tool designed to revolutionize the classroom teaching and learning process. This engaging board game is crafted to seamlessly integrate with various study areas and adapt to the specific goals set by the educators, making it a versatile and effective educational tool.
The beauty of “Edutopia” lies in its adaptability, allowing the educators to tailor the game to suit diverse subjects and learning goals. Whether exploring historical events, delving into scientific concepts, or mastering language skills, this game transforms traditional classroom settings into interactive and collaborative learning experiences.
A the hear of this “Edutopia” lies the multifaceted benefits. Through gameplay, students not only absorb academic content but also develop and refine essential skills. The game serves as a catalyst for collaborative tasking, fostering teamwork and communication among students. The challenges presented encourage critical thinking, pushing students to analyze information, make informed decisions, and strategize effectively.
One another standout poin is the ability to stimulate creativity. As students navigate through the game, they are prompted to think outside the box, solve problems creatively, and apply their knowledge in innovative ways. This not only enhances their academic prowess but also nurtures a mindset that thrives on ingenuity and resourcefulness.
Educators can effortlessly integrate a myriad of topics into “Edutopia”, making it a versatile tool that complements various curricula. The game not only supplements classroom lessons but also serves as a powerful assessment tool, allowing educators to gauge students' understanding in a fun and interactive manner.
In essence, “EduTopia”transcends traditional teaching methods, offering a holistic approach to education. By seamlessly blending entertainment with academia, this board game creates an immersive and memorable learning experience.
How to play?
Components:
Game Board
Continent Spaces for points count
Colored circles (yellow, blue, red) representing question categories
QR codes for questions on ThingLink
Spirals for action QR codes
Player figures/tokens
Player Boards with sustainability metrics
Scoreboard
Setup:
Place the game board in the center of the table.
Each player chooses a continent space to put ponits in.
Put qr code table next to the board.
Set up the score desk (wooden circles with points engraved)
Gameplay:
Players take turns clockwise.
Roll the dice and move your token.
Rolling the dice:
If you get the number you move acording to the given number.
If you get a star: you receive 2 points.
If you get X you and your group cannot talk until it is their next turn and they need to answer question in the following turn widouth talking.
If you get an arrow: you turn the order of the game.
If you land on a colored circle, scan the corresponding QR code. Choose a question on ThingLink, ensuring no repeated questions in the same color during the game.
Gain points for correctly answering questions.
If you land on a spiral, scan the action QR code and follow the instructions.
.
Winning the Game:
The game ends when the first player reaches the finnish line. The player that crosses the finnish line first gets 2 extra points. Calculate each player's sustainability score based on points received.
Scoring:
Players earn points by answering questions correctly.
Game materials
Yellow - sustainable city
https://www.thinglink.com/video/1789653825141867173
Red - natural disasters
https://www.thinglink.com/mediacard/1771148330521330532
Blue - transportation
https://www.thinglink.com/video/1771147935942181350
spiral - disaster
https://www.thinglink.com/mediacard/1771161048850629476
Game board materials,
board(colour printings)
QRcards(color printing)
cards with qr code for printing.pdf
token (3D printing)
point coins (lazer cutting)
|
oercommons
|
2025-03-18T00:34:34.245069
|
Fumika Mochiyama
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111088/overview",
"title": "Edu-topia",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/106692/overview
|
Education Standards
Define/Compare Elements of the Hospitality and Event Planning Industry
Overview
Define and compare the core elements of the hospitality and event planning industries.
Define/Compare Elements of the Hospitality and Event Planning Industry
Image and credit:
Photo by CHUTTERSNAP on Unsplash
Overview
Define and compare the core elements of the hospitality and event planning industries.
Essential Question
What is the difference between hospitality and event planning and in what ways are they linked?
Learning Goals
1. Understand the core elements and components of the hospitality industry.
2. Gain insight into the event planning industry and its various segments.
3. Develop fundamental knowledge and skills applicable to both industries.
Instructor notes
Standards: BMM.HS.17.1.a
Materials:
1. Whiteboard or flip chart with markers and sticky notes
2. Printed handouts or online resources for reference
3. Laptops or tablets with internet access (optional)
Bell Work:
- write one word on the sticky note in front of you with or without a picture that you think of first when you hear the word “hospitality” and then put it on the flip chart/whiteboard on the hospitality side (give them one minute) then do the same for “event planning”
Hook / Interest Approach:
- watch the video: https://www.youtube.com/watch?app=desktop&v=u0bqEeCVI_A to learn more about hospitality
Content / Procedure / Activity:
- PPT - Intro to Hospitality and Event Planning Industries (see notes on slides for additional instruction and activities)
Closure / Exit Ticket / Check for Understanding / Discussion Post: Quizlet review: https://quizlet.com/814202299/hospitality-and-event-planning-industry-flash-cards/?i=jzdd1&x=1jqt
|
oercommons
|
2025-03-18T00:34:34.273618
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106692/overview",
"title": "Define/Compare Elements of the Hospitality and Event Planning Industry",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/79813/overview
|
2021 Wyoming Reads
Overview
The Sue Jorgensen Library Foundation was created in 1996 to benefit libraries and advance the cause of childhood literacy in Wyoming. The program has grown to include celebrations in all of Wyoming’s 23 counties, distributing a book to every first grader in Wyoming. Each year since 2006, the Governor has issued a proclamation declaring Wyoming Literacy Day to fall in conjunction with this valuable statewide celebration.
The student choice boards will connect students to each book selected for Wyoming Reads 2021 and provide activities to go along with the theme of each book.
2021 Wyoming Reads Celebration- Student Choice Boards
The Sue Jorgensen Library Foundation was created in 1996 to benefit libraries and advance the cause of childhood literacy in Wyoming. The program has grown to include celebrations in all of Wyoming’s 23 counties, distributing a book to every first grader in Wyoming. Each year since 2006, the Governor has issued a proclamation declaring Wyoming Literacy Day to fall in conjunction with this valuable statewide celebration.
The student choice boards will connect students to each book selected for Wyoming Reads 2021 and provide activities to go along with the theme of each book.
|
oercommons
|
2025-03-18T00:34:34.287453
|
Stefanie Hunt
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79813/overview",
"title": "2021 Wyoming Reads",
"author": "Interactive"
}
|
https://oercommons.org/courseware/lesson/111001/overview
|
Primary Sources: Library of Congress
Overview
In this activity, students in high school English or US History will use primary sources to learn about the women's suffrage movement.
In this activity, students in high school English or US History will use primary sources to learn about the women's suffrage movement.
|
oercommons
|
2025-03-18T00:34:34.302263
|
Dawn Mackesy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111001/overview",
"title": "Primary Sources: Library of Congress",
"author": "Primary Source"
}
|
https://oercommons.org/courseware/lesson/89482/overview
|
Education Standards
Natural Resources Check In
The Lorax Business Planning Sheet
Top 11 Natural Resource Examples
What are Natural Resources?
youtu.be/EdWesdMfyd4
The Lorax: A Study of Natural Resources
Overview
Study of natural resources using The Lorax by Dr. Seuss.
Engage
“Unless someone like you cares a whole awful lot,
Nothing is going to get better. It's not.”-The Lorax by Dr. Seuss
Imagine you’re the last champion for the environment, but no one will listen to you. Today we will be digging into natural resources, and how we can help to protect God’s creation in our everyday life.
Let’s begin our study by listening to The Lorax by Dr. Seuss. (Click Here)
Explore
Whoa! The Lorax definitely paints a not so pretty picture of what our world could be if we aren’t careful with our natural resources. Below you will find more videos, websites, and articles that will help give more information on natural resources. You may also do your own search for videos or articles talking about natural resources.
Explain
After reading articles, and watching videos, we now have a firm handle on what natural resources we have in our world. Complete the natural resource check in to explain your understanding of natural resources, and to connect your new knowledge to The Lorax.
Apply
This section of the lesson gives students that opportunity to create their own business, using the natural resources from The Lorax. You will need to front load your students about the basics of production, including byproducts. Use the byproducts that polluted the water and air in the book as examples.
Now it's your turn to create a business, just like the Onceler. You are tasked with opening a business that uses the natural resources found in The Lorax. Plan your business using the planning sheet.
|
oercommons
|
2025-03-18T00:34:34.328762
|
Lukas Riley
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/89482/overview",
"title": "The Lorax: A Study of Natural Resources",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/96466/overview
|
High Desert Plants and Wildfire- 4th Grade Unit
Overview
NGSS unit addressing the following standards:
4-LS1-1
4-ESS 3-2
This 5E lesson guides students to answer the following questions:
- How do plants’ structure and function affect their survival?
- How do plants impact wildfires in Oregon?
Unit Summary
This is a 5E unit tied to the following standards from NGSS:
4-LS1-1
4-ESS 3-2
Students will be learning about structure and function in plants found in Oregon. They will discover how ponderosa pine and cheatgrass have structures to help them reproduce and grow in the high desert and their adaptations to wildfire. Through their investigations, they will discover the difference between a native and invasive plant and will discover that invasive species are outcompeting native species because of their specific plant structures. They will see what impact the increased number of invasive species has had on plants, animals, and people of Central Oregon.
