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https://oercommons.org/courseware/lesson/121418/overview	How to Be a Good Digital Citizen Overview A quick overview on digital citizenshp. Introduction More and more people around the world are spending a significant amount of time online. It is easy to forget that what you do and say online can and will affect your life offline. In this lesson, we will discover what digital citizenship is and what it means to be a good digital citizen. We will address: - digital literacy - your digital footprint - how to protect your identity. What is Digital Citizenship? Digital citizenship is the ability to act responsibly, safely, and respectfully while utilizing technology. It is important to take steps to ensure you are being a good digital citizen. Some simple steps include: - Think before you post. Even if you think you have deleted something, if someone took a screenshot, for example, it is not truly gone. - Report illegal or harmful behavior. - Don't give out personal information. We will explore this topic more in this module. - Fact-check information. There will be more information on this topic on the next slide. To sum it up, a growing portion of our lives are spent online, whether it be for social, school, or career reasons, so act online as you would offline. Remember, a good digital citizen respects the rights of fellow users. What is Digital Literacy? Digital literacy is characterized by the ability to find, locate, and communicate information using digital technologies. Some examples include creating and sharing videos, documents, and slides presentations. What is a Digital Footprint? A digital footprint is the data and interactions you leave even when you log off the internet. Your digital footprint can affect your reputation on and offline and can even influence potential employers. Read the two profiles of fictional people trying to get a job as a host of a web TV show. As you read through what they wrote the employer and what they have posted online, think about how they present themselves on their social media accounts. Answer the prompts, then reflect on whether what you post online reflects how you want others to see you. How to Protect Your Identity There are numerous ways we give out our personal information online: purchasing products, filling out forms, even answering emails. Unfortunately, this can make it easy for hackers to steal and use that information to rack up your credit card bill or apply for something using your name and information. Following the 7 simple steps addressed in the provided video will help keep your identity safe during your every day internet interactions. - Don't give out personal information - Create complex passwords - Check website reliability - Avoid suspicious online links - Keep your computer updated - Monitor app permissions - Be cautious with public Wifi	oercommons	2025-03-18T00:38:36.862098	Christina Mumpower	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121418/overview", "title": "How to Be a Good Digital Citizen", "author": "Reading" }
https://oercommons.org/courseware/lesson/85391/overview	Seed Type Collection Example Search for Seeds - Resources Overview This content includes resources related to the "Search for Seeds - Archaeobotany Activity" available here on OER Commons. In it, Director of the Maryland Archaeological Conservation Laboratory (MAC Lab), Dr. Patricia Samford, presents and demonstrates an activity for students to learn about archaeobotany, or the study of botanical finds in archaeological contexts. Using tweezers and magnifying glasses, students search for seeds mixed in sand or gravel, and use a type collection to identify their finds. What do the finds say about the archaeological environment and uses of plants at a site? Resources These resources are intended to be used with the OER Commons resource "Search for Seeds - Archaeobotany Activity" which may be found here. Attached here are - A Seed ID Card like what is used in the Archaeobotany Activity for storing/tracking seeds found - A Seed Type Collection for determining what seeds students have found.	oercommons	2025-03-18T00:38:36.881409	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/85391/overview", "title": "Search for Seeds - Resources", "author": "Botany" }
https://oercommons.org/courseware/lesson/86135/overview	Types of sentences Overview This activity is to practice learners in identifying types of sentences according to structure, simple, compound, complex or compound-complex. Instruction: Read each of the given sentences. Identify what type of sentence is each. Sentence 1: My mother went to the market and bought some food for us. A. Simple B. Compound C. Complex D. Compound-complex Sentence 2: Sheila dreams to be a doctor someday while Liza wants to be an engineer. A. Simple B. Compound C. Complex D. Compound-complex Sentence 3: Victor didn't able to submit his subject so he got failing grade. A. Simple B. Compound C. Complex D. Compound-complex Sentence 4: I saw Henry stealing Anna's money from the wallet so I reported him to our teacher because I believe that to be honest is very important. A. Simple B. Compound C. Complex D. Compound-complex Sentence 5: Our teacher praises Vicky because she got perfect score in the test. A. Simple B. Compound C. Complex D. Compound-complex Answer Key: 1. Simple 2. Compound 3. Compound 4. Compound-complex 5. Complex Sentence 6: The mouse ran into the hole, and the cat couldn't capture it. a. simple b. compound c. complex d. compound-complex Sentence 7: The hikers took shelter in their tents while the hard rain fell. a. simple b. compound c. complex d. compound-complex Sentence 8: On Tuesday I ate cereal. a. simple b. compound c. complex d. compound-complex Sentence 9: My team won the football game, and we received a trophy because we took first place. a. simple b. compound c. complex d. compound-complex Sentence 10: Sheila worked hard on the project, yet she didn't receive a passing grade. a. simple b. compound c. complex d. compound-complex Answer Key: 6. compound 7. complex 8. simple 9. compound-complex 10. compound	oercommons	2025-03-18T00:38:36.911698	Linguistics	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86135/overview", "title": "Types of sentences", "author": "Languages" }
https://oercommons.org/courseware/lesson/119222/overview	1st Grade Social Emotional Learning - Classroom Rules Overview Objective: In this lesson students will apply knowledge of classroom rules and safety; determining appropriate behaviors. Gaining this skill will allow students to recognize the importance of following directions, safety rules, and how to treat their peers. In turn, students will be able to adapt to these skills and use them within the classroom setting. improving their social and academic performance. Many students lack the ability to have self-control at this age, so during the lesson we will integrate ways of developing self-control through role-play activities. The activities will be both a fun, engaging, and realistic approach to developing self-control skills. 1st Grade Social Emotional Learning within the Classroom Objective: In this lesson students will apply knowledge of classroom rules and safety; determining appropriate behaviors. Gaining this skill will allow students to recognize the importance of following directions, safety rules, and how to treat their peers. In turn, students will be able to adapt to these skills and use them within the classroom setting. improving their social and academic performance. Many students lack the ability to have self-control at this age, so during the lesson we will integrate ways of developing self-control through role-play activities. The activities will be both a fun, engaging, and realistic approach to developing self-control skills.	oercommons	2025-03-18T00:38:36.928445	Dylan Schouweiler	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/119222/overview", "title": "1st Grade Social Emotional Learning - Classroom Rules", "author": "Lesson" }
https://oercommons.org/courseware/lesson/114017/overview	Story worksheet 1 worksheet 2 Story Elements Overview This Lesson Engages students by discussing the importance of Identifying Setting Characters , and plot points in stories, Standards, Essential questions and Objective Interdisciplinary standard 1.RC.3 Using key details, identify and describe the elements of the plot, character, and setting. Essential Question - Why is it important to know how to identify plots, settings, and characters in each story? Learning Objectives - Students will be able to define the story by identifying the plot, character, and setting with 100% accuracy. Essential Vocabulary Words, Materials and Resources Essential Vocabulary Words and Phrases of Focus for this Lesson - Setting - Plot - Resolution - Characters - Climax - Rising action - Falling action - Exposition Materials & Resources - example book - students selected books - worksheets for identifying setting, characters, and plot points. - Fill in the blank plot roller coaster paper - Color signs of 1-5 spread around the class Assessments and Hook Formative Assessment - The teacher walks around after reading a story to check if students understand the setting of the story, who were all the characters and what was the plot. - The teacher provides additional support and summarization for students who are struggling. - The teacher ensures students understand the plot roller coaster activity. Summative Assessment - Students identify the plot, characters, and setting of the book. Hook Engage students by discussing the importance of identifying settings, characters, and plots in stories. We Do / Guided Practice We Do/ Guided Practice: Option 1 read a short story discuss the character and setting and guess which part of the story is the Exposition, Rising Action, climax, Falling Action, and Resolution they do this by Going under which number 1 -5 they think it is. The teacher will say if they are correct or not. Option 2 read a short story discuss the character and setting and guess which part of the story is the Exposition, Rising Action, climax, Falling Action, and Resolution they do this by raising a 1 for the Exposition, 2 for the Rising Action, 3 for the Climax, 4 for the Falling Action, and 5 for the Resolution. When we are done, we are done we will read another book and fill out papers about this story. Formative Assessment - the teacher walks around after reading a story to check if students understand the setting of the story, who were all the characters and what was the plot. Provide support and clarification as needed. You Do/ Independent Practice You Do/Independent Practice: Everyone chooses a book and fills out a worksheet that states what the setting is, who the characters are, and another worksheet with what the Plot points of the story are. Summative Assessment - Students identify the plot, characters, and setting of the book. Special education Learners, English Language Learners, High Ability Learners Special education Learners - Will have access to the book ahead of time and be able to read during independent reading time. - Also, will have the assignment ready to work on beforehand with the teacher's aid. - Students who struggle with physically moving or are handicapped can have cards to hold up. English Language Learners - Will have Google Translate instructions beforehand ready - Also, will have the assignment ready to work on beforehand with the teacher's aid High Ability Learners - Ask these students to provide deeper explanations beyond simple summaries. Encourage critical thinking and analysis.	oercommons	2025-03-18T00:38:36.964422	03/08/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114017/overview", "title": "Story Elements", "author": "Aliyah Vossler" }
https://oercommons.org/courseware/lesson/70875/overview	Education Standards Green Leaves - Grade 7 Overview Middle school lessons utilize local phenomenon and are organized by grade bands. By designing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC Lesson - Structure and Function of Plant Cells Student Science Performance Phenomenon: Leaves are darker on the top as compared to the underside. Gather: Students explore leaves by going outside to collect two leaves from 3-5 different plants. Students observe leaves carefully and look for patterns across all of the leaves. Class Discussion about Patterns 3. Students develop questions to obtain information about the patterns they observe of leaves being a different shade of green on the top than on the bottom. Class Discussion about good Questions 4. Students obtain information from reliable sources to use as evidence for how the structure of the leaf structure functions to meet the needs of the plant. (Teaching Suggestions: Step 3 is an opportunity for informal formative assessment as students are developing questions. Monitor the types of questions students are developing and if they will yield information that supports understanding of the basic structure of the leaf and what causes the green color in the leaf. Provide clear and actionable feedback as needed. Prompt students to gather evidence about basic leaf structure including a cross-section of a leaf, what causes the green color of the leaf, the function of the chloroplast in the leaf cells (short video showing streaming of chloroplasts in aquatic plants. This website can provide evidence for the difference in the wavelengths of light that is absorbed or reflected https://harvardforest.fas.harvard.edu/leaves/structure#absorb. See appendix B-2.) Reason: 5. Students construct explanations supported by evidence for the causes of leaf coloration including the leaf structure and function. 6. Students develop a model to explain the relationship between the structures within the leaf and the difference in green shading between the top and bottom of the leaf. Class Discussion: Q: What structure of plant cells cause coloration in the leaf? Q: How do the changes in the leaf structures cause the differences in the color? Q: What is the relationship between cellular plant structures and food production? Q: Why is energy input important to cells of the leaf? (Teaching Suggestions: In this section provide insights into the focus of the class discussion. The questions are typically how, why, or what causes. This is a good place to prompt with crosscutting concepts. Build on the language students use to help them use accurate language.) 