Secondly, students will be investigating the question,“How do invasive plants impact wildfires?” They will dive deeper into how a particular invasive plant (Bromus Tectorum) is impacting wildfires in the Northwest. They will investigate how the particular structures of cheat grass make it an ideal fuel for fires during the fire season, and see ways that people are trying to eradicate the species and suggest what to do if you have invasive species in your area.
|
oercommons
|
2025-03-18T00:34:34.346562
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/96466/overview",
"title": "High Desert Plants and Wildfire- 4th Grade Unit",
"author": "Physical Geography"
}
|
https://oercommons.org/courseware/lesson/92859/overview
|
The Percussion Family
Overview
The Percussion Family is a complete lesson appropriate for students K-3 (the writing portion would need to be modified to fit the lower grade levels). It also includes an interactive google slide activity appropriate for all elementary grades.
LESSON: Percussion (Grade 2)
STANDARDS:
- Standard 4: I can play instruments alone and with others
- Standard 6: I can analyze music.
- Standard 8: I can examine music from a variety of stylistic and historical periods and cultures.
OBJECTIVES:
- Students will be able to perform a steady beat on classroom percussion instruments using varied selections of music.
- Students will be able to classify percussion instruments by how they are played.
- Students will be able to write a descriptive paragraph to include artwork about their favorite percussion instrument.
PROCEDURES:
- Begin with a discussion on what “percussion” means. (It is the act of percussing or striking, shaking, or scraping).
- Allow students to list instruments they think belong in the percussion family and make a separate list to determine if the instruments are played by hitting, shaking, or scraping.
- Allow students to view “live” percussion ensembles. Here are a couple of YouTube sites you can use:
- Zeppelin! The Louisville Leopard Percussionists
- Clave & Sons-from “Beyond Basic Percussion”
- Assign a percussion instrument to each student. Instruments can include: drums, maracas, guiros, tambourines, triangles, rhythm sticks, ect.
- Play a couple of musical selections that include varying tempos. Some ideas are:
“America!” (My Country ‘Tis of Thee)
Excerpts from “In the Hall of the Mountain King” by Edvard Grieg
“We Will Rock You” by Queen
Students will play their instrument while maintaining a steady beat.
- Students will complete a google slide activity (Percussion Instruments) to determine if each instrument is played by hitting, shaking, or scraping.
- Students will write a descriptive paragraph and include artwork to describe their favorite percussion instrument.
MATERIALS NEEDED:
- Classroom Percussion Instruments
- Chromebooks
- Paper, pencils, crayons, colored pencils and/or markers
- Google Slide Presentation: https://docs.google.com/presentation/d/1PeWwdnALPkfEWCCcRHvdlqmaH2kypgafCSl9SLbQhyc/edit?usp=sharing
ASSESSMENT:
- Teacher observation of students correctly playing and maintaining a steady beat on their instrument.
- Accuracy of google slide activity
- Writing/Artwork
|
oercommons
|
2025-03-18T00:34:34.371834
|
Tammy Oswalt
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92859/overview",
"title": "The Percussion Family",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/105639/overview
|
Developing Intuition: Unleashing Your Inner Guidance
Overview
In this standalone learning module, we will dive deep into the realm of intuition and explore techniques to develop and enhance this innate gift.
Learning Module Overview:
In this standalone learning module, we will dive deep into the realm of intuition and explore techniques to develop and enhance this innate gift. Intuition serves as a powerful tool for decision-making, problem-solving, and connecting with higher wisdom. Through a combination of lessons, assignments, and assessments, you will embark on a journey of self-discovery, tapping into your intuitive abilities and unleashing your inner guidance.
Lesson 1: Introduction to Intuition
- Understand the concept of intuition and its significance in daily life.
- Explore different types of intuition, including gut feelings, inner knowing, and psychic insights.
- Learn about the benefits of developing and trusting your intuition.
Assignment 1: Reflective Journaling: Intuition in Action
- Keep a journal to record instances where you followed your intuition and how it influenced your decisions or outcomes.
- Reflect on the experiences and insights gained from trusting your intuitive guidance.
Lesson 2: Strengthening Your Intuitive Connection
- Discover techniques to quiet the mind and cultivate inner stillness for better intuitive reception.
- Learn grounding and energy protection exercises to create a clear and receptive space for intuitive insights.
- Explore meditation and mindfulness practices to deepen your connection with your inner wisdom.
Assignment 2: Guided Meditation: Meeting Your Intuitive Guide
- Follow a guided meditation designed to help you connect with your personal intuitive guide.
- Document your experiences, sensations, and messages received during the meditation.
Lesson 3: Understanding Signs and Symbols
- Explore the language of symbols and signs in intuition.
- Learn how to interpret and decode symbolic messages from your intuition.
- Discover techniques for recognizing and understanding signs in your everyday life.
Assignment 3: Symbolic Scavenger Hunt
- Go on a symbolic scavenger hunt in your environment.
- Find objects, images, or symbols that resonate with you intuitively.
- Reflect on the meanings and messages behind these symbols.
Assessment: Intuitive Decision-Making Exercise
- Present a real-life scenario where you need to make a decision.
- Use your intuition to guide your decision-making process.
- Reflect on the outcome and insights gained from trusting your intuition.
Conclusion:
By completing this standalone learning module on developing intuition, you will have gained a deeper understanding of your intuitive abilities and how to harness them in various aspects of life. Embracing your intuition will empower you to make informed decisions, access higher wisdom, and navigate life with greater clarity and confidence.
Remember, intuition is a lifelong journey of exploration and growth. Practice and trust in your intuitive abilities, and watch as they unfold and enrich your life in profound ways.
[Additional Resources and Recommended Reading]
- List of books, articles, and online resources on intuition and developing intuitive skills.
- Recommendations for further exploration and continued development of your intuition.
|
oercommons
|
2025-03-18T00:34:34.387006
|
06/20/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105639/overview",
"title": "Developing Intuition: Unleashing Your Inner Guidance",
"author": "Neil Lindsay"
}
|
https://oercommons.org/courseware/lesson/19654/overview
|
Driving correctly my English as I drive my car
Overview
Driving my English correctly to drive my car
Summary:
This is a lesson intended for learners having low conversational English skills as well as low reading and writing skills. In this lesson, the learners will review known vocabulary as well as learn new one using it with a correct grammatical structure. They will practice reading and writing. The learners will learn how to read, write and speak in order to communicate with others using correctly la grammar functions; All this will be taught in a real world-problem context.
Educational use
Curriculum /instruction
College & Career Readiness Standards (CCRS) Alignment
• Level: Adult Education
• Grade Level: B
• Subject: English/Language Arts
• Strand: Reading and Writing
Language
English
Learning goals:
The purpose of this lesson is for learners to be able to:
· Learn the correct use of present tense in verbal communication
· Read and write correctly personal information
· Understand basic driving instructional information.
Keywords
Designers for learning
Adult education
Driving license
Present tense
Driving directions
English lesson to drive a car
Time required for the lesson
45 to 60 minutes
Prior knowledge
Basic English vocabulary to introduce oneself
Ability to understand mains ideas in short conversation
Ability to read and write basic English vocabulary to introduce oneself
Required resources
Worksheets
Illustrations
Driving guide
Lesson author & License
Lesson author: Zulema Ramirez
License: Creative Commons CC BY 4.0 license
Context summary
Learning a new language is certainly a challenge, mostly if we cannot attend to school regularly, As a consequence, being forced to communicate, we learn words and phrases informally, not knowing how to put them together effectively to express our ideas into this new language. In this lesson, we are going to walk the learners through the correct lexical and grammatical use of her/his prior knowledge in the present tense and at the same time we are going to integrate new content related to a short - term goal: Obtaining a driver license.
Targeted skills
Presence tense
Driving vocabulary
Asking and giving directions formal phrases
Describe family members.
Learning objectives
By the end of the lesson, the learner should be able to:
1 Give personal information using grammatically correct professional English.
2. Read and write driving directions.
3. Ask directions using formal English phrases
4. Follow directions given by the driving instructor
Relevant for learning
Adult learners planning to complete a professional instruction need to master the required English skills level. This lesson will be focused on the use of the present tense, having as subject daily activities and driving instructions. This lesson will allow the learner to refresh previous lexical knowledge and to learn the correct grammatical use of present tense. The learner will also practice writing and reading. This practice gives the learner the opportunity to improve his/her English skills.
Warm up
The teacher will provide the learners an application form to fill out. When filling in the form the learners will be induced to bring out tacit knowledge, like reading personal information questions, writing her/his address. The form could also include personal development questions in order to prompt the learners to give the teacher more information about their daily activities as well as her English level. Once this activity is done, the teacher will use the form’s questions to prompt the learners to introduce herself/himself.