7. Students revise and use their model to support an explanation for how a cell as a whole and ways the parts of the cell contributes to the function. Communicate Reasoning: 8. Students develop an argument for how the evidence they have gathered supports the explanation that the structure of the leaf functions to meet the needs of the plant. (Teaching Suggestions: Students should bring into the discussion the parts of the plant - chloroplasts that function to do photosynthesis. Cells with the most chloroplasts are going to be located near the top of the leaf where sunlight penetrates the leaf. ) *See attached document below for full lesson. Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Lance Nishimura, Jamie Rumage, and Jackie Sampsell	oercommons	2025-03-18T00:38:36.986023	Jamie Rumage	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70875/overview", "title": "Green Leaves - Grade 7", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/106402/overview	earthreminder Earthreminder The Animal Class Overview Animals are an important part of the ecosystem. They help to maintain the balance of nature by providing food for other animals, by pollinating plants, and by dispersing seeds. Animals are also important to humans, as they provide us with food, clothing, and companionship. However, animals are facing a number of threats, including habitat loss, climate change, and pollution. These threats are causing the decline of many animal species, and some species are even facing extinction. It is important to conserve animals and to protect their habitats so that future generations can enjoy them. Vertebrates Vertebrates are animals that have a backbone, which is a series of bones that runs down the center of their body. Vertebrates are the most diverse group of animals on Earth, and they include fish, amphibians, reptiles, birds, and mammals. Vertebrates are found in a wide variety of habitats, including oceans, rivers, lakes, forests, deserts, and even the air. They range in size from the tiny fish called the Paedocypris progenetica, which is only about 7.9 millimeters long, to the blue whale, which can grow up to 30 meters long. Vertebrates play an important role in the ecosystem. They are prey for other animals, and they also help to disperse seeds and pollinate plants. Vertebrates are also important to humans, as they provide us with food, clothing, and companionship. However, vertebrates are facing a number of threats, including habitat loss, climate change, and hunting. These threats are causing the decline of many vertebrate species, and some species are even facing extinction. Here are some additional details that you could include in the summary paragraph: - The different types of vertebrates, such as fish, amphibians, reptiles, birds, and mammals. - The different habitats that vertebrates live in, such as oceans, rivers, lakes, forests, deserts, and even the air. - The different diets of vertebrates, such as carnivores, herbivores, and omnivores. - The different behaviors of vertebrates, such as migration, hibernation, and mating. - The threats that vertebrates are facing, such as habitat loss, climate change, and hunting. - The importance of conserving vertebrates and protecting their habitats. Invertebrates Invertebrates are animals that do not have a backbone. They make up the vast majority of animal species on Earth, with over 97% of all animal species being invertebrates. Invertebrates are found in all habitats on Earth, from the deepest oceans to the highest mountains. They come in all shapes and sizes, from the tiny tardigrade, which is only about 0.5 millimeters long, to the giant squid, which can grow up to 18 meters long. Invertebrates have a wide range of adaptations that allow them to survive in a variety of environments. Some invertebrates, such as insects, have hard exoskeletons that protect them from predators. Other invertebrates, such as jellyfish, have stinging cells that they use to defend themselves. Still other invertebrates, such as worms, have burrowing abilities that allow them to escape from predators. Invertebrates play an important role in the ecosystem. They are a source of food for many other animals, and they also help to recycle nutrients in the environment. Invertebrates are also important to humans, as they provide us with food, materials, and even medicines. However, invertebrates are facing a number of threats, including habitat loss, climate change, and pollution. These threats are causing the decline of many invertebrate species, and some species are even facing extinction. It is important to conserve invertebrates and to protect their habitats so that future generations can enjoy them. Here are some additional details that you could include in the summary paragraph: - The different types of invertebrates, such as insects, spiders, worms, mollusks, and echinoderms. - The different habitats that invertebrates live in, such as oceans, rivers, lakes, forests, deserts, and even the air. - The different diets of invertebrates, such as carnivores, herbivores, and omnivores. - The different behaviors of invertebrates, such as migration, hibernation, and mating. - The threats that invertebrates are facing, such as habitat loss, climate change, and pollution. - The importance of conserving invertebrates and protecting their habitats. Mammals Mammals are a diverse group of animals that are characterized by their warm-blooded body temperature, live birth, mammary glands, hair or fur, and four-chambered heart. There are over 6,000 species of mammals, which are found on all continents except Antarctica. Mammals play an important role in the ecosystem, and they are also important to humans. However, mammals are facing a number of threats, including habitat loss, climate change, and hunting. It is important to conserve mammals and to protect their habitats so that future generations can enjoy them. Reptiles Reptiles are a diverse group of animals that are characterized by their ectothermy (cold-bloodedness), scaly skin, and amniotic eggs. There are over 10,000 species of reptiles, which are found on all continents except Antarctica. Reptiles play an important role in the ecosystem, and they are also important to humans. However, reptiles are facing a number of threats, including habitat loss, climate change, and hunting. It is important to conserve reptiles and to protect their habitats so that future generations can enjoy them. Birds Birds are a group of warm-blooded vertebrates that are characterized by their feathers, wings, and ability to fly. There are about 10,000 species of birds, found on every continent except Antarctica. Birds are endothermic (warm-blooded), and they breathe through lungs. Birds have a number of features that distinguish them from other animals. These features include: - Feathers - Wings - Beaks - A four-chambered heart - A syrinx, which is an organ that produces sound Birds are found in a wide variety of habitats, including oceans, rivers, lakes, forests, deserts, and even the air. They range in size from the tiny bee hummingbird, which is only about 5 centimeters long and weighs less than 2 grams, to the ostrich, which can grow up to 2.7 meters tall and weigh up to 150 kilograms. Birds play an important role in the ecosystem. They are prey for other animals, and they also help to disperse seeds and pollinate plants. Birds are also important to humans, as they provide us with food, clothing, and companionship. However, birds are facing a number of threats, including habitat loss, climate change, and hunting. These threats are causing the decline of many bird species, and some species are even facing extinction.	oercommons	2025-03-18T00:38:37.016169	07/06/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106402/overview", "title": "The Animal Class", "author": "George Quarles" }
https://oercommons.org/courseware/lesson/91785/overview	Learning Domain: Knowledge Constructor Standard: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits. Learning Domain: Knowledge Constructor Standard: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. Learning Domain: Knowledge Constructor Standard: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions. Learning Domain: Knowledge Constructor Standard: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions. Learning Domain: Reading for Informational Text Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Learning Domain: Speaking and Listening Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Learning Domain: Writing Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 on up to and including grades 9-10 page 55.) Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Reading for Informational Text Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Learning Domain: Speaking and Listening Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9��10 topics, texts, and issues, building on others�۪ ideas and expressing their own clearly and persuasively. Learning Domain: Writing Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1��3 on up to and including grades 9-10 page 55.) Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Key Ideas and Details. Standard: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Cluster: Production and Distribution of Writing. Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 on up to and including grades 9-10 page 55.) Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Comprehension and Collaboration. Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.	oercommons	2025-03-18T00:38:37.046713	Unit of Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91785/overview", "title": "Digital Media Literacy in English Language Arts", "author": "Information Science" }
https://oercommons.org/courseware/lesson/89860/overview	How to Teach The Present Perfect Simple Tense - ESL Lesson Plan Overview Before teaching this lesson, it is expected that you have a good understanding of what the present perfect simple tense is. You should know that it is used to describe events that took place in the past, which have a result now (in the present). I recommend that you review the lesson plan before teaching it so that you have a firm understanding of the concepts and activities it includes. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class This lesson plan should be used with English learners at an intermediate level. Before starting this lesson students should have a strong understanding of how to use the past simple tense. They should also have a basic understanding of how to use question words. Off2Class offers lessons that cover these topics, just download a free account to find out more. https://www.off2class.com/lesson-plan-downloads/how-to-teach-the-present-perfect-simple-tense/	oercommons	2025-03-18T00:38:37.066180	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89860/overview", "title": "How to Teach The Present Perfect Simple Tense - ESL Lesson Plan", "author": "Speaking and Listening" }
https://oercommons.org/courseware/lesson/58621/overview	shape game Shapes Overview This is a lesson to teach children in pre-kindergarten to recognize and differentiate between shapes. It includes videos, games, and activities that can be done as a group or independently. Shape identification I will show the students a picture of a shape. The student will say the name of the shape out loud. We will do some as a class and others individual students will answer independently. Shape Matching The students will be given a mat with pictures of different shapes as well as wooden shapes. The student will place the correct wooden shape on the picture of the same shape.	oercommons	2025-03-18T00:38:37.084340	10/08/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/58621/overview", "title": "Shapes", "author": "Michelle Duarte" }
https://oercommons.org/courseware/lesson/84408/overview	\| SVCSRP LESSON PLAN \| \| Name & Contact \| Emily ColemanStrasburg High SchoolChemistry Teacherebcoleman@shenandoah.k12.va.us \| \| Subject Area \| Chemistry \| \| Grade Level \| 10-12 \| \| Duration \| \| \| Short Description \| This lesson plan is for the first day of school where we go over the normal stuff, like the syllabus and rules, but the biggest part is where we go over lab safety. We go over the different rules that we should follow while in the lab and then we also go into how to handle an emergency situation while completing a lab. \| \| Specific Objectives \| - Students must understand proper safety attire. - Students must understand the location and safe use of chemicals and equipment. - Students must understand how to use a Material Safety Data Sheet. - Students must understand proper response to emergency situations. \| \| VA Core Content SOL/CTE Competencies \| - Chemistry CH. 1 : The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations - and verifiable data. Key concepts include - a) designated laboratory equipment; - b) safe use of chemicals and equipment - c) proper response to emergency situations \| \| \| \| \| VA Computer Science SOL \| - Fostering an Inclusive Computing Culture - Collaborating Around Computing - The students will work together in small groups, but then we will be talking together as a whole class after they have talked in their little groups. - Recognizing and Defining Computational Problems - Developing and Using Abstractions - Creating Computational Artifacts - Testing and Refining Computational Artifacts - The students will look at different scenarios and have to come up with multiple different ways to respond. We will then figure out what is the best way to respond to a situation. - Communicating About Computing \| \| Computational Thinking Core Components \| - The students will have to look at the different scenarios and break them down in order to come up with a proper way to respond. - Students will see patterns show up with how to respond to a situation as we work through our 6-3-5 rotation. \| \| Learning Outcomes \| - Identify all student learning outcomes from this lesson. - Student will be able to know proper lab protocol and the different pieces of lab ware that we will use during the year. \| \| Integration with STEM \| - Science - Technology - Engineering - Mathematics - Other topics: \| \| Data Science Components \| - Data Collection & Acquisition - Data Representation & Visualization - Data Interpretation & Processing - Data Analysis & Prediction \| \| Vocabulary \| apron/lab coat, goggles, gloves, fire extinguisher, fire blanket, safety shower, eye wash, broken glass container, fume hood, clay triangle, crucible with lid, watch glass, wash bottle, evaporating dish, erlenmeyer flask, graduated cylinder, bunsen burner, dropping pipet, tongs, test tube rack, test tube holder, ring stand, wire gauze, volume, mass, temperature, pressure \| \| Materials \| apron/lab coat, goggles, gloves, fire extinguisher, fire blanket, safety shower, eye wash, broken glass container, fume hood, clay triangle, crucible with lid, watch glass, wash bottle, evaporating dish, erlenmeyer flask, graduated cylinder, bunsen burner, dropping pipet, tongs, test tube rack, test tube holder, ring stand, wire gauze, volume, mass, temperature, pressureLab Safety Scenarios \| \| Expected Prior Knowledge \| General idea of how to act in a laboratory setting. By the time they get to chemistry, they should have gone over lab safety during both Earth Science and Biology. \| \| VDOE Profile of a Graduate Connections \| - Have to look at different lab scenarios and think through how to solve each one. - Same as critical thinking - The students will be working in groups to come up with ideas. \| \| Lesson Outline:Use this guiding information for the Engagement, Exploration, Explanation, Elaboration, and Evaluation steps in your lesson plan. \| Launch/Warm-Up/IntroductionQuestions are only for guide \| \| EngagementI start off the lesson with a video of a guy working in a lab setting doing everything wrong. The students have to use their prior knowledge to pick out different ways that the guy was not exhibiting proper lab protocol. \| \| ExplorationThey will be given envelopes with different scenarios that could potentially happen during a lab and they will try to come up with how they should respond to the situation if it did actually occur.They will also be going through lab drawers as well, and they will be separating the materials based on what they believe the purpose of each piece is. \| \| ExplanationWhy would you act the way y'all came up with and not this way? \| \| ElaborationThey will use the information that they are learning everytime that we come into lab and will have to know how to react if something happens. \| \| EvaluationThe students will be evaluated formally and informally. I will be walking around listening to them as they are going through their discussions. They are also writing down the information in the packet that they will turn in at the end of the unit. \| \| \| Include differentiation, if applicable (ESL, SPED, Learning styles, etc.) \| \| \| \| Closure/Student ReflectionThey will have random scenarios that they have not seen before and will have to take the same approach that they did in groups, but individually. \| \| Assessment and Rubric: \| Informal/ObservationsAre they on task?Are they thinking about the scenarios in the correct way? \| \| Link Assessments/RubricsThe assessments will be on the assessment program that we have through the county. \| \| Lesson Materials(Handouts, resources, websites) \| https://docs.google.com/document/d/1gnkAre2i536EicVxFutZkbgsP1t5bP51uYaKDyABFOI/edit?usp=sharing \| \| Teacher Reflection (After lesson is taught to students) \| \|	oercommons	2025-03-18T00:38:37.114343	07/31/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84408/overview", "title": "Lab Safety and Glassware", "author": "Emily Coleman" }
https://oercommons.org/courseware/lesson/88460/overview	Media Literacy OER Overview Media Literacy OER Whole Group Assignment Kindergarten Media Literacy Remixed OER Read aloud with students and do this assignment as a whole class! Two Truths and a Lie Online: Media Literacy for Young Adults Activity 1: Two Truths & a Lie Artifacts In the Unit Teaser, I shared 3 creatures – two make believe creatures and one real creature – and you had to determine which were fake and which was real. Now it is your turn! You will be placed in small groups, and each group will create 3 online artifacts. The online artifact could be a blog post, a photo, a video, an animation, and/or a podcast. It is up to you and your group, what type of online artifacts you create. One or two of these online artifacts should be a lie (something non-factual that you and your group make up), and one or two of the artifacts should be a truth (something factual and real). Photo Credit: Evan Dennis There are only two rules: - The artifacts you create are to be shared only within private class forum (and if using videos, podcasts or blog posts uploaded elsewhere, they are to be marked private), so as not to spread misinformation. - No artifacts are to be made that are hurtful or about people, in or outside of this class. Please click on the button for the respective group that you’ve been assigned to below. There you will find a discussion board for your group to brainstorm what 3 online artifact you wish to create. Once your group has finished creating your 3 online artifacts, add them to your Group’s Artifact Board below, with the goal of stumping and deceiving your classmates. The other students in the class will then visit each groups artifact board and guess in the discussion which artifacts represent real / accurate information and which are false.	oercommons	2025-03-18T00:38:37.147724	12/04/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88460/overview", "title": "Media Literacy OER", "author": "Rebecca Triplett" }
https://oercommons.org/courseware/lesson/92825/overview	Airway Bill Webquest Overview The WebQuest is an inquiry-based assignment. WebQuest Activity WebQuest Worksheet allows students to learn about documents used in the Operations, Dispatch, and Transport Services.	oercommons	2025-03-18T00:38:37.164495	05/18/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92825/overview", "title": "Airway Bill Webquest", "author": "Roberta Phillip" }
https://oercommons.org/courseware/lesson/78311/overview	tips.clip-studio.com/en-us/articles/807#:~:text=Perspective%20drawing%20is%20a%20technique,%2C%20and%20three%2Dpoint%20perspective. Engineering Graphics And Design Overview https://www.youtube.com/watch?v=w_LbQviO1K4 tips.clip-studio.com/en-us/articles/807#:~:text=Perspective%20drawing%20is%20a%20technique,%2C%20and%20three%2Dpoint%20perspective. Perspective Drawing In your Grade 9, you have once learned about oblique drawings. So, this lesson is to take you from that Oblique-idea into a more standardized idea of a drawing (perspective drawing) that is mostly exposed in the field of architecture. Perspective Drawing: What is perspective drawing? Perspective drawing is a technique used to depict spatial depth, or perspective. In other words, it allows you to accurately draw a three dimensional object onto a two dimensional plane. Source Below, is a video that might visually assist you, so we'd be in the same picture:	oercommons	2025-03-18T00:38:37.183248	03/18/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78311/overview", "title": "Engineering Graphics And Design", "author": "Lungelo Shabalala" }
https://oercommons.org/courseware/lesson/94155/overview	Ant or Elephant? Overview ACTIVITY OBJECTIVE: A great decision-making activity for kids that will also build their thinking and reasoning skills. thinking and reasoning Keep a box with picture cards and play it regularly. You can also ask the child to make up their own. ACTIVITY OBJECTIVE: A great decision-making activity for kids that will also build their thinking and reasoning skills. ACTIVITY DESCRIPTION: Show the child a picture of an ant and a picture of an elephant. Play the game by asking, “Would you rather be an ant or an elephant?” The child has to pick an answer and explain why. You can use any kind of animal, person, or quality as an example. FOR PRINTABLES Page Break ACTIVITY MATERIALS 01 \| Drawing/Picture of an Elephant \| 01 \| Drawing/Picture of an Ant \| 00 \| Drawing/Picture of any other animal \|	oercommons	2025-03-18T00:38:37.197854	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94155/overview", "title": "Ant or Elephant?", "author": "Special Education" }
https://oercommons.org/courseware/lesson/77956/overview	Determinants of Supply Supply and Demand Video Supply and Demand Economics Overview Students will learn about the determinants of supply and demand and create examples that help them to reflect on these determinants. Determinants of Supply and Demand To learn about supply and demand and the determinats of supply and demand, students will watch a YouTube video explaining both the concepts of supply and demand. Next, students will read the article that lists and explains the determinants of supply. Afterwards, students will read the article that lists and explains the determinants of demand. As an activity, students will make up a business and think of three hypothetical events that would affect one of the determinants of supply. For example, if I created a coffee shop and the country that supplies the coffee beans that I buy from went into a Civil War, then it would be harder for me to get the coffee beans, making the prices of inputs used to produce the good determinant increase. Next, students will do the same for determinants of demand. They will now be the customers of this business. They must think of three hypothetical events that this business might do that would make them, as consumers, change one of their determinants of demand. For example, if this coffee shop started selling desserts, and I love desserts, then my demand would increase as my determinant of demand, tastes, was increased.	oercommons	2025-03-18T00:38:37.216760	Mandy Ozment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77956/overview", "title": "Supply and Demand Economics", "author": "Lesson" }
https://oercommons.org/courseware/lesson/92257/overview	open Book on ICT integration in Mathematics and science Overview I am TWAHIRWA Daniel Student in Mep Reg: 221029800 Assignment of week 7 This module integrates these two components together and this dynamism must be reflected in the planning, conduct and validation of your teaching and learning practice. This module is not designed for programmers or IT-specialists, but it is intended for you and for any student teacher/educator who has some basic knowledge of digital environments and who is interested in engaging or engaging learners in learning with ICT.	oercommons	2025-03-18T00:38:37.233827	04/24/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92257/overview", "title": "open Book on ICT integration in Mathematics and science", "author": "Daniel TWAHIRWA" }
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	oercommons	2025-03-18T00:38:37.249939	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.	oercommons	2025-03-18T00:38:37.270266	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/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	oercommons	2025-03-18T00:38:37.324296	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/107001/overview	Education Standards 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	2025-03-18T00:38:37.349726	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/109427/overview	https://kids.nationalgeographic.com/history/article/statue-of-liberty statueoflibertyinterview Statue of Liberty Overview Students will be able to reflect on what they learned after completion of assessment Fun Facts about Statue of Liberty Students will watch video and answer ten questions to show they understand the content given to them. Next they wiill complete the interview assignment to show mastery of comprehension. - Who gifted the Statue of Liberty to the U.S.? - What is a nickname of the Statue of Liberty? - What was it designed to end? - The inside was designed by the same person who designed what other famous structure? - How much does it weigh? - How much did it cost? - How tall is it? - What is the statue made of? - Who is the Statue of Liberty modeled after? - What is written on the table she holds, and what does it symbolize?	oercommons	2025-03-18T00:38:37.368751	10/18/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109427/overview", "title": "Statue of Liberty", "author": "Josh Ingram" }
https://oercommons.org/courseware/lesson/69108/overview	Achieve Open Educational Resources Evaluation Tool Handbook All About the States Lesson Plan Complete list of websites Creative Commons Licensing Quick Reference Creative Commons Search Creative Commons Searching Help Guide Developing Rubrics Lesson on OER Commons Digital Citizenship: Digital Footprint resource on OER Commons Digital Public Library of America EDSITEment! Fair Use Guidelines for Teachers Quick Reference Import from Google Docs Import OneDrive Word Document Library of Congress, Free to Use and Reuse Sets List of words that can be used with an objective Materials Type Listing NASA Images National Archives National Screening Room New York Public Library Public Domain OER/CC Assessment OER/CC Assessment Answers OER Commons OER Commons Lesson Plan Template OER Commons Rubric OER Rubric Assessment OER Rubric Assessment Answers OER Submission Details Worksheet Open Educational Resources Lesson Reflection Open Music Archive POWER Library Project Gutenberg Public Domain Clip Art Public Domain Movies Public Domain Pictures Resource Worksheet Rubric I Rubric II Rubric III Rubric IV Rubrics for Evaluating OER Objects Rubric V Rubric VI Rubric VII Skills Commons SMART Goals Smithsonian Open Access Virtual Tour of the OER Rubrics and Evaluation Tool Open Educational Resources and OER Commons Overview This lesson plan walks students through the copyright licenses and open educational resources. Students will learn how to author resources using the OER Commons platform, align them to standards, and evaluate them using the Achieve Rubrics. Lesson Summary Instructor Notes: Complete list of websites can be found in the Resouce Library. This list can be provided to your technical staff to ensure links are allowed through the school filters. Overall Assessment Rubric: A rubric has been provided that can be used to assess the teamwork, participantion and behavior of the students. This rubric is available in the Resource Library. A copy of the rubric can be provided to the students so they know what is expected of them during this lesson. Open educational resources (OER) are publicly accessible materials that are licensed as public domain or in such a way that they can be used, re-mixed, improved upon, and redistributed. OERs can be full courses, lesson plans, open textbooks, openly licensed videos, software, images, or other materials that can be used to support education and increase knowledge. OER Commons is a website that contains a digital library of open educational resources (OER). It was created by the Institute for the Study of Knowledge Management in Education (ISKME) to help educators discover and create open educational resources. These resources can be download for free and educators can modify them as they are needed. Currently there are over 50,000 educational resources available on the site with new