Introduction
The teacher explains the course of the instruction for this lesson
Presentation/modeling/demonstration
The teacher will introduce herself / himself using new vocabulary in order to complete grammatically correct longer sentences Using a map of the city, the teacher will show the learn a location to explain her way to school. Here the teacher could use driving directions giving detail on how to get to school form the location she/ he chooses. .The teacher could explain succinctly why having a driver license is important her. The teacher could present all these information in a worksheet form. It could be used to underline verbs in present tense so the learners could have it as a reference for their own presentation.
Application
After finishing the demonstration phase, the teacher will ask question utilizing the application form filled out previously and the teacher’s demonstration in order to let the learners practice. In this way the learner will be exercising reading while combining known and new vocabulary to use it in present tense properly.
Integration
In this phase the learner is going to reproduce a real world situation like giving/ asking personal information, asking address, identifying driving directions, writing down driving directions. During the activities the learners will integrate all aspects studied in this lesson using formal English.
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oercommons
|
2025-03-18T00:34:34.408463
|
01/01/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/19654/overview",
"title": "Driving correctly my English as I drive my car",
"author": "Zulema Ramirez"
}
|
https://oercommons.org/courseware/lesson/70797/overview
|
All Kinds of STEM Design Challenge - Micro:bit programming and sustainable energy
Overview
Micro:bit based engineering design challenge that will incorporate "Kid Wind" lessons. If "Kid Wind" is not available, it could be adapted to use with most any sustainable energy system. Students will identify a component of the system to improve, then identify a code that could be used with that system from the Micro:bit library. Students will then create that code. The end product of the entire lesson involves a presentation on the sustainable energy system, the code, and aspects of career exploration.
Micro:bit based engineering design challenge that will incorporate "Kid Wind" lessons. If "Kid Wind" is not available, it could be adapted to use with most any sustainable energy system. Students will identify a component of the system to improve, then identify a code that could be used with that system from the Micro:bit library. Students will then create that code. The end product of the entire lesson involves a presentation on the sustainable energy system, the code, and aspects of career exploration.
|
oercommons
|
2025-03-18T00:34:34.424530
|
08/03/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70797/overview",
"title": "All Kinds of STEM Design Challenge - Micro:bit programming and sustainable energy",
"author": "Mike Hardwig"
}
|
https://oercommons.org/courseware/lesson/76647/overview
|
Photographing Rome
Overview
Gain perspective on a well-known city in Europe through the eyes of a photographer.
Rome, Italy
When I was 5 years old, my family and I gathered around the Christmas tree bright and early on Christmas morning. I was more than excited when I unwrapped a small handheld camera that was pink and orange, and about half the size of a dollar bill. The screen on the camera was less than an inch wide and tall, and the camera could only hold about 3 photos at a time. Still, I was ecstatic. I would walk around the house and take pictures of my family, and then delete them right away so I could take a couple more. This planted the roots for my love of photography. On a trip to Italy, that love blossomed.
Around the time I was ten years old, my family and I decided to stop doing presents for Christmas and take vacations instead. This became one of my favorite traditions very fast. In 2018, we took our first trip to Europe. We spent a majority of the time in Italy, specifically the Rome region. We decided to stay around there because the art and architecture was inspiring. Before the trip, I decided to purchase my first DSLR camera. I practiced using it for the weeks leading up to the trip, but the trip felt like some kind of final exam. It felt like a test that I had been studying for for weeks, and this was my chance to prove my knowledge.
I fell in love with Italy after one day of being there. The pasta and gelato was definitely a factor, but there was something about the energy and the culture that really just changed me as a person. It was my first big exposure to a country outside of North America. Every day we were there was a learning experience, but I didn’t want to let the time just slip through my fingers. I knew at this moment that this was my test. Yes, it was a test I assigned to myself. But I knew that I had to find a way to capture the feeling I was experiencing over there.
Less than a week into our trip, we decided to take a tour called “Rome in a Day”. We started at a small coffee shop in the shadows of the Colosseum. We walked around and through all of the big architectural landmarks. We would spend about an hour at each location, then leave to check out a new city, museum, or town square that was historically famous. There was something humbling, grounding, and almost magical about being right next to the Colosseum. I had seen it in photos, but the photos were nothing like what I experienced.
So I pulled out my camera, adjusted the settings, and began trying to recreate the scene exactly as I was experiencing it. I did this at every structure or town that we went to. I wanted to focus on getting everything from my perspective, because it was a powerful experience to me. Being in a country where they don’t speak English, and my Italian was far from understandable, it was comforting to see everyone taking photos from different places. While everyone’s photos would turn out different, it felt unifying to know that we were all connecting through the click of our cameras. We all had one thing in common, and that was that we never wanted to forget that moment.
Throughout the rest of the trip I continued to take many many photos. At the end of each day, I would go back to our house and spend hours looking at them and editing them. The photos I took in Rome are still some of my favorites to this day, and I could say the same about that vacation. Rome was magical. Photographing it was even more magical.
|
oercommons
|
2025-03-18T00:34:34.438277
|
Visual Arts
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76647/overview",
"title": "Photographing Rome",
"author": "Religious Studies"
}
|
https://oercommons.org/courseware/lesson/64535/overview
|
Grade 6-8 The Arts & Music
Overview
- Resource suggestions to explore and consider as a way to support your family learning during school closures.
Grade 6-8 The Arts & Music
BBC World Music: Explore more than a decade of Radio 3 on-location recordings from 2000 to the present in our World Music archive, recording the life and musical traditions of countries.
Google Art & Culture: Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to tour famous sites and landmarks, and more.
PBS Learning Media: This site bring dance, music, theater, and visual art into your classroom or home with these standards-aligned resources.
Teach Rock: Teach Rock is a standards-aligned, arts integration curriculum that uses the history of popular music and culture to help teachers engage students.
The Metropolitan Art Museum: This site offers an opportunity to explore The Met using an interactive map, watch behind-the-scenes videos, and travel through more than 5,000 years of art in our time machine.
Photo by Brian Erickson on Unsplash
|
oercommons
|
2025-03-18T00:34:34.451601
|
Interactive
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64535/overview",
"title": "Grade 6-8 The Arts & Music",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/70179/overview
|
Science in Elementary Classrooms for Oregon Administrators
Overview
This self-guided course is designed to guide administrators, particularly those in K-5 schools, in thinking about science education in their buildings and to provide background on and fundamentals regarding the Oregon Science Standards (also referred to as NGSS and Next Generation Science Standards). Additionally, this short course will inform participants about the instructional shifts required for Oregon Science Standards/NGSS three-dimensional teaching and learning, guide the development of a plan to support science teaching and learning, and highlight the essential role of equity and inclusion in Oregon's science standards.
Science in Elementary Classrooms
Welcome, Oregon Administrators!
This self-guided course is designed to guide administrators, particularly those in K-5 schools, in thinking about science education in their buildings and to provide background on and fundamentals regarding the Oregon Science Standards (also referred to as NGSS and Next Generation Science Standards). Additionally, this short course will inform participants about the instructional shifts required for Oregon Science Standards/NGSS three-dimensional teaching and learning, guide the development of a plan to support science teaching and learning, and highlight the essential role of equity and inclusion in Oregon's science standards.
The Canvas platform organizes learning units as courses; within courses are modules, and within modules are pages. There are two modules in this course. The pages of each module are comprised of short videos, articles, journal and reflection prompts, opportunities to share new ideas, and guidance on planning for quality science teaching and learning.
Participants may choose to complete these modules on their own or with colleagues. Having a small group of peers, such as a PLC made up of elementary administrators from the same or neighboring districts, will provide trusted thought partners and a bit of accountability as one moves through the lessons and takes concrete steps to further the enactment of Oregon's science standards.
Approximate times for each page in Module 1 are listed below. Ideally you will move through this module over several weeks. This will allow for time to process new information, observe and reflect on science education in your building, and connect with colleagues. However, if you prefer an intensive course, allow for approximately three hours for Module 1.
Module 1 Learning Objectives
- Reflect on current science practices in your building
- Develop basic understanding of the three dimensions of NGSS
- Understand the key instructional shifts called for in Oregon's Science Standards (NGSS)
- Understand the essential role of your equity focus regarding science teaching and learning
- Develop plans to support elementary science teaching and learning
There are 8 Pages in Module 1: Establishing Your Foundation:
- Getting Started (approximately 15 minutes)
- State of Science in Elementary Schools (approximately 15 minutes)
- A New Vision for Science Education (approximately 25 minutes)
- NGSS: Three Dimensional Teaching and Learning (approximately 15 minutes)
- Instructional Shifts of NGSS (approximately 25 minutes)
- Equity and NGSS (approximately 25 minutes)
- Planning for NGSS In Your Building: Your Vision (approximately 30 minutes)
- Planning for NGSS In Your Building: Concrete Action Steps (time will vary; generally participants need at least 30 minutes)
If you are retuning for Module 2:
This course content is offered under a CC Attribution Share AlikeLinks to an external site. license. Content in this course can be considered under this license unless otherwise noted.
|
oercommons
|
2025-03-18T00:34:34.466750
|
Physical Science
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70179/overview",
"title": "Science in Elementary Classrooms for Oregon Administrators",
"author": "Life Science"
}
|
https://oercommons.org/courseware/lesson/23454/overview
|
Student Practice Interactive for Naming Fractions
Exit Ticket Naming Fractions
Intro to fractions
To develop the concept of equivalent:
To develop the concept of equivalent:
Student Practice Interactive
As an ESL teacher this oer has been a great help as all the lesson are translated into several languages
Intro to Fractions GED /ESL
Overview
Many GED/ESL students have a lapse in education. As a result, the concept of fractions is a difficult task to teach to the adult learner. This OER will give the student the basic introduction to the concept of fractions. Gaining confidence the student can move on to higher level mathematics.