resources being created by the member community daily. In addition to the plethora of resources, with can be searched and filtered by a multitude of fields, OER Commons contains modules which will allow you to align a resource to the common core or state standard, evaluate resources using the Achieve OER rubrics, or add to the collection by creating your own open educational content. In this lesson, you will learn about: - Intellectual property and copyright licenses - Preparing and creating a lesson plan for OER Commons - Creating lessons using OER Commons Open Author module - Publishing your OER Commons resources - Aligning lessons to state and common core standards - Using and understanding the Achieve OER rubrics Upon completion of this lesson, students will know/be able to…. - Identify the rights and restrictions granted by the various Creative Commons licenses - Understand the components required to create a lesson plan - Create a lesson plan using the OER Commons Lesson Plan template - Be able to navigate OER Commons to curate resources - Understand and apply the ACHIEVE Rubrics to OER Resources - Understand and apply state, local and national standards to a resource in OER Commons. - Develop their own resources using the Open Author platform in OER Commons - Understand the process of publishing resources to the OER Commons platform. Intellectual Property and Copyright Licenses Instructor Notes: Pre Lesson Activity: Before you begin this activity, have a group discussion on what resources are used in the classroom, around the school or in the library. Using post-it notes, an easel pad, or an electronic note taking program such as Evernote or OneNote, record the names of the resources to use later in the lesson. The activity responses will be used to complete the second activity in this section. Participants can also be asked to bring a list with them for this activity. A help guide can be found in the Resource Library for searching in Creative Commons. Assessment: The students will complete a true/false, matching, and multiple choice assessment on the terminology of the Open Movement, OER Commons, and the Creative Commons Licenses. The correct responses to this assessment are available in the OER/CC Assessment Answers document. Additional Activities: The OER Remix game can be used as an additional activity to check for understanding of the Creative Commons Licensing. This educational game is a deck of cards that allows the players to explore the open content licenses. These cards can be used to play multiple games. Instructions on each game and the link to download the card deck can be found at OER Remix game. Pre-Activity Directions: \| First used in 1769, intellectual property, according to Merriam-Webster, is defined as “property that derives from the work of the mind or intellect”. It is protected by federal and state laws and can include items such as writings, music, drawings, painting, photography, and films. There are various types of intellectual property laws that are relevant in the permission process. They include: - Copyright - Patent - Trademark - Trade Secrets In most cases when creative works are involved, we are concerned primarily with copyright laws. However, trademarks, and other intellectual property permissions may come into play when permission to use a certain type of work is sought. Copyright law is used to protect a creator’s work, time, and effort. It provides the owner the exclusive right to: - Reproduce the work - Prepare “derivative works” - Distribute copies of the work by sale, lease, or other transfer of ownership - Perform the work publicly - Display the work publicly Within the copyright law, educators have the option of fair use. The fair use exception allows parts of a copyrighted work to be used without the permission of the owner. Activities that are normally deemed fair use include: - Nonprofit educational use - Criticism and commentary - News reporting - Research and scholarship - Parody Even with fair use, educators may only be able to use a portion of the entire resource. Linked to this section is a quick reference on Fair Use Guideline for Teachers which may come in handy when you need to figure out what portion of a copyrighted resource can be used. Because limits do not allow you to use the entire resource, public domain and creative commons licensing becomes extremely helpful for locating quality content that can be used within the classroom. Activity Directions: \| You may have noticed that most of the resources you use currently are copyright protected. If they are “free” today, they may be restricted from use sometime in the future or may require a usage free. These resources also cannot be modified, adapted or redistributed with permission from the copyright holder. Open educational resources (OER) solve these issues. OERs are teaching and learning resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing. This provides educators the ability to adapt the resources based on individual needs. It also ensures that the resources you are using are up to date. OER resources are clearly tagged or marked as being in the public domain or having an “open license”. Let us look at these licenses in more detail. Public Domain is applied to any creative work in which no exclusive intellectual property permission is applied. The rights may have expired or been expressly waived. In addition, some creative works may not be covered by copyright, therefore they automatically fall into public domain. Public domain materials are freely available to the public and carry no restrictions on the use of the materials. Some common websites to get public domain material include: - Books - Project Gutenberg - Images – Public Domain Pictures - Clipart - Public Domain Clip Art - Movies – Public Domain Movies - Music – Open Music Archive - Videos - The National Screening Room Anything that is in the public domain will have the copyright license of CC0. This means that the items can be used and modified, and you do not have to attribute the original owner. Resources may also be marked with one of the public domain licensing icons below. Activity Directions: \| Open licensed materials fall in between copyright and public domain. Open licenses allow the creator of the content to release some of their copyright permissions. These resources are licensed in a manner that provides the user free and perpetual permission to engage in the 5R Framework defined by David Wiley. Some of the most widely used open licensing platforms are Creative Commons and GNU General Public Licenses. There are six (6) main Creative Commons licenses that are based on four (4) conditions. The four (4) conditions of a Creative Commons license includes: The six (6) copyright licenses offered by Creative Commons are based on the four (4) conditions outlined above. These six (6) licenses include: To help you understand the Creative Commons licenses, we have provided a Creative Commons Licensing Quick Reference in the Resource Library. The GNU General Public License or GFDL is primarily used for software. It is a free copyleft license. Users can change and share versions of a software program licensed this way. This license aligns with the Creative Commons Attribution-ShareAlike license. Due to the philosophy of the 5R permissions of OER, items that you discover with a Creative Commons license that includes no derivatives are not considered to be true OER resources since you cannot remix and share them. So where do you locate OERs? Repositories are available on the Internet for locating OER resources. Some of these repositories include: Activity Directions: \| Section Assessment Directions: \| Preparing A Lesson Plan For OER Commons Instructor Notes: A SMART Goals handout is available in the Resource Library. If participants do not want to complete the entire template, they can use it to record notes for each area which can then be used in the next section to add the resource to the OER Commons web site. Assessment: The assessment for this section will be based on the participants ability to complete the OER Commons Lesson Plan Template. Experienced teachers understand that a lesson plan is used as a daily step-by-step guide for what they will be teaching their students. It also contains what resources you will be using and how the progress of the students will be measured. It does not matter if you use pencil and paper, or a computer program to create the lesson, each lesson should contain specific components. These key parts include: - Goal & Objectives - Standards Alignment - Materials - Procedures - Formative Assessments - Reflections Let us look at each of these individually. Goal & Objectives A goal provides directions for the lesson. It is generally not measurable and very generic. It can be used as the lesson overview to tell someone about the lesson. Once the generic goal has been created, you will need to break it down into more detailed objectives (also called competencies). The objectives should align to the state, local, and national standards for your school. Students should be able to use these objectives to monitor their own learning progress. The objectives should be created using the SMART model which means they should be specific, measurable, attainable, realistic, and time-based. As you write the objectives for your lesson, start by asking the following questions. - Is the objective specific? - Can the objective be measured? - Is the objective attainable by all students? Can it be adjusted for Differentiated Instruction or personalized learning? - Is the objective relevant for all students? - Can the objective be completed in a specific amount of time? Will it align to the class syllabus?All objects should start with an action word. When action words are included in the objective, it becomes a painless process ensuring that the students have met their objective goal. These action words will change based on the type of lesson objective. An introductory lesson may use the action word define whereas an advanced lesson may use the action word create. For example, an introductory objective may be “Students will define the buttons on the Microsoft Word Ribbon” whereas and advanced objective may be “Students will create their own Microsoft Word Ribbon Toolbar”. A list of action words, provided in the Resource Library, can be helpful when creating your objectives. Standards Alignment Once you have identified your objectives, it is now time to align them to required local, state, and national standards. Depending on your institution, you may also have to align them to a certification. Placing the standards directly into the lesson plan provides a quick way of showing you are meeting all requirements. When aligning the standards, it is advisable to always use the exact verbiage so you can continue to focus on the outcome. Materials & Equipment List This section of a lesson plan is a summary of all the items you need to teach the lesson. It ensures that you do not forget to sign-out a computer cart or copy a handout. It is basically the to-do list of items that need to be completed before you begin the lesson. You will need to include items such as: - Student Handouts - Textbooks / Reference Books - Worksheets / Graphic organizers / Infographics - Computers / Tablets / Presentation devices - Websites / Online Activities - Rubrics / Quizzes / Tests This summary will change with the procedures in your lesson plan. For example, will you be handing out a paper quiz or will that quiz be assigned via Google Classroom? Since this is closely related to the procedures in your lesson, it is advisable to complete this in conjunction with your lesson procedures. Procedures This is the bulk of the lesson plan. It contains the step-by-step instructions you will need to teach the lesson to your students. Think of this are the detailed instructions you would provide a substitute instructor. As you begin to determine what steps your procedure will include, ask yourself the following questions: - How will I introduce the topic? - Do you have a specific strategy or technique that will work best for this topic? - What activities do you want to incorporate into the procedure? Are they individualized, group or divided by stations? - Are there any project-based, critical thinking, or problem-solving activities you can include? - Does it relate to real-life? Can I show how? Formative Assessments This section can be used as a way of evaluating student learning. They can be quizzes, games, hands-on activities, group presentation, or projects. A mixture of these assessments can be used on a regular basis to keep your students engaged. Some examples of these assessments can be found on the Edutopia. Reflections Reflections can be divided into student reflections and teacher reflections. The student reflection is used by the student so they can document what part of the lesson resonated with then. They can analyze what they learned and why they think it is a relevant component of their learning. They can also reflect on any group participation or ways they plan to expand their knowledge. Instructor reflections are used as an observation of the success of a lesson plan. These are completed at the conclusion of the lesson plan. Once the reflection is completed, updates need to be made to the plan, so it is ready for the next time. When it comes time to reflect on the lesson, ask yourself the following questions: - Did I allow enough time for the lesson? - What part of the lesson did the students have difficulty with? Do I need to make changes? - Did the students stay engaged with the lesson? - Did I meet all the objectives? You can use the OER Commons Lesson Plan Template to plan out your lesson, so it becomes easier to add it into OER Commons. Let us look at where the above components fit into the OER Commons Lesson Plan template. The lesson overview / goals on the OER Commons Lesson Plan template is used to provide a summary of what your lesson is about. It is used as a way of introducing your lesson to users who are searching through OER Commons for materials they can use. In addition to the Lesson Overview, OER Commons will also use the Title, Creator, Subject Area, and Suggest Grade as part of its overview description. Even though there are now distinct areas for the objectives, they can be used to help introduce each section of your lesson on the OER Commons platform. You can include them in the overview, or as part of the teacher instructions within the lesson plan itself. When you are entering the lesson plan into OER Commons, there is a module available specifically