Introduction to Fractions
Cutting Shapes into Equal Parts
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oercommons
|
2025-03-18T00:34:34.487027
|
05/18/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/23454/overview",
"title": "Intro to Fractions GED /ESL",
"author": "diane orecchio"
}
|
https://oercommons.org/courseware/lesson/96996/overview
|
Education Standards
Teaching Cultural Diversity
Overview
Original Title :
How the Monuments Came Down
Author:
Created by on October 8,2021 by #GoOpenVA.Administrator.
License: Common Attributive
It is a great tool for teaching both writing and cultural diversity. It has a refreshing theme. It guides students to a 21st century relavant approach to Black History. Most students are repetitiously taught lessons about what happened back then. The lessons include current events which presents a connection between the present the past and the future generations.
Series Introduction
How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.
Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down.
In this collection, you will find film clips and learning resources designed to engage students with primary sources found in the film. These curriculum resources were written by Rodney Robinson, the 2019 National Teacher of the Year and a 20-year veteran of Richmond Public Schools. For a PDF version of the guide, with extension activities, visit vpm.org/monuments.
How the Monuments Came Down is a production of Field Studio, in association with VPM.
NOTE TO TEACHERS:
The video clips, Caricatures of African Americans and Monument Avenue Commission, include depictions of blackface; in an effort to provide authentic and transparent resources about the historical experiences of Black Americans, these moments were not censored. Some abusive language appears in one primary resource in The Right to Vote.
The “n” word appears in one archival source commenting on the suppression of the Black vote in the late 19th and early 20th centuries.
A reporter notes that a City Council member said that the city “still has a hell of a long way to go.”
Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.
Episode List and Direct Links
5. John Mitchell, Jr., and Maggie L. Walker
6. Lost Cause Narrative and Building Monument Avenue
7. Caricatures of African Americans
8. Interstate 95 and the Destruction of Jackson Ward
10. First Majority-Black City Council
11. Arthur Ashe
12. African American Monuments
14. Monument Avenue Commission
15. Summer 2020
17. Marcus-David Peters and Systemic Racism
18. How the Monuments Came Down Additional Resources
Curriculum Guide Introduction
Dear Teachers,
Thank you for taking a moment in your busy day to consider this curriculum guide for How the
Monuments Came Down, an essential film for viewing — and teaching.
How the Monuments Came Down is a fascinating documentary that tells a 160 year struggle for suffrage, political power, and respect for Black Richmonders. It combines great storytelling with outstanding primary sources to reveal narratives that have widely been dismissed in many documentaries.
I have taught history in Richmond more than 20 years, and this film captures so much of the history of the city, the struggle, the political strife, the systemic racism, and the determination of the people to overcome. All students and teachers should watch this film and have deep, thoughtful discussions about systemic racism and how it appears in everything from legislation passed by the state lawmakers to statues to police and public interactions. I challenge teachers and students to watch and have respectful, open, and honest conversations about power and race in the city of Richmond.
The guide is organized into two sections: the first presents graphic organizers for use with document analysis; the second offers document based questions. Each learning opportunity within is supported by a clip from the film and a primary source for students and teachers to analyze, in order to develop a deeper understanding of the film and the historical eras it explores. There is also a list of project-based activities to tap into deeper learning for your students. And every element of this guide is connected to the relevant Virginia Standards of Learning and Common Core State Standards.
I hope that you find this guide as meaningful to teach as it was to create. My best wishes for your work,
Rodney Robinson
Richmond Public Schools
2019 National Teacher of the Year
Cultural Diversity
How the Monuments Came Down is a fascinating documentary that tells a 160 year struggle for suffrage, political power, and respect for Black Richmonders. It combines great storytelling with outstanding primary sources to reveal narratives that have widely been dismissed in many documentaries. This lesson was put together by a teacher that has taught history in Richmond more than 20 years, It includes films that capture much of the history of the city, the struggle, the political strife, the systemic racism, and the determination of the people to overcome. I concur that all students and teachers should watch this film and have deep, thoughtful discussions about systemic racism and how it appears in everything from legislation passed by the state lawmakers to statues to police and public interactions. It is a challenge for teachers and students to watch and have respectful, open, and honest conversations about power and race not just in the city of Richmond but the United States abroad The guide is organized into two sections: the first presents graphic organizers for use with document analysis; the second offers document based questions. Each learning opportunity within is supported by a clip from the film and a primary source for students and teachers to analyze, in order to develop a deeper understanding of the film and the historical eras it explores. There is also a list of project-based activities to tap into deeper learning for your students. And every element of this guide is connected to the relevant Common Core State Standards. I hope that you utilize this guide for the dual purpose teaching writing across the curriculum as well as cultural diversiity through history,
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oercommons
|
2025-03-18T00:34:34.533793
|
09/05/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/96996/overview",
"title": "Teaching Cultural Diversity",
"author": "Pamela Sanders"
}
|
https://oercommons.org/courseware/lesson/101949/overview
|
The Outsiders Lesson Plan (End of book)
Overview
This lesson includes the reading of the last chapter in "The Outsiders" as well as the introduction to the technology infused list of final project ideas for the students to choose from.
Stage 1 - Desired Results
ESTABLISHED GOALS |
Students will transfer their creative minds into a project based on the end of their reading of The Outsiders Students will use their knowledge to create a form of art |
Transfer
Students will be able to independently use their learning to… |
| create artwork (2D or 3D) based on their reading and knowledge of the characters and their attributes |
Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
| Technology can be used to create artwork and writing a paper is not the only way to incorporate their thoughts about the end of the book | -What websites can we use to create our own version of the book cover? -What databases can we use to create our own movie? |
Aquistion
Students will know… | Students will be skilled at… |
| How to use Canva and other websites for future projects | using technology to display their creativity |
Stage 2 - Assessment Evidence
Evaluative Criteria | Assessment Evidence |
-Through PowerPoint, students will be given a quick lesson about their future project and the requirements involved. -I will then go through the websites students can use to complete their projects. I will do mini examples of each using the websites provided. | PERFORMANCE TASK(S): -During the presentation, students will be shown the different ways they will be able to complete their end of the book project. 1. A paper on the different themes/character developments they want to explore further 2. A new cover for the book "The Outsiders"- Students will use Canva or Adobe to create their own version of what they think is the most important parts of the book, and will create a visual based on that. 3. an alternative ending to the book- students will create a short movie using their creativity to display what they wanted to happen at the end of the book. Students will be able to use GarageBand and Telestory to create their movie. For all projects, except the paper, students will be able to work together. However, students will be required to use one of the provided websites/apps
|
-Students will have the last chapter of the book read to them through the Audiobook. The students will follow along with their own books. -We will have an open discussion forum on Moodle in which the students will describe their closing thoughts about the ending of the book. | OTHER EVIDENCE: Websites/Apps introduced: Audiobooks, GarageBand, Telestory, Canva, Adobe |
Stage 3 - Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E1 = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E2 = Allow students to Evaluate their work and its implications?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
1. The use of technology to create their projects, will inspire students to be creative and use the websites in the future
2. Students will gain more knowledge by creating their own versions of either the ending of the book or a new book cover.
3. Having three different project ideas for students to choose from will ensure they are given many options to display their knowledge and creativity.
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oercommons
|
2025-03-18T00:34:34.555743
|
03/18/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101949/overview",
"title": "The Outsiders Lesson Plan (End of book)",
"author": "Stephanie Bishop"
}
|
https://oercommons.org/courseware/lesson/109655/overview
|
Education Standards
Nebraska The Great American Water Machine student worksheet
Video - Nebraska: The Great American Water Machine
Nebraska The Great American Water Machine
Overview
Video link and accompanying worksheet with answer key. Nebraska ranks #1 in both irrigated acres and groundwater abundance in the U.S. Water is the lifeblood of the state. This program, produced in cooperation with the Nebraska State Irrigation Association, explores the relationships between groundwater and surface water, the different ways in which we use it, and how we work together to manage water for future generations.
In the middle of the "Great American Desert", more surface water flows out of Nebraska than flows into it. Nebraska ranks #1 in both irrigated acres and groundwater abundance in the U.S. Water is the lifeblood of the state. This program, produced in cooperation with the Nebraska State Irrigation Association, explores the relationships between groundwater and surface water, the different ways in which we use it, and how we work together to manage water for future generations.
This video and accompaning worksheet help students gain an understanding of this valuable resource.