for aligning to standards. This module will allow you to align standards based on the following: - AASL 21st Century Learner Standards - AASL Standards for Initial Preparation of School Librarians - CSTA K-12 Computer Science Standards - Common Core State Standards - English Language Arts - Math - Next Generation Science Standards - Pennsylvania Core Standards - English Language Arts - Math - Pennsylvania Academic Standards - Environment and Ecology - Science and Technology (2002) - Mathematics - Business, Computer, and Information Technology - Career Education and Work - Civics and Government - Economics - Family and Consumer Sciences - Geography - Health, Safety & Physical Education - History - Science and Technology and Engineering Education - UNESCO ICT Competency Frameworks If you have aligned your lesson to any other standards (ASCA, ISTE, etc.) These will need to be entered into the instructor information in the lesson plan. The standards area of the OER Common Lesson Plan Template provides an easy way of organizing these items. The Procedures area of the lesson plan is where you will spend your time. This area is broken down into 3 components: Warm Up/Introduction, Research/Explore, and Reinforcement/Creation. - Warm-Up/Introductory is used as a way of introducing the topic to the students. This can be a lecture or video where students take notes, a group discussion on what the class knows about a topic, or an introductory game such as “Guess the Topic”. - Research/Explore section can be used as a way of providing additional projects where the student can expand their knowledge by digging deeper into the content or by supplying additional resources where they can practice the skills they have discovered. Depending how detailed your lesson plan will be, you may need to add additional Research/Explore sections to accommodate the entire plan. - Reinforcement/Creation is used as a way of reinforcing the skills or content the student learned about. This can be a problem-solving or creation-based project where the student can be creative while showing you that they understand the content. This area can be used for assessing the depth of knowledge of the student. Each procedure section has areas for a student view and instructor notes. When you begin creating your resource on the OER Common website, it is important to note that there are two views. The main content area in the creation tool is to be used for content that will also be visible to both the student and instructor. This area can include specific instructions and material that is used for a student handout. If there are any unique instructions for the instructor, they will be placed in a separate area that only the teacher will see. The Instructor Notes can be the area where you place any additional standards that cannot be aligned using the standards module r any answers to quizzes or assessment that should not be visible by the student. Formative assessments are not required for every activity in a lesson plan, but they may be helpful to check for understanding at the end of each activity. Assessments are a way of showing that the students have learned the content. They can be completed in class or at home as part of their homework. Rubrics can be used as a way of assessing the student. They are designed in a grid and clearly indicate achievement criteria. Rubrics can be used as a way of showing what components need to be included in a project and how they will be graded. The grading can be done by the instructor, a peer, or an expert in the content area. The assessment area also includes a placeholder for a rubric if it used. You can use the OER Commons lesson on Developing Rubrics if you are new to the rubric assessment tool. The last required component is for reflections. The OER Commons Lesson Plan template contains a section for both a student and instructor reflection. The student reflection is blank and allows you to create a reflection based on the topic. The teacher reflection is already prepopulated and is there to remind you that you should reevaluate the plan after each use for ways you can be improved. Within the OER Commons platform, you also have the opportunity of including an image as part of your lesson overview. The section labeled “Lesson Plan Image” provides a placeholder for this image. Since the philosophy of OER is geared toward open, the image should be licenses using a Creative Commons or public domain license. The lesson plan also includes some suggested websites for locating those images or you can use the Creative Commons Searching Tool that you learned about in Lesson 1. The All About the States Lesson Plan, located in the Resource Library, can be used as an example of what a lesson would look like int the OER Template. Activity Directions: \| Creating Lessons Using OER Commons Open Author Module Instructor Notes: If you have a class that has not accessed the OER Commons platform, utilize the account creation as another activity in this lesson. Assessment: The assessment for this section is based on the student's ability to use the Open Author platform and creating a resource using the material from the OER Commons Lesson Plan from the precious section. Now that you have your lesson created, it is time to learn about OER Commons. Launched in 2007, OER Commons is a website that provides access for over 42,000 vetted and fully indexed open educational resources. In addition to the growing number of individual authors of open materials, OER Commons has also partnered with hundreds of other institutions and organizations making this one of the best single access points for locating high quality content from across the globe. In order to contribute resources to the OER Commons platform, you must have obtained credentials for accessing the site. If you have not created an account, follow the Account Creation Help Guide in the Resource Library to create a presence on the OER Commons platform. Once your account is set up and you are logged in, you can begin to build your first resource. OER Commons uses a module called Open Author for creation of its lesson plans and resources. This module allows for both instructor and student facing views. Instructors can include overviews, supporting text and step-by-step instructions. Activity Directions: \| To create a new resource: - Click on the "Add OER" button at the top of the screen. - When the window appears, click on the "Open Author" button. The Resource Details screen will appear. This is where you will insert your step by step procedures. The details screen is broken down into seven (7) sections. - Overview information - Section 1, Enter the Title/Resource Name. This will be viewable in the search results when someone searches for content. - Section 2, Upload title image. This is where you will upload the image from the last section of the OER Commons lesson plan template. This image will appear as part of the lesson plan description in the search results. - Section Information (From the Procedures area of your lesson plan template) - Section 3, Section Name. This is used to provide a name for the section. If can be Reflection, Introductory Lesson, etc. - Section 4, Main Content. This is the main content of your lesson or resource. This is the area that is viewable by students when it is shared with them. - Section 5, Attach Resources. This is the area where you upload your handouts and other materials that supplement your lesson plan. - Section 6, Instructor Notes. This is the area that is used to provide additional information and instructions for educators. - Section 7, Insert New Section. Use this button to add additional sections to your resource. To Save your resource, click on the "Save" button. A draft of the resource will be saved in your items. Activity Directions: \| We created a resource from scratch using the Open Author module. If you already have the lesson plan created in Microsoft Word or Google Docs, you can import it right into the Main Content area of Open Author. To learn more about each option, click on the appropriate link. Publishing Your OER Commons Resource Instructors Notes: For the students to locate their resource after they publish it, have them save it BEFORE they select the publish button. This will place a copy of the resource in their items. The tagging activity can also be done by using the word cloud strategy and an online web tool such as Word Clouds or Poll Everywhere Assessment: The assessment for this section is based on the student's ability to publish their resource on the OER Commons platform. The resource should be searchable and viewable as part of the OER Commons respository. Now that you have your step-by-step procedures completed, it is time to publish the resource so other users of the OER Commons platform can find it. When you publish your resource, additional information is needed to help describe and better explain your resource to others. An OER Submission Details worksheet can be found in the Resource Library to help simplify this process. This worksheet contains all the fields that need to be populated as part of the publishing process. Required fields are labeled. All others are optional but would be beneficial for other OER Commons users as they encounter your resource in the search results. To publish your resource: - Click on the Publish button on the top of the Open Author module. - The Describe window will appear. This window allows you to provide an overview of the lesson and to provide the condition of use. Section 1, The Overview Box is where you will provide the Goal of the lesson. This box can also include the lesson objectives. Section 2, Conditions of Use. You need to decide which type of licenses you will be assigning to your resource. Each resource in OER Commons has one condition of use/copyright label. This label allows a user to quickly distinguish if a resource can be shared without further permission. The licenses in the drop-down align to the Creative Commons licenses and provide additional details on each. Once the user begins to search for a resource, they are populated using the OER Commons Conditions of Use alignments. The licenses are aligned as follows: OER Commons \| Alignments to Creative Commons / GNU / Public \| \|---\|---\| \| No Strings Attached \| \| \| Remix and Share \| \| \| Share Only \| \| \| Read the Fine Print \| \| Section 3, Preview Image. The image that appears here is the same image you uploaded when you created the resource in Open Author. You can change the image one last time. This is the same image that will appear in the search results of the OER Commons site. Section 4, The Help make this discoverable to others area of the publication window contains required fields. These field correspond to the Subject, Education Levels, and Language area of your OER Submission Details worksheet. Each of these areas will accept multiple choices, simply keep selecting choices from the drop-down menus. In addition, you will also be required to select a material type for your resource. Material type definitions vary depending on the website you are using. A detailed list of material types for OER Commons can be found by clicking on the what’s this link in the publishing window or be clicking here. Fields contained in the Additional Descriptions area are optional. The most important fields here are the Educational Standards and Keyword fields. The Standards field is used to align your resource to the standards that are embedded in the OER Commons platform. Alignment to the standards is not a requirement at this point. You can align the resource to the standards once it has been published to the OER Commons site. Keywords (also called tags) in OER Commons is the process of attaching an electrionic marker to a resource for categorizing purposes. Keywords for a resource can be assigned by any user. OER Commons allows you to search for resources based on a keyword/tag thus providing an additional measure for locating a resource. When creating resources for the POWER Library, it is advisable to always tag them with the keyword PowerLibrary. Activity Directions: \| Once you have all the descriptive fields completed, the next step (Section 5) is the Acknowledgement of use permissions. This check box is used to verify that you have the right to use and share all images, videos and other content included as part of your resource. You are also acknowledging that you have received the original creator’s consent wherever necessary. The final step, Section 6, is to click the Publish button. Once you click publish, your resource will be sent to the OER Commons content specialists for review. They will use the following criteria to look at your resource one last time before it goes live in OER Commons. The criteria they look at includes: - Educational content clearly supports learning. This can be in any of the following areas: K-12, undergraduate, graduate, vocational, or professional learning. - Education content presents a clear context of who the resource is to be used for and how it is to be used to meet learning goals. - Education content contains clear learning goals or objectives. It is not mandatory that these goals are aligned to standards. - Licensing / Usage Rights are clearly stated. - The resource clearly states that content is released under a creative commons license, is within public domain, or is available for non-commercial or educational use. - The resources should be openly accessible without creating an account or logging in. - The resource is complete. - The resources should not require use of commercial software or services. - The resource should be easy to use and should direct links to the individual learning resources. OER Commons does not index top pages of databases) - For STEM content, the content should have been created or updated within the last 5 years. - For General content, the content should have been updated within the last 7 years. - If you resource requires the use of any software or browser applications, those applications should be supported in modern operating systems and browsers. Activity Directions: \| Congratulations! Your resource should now be discoverable to every user on the OER Commons platform. Aligning Lessons to State and Common Core Standards Instructor Notes: Instructors may want to demo this before assigning the assessment. Remind students that they need to be logged in to align a resource to standards. Assessment: The assessment for this section is based on the student's ability to align a resource on the OER Commons platform to the Pennsylvania Core or Pennsylvania Academic Standards. This resource should have be created by someone other than the student and located using the searching tools of the OER Commons platform. Standards are aligned when you publish resources in OER Commons using the Open Author module. But what happens if you find a resource you want to use in your classroom, and it is not aligned to Pennsylvania Core or Academic standards? The OER Commons platform allows you to align any resource with the standards that are embedded within the website. Being able to align the resource to standards increases the value of the resource for future users. You need to log into your OER Commons account to align standards. To add a standard: - Select the resource you would like to align - Click the Align link to begin the alignment. - Using the Education Standard drop down menu, select one of the standards from the list provided. - Continue making selections from the drop-down menus as they appear. - When you are finished, you will see a preview of the selected tag. If it is correct, click the Add Selected Tag button to attach the standard to the online resource. - You can continue adding standards by repeating this process. Activity Directions: \| Using and Understanding the Achieve OER Rubrics Instructor Notes: The first activity is using the Jigsaw strategy. You can adjust, as necessary. Assessment: The students will complete a multiple choice assessment on the OER Rubrics. The correct responses to this assessment are available in the Rubric Assessment Answers document. Achieve, in collaboration with the OER community, has developed eight (8) rubrics to help users determine the quality of instructional resources. These evaluation tools are hosted and available on the OER Commons platform for users to evaluate the quality of the resources they discover. OER resources can be evaluated based on: - Rubric I: Degree of Alignment to Standards - Rubric II: Quality of Explanation of Content - Rubric III: Utility of Materials as Tools to Teach Others - Rubric IV: Quality of Assessment - Rubric V: Degree of Interactivity - Rubric VI: Quality of Practice Exercises - Rubric VII: Opportunities for Deeper Learning - Rubric VIII: Assurance of Accessibility Activity Directions: \| Rubric VIII, which is not part of the OER Commons evaluation module, is used to assure materials are accessible to all students. This rubric does not ask reviewers to make a judgment on the quality. Instead a yes/no determination is made depending on the degree to which the materials area accessible. This rubric is to be used by only those individuals that can make judgements about accessibility of an object. To use the rubrics in OER Commons, click the Evaluate button on the resource you would like to evaluate. The OER Commons on Guideline and Reminders will appear for you to read. When you want to start evaluating the rubric, click the Start Evaluating button. Watch the Virtual Tour of the OER Rubrics and Evaluation Tool for a demo of evaluating a resource. Activity Directions: \| Since the evaluation of resources can be done by any OER Commons users, it is advisable to periodically log into and look at the resources you have created. Other members may have evaluated your resource, thus providing invaluable feedback for updating the quality of your resource. In addition to the Achieve OER Rubrics, feedback can also be received through comments and star ratings left on your resources. Section Assessment Directions: \| Reflections Instructor Reflection: Reflect on the Lesson Plan and document what worked for you, what did not work for you, and what you would change for the next time you use this lesson. Activity Directions:Using the Open Educational Resources Lesson Reflection handout, reflect on the following questions: \|	oercommons	2025-03-18T00:38:37.525356	Erin Halovanic	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69108/overview", "title": "Open Educational Resources and OER Commons", "author": "Lynn Ann Wiscount" }
https://oercommons.org/courseware/lesson/82187/overview	Unit 8: Circles and Other Conics Overview This resource is geared for teacher use. It is loosely linked to the Secondary Math II, Mathematics Vision Project curriculum. Unit 8: Circles and Other Conics Each of the Units in our Secondary Math II course is loosely tied to the corresponding unit of the Mathematics Vision Project curriculum. Unit 8 Design Document- Contains links to each of the Unit Resources, Lesson Resources, and Assessment Resources for the Secondary Math II unit on Quadratic Functions.	oercommons	2025-03-18T00:38:37.544081	06/09/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82187/overview", "title": "Unit 8: Circles and Other Conics", "author": "Mindy Branson" }
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	oercommons	2025-03-18T00:38:37.558105	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/90852/overview	Gokceada Overview Gökçeada Gokceada Gökçeada, also known as Imroz, is Turkey's largest island. At the same time, the westernmost point of Turkey is located on this island. Imbros is mainly of volcanic origin and Ilyas Dağ, the highest mountain of the island, is an extinct volcano. Many Greeks and Turks live together in Gökçeada and according to the 2020 census, there are 10106 people. Unfortunately, because of the forced displacement, the Greeks had to leave their houses on the island in the past. Gökçeada, which is currently in Turkish territory, is also highly preferred by the Greeks and has become a place that many consider as their homeland. The combination of these two cultures has greatly influenced the architecture, food and lifestyle of the island today. The only way to go to the island today is the ferries that depart from Çanakkale and take 1.5 hours. When you arrive on the island, a wonderful smell of thyme welcomes you. Although some parts of the island are arid, it is one of the rare islands with its own freshwater dam, so there are many trees in the interior of the island. It has many beautiful beaches, which appeal to everyone. Because while one side consists of a deep and stony ground, the other side consists of shallow and sandy ground. Although Gökçeada receives more and more tourists every summer, it is a place that has not yet been discovered by most people in Turkey.	oercommons	2025-03-18T00:38:37.569911	03/11/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90852/overview", "title": "Gokceada", "author": "Ilkim Basdogan" }
https://oercommons.org/courseware/lesson/79856/overview	Mood and Tone Review "The 1st" poem TPCASTT Organizer War of Words lesson 3 Remix Overview "Homeless," by Anna Quindlen, allows the student to understand homelessness as it affects many people on a broader scale. She emphasizes the individuality of homelessness, the fact that they not only lack possessions but have no place to keep them. "The First" (also titled "Eviction") is a short poem by Lucille Clifton that provides the opportunity to compare and contrast the approach to the same issue through another genre. Final Assessment: How do Anna Quindlen and Lucille Clifton use language to convince the reader that their arguments have value? (focus on use of specific language, word choice, mood, tone, etc.) Introduction See lesson plan. Create a Padlet site linked within parenthesis here: (https://padlet.com/) Topic: What makes someone who they are? Does where you live matter? If technology is not available, create a class poster or make a list on the board as you discuss. Optional FlipGrid (be mindful of students who may currently be homeless): Interview a classmate and record a short introduction of that person on FlipGrid. Include aspects of Padlet discussion and HOW these things make this person who he or she is. Site linked here in parenthesis: (https://flipgrid.com/) Introduction: Follow your teacher's instructions to explore the following questions- 1. What makes someone who they are? 2. Does where you live matter? Class Discussion Create a class list of types of strong leads in essays. (Possible ideas: an unusual or surprising fact, a quote (from a famous or non-famous person), a definition from the dictionary, an anecdote, a provocative question) Discuss some reasons someone might want to write an essay or article AFTER graduating high school and/or college… when no one is forcing them to. Students will read the text of “Homeless” in its entirety (option to partner read of listen to the teacher while following along for the first read.) Re-read beginning of the essay to determine: How does the author’s introduction begin? What type of lead is in the essay? Why did Quindlen begin her essay by discussing one individual? How does that set up the rest of the essay? Where does the introduction end and the body of the essay begin? What is the tone of the introduction? What mood does it establish? 1. After your class discussion led by your teacher, please read or listen to "Homeless" by Anna Quindlen by clicking this link: https://youtu.be/6tSD1dZWXNo You may ignore the directions at the top. 2. Now, please re-read beginning of the essay and be ready to discuss/answer the following questions: How does the author’s introduction begin? (What type of lead is in the essay?) Why did Quindlen begin her essay by discussing one individual? How does that set up the rest of the essay? Where does the introduction end and the body of the essay begin? What is the tone of the introduction? What mood does it establish? (Need to review tone and mood? Please use the attached resource.) Independent or Pair Work Students will determine Quindlen’s attitude toward “home”, marking (highlight, underline or sticky note) phrases that demonstrate her tone in the text. Use Scrible for online annotation OR have printed copies available for students. Review mood and tone if needed: https://www.brainpop.com/english/writing/moodandtone/ Quote analysis activity (choose three): “You are where you live.” “She was somebody.” “Home is where the heart is.” “Homes have stopped being homes. Now they are real estate.” “ It has been customary to take people’s pain and lessen our own participation in it by turning it into an issue, not a collection of human beings. We turn an adjective into a noun…” (consider the title and it’s part of speech in your response) “Sometimes I think we would be better off if we forgot about the broad strokes and concentrated on the details.” “No window to look out upon the world. My God. That is everything.” Extension opportunity: An author makes assumptions about the audience (reader). What basic assumptions does the author appear to make about her audience? (Reader has a home and feels that having a home is important) Are the assumptions reasonable? Why? (Consider source of article—New York Times; who would be reading an essay of this type; the fact that author is speaking as an equal to the reader) Close Read "Homeless" with a partner or independently. Annotate on paper or using the Scrible extension. Here's what to annotate: 1. Highlight, underline, or sticky note phrases that demonstrate tone. 2. Take notes in the margin or on a sticky note that will help you determine the author's attitude toward "home." 3. Choose three of the quotes below to analyze. Do this as part of your annotations OR respond on lined paper. “You are where you live.” “She was somebody.” “Home is where the heart is.” “Homes have stopped being homes. Now they are real estate.” “ It has been customary to take people’s pain and lessen our own participation in it by turning it into an issue, not a collection of human beings. We turn an adjective into a noun…” (consider the title and it’s part of speech in your response) “Sometimes I think we would be better off if we forgot about the broad strokes and concentrated on the details.” “No window to look out upon the world. My God. That is everything.” Finished Early? The author makes assumptions about the audience (reader...that's you). What basic assumptions does the author appear to make about her audience? Are the assumptions reasonable? Why? (Consider source of article—New York Times; who would be reading an essay of this type?; is the author speaking as an equal to the reader?) Class Wrap-Up of "Homeless" Discuss in small groups/pairs; share out to large group. Quindlen could have approached the problem of homelessness by using statistics and facts. How would the tone have changed if she had done so? Would it have been more or less effective? Why? What is the difference between “the homeless” (a collective noun) and “homeless” (an adjective) according to Quindlan? (Direct students to the next-to-last paragraph. Teacher note: Students sometimes are confused by the last two paragraphs, and believe that Quindlen is saying that people should not care about the homeless. Make sure that students understand that she is advocating a different approach—one of attention to individuals/people who are homeless, rather than anonymous group of faceless people, the homeless.) Think-Pair-Share: Chat with a partner or your group. Be prepared to share out to the class! 1. Quindlen could have approached the problem of homelessness by using statistics and facts. How would the tone have changed if she had done so? Would it have been more or less effective? Why? 2. What is the difference between “the homeless” (a collective noun) and “homeless” (an adjective) according to Quindlan? Close Reading of “The First”/”Eviction” First Read with the Teacher Distribute copies of “The First”/”Eviction” Read the poem aloud Visualize the scene presented in the poem. What mood is presented in the beginning? Is it colorful? Quiet? Noisy? Listen and visualize as your teacher reads the poem, "The 1st" by Lucille Clifton, aloud. Think about the mood and tone. Close Read the Poem Students should reread and annotate using TPCASST organizer (If TPCASST has not been modeled, T may want to pull a small group or do direct instruction/think aloud with students) OR complete the following questions: Who is the speaker? (a young child in a neighborhood) What is going on? Reread the title—why is it important (The 1st of the month is when people are evicted for not paying their rent.) Is “Eviction” or “The 1st” a better title? Elicit opinions based on the text. What conflict is presented between the first stanza and the last stanza? How does the mood change? What does the situation appear to be in the first stanza? Students should find text based evidence to support their answers. Summarize the story being told in the first stanza. Who? What? When? Where? Why? What do you notice about the punctuation? The capitalization (check out the letter i…)? What does this tell you about what the poet is trying to say? What is the effect of the repetition in the last two lines? What has been emptied? What does the word “emptied” mean? What has probably happened between the first stanza and the second? What has changed about the speaker in the second stanza Read the poem independently and annotate. Annotation Choices: 1. Use the attached TPCASTT organizer and fill in each box. 2. Complete the following questions on a document or lined paper: - Who is the speaker? What is going on? - Reread the title—why is it important Is “Eviction” or “The 1st” a better title? - What conflict is presented between the first stanza and the last stanza? How does the mood change? What does the situation appear to be in the first stanza? - Summarize the story being told in the first stanza. Who? What? When? Where? Why? - What do you notice about the punctuation? The capitalization (check out the letter i…)? What does this tell you about what the poet is trying to say? - What is the effect of the repetition in the last two lines? What has been emptied? What does the word “emptied” mean? - What has probably happened between the first stanza and the second? What has changed about the speaker in the second stanza? Final Assessment Written Assessment: How do Anna Quindlen and Lucille Clifton use language to convince the reader that their arguments have value? Teacher discretion on rubric requirements. Independently (unless you are pulled into a small group with the teacher) answer the following question: How do Anna Quindlen and Lucille Clifton use language to convince the reader that their arguments have value? Things to consider: - author's word choices/phrases - author's message or theme - what was each author arguing for or against? What was the point of view or opinion? - what does it mean to be homeless? Answer on a document or on lined paper.	oercommons	2025-03-18T00:38:37.611128	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79856/overview", "title": "War of Words lesson 3 Remix", "author": "Literature" }