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oercommons
|
2025-03-18T00:34:34.575822
|
Assessment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109655/overview",
"title": "Nebraska The Great American Water Machine",
"author": "Activity/Lab"
}
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https://oercommons.org/courseware/lesson/65532/overview
|
Education Standards
2. Chp. 8 Teacher Guide (doc)
3. State We're In: Washington - Chapter 8
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. 8: Civics and Nature
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.
Chapter 8 focuses on the natural resources in the state of Washington including challenges the government faces when competing interests are at stake, as well as ways the state and individuals can have an impact on that future.
Civics and the Natural World: Land, Air, Water, Plants, and Animals
General Overview
This chapter focuses on the natural resources in the state of Washington including challenges the government faces when competing interests are at stake, as well as ways the state and individuals can have an impact on that future.
Enduring Understanding
While the state of Washington faces challenges with respect to the depletion of natural resources, both government agencies and individuals can create compromises that will have a positive impact on the physical environment well into the future.
Standards
- G2.6-8.3 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 and/or present.
- C2.6-8.2 - Distinguish the structure, organization, powers, and limits of the government at the local, state, and tribal levels.
- SSS4: Creates a product that uses social studies content to support a thesis, and presents the product in an appropriate manner to a meaningful audience.
Learning Goals
- Explain ways that the physical environment is impacted by human actions.
- Research and explain the roles government agencies have in balancing resource management and public access to natural resources in Washington State.
- Write a public service announcement script for a video or radio show, using relevant evidence and valid reasoning to encourage citizens to protect the physical environment.
Supporting Questions
Students consider these questions - finding and using evidence to support the Enduring Understanding.
- What challenges do the natural resources in the state of Washington face?
- How have the government agencies tried to address the challenges?
- How can individuals in Washington impact the future of the state?
Tasks
- Launch
- Focused Notes
- Text-Dependent Questions
- Focused Inquiry
Attribution and License
Attribution
This Teacher’s Guide for Chapter 8: The State We’re In Washington was developed by Amy Ripley and Nicole Snyder, Pullman 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.
Leavenworth, WA area cover image by Don White from Pixabay
License
Except where otherwise noted, this Teacher Guide for The State We’re In Washington Chapter 8, 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
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.
Launch
Task 1: Launch
Purpose: Engage students into the content of the chapter.
Distribute the Student handout: Launch to students.
- Watch the video to promote the idea that salmon are a precious natural resource. Provide an opportunity for the students to address ways to protect salmon.
- 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
Task 2: Focused Notes
Purpose: Activating thinking about the content of the 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.
- After students have completed the work, have them discuss the area of the natural world they are most interested in preserving. This will create the avenue for a personal interest inquiry.
Text-Dependent Questions
Task 3: Text Dependent Questions
Purpose: Engage students in a close reading activity about specific chapter content. The students will need to return to the content multiple times to truly understand the depth of the issues.
Distribute the Student handout: Text Dependent Questions document to students.
Before handing out the Text Dependent Questions, conduct a whole-group discussion about “competing interests”. Remind them that any time humans interact with the environment or try to make improvements, the result could positively or negatively affect the physical environment.
During the discussion, have the students return to their Focused Notes and identify evidence from Chapter 8 that explains how human interests or actions adversely affected the physical environments. Ask the students to discuss examples from the text with an elbow partner.
For example, a student might contribute the following example, “On page 114, the federal government gave a lot of land to settlers... and the rail lines.” Although it doesn’t explicitly state that encouraging humans to occupy land or railroads to build more lines would impact the natural resources, these actions improve the lives of humans, but could change or deplete the vegetation or food sources in the area, so the wildlife might have to search elsewhere.
Distribute the Student Handout for the Text-Dependent Questions.
- As students perform the first read of “Sally the Steelhead Salmon” on pages 126-129. They will search for human interests that impacted Sally’s journey.
- After students complete the first read, use the fishbowl discussion technique from Teaching Tolerance to gather ideas about competing interests and human actions that adversely affected Sally’s journey.
- Have students perform the second read of “Sally the Steelhead Salmon.” They will record the names of government agencies, tribes, and citizen organizations that “worked to restore and protect” the habitats that Sally frequented. Have them add the name and the measure taken to protect Sally’s habitat to their notes.
Focused Inquiry
Task 4: Focused Inquiry
Purpose: Students will engage in a focused inquiry that matches a government agency, tribes, or citizen group to protective measures for supporting the physical environment. The focused research will be a springboard for answering the compelling question and taking informed action.
Compelling Question
How can humans effectively balance their interactions with and protect the physical environment?u
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oercommons
|
2025-03-18T00:34:34.671958
|
U.S. History
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65532/overview",
"title": "The State We're In: Washington - Teacher Guide Ch. 8: Civics and Nature",
"author": "Political Science"
}
|
https://oercommons.org/courseware/lesson/81244/overview
|
MEDYA İNGİLİZCE
MY FINGERPRİNT PARMAK İZİM PLAN
Overview
Öğretmen çocuklara iletişim hakkında bilmeceler sorar. Öğretmen daha sonra sınıfa birkaç kutu getirir. Bu kutudan neler yapabileceğimizi sorar ve medya araçlarıyla beyin fırtınası yapmalarını sağlar. Çocuklar istedikleri gruplara ayrılıyorlar, kutuları istedikleri gibi şekillendirebiliyorlar, televizyon, radyo, telsiz, mikrofon, telefon. Televizyonun düğmeleri ve kumandası renkli kağıtlarla çocuklar tarafından yapılıyor. Bu kişinin başına televizyon maketi konulur ve kişiden bir haber sunuyormuş gibi yapması istenir. Daha sonra öğretmen kanalı değiştiriyormuş gibi yapar ve başka bir kişiden bir yarışma sunuyormuş gibi yapmasını ister. Kullandıkları iletişim araçlarıyla ilgili dramalar yapılır.
MY FINGERPRINT PARMAK İZİM PLAN
The teacher asks the children riddles about communication. The teacher then brings a few boxes to the class. It asks what we can do from this box and allows them to brainstorm with media tools . Children are divided into groups they want, they can shape the boxes as they wish, television, radio, wireless, microphone, telephone. The buttons of the television and the control are made by children with colored paper. The television model is put on that person's head and the person is asked to pretend to present a news. Then the teacher pretends to change the channel and asks another person to pretend to present a competition. Dramas are made about the communication tools they have used.
MY FINGERPRINT PARMAK İZİM PLAN
they create original designs from boxes made of materials now, communication tools are made and students make drama with the communication tools they make.
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oercommons
|
2025-03-18T00:34:34.692469
|
Interactive
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/81244/overview",
"title": "MY FINGERPRİNT PARMAK İZİM PLAN",
"author": "Game"
}
|
https://oercommons.org/courseware/lesson/73182/overview
|
C-SPAN This Day in History
History - This Day in History
Library of Congress Today in History Collections
On This Day
POWER Library
Student Journal
Time and Date - One This Day
On This Day
Overview
This lesson will introduce students to an important event that took place on this day.
Lesson Objectives
Students will know / be able to...
- Analyze the impact of a historical event or figure.
- Evaluate the short- and long-term consequences of a historical event or figure.
Activity
Instructor Notes:
Using one or several of the websites provided, locate a historical event that happened today. This event should correlate with the topic of today’s lesson or be at least aligned to your subject area.
Share with the students a piece of media about today’s event. This can be in the form of an image, an article, a video, etc.
Once you have introduced the event, have the student’s record what they already know about the event on the attached worksheet. They should also write down any additional questions they have about the event.
Students should use the POWER Library resources to do further research on the historical event or person that was highlighted today. They should look for answers to their questions from above and find out why this event is important to us today.
As part of their journaling, they should also provide an answer to what they think our lives would look like if this event did not occur or the historical figure did not exist.
Notes:
- If this activity will be completed daily, have the students create a student notebook where they can record their findings each day.
- This activity can be used as a bell ringer or exit ticket.
- If completed daily, students will be able to see how their writing has progressed throughout the school year.
- This can be a collaborative activity by rotating the subject or topic area each day.
Extended Activities:
- Have students use the provided resources to do a poster about what happed on the day they were born.
- Have the students create a news broadcast as if they were delivering the news on the day the event happened.
Directions:
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oercommons
|
2025-03-18T00:34:34.720117
|
Law
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73182/overview",
"title": "On This Day",
"author": "History"
}
|
https://oercommons.org/courseware/lesson/19431/overview
|
The Promethean Myth
Overview
This is the story of Prometheus, Zeus, and Pandora's box. Prometheus has a lot to do with Pandora's box.
Section 1
This is the story of Prometheus, Zeus, and Pandora's box. Prometheus has a lot to do with Pandora's box.