https://oercommons.org/courseware/lesson/75069/overview	Figurative Language Overview This is a quick resource to introduce students to the concept of figurative language. Students will be introduced to five of the most common examples of figurative language and look at an example of each. Figurative Language Figurative Language Figurative Language is not meant to be taken literally. If someone told you to jump off a clip, would leap to your demise? NO! And neither would they want you to. They simply want you to know that they are not happy with you and would like for you to leave them alone. This is an example of figurative language. Here a five terms to familiarize yourself with. - Simile: a comparison between two things using the words "like" or "as" - example: My mother is like a saint. She is happy to help anyone in need. - Metaphor: comparing two things by calling something something else without using "like" or "as" - example: My mother is a saint. He happily helps anyone in need. - Hyperbole: using extreme exageration to get your point across - I am so tired, I could sleep for 10,000 days! - Personification: giving human qualities to something that is not human - The chair screamed as put all of my weight on it! - Idiom: a commonly used expression that has a totally different meaning from what it says. - When I met the girl's mother, I soon realized that the apple doesn'f fall far from the tree.	oercommons	2025-03-18T00:38:37.626220	11/24/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75069/overview", "title": "Figurative Language", "author": "Makeisha Butler" }
https://oercommons.org/courseware/lesson/90903/overview	how long does alcohol stays on your body Overview It can be helpful to know how long will alcohol remain in your system. It depends on age, gender, genetics, and body mass. Alcohol stays on women's bodies longer than men. Also, the more fat you have, the longer alcohol spends time in your system. And because your liver works more slowly as you get older, alcohol stays in the old peoples' system for longer. Nothing you do will speed up taking alcohol out of your system. how long does alcohol stays on your body oer It can be helpful to know how long will alcohol remain in your system. It depends on age, gender, genetics, and body mass. Alcohol stays on women's bodies longer than men. Also, the more fat you have, the longer alcohol spends time in your system. And because your liver works more slowly as you get older, alcohol stays in the old peoples' system for longer. Nothing you do will speed up taking alcohol out of your system.	oercommons	2025-03-18T00:38:37.637979	03/11/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90903/overview", "title": "how long does alcohol stays on your body", "author": "Eymen Yıldız" }
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	oercommons	2025-03-18T00:38:37.656424	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" }
https://oercommons.org/courseware/lesson/80206/overview	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).	oercommons	2025-03-18T00:38:37.694663	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) \| \| LOC Primary Source links \| \| \| Entry Activity/Task \| Hook question/Activating schema: What is a boarding school? As a class, brainstorm your background knowledge of boarding schools. Guided Questions for Whole Group Discussion: \| \| Focused Activity/Task \| \| \| Conclusion Activity/Task \| \| \| Assessment of Student Learning \| \| \| Student Learning Accommodations & Modifications \| Scaffolded support: \| \| Additional Links for Further Study: \| \| Multicultural Considerations \| Native Americans may be likely to have some personal family history with this lesson, potentially causing upset or anger. Non-Native American students may lack knowledge of Native American culture and the differences between it and the Western/European culture of the United States, particularly in the late 1800s and early 1900s. Students new to the country may have little understanding of the historical issues Native Americans have experienced in the United States. They may be able to make connections to marginalized people groups from their own cultural backgrounds that are similar to those addressed in this activity. Encourage them to share these valuable connections with the class. An additional extension for SEL would have students reflect on the following questions: \| Adapted from template by Creator: Morgen Larsen for NCCE.org Except where otherwise noted, this work is licensed under a Creative Commons Attribution 4.0 International License	oercommons	2025-03-18T00:38:37.725073	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/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	2025-03-18T00:38:37.738128	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/108454/overview	Parent Information Community Meeting Reading is Fun: A guide for parents to reading at home with young learners Inquiry Project Template Overview In this inquiry project, you will understand the benefits of parent involvement in children's education as well as beneficial ways to incorporate collaborative strategies to get involved such as techniques involving reading and literacy, parent-teacher communication, and more. Introduction Introduction: One of the main questions educators ask is “What will work best and be the most effective way of teaching?” Every child has a different way of learning and it is important to cater to their needs to be successful in the classroom, so what better approach than involving parents who know them best? Involving parents in their child’s education in terms of continuing learning at home is a great approach. Covered in this resource are different ways parents can be involved in their child’s education. Main Points: Techniques involving reading and books Educational levels of parents The Feasibility of Parent Involvement Teacher-Parent Communication References: Becker, H. J., & Epstein, J. L. (1982). Parent Involvement: A Survey of Teacher Practices. The Elementary School Journal, 83(2), 85–102. http://www.jstor.org/stable/1001098 Techniques involving reading and literacy Some of the most commonly used practices for parent involvement are parents reading to students, students reading to parents, or supervised reading time. Research has shown that children who read in the comfort of their own homes and with their parents have a higher success rate in learning how to read further along in their education. Reading at home can also be a fun activity between the parent and the child which will then encourage the child to want to read more. Though the time spent reading at home is not the important part, there are ways to make reading at home more effective and that is by testing the child’s understanding of the books they have read or that have been read to them. That is by asking questions. Parents can ask questions about illustrations, words, titles, and different parts of a book to check on the child’s comprehension. This is also a great way to identify if the child needs more help in a certain area of reading which could then be communicated with their teacher to work on. The video linked below is a guide on how to help parents read with their children. Parents can also have an impact on a child’s literacy even from basic interactions at home. By following recipes, reading grocery lists, and cleaning, children are exposed to conversations with their parents that are building their literacy knowledge. This information of course can only be made if the educator is working with parents which is another reason why a parent-and-teacher relationship is important. With this knowledge, the educator is able to construct activities around their everyday interactions which could help the students feel more comfortable and capable of reading. References: "Early Childhood Literacy Engaging and Empowering Emergent Readers and Writers Birth Age 5" by Christine Pegorraro Schull, Leslie La Croix, Sara E. Miller, Kimberly Sanders Austin, Julie K. Kidd is licensed under CC BY 4.0 "Reading is Fun: A guide for parents to reading at home with young learners" by ABCplus Learning Connects is licensed under CC BY 4.0 The Feasibility of Parent Involvement The opinion of many teachers on whether or not parental involvement is helpful or not in a child’s education differs between teachers and parents. In the article “Analysis of Secondary School Students’ Academic Performance and Parental Involvement in Children’s Education at Home,” research shows that with parent involvement, their children’s education at home can influence their academic performances in two distinct ways; helping with their homework and other academic discussions, as well as being involved at school with functions and meetings. With active involvement, a child’s education can counterbalance the effects of low socioeconomic status and underprivileged neighborhoods. From the article “Parent Involvement: A Survey of Teacher Practices” teachers feel parent involvement is important in solving problems faced by schools and that involvement in the classrooms is useful for increased parent learning assistance at home. On the other hand, there is concern about whether or not teachers can influence parents to participate with their children at home, or whether or not the parents have a sufficient skill base to teach their children to read and solve math problems. Or if it is fair to ask parents to spend an hour each night working with their children on a school-related activity. References: "Analysis of secondary school students’ academic performance and parental involvement in children education at home" by N. Ali, S. Mukhtar,Y. Khan, M. Ahmad is licensed under CC BY 4.0 "Three Roles Parents Can Play in Their Children’s Education" by RightQuestion Institute is licensed under CC BY 4.0 Educational Levels of Parents Within the educational level of parents, there are the upper-middle class, the middle class, and the lower class. Teachers deal with each of the categories throughout their teaching career, they may or may not use parent involvement techniques according to the educational levels of their students’ parents. Teachers who do not use techniques with parents of lower educational levels find that the parents are not as able or willing to help children at home with school activities. The Bar graph below shows the different levels of education and participation of parents within a school district. The report states that parents from a lower educational background “are viewed by the teachers as “capable” of assisting their children in reading at home may depend on whether the teacher has worked out procedures and communication patterns that would enable parents with little schooling to assist.” Teacher-Parent Communication Teacher-parent communication is an important part of student success. Having communication with the families of your students and understanding each family’s background help you teach better and have the student be more successful in your class and school as a whole. When talking about parent involvement, it does seem smaller school districts have easier access and stronger relationships with the families of their students and communities. Focusing more on the larger school districts to help those teachers who see over 100 kids a day would be most beneficial with teacher-parent communication. I have focused my examples with a larger district/community in mind. I grew up in a very small school district and town so I wanted to get out of what I know and find ways for teachers in larger school districts to connect with the student’s families and vice versa. When the students come for the first week of school, that’s a great time to send home papers and family involvement “homework” to get an idea of the family dynamic and gain some knowledge about them as well. Then, after the students return the papers you can email, call, or have parents download the Group Me app so you can contact them. Ask them further questions based on how they answered the questions their child filled out with them and when would be a good time to either have a parent-teacher conference in person or through Zoom. Putting a face to the name of the student’s parents is a great thing to have for a visual representation of the family. Regarding the previous paragraph, having this higher communication set in place will make it easier to talk to the parents about how their child is doing in class. It will be a smoother transition into giving examples and extra work for the parents to help their child at home and it can translate into class as well. Now, there can be some struggle with doing this when working in a low-income-based district but having that continuous communication with the parents will help tremendously. There will always be different cultural and language barriers when being a teacher which is present in both large districts, small districts, high income, and low-income communities. Being a teacher, you need to be aware of this and be open to learning about these cultures to help keep a high level of communication between you, the students, and their families. References: "Parent Information Committee Meeting - May 2019" by Midland Public Schools is licensed under CC BY 4.0	oercommons	2025-03-18T00:38:37.766627	Alany Jimenez	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108454/overview", "title": "Inquiry Project Template", "author": "Makayla Aldrich" }