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oercommons
|
2025-03-18T00:34:34.736716
|
12/15/2017
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/19431/overview",
"title": "The Promethean Myth",
"author": "Krissy Watson"
}
|
https://oercommons.org/courseware/lesson/76251/overview
|
How to Add Content to OER Commons (this is the large umbrella description))
Overview
Describe the big picture of your content here
Testing Adding Content 1
Describe your content here
Testing Adding Content 2
Again, describe your content here
Describe the big picture of your content here
Describe your content here
Again, describe your content here
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oercommons
|
2025-03-18T00:34:34.755884
|
01/11/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76251/overview",
"title": "How to Add Content to OER Commons (this is the large umbrella description))",
"author": "Julie Robinson"
}
|
https://oercommons.org/courseware/lesson/80241/overview
|
Learning Domain: Algebra: Seeing Structure in Expressions
Standard: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
Learning Domain: Functions: Building Functions
Standard: Write a function that describes a relationship between two quantities.*
Learning Domain: Functions: Building Functions
Standard: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
Learning Domain: Functions: Interpreting Functions
Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.*
Learning Domain: Functions: Interpreting Functions
Standard: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
Cluster: Write expressions in equivalent forms to solve problems
Standard: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
Cluster: Analyze functions using different representations
Standard: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.*
Cluster: Analyze functions using different representations
Standard: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
Cluster: Build a function that models a relationship between two quantities
Standard: Write a function that describes a relationship between two quantities.*
Cluster: Build new functions from existing functions
Standard: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
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oercommons
|
2025-03-18T00:34:34.776805
|
05/11/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80241/overview",
"title": "Unit 2: Structures of Expressions",
"author": "Mindy Branson"
}
|
https://oercommons.org/courseware/lesson/113937/overview
|
Video Presentation detailing how to add resources to the Massachusetts Community Colleges OER (Open Educational Resources) Hub.
Instructions for Faculty
Overview
Instructions for creating and adding material to the Massachusetts Community Colleges Open Educational Resources Hub in PDF and video format.
Slideshow of instructions for Faculty and other members of Massachusetts Community College community to add content to the Massachusetts Communtiy Colleges Open Educational Resources Hub.
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oercommons
|
2025-03-18T00:34:34.793598
|
03/06/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113937/overview",
"title": "Instructions for Faculty",
"author": "Rachel Oleaga2"
}
|
https://oercommons.org/courseware/lesson/107001/overview
|
Ag Business Balance sheets
Overview
Used in Agricultural Business to review Balance sheets, income and expenses.
Ag Business
Farm-opoly Balance Sheet
Materials:
- Monopoly Board game (1 per 4 students)
- Balance sheet
- Asset Sheet
Length—3, 45 minute class periods
Objectives:
- TLW implement business-making decisions
- TLW record business expenses and income on a balance sheet
- TLW determine the meaning of a business asset.
Introduction:
- Bellwork essential question on the board: “What is a balance sheet”
- Discuss with students their answers as they finish the question.
- Using prior knowledge from earlier lessons, students should reach the conclusion that a balance sheet is a document business use to document income and expenses.
Main lesson
- Review vocabulary and balance sheet information using the Glow with the Flow moment. Students will pair up and create a flow sheet or brainstorm dump of how balance sheets work.
- Distribute balance sheet and asset sheet to each student. Each student is responsible for recording all income, all expenses, and any transfer of property. Examples are: Rent (paid or collected), money from the cards, money from passing go etc. Any time cash is transferred, they need to record it in their sheet.
- Today we are playing Monopoly. This will help us practice using a balance sheet. When I say so, you and your monopoly team will open up the game and get set up. Follow instructions that are in the game. Before you begin, stop, and I’ll give you more instructions.
- Distribute monopoly boards to each group of 4 students. Review rules of monopoly with students.
- When you begin, not before I say go, we will have x amount of time to play. Record each time money transfers hands. What questions are there? Go.
- As students play, monitor and check for each student to be recording the cash flow. Assets should be written on asset sheet.
- The game should take two class periods. At the end of the second class period, regardless of if the game is finished or not, students should have their balance sheet and asset sheet completed.
- On the third class period, students will need to total up their earnings and assets and any other financial transactions. Discuss and reflect with students about if their business was successful based off the information of the balance sheet.
- Students should be able to identify parts of a balance sheet, and what sort of transactions go where.
|
oercommons
|
2025-03-18T00:34:34.816991
|
07/22/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107001/overview",
"title": "Ag Business Balance sheets",
"author": "Kaydie Brandl"
}
|
https://oercommons.org/courseware/lesson/94979/overview
|
-
- Affixes
- Dinosaurs
- ELA
- Greek and Latin Roots
- biology
- dinosaur
- ela
- License:
- Creative Commons Attribution
- Language:
- English
- Media Formats:
- Downloadable docs
Education Standards
Learning Domain: Biological Unity and Diversity
Standard: Make observations of plants and animals to compare the diversity of life in different habitats.
Learning Domain: Heredity: Inheritance and Variation of Traits
Standard: Use evidence to support the explanation that observable traits can be influenced by the environment.
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Learning Domain: From Molecules to Organisms: Structures & Processes
Standard: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Learning Domain: Earth and Human Activity
Standard: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
Learning Domain: Language
Standard: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Learning Domain: Reading: Foundational Skills
Standard: Identify and know the meaning of the most common prefixes and derivational suffixes.
Learning Domain: Reading: Foundational Skills
Standard: Decode words with common Latin suffixes.
Learning Domain: Reading: Foundational Skills
Standard: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Learning Domain: Language
Standard: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Maryland College and Career Ready English Language Arts Standards
Grade 3Learning Domain: Reading: Foundational Skills
Standard: Identify and know the meaning of the most common prefixes and derivational suffixes.
Maryland College and Career Ready English Language Arts Standards
Grade 3Learning Domain: Reading: Foundational Skills
Standard: Decode words with common Latin suffixes.
Maryland College and Career Ready English Language Arts Standards
Grade 4Learning Domain: Reading: Foundational Skills
Standard: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Science Domain: Earth and Space Sciences
Topic: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
Standard: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems
Standard: Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
Science Domain: Life Sciences
Topic: Inheritance and Variation of Traits: Life Cycles and Traits
Standard: Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms
Standard: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
Science Domain: Life Sciences
Topic: Structure, Function, and Information Processing
Standard: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
Science Domain: Life Sciences
Topic: Natural Selection and Adaptations
Standard: Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.]
Science Domain: Life Sciences
Topic: Natural Selection and Adaptations
Standard: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.]
Cluster: Vocabulary Acquisition and Use.
Standard: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Cluster: Phonics and Word Recognition.
Standard: Identify and know the meaning of the most common prefixes and derivational suffixes.
Cluster: Phonics and Word Recognition.
Standard: Decode words with common Latin suffixes.
Cluster: Phonics and Word Recognition.
Standard: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Dino Name Game
Overview
So many dinosaurs have names that come from Greek or Latin roots.
This activity lets kids explore those affixes.
This is a card sort activity that looks at the Greek and Latin affixes found in dinosaur names.
edit later
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oercommons
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2025-03-18T00:34:34.872136
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Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94979/overview",
"title": "Dino Name Game",
"author": "Reading Foundation Skills"
}
|
https://oercommons.org/courseware/lesson/24955/overview
|
-
- Assessment
- Blended
- Lemon Brown
- Little Things Are Big
- MSDE
- Remix
- Stations
- Technology
- Writing
- License:
- Creative Commons Attribution
- Language:
- English
- Media Formats:
- Downloadable docs
Education Standards
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Reading for Literature
Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Learning Domain: Reading for Literature
Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Learning Domain: Reading for Literature
Standard: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Learning Domain: Reading for Literature
Standard: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Learning Domain: Reading for Literature
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Learning Domain: Language
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Learning Domain: Language
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Learning Domain: Language
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Learning Domain: Reading Literature
Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Maryland College and Career Ready English Language Arts Standards
Grade 8Learning Domain: Reading Literature
Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
Learning Domain: Reading Literature
Standard: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Learning Domain: Reading Literature
Standard: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Learning Domain: Reading Literature
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Learning Domain: Speaking and Listening
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly.
Learning Domain: Speaking and Listening
Standard: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Learning Domain: Writing
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Key Ideas and Details.
Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Cluster: Range of Reading and Level of Text Complexity.
Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Cluster: Key Ideas and Details.
Standard: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
Cluster: Key Ideas and Details.
Standard: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Cluster: Range of Writing.
Standard: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Research to Build and Present Knowledge.
Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Cluster: Comprehension and Collaboration.
Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Cluster: Presentation of Knowledge and Ideas.
Standard: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
Cluster: Knowledge of Language.
Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Cluster: Vocabulary Acquisition and Use.
Standard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Cluster: Vocabulary Acquisition and Use.
Standard: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
War of Words Lesson 2 (MDK12 Remix)
Overview
“The Treasure of Lemon Brown” by Walter Dean Myers
See Overview attachment for lesson details.
Section 1
“The Treasure of Lemon Brown” by Walter Dean Myers
See Overview attachment for lesson details.
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oercommons
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2025-03-18T00:34:34.944137
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Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/24955/overview",
"title": "War of Words Lesson 2 (MDK12 Remix)",
"author": "Reading Literature"
}
|
https://oercommons.org/courseware/lesson/109522/overview
|
https://www.youtube.com/watch?v=Re3_ajB11E0
States of Matter
Overview
Students will be learning about the states of matter. I will be teaching them different things and differences of solids, liguids, and gases. Students then will do 2 tasks:
Task 1: Watch a states of matter song on youtube.
Task 2: Play a game that has them answer questions about states of matter to advance in the game.
Learning Matter
I will be teaching my 5th grade students states of matter. This will include solids, liquids, and gases. After I teach the lesson, the students will do 2 tasks:
Task 1: Watch the states of matter song on youtube.
Task 2: Students will play a states of matter game where they will answer questions about states of matter to advance in the game.
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oercommons
|
2025-03-18T00:34:34.962815
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109522/overview",
"title": "States of Matter",
"author": "Physical Science"
}
|
https://oercommons.org/courseware/lesson/85456/overview
|
ORGANIC FARMING OVERVIEW
Overview
Basic overview on organic farming. information gathered across google
OVERVIEW
2.78 million hectares of farmland are under organic cultivation.
Madhya Pradesh – stands first in organic cultivation
Sikkim became the first state to become fully organic in Indi
Agricultural and processed food products exported during 2020-21
- 8,88,179.69 metric tons of organic food exported, accumulating over Rs.707849.52 lakhs. (1.04 billion USD)
Export Development Authority (APEDA) is a government organisation, providing financial guidelines towards the development of scheduled products like fruits, vegetables, meat and meat products, poultry and poultry products, Dairy products, biscuits, honey, jaggery, sugar products and dry fruits.
“Organic agriculture is a holistic production management system that avoids use of synthetic fertilizers, pesticides and genetically modified organisms, minimizes pollution of air, soil and water, and optimizes health and productivity of interdependent communities of plants, animals and people.”
Organic farming is a production scheme, which mainly prohibits or avoids the utilization of artificial pesticides, fertilizers, livestock feed additives, and growth regulators.
The objectives of environmental, financial, and social sustainability are the fundamentals of organic farming.
The major features include protecting long-lasting fertility of soil by preserving organic matter level, nitrogen self-sufficiency through the use of biological nitrogen fixation and legumes, careful mechanical intervention, fostering soil biological activity, successful recycling of organic materials including livestock wastes and crop residues, and pest control relying mainly on crop rotation, diversity, natural predators, resistant varieties, and organic manuring.
A huge emphasis is made on preserving the soil fertility by returning all the wastes to it primarily through compost to reduce the gap between nitrogen, phosphorous, and potassium (NPK) addition and its removal from the soil.
Organic farming approach involves steps like: (i) conversion of land from conventional management to organic management, (ii) management of the entire surrounding system to ensure biodiversity and sustainability of the system (iii) crop production with the use of alternative sources of nutrients such as crop rotation, residue management, organic manures and biological inputs (iv) management of weeds and pests by better management practices, physical and cultural means and by biological control system, and, (v) maintenance of live stock in tandem with organic concept and make them an integral part of the entire system.
Priniciple of Health, ecology, fairness, care
Organic Farming – Manures
1. Compost, Vermicompost – solid
vermi-wash, panchakavya, jeevaamirtham - liquid
2. Green leaf manures
3. Biofertilizers – such as azolla
4. Cow dung – manures
cluster bean, cowpea (legume plant), sesbania, crotalaria juncea
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oercommons
|
2025-03-18T00:34:34.976704
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08/30/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85456/overview",
"title": "ORGANIC FARMING OVERVIEW",
"author": "Kayalvizhi Duraisamy"
}
|
https://oercommons.org/courseware/lesson/65746/overview
|
Understanding Life Through Music
Overview
This is my Humanities Moment for the humanitiesmoments.org website. My Humanities Moment is about music and realization.
By Sydney Downard
When my Humanities moment struck me, I was dumbfounded. Being at the young age of fourteen, I don’t think I fully understood the power of music. I knew that I loved music. I knew that I could connect with music. I knew that music had some power over the world, as everyone around me loved music and connected with it also. I just don’t think that I fully knew the profound power of music until this moment.
I was fourteen, and riding as a front seat passenger in my guardian's van. We didn’t have a destination, we were simply just driving around and listening to music through the aux. I had just chosen the song “Wake Me Up” by Avicii and turned to gaze out the window while we were driving. I was relaxed and enjoying the music.
It was then, while I was listening to that song, that I was struck with an overwhelming and paralyzing feeling. I’m not entirely sure what this feeling was, but it was peaceful. I realized that life did not last forever. My breath caught in my throat, and I felt that I was fully in the moment. Up until this point, I guess I could say that I was slightly spaced out. Not just spaced out in the moment, but spaced out to life in general.
It was surreal. Time felt frozen. It was like the world stood still. In this moment I had come to understand something bigger than myself and the rest of the world. It was like I was let in on a secret about the known universe. This feeling was fleeting, and only lasted maybe three or four seconds. However, within these three or four seconds my understanding of life and the universe had changed.
Then, time unpaused, and the world continued to move. I sat there, enjoying the peace, with a greater understanding. A greater understanding that life moves on and death is a part of life.
Then I turned away from the window and started a conversation with my guardian. I continued to be in the moment. I felt rejuvenated. I felt like I was where I was supposed to be. This moment helped to change the way I look at life and death. I don’t fear death. I just live my life one day at a time. I don’t let time creep up on me as much as I let it before. This moment put a lot of things into perspective for me. I know that the song helped me to realize this, and added to my moment of realization.
This moment was surreal. The song, “Wake Me Up” by Avicii holds a special place in my heart. It helped me to have one of the biggest revelations in my life so far. I feel at peace when I listen to the song. I love this song.
Looking back, it’s also one of the reasons that helped me realize the power of music. Music has a way of being relatable in so many ways, and can influence a person to do so many things. It helped me to see the power of music in a way I hadn’t before. This moment helped me have an understanding of life through music.
Works Cited
Avicii. “Wake Me Up.” True, Universal Music AB, 2013. Amazon Music, https://www.amazon.com/Wake-Me-Up/dp/B00F0AIBJC/ref=pd_rhf_se_p_img_1?_encoding=UTF8&psc=1&refRID=0F22ZSVMCQV3TEKK7E1V
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oercommons
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2025-03-18T00:34:34.994847
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04/29/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65746/overview",
"title": "Understanding Life Through Music",
"author": "Sydney Downard"
}
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https://oercommons.org/courseware/lesson/80206/overview
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Citing Sources Game Nearpod
Citing Sources Nearpod
Citing Sources Review Doc
Final Book Report Example
MLA Formatting Google Slides
MLA google slides
outline google slides
outlines brainpop
Outline Student Example
review h5p
Book Reports & Outlines
Overview
This is a unit given after the Google Doc units as taught in Word Processing.
I. Book Reports
Book Report (BrainPOP)
Watch this BrainPOP video on writing a Book Report. Afterward, click on this Quiz to review what you just learned.
Book Reports Review
For this activity, you will be interacting with the quiz set activity below which contains questions from the previous lesson. You have unlimited attempts to answer the questions correctly. You do not earn credit for this activity, but it will increase your understanding.
CLICK HERE for the activity.
II. Outlines
Outlines (BrainPOP)
Watch this BrainPOP video on outlines. Afterward, click on Quiz to review what you just learned.
Outline Tool in Google Docs
Watch the presentation below on using the Outline Tool in Google Docs. Be sure to especially watch the video on slide 4 which shows you exactly how you will set up your book report outline this week.
ASSIGNMENT: Book Report Outline
Book Report Outline (10 points)
Learning Objective: I can create an outline for the book report that I will be writing next week.
Creating an outline before going through a writing process will make organizing your thoughts a lot easier. You can create outlines for essays, book reports, notes, and much more.
Please watch this assignment overview video before attempting this assignment (and make sure you watch this Outline Tool Lesson if you haven't done so already):
For this assignment, you will be creating an outline for the book report you will be writing next week on a book of your choosing. You must use the Outline Tool and Heading Styles in Google Docs in order to complete this assignment correctly. Click here if you would like to see a fantastic outline done by Zak that received full credit!
You can ask yourself the following questions to help you write your book report outline in the introduction, body and conclusion paragraphs:
Introduction paragraph:
- What is the title of the book?
- Who is the author of the book?
- What is the genre of the book?
Body paragraphs:
- What is the theme of the book?
- When and where does this story take place?
- What is the plot of the book?
- Who are the characters? Give a brief description of each of them.
Conclusion paragraph:
- What do you think of the book?
- What do you like/dislike about the book?
- What are some quotes and examples from the book to support your opinion?
Instructions:
Step 1. Choose the book that you are going to write your book report on.
Step 2. Go to your Google Drive, create a new Google Doc and save it as "LastName, FirstName Outline".
Step 3. Go to View > Show document outline so you can see the outline panel on the left. You will be using headings in your document outline which will then show up on the outline panel (normal text will not appear).
Step 4. Write your outline for your book report using the sections and questions listed above to guide you. You will be graded based on the following:
- Outline of notes must be at least 1 page in length and has all 4 of the heading sizes
- Heading 1 is used for main topics
- Heading 2 is used for sub-topics
- Heading 3 is used for supporting details
- Heading 4 is used for specific details
- Choose different font types and colors to have some fun with it
Step 5. Get organized by moving your document into your “Word Processing Assignments” folder (File > Move > Word Processing Assignments > Move > Move).
Attribution: BrainPOP
III. MLA Formatting
MLA Formatting
Read this presentation thoroughly so you will know how to set up your book report using MLA formatting this week.
IV. Citing Sources
Citing Sources (Nearpod)
Carefully work through the Nearpod lesson below using your real first and last name when you join the session. Be sure to pay attention to the different interactive prompts on the slides! Plan for about 20 minutes to complete this lesson. Your responses will not be graded but may be reviewed by your instructor.
Citing Sources Gamified Quiz (Nearpod)
Carefully work through the Nearpod gamified quiz below using your real first and last name when you join the session. You will be racing to the top of a mountain by answering questions quickly and accurately. On the slide where you choose a character, be sure to press Start at the bottom of the slide and not the next arrow. Your responses will not be graded.
ASSIGNMENT: Final Book Report
Final Book Report (15 points)
Learning Objective: I can write a book report after creating an outline.
For this assignment, you will be using the outline that you wrote last week to help you write your final book report about a book that you really enjoyed reading in the past. Your paper must be at least 1 page long (not including the "Works Cited" page) and use MLA formatting. Click here to see what your final book report will look like.
Watch this assignment overview video before beginning:
Instructions:
Step 1. Make sure you have completed the Book Report Outline assignment from last week.
Step 2. Create a new Google Doc and save it as "LastName, FirstName Final Book Report".
Step 3. Write your book report based on your outline that you wrote last week. Make sure you meet the following criteria:
- Use MLA formatting for the page setup:
- Margins are 1 inch (File > Page setup > 1 inch margins > OK)
- The whole paper (including the header and heading) uses Times New Roman and 12 point font
- Insert a header (Insert > headers & footer), Right-align, type your last name, add page numbers (Options > Page numbers > Header > Start at 1 > Apply)
- Double spaced (Format > Line Space > Double)
- Add a heading (this is different than the header with the page numbers) at the top left of your paper. Type your name, teacher's name, class name, and today's date on different lines (make sure this is double-spaced as well)
- The title of your book report goes next and is centered
- Indent (Tab key) the first line in each paragraph
- Type an introduction paragraph that includes the title, author of the book, genre
- Type body paragraphs that include a description of the book's theme, setting, plot, and characters
- Type a conclusion paragraph that includes your opinions about the story
- Use at least one quote from your book
- Proofread for grammar and spelling
Step 4. Use the Citations Tool in Google Docs to help you complete the following:
- Add a "Works Cited" page on a NEW PAGE at the end (it should have at least one citation using your book)
- Insert an in-text citation next to all of your quotes with the author's last name and page number in parentheses. For example: "Quote has quotations around it then the in-text citation comes next" (Lee 112).
Step 5. Get organized by moving your document into your “Word Processing Assignments” folder (File > Move > Word Processing Assignments > Move > Move).
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oercommons
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2025-03-18T00:34:35.033222
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05/11/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80206/overview",
"title": "Book Reports & Outlines",
"author": "Laura Bishop"
}
|
https://oercommons.org/courseware/lesson/98143/overview
|
Indian Boarding Schools and the Wind River Reservation
Overview
This resource will provide multiple primary source documents of photographs for an initial activity and extension activities as well as secondary source article and teacher resource documents. Students will conduct inquiry into the federal policies of assimilation of Native Americans in the late 1800s and early 1900s and the imipact of these policies on Native American communities, in particular the people of the Wind River Reservation in Wyoming.
Indian Boarding Schools and the Wind River Reservation
Crossroads of History
Activity Plan Template- Educator
| Program Title | Indian Boarding Schools and the Wyoming Wind River Reservation | Instructional Level | Grades 6-12 | Target Audience | Secondary Students/Pre-service teachers |
| TPS Western Region Location | Wyoming |
| Resources UsedSocial Justice Standards | Diversity Anchor standards will be addressed. Focus will be particularly on standards 9 and 10:8. Students will respectfully express curiosity about the history and lived experiences of others and will exchange ideas and beliefs in an open-minded way.9. Students will respond to diversity by building empathy, respect, understanding and connection.10. Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified. |
| Facing History and Ourselves | S-I-T: Surprising, Interesting, Troubling | Facing History and OurselvesS-I-T Strategy for exit ticket for each student individually after the discussion ends. |
| Library of Congress Teacher Resources C3 Teachers: Inquiry Design ModelCommon Core StandardsAdditional sources: | Helpful notes for teachers prior to the activity: Teacher's Guide: Analyzing Photographs & Prints | Teacher Resources - Library of Congress (loc.gov) Notes for extension or alternate activity: Teacher's Guide: Analyzing Political Cartoons | Teacher Resources - Library of Congress (loc.gov)C3 StandardsD2.Civ.13.6-8. Analyze the purposes, implementation, and consequences of public policies in multiple settings. D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes and related consequences. Stripling Model of Inquiry used with the Student Inquiry Notes pdf.CCSS.ELA-LITERACY.RH.6-8.9 Speaking and listening standards: CCSS.ELA-LITERACY.SL.6,7,89-10,11-12.1.B From Wind River to Carlisle: Indian Boarding Schools in Wyoming and the Nation | WyoHistory.org Additional Optional ResourcesNative American Boarding Schools | Classroom Materials at the Library of Congress | Library of Congress (loc.gov) |
| Introductory Text/ Program justification | The strain between Native American communities and the federal government continues to impact our lives in Wyoming and across the nation. Additionally, Native American students are statistically the least likely to graduate high school and attend post-secondary education of all marginalized groups in the nation. The foundations and historical issues that have contributed to these issues in the United States must be fully understood to move toward workable solutions. The history of “Indian Schools/Boarding Schools,” and federally funded reservation schools and policies are rarely discussed and little known. This lesson will attempt to shed some light on the subject and attempt to provide some historical context for the current educational difficulties of and distrust by many Native American communities. |
| Materials needed: | |
| Technology | Digital platform for students to view photographs. Devices for digital inquiry notes if not using paper copies(Optional) Drawing/Graphics program used to create a political cartoon extension |
| Consumables & Copies | 1 copy each per group of 3-4 students (Print or digital form)
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| LOC Primary Source links |
|
| Entry Activity/Task | Hook question/Activating schema: What is a boarding school? As a class, brainstorm your background knowledge of boarding schools. Guided Questions for Whole Group Discussion:
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| Focused Activity/Task |
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| Conclusion Activity/Task |
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| Assessment of Student Learning |
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| Student Learning Accommodations & Modifications | Scaffolded support:
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| Additional Links for Further Study: |
| Multicultural Considerations | Native Americans may be likely to have some personal family history with this lesson, potentially causing upset or anger. Non-Native American students may lack knowledge of Native American culture and the differences between it and the Western/European culture of the United States, particularly in the late 1800s and early 1900s. Students new to the country may have little understanding of the historical issues Native Americans have experienced in the United States. They may be able to make connections to marginalized people groups from their own cultural backgrounds that are similar to those addressed in this activity. Encourage them to share these valuable connections with the class. An additional extension for SEL would have students reflect on the following questions:
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Adapted from template by Creator: Morgen Larsen for NCCE.org
Except where otherwise noted, this work is licensed under a Creative Commons Attribution 4.0 International License
|
oercommons
|
2025-03-18T00:34:35.063349
|
Ethnic Studies
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98143/overview",
"title": "Indian Boarding Schools and the Wind River Reservation",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/105520/overview
|
Affective-Based Assessment
Overview
This assessment is an evaluation based on a student's attitudes, interests, and values. Here is an example for affective assessment.
AFFECTIVE-BASED ASSESSMENT
Subject: Technology and Livelihood Education: ESP
Grade Level: Grade 4
Topic: Building Good Classroom Environment
INTENDED LEARNING OUTCOMES:
At the end of the lesson the students with 80% of accuracy should have:
● To evaluate the student’s involvement in building good classroom environment
ASSESSMENT TASK:
Evaluate students affective for building good classroom environment
INSTRUCTIONS:
The students will be given this student-self report after the topic discussion.
This is intended for Grade 8 students only
Submission will be after the students successfully responsed to the checklist.
RUBRICS:
| Checklist | Always (5) | Sometimes (4) | Seldom (3) | Never ( |
| 1. I actively listen during class discussions and instructions. | ||||
| 2. I am genuinely interested in learning. | ||||
| 3. I actively engage in individual and group activities. | ||||
| 4. I take my part in contributing my ideas about the lesson. | ||||
| 5. I appreciate the efforts of my classmates and teachers. | ||||
| 6. I recognize the importance of everyone’s contribution. | ||||
| 7. I plan my things to do with my classmates ahead of time. | ||||
| 8. I take the initiative to lead my classmates when needed. | ||||
| 9. I follow the rules and regulations inside and outside the classroom. | ||||
| 10. I show respect and empathy when interacting with my classmates and teachers |
|
oercommons
|
2025-03-18T00:34:35.080515
|
06/17/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105520/overview",
"title": "Affective-Based Assessment",
"author": "Via Christine Rellin"
}
|
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