https://oercommons.org/courseware/lesson/94159/overview	What’s missing? Overview ACTIVITY OBJECTIVE: Helping the child to s-t-r-e-t-c-h their brain! This activity requires them to stop, focus, think, plan and remember. Memory The more items, the more challenging the game, for younger children start with just 3-4 items and increase from there. For older children, use more items and allow them to look at them for a full minute. Then cover them up and ask them to write a list or draw as many of the items that they can remember. The more you discuss the items the more likely your child is to remember them so you could ask them what color or shape each item is or what it is used for. ACTIVITY OBJECTIVE: Helping the child to s-t-r-e-t-c-h their brain! This activity requires them to stop, focus, think, plan and remember. ACTIVITY DESCRIPTION: Place a number of household items onto a table. Tell the child to have a close look at the items on the table. Name them together. Cover the items with a tea towel. Ask the child to close their eyes and as they do so remove one item from under the fabric. Ask them to open their eyes, remove the cloth and tell you what’s missing! ACTIVITY MATERIALS 01 \| Spoon \| 01 \| Fork \| 01 \| Plate \| 01 \| Cup \| 01 \| Jar \| 01 \| Tea Pot \|	oercommons	2025-03-18T00:38:37.783829	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94159/overview", "title": "What’s missing?", "author": "Special Education" }
https://oercommons.org/courseware/lesson/112904/overview	Activity: One idea Overview Science is better when everyone contributes at least one idea. In this activity, students will practice contributing and hearing ideas from everyone in the class. Students will reflect on the impact of hearing others' ideas on their thinking as scientists. One idea Like the "60 second rule," activities that encourage each student to contribute ideas and to listen to others build collaboration skills, science understanding, and community. Tokens or Popsicle sticks can be used as tangibles to show when a student has contributed; sticky notes or other ways of contributing non-verbally are also good indicators and open up contributions from students that prefer to contribute non-verbally.	oercommons	2025-03-18T00:38:37.800774	Kristin Robinson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112904/overview", "title": "Activity: One idea", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/74612/overview	Natural Disasters Risk Overview This is an active and creative lesson, involving research, collaboration and digital skills. Students are organized into five members group each one with his/her well defined role and all of them need to share information, take decisions, justify their choices and communicate one to each other and connect to students from other country. Connection Activity with Romanian and Portuguese Students This is an active and creative lesson, involving research, collaboration and digital skills. Students are organized into five members group each one with his/her well defined role and all of them need to share information, take decisions, justify their choices and communicate one to each other.	oercommons	2025-03-18T00:38:37.819222	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74612/overview", "title": "Natural Disasters Risk", "author": "Life Science" }
https://oercommons.org/courseware/lesson/113609/overview	Hula Hoop Game Lesson Plan Overview Hula hoop game is where students jump from hoop to hoop and play rock paper scissors the winner keeps going the loser goes to the end of their line. The game keeps going till one of the lines are empty. This game helps students to achive standard one and keeps them active and having fun. Lesson Overview Indiana Academic Standards for Physical Education and/or Health Standard 1: The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns. Students in early elementary will observe, learn, practice, and develop basic (fundamental) locomotor (traveling actions), non-locomotor (movement in place), and manipulative (object handling) movements. This foundation continues to be established and reinforced to facilitate motor skill acquisition, which gives students the capacity for successful levels of performance as they mature. By the end of grade five, students continue to achieve maturity with locomotor (traveling actions), non-locomotor (movement in place) and manipulative (object handling) skills. They begin the process of integrating (putting together) these skills into a variety of individual and small team sports and activities that have been adapted to their developmental level. Locomotor Skill Essential Question How can learning from jumping to hoop to hoop and playing rock paper scissors help us in other areas of our learning and communication with peers? Learning Objective Students will be able to jump from hoop to hoop staying in the hoop's circumference. Then when they meet another student, they will play rock paper scissors to see who keeps going and who goes to the end of the line. They will be able to do this with 80% accuracy. Assessments Formative I will have the students all hop in a line and give feedback on how they are doing or tips to help them do better. When Playing the games I will walk around and observe Summative *Students will be required to jump 10 hoops in a row and I will grade how many they land accurately. Essential Vocabulary Words and Phrases of Focus for this Lesson -hula hoop -jump -rock paper scissors game -straight line Materials & Resources -whistle -hula hoops -notebook for notes -one pencil Lesson Procedure Instructional Agenda I DO/Whole Group: I will demonstrate how to jump from hoop to hoop and how to play rock paper scissors. Formative Assessment- seeing how the kids are taking the information and answering any questions they heave. Model how to jump from hoop to hoop. And model how to play rock paper scissors. We Do/Guided Practice: Stations- I will have two line stations to practice jumping from hoop to hoop I will have different groups playing rock paper scissors. Formative Assessment-I am walking around giving feedback and taking notes. You Do/Independent Practice: I will have the game set up with hula hoops going in a line down the basketball court. We will have the class split in two half at one end half at the other end. They will jump from hoop to hoop when they meet they will then play rock paper and scissors. The winner will keep jumping the loser will go to the end of their line. The losing side will then start jumping from hoop one and when they meet the other opponent jumping they will play rock paper scissors again. This will continue till one side has no more players. Summative Assessment Scaffolding for Gap Repair and Extended Learning Opportunities SPED If in a wheelchair or troubles with balance I will make the hoops with tape instead so there isn't a bump to go over and have them get to each station that way. I will also talk with their main teacher and see which ways will help them to master the skill we are learning in class. If the student is nonverbal or not function of arms, then I will have laminated cards for them to be able to show the action for rock paper scissors instead of them having to say it out loud or do the action. ELL I will have the instructions printed in their native language. I will offer more practice in smaller groups, so they don't have the weight of the whole class watching them. High Ability I will have this student try to jump more than one hoop at a time or try to jump on just one foot.	oercommons	2025-03-18T00:38:37.839766	02/29/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113609/overview", "title": "Hula Hoop Game Lesson Plan", "author": "Monica Brown" }
https://oercommons.org/courseware/lesson/85340/overview	Final Exam Solution Solution of the Second part of the namcouple (2) questions Solutions of the first part of the namcouple questions Solutions of the quizz Coupling Field Solutions of the quizz Grid Data Solutions of the quizz Initialisation and Termination Solutions of the quizz LAG concept Solutions of the quizz Partitioning Solutions of the quizz Sending and Receiving Solutions of the Second part of the namcouple (1) questions Code Coupling with OASIS3-MCT Overview OASIS3-MCT is a coupling library that can be used to exchange information between codes modelling the different components of the Earth System, for example the ocean and the atmosphere. In this training, consisting of a series of videos, you will learn how to use OASIS3-MCT to set up a coupled model exchanging coupling fields. This material is based on a SPOC (Short Private Online Course) developed in the framework of the ESiWACE CoE. It is fully valid for OASIS3-MCT_5.0 and previous versions. To gain full knowledge on how to build a coupled model with OASIS3-MCT, we strongly encourage you to follow the SPOC in addition to your visit to the current OER pages. For questions, please contact oasishelp@cerfacs.fr Overview - How this course work OASIS3-MCT is a coupling library that can be used to exchange information between codes modelling the different components of the Earth System, for example the ocean and the atmosphere. In this training, consisting of a series of videos, you will learn how to use OASIS3-MCT to set up a coupled model exchanging coupling fields. This material is based on a SPOC (Short Private Online Course) developed in the framework of the ESiWACE CoE. It is fully valid for OASIS3-MCT_5.0 and previous versions. To gain full knowledge on how to build a coupled model with OASIS3-MCT, we strongly encourage you to follow the SPOC in addition to your visit to the current OER pages. For questions, please contact oasishelp@cerfacs.fr General Introduction Presentation of the toy coupled model MPI communicators Initialisation and termination Partitioning Grid data file creation Coupling field declaration and end of definition phase Sending and receiving the coupling fields The LAG concept First part of the namcouple: general coupling parameters Second part of the namcouple - example for FIELD_SEND_OCN -> FIELD_RECV_ATM Second part of the namcouple - example for FIELD_SEND_ATM -> FIELD_RECV_OCN Regridding Final Exam You can download a global evaluation of what you learned with this course Answers to these questions are provided after.	oercommons	2025-03-18T00:38:37.877138	Friedelmeyer Stéphane	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/85340/overview", "title": "Code Coupling with OASIS3-MCT", "author": "Full Course" }
https://oercommons.org/courseware/lesson/70591/overview	(Remote Learning) German Clap Dance Lesson Overview For remote learning: Students will pick between two dances to practice during the week: German Clap Dance (in this lesson) or Line Dance For classroom: Teacher will focus on this dance all week. In this lesson, the German Clap Dance is introduced. The steps are broken down and students get a feel for the rhythm of the music. German Clap Dance (Remote Learning) German Clap Dance Lesson Created July 2020 Michelle Johnson Lesson Topic: Lesson of the German Clap Dance. Lesson Description: For remote learning: Students will pick between two dances to practice during the week: German Clap Dance (in this lesson) or Line Dance For classroom: Teacher will focus on this dance all week. In this lesson, the German Clap Dance is introduced. The steps are broken down and students get a feel for the rhythm of the music. Learning Goals/Outcomes: The student will be able to perform the German Clap Dance with eighty percent accuracy. Nebraska Standards: PE.6.1.1.a: Moves to a beat or rhythm in a dance. Teacher Planning: Equipment/Materials Needed: Music for German Clap Dance Music Playing Device Computer Projector (if in classroom) Speakers (if in classroom) Time Required for Lesson: 30 minutes Technology Use: __X___ YES _____NO Instructional Plan: Anticipatory Set/Pre-Activity: Talk to the students about the country of Germany and the German Clap Dance. (Ex: Germany is a country in Europe. The German Clap Dance dates back thousands of years. It is a folk dance. A folk dance is a dance developed by people that reflect the life of the people of a certain country or region.) Show them a video of this dance: https://www.youtube.com/watch?v=4Ct19ZudhBI https://www.youtube.com/watch?v=lqTZe1YYhAE&t=111s Music: D'hammerschmledsgselin (Germany) Bobby Morganstein The Complete Multicultural Party, Vol. 18 https://www.youtube.com/watch?v=H2ck3ofBiJo Benefits/Explanation/Real-World Connection: Students can perform this dance at German festivals and weddings or anytime with friends and family. Activities (i.e. instructions, warm-up, lesson, cool-down): Formation: A double circle, facing a partner. **If at home, practice with family member(s) Part 1: Count 1: Slap your thighs. Count 2: Clap your hands. Count 3: Clap your partner’s right hand (to right hand). Count 4: Slap your thighs. Count 5: Clap your hands. Count 6: Clap your partner’s left hand (to left hand). Count 7: Slap your thighs. Count 8: Clap your hands. Count 9: Clap your partner’s hand with your right hand. Count 10: Clap your partner’s hand with your left hand. Count 11: Slap your thighs. Count 12: Clap your hands. Count 13: Slap both your partner’s hands. Part 2: Gallops in line of dance (LOD) with partner in loose ballroom hold Gallop-2 & 3 & 4 &5 &6 & 7, stop Back & 2 & 3 & 4 &5 &6 & 7, stop Forward 2 & 3 & 4 &5 &6 & 7, stop New partner 2 & 3 & 4 &5 &6 & 7, stop Students repeat the dance from the top with their new partners. Once mastered, combine part 1 and 2 with no music. Perform total dance: Students will perform entire dance with music. Closure: Ask students if they have any questions over the steps. If remote learning—they will submit what dance they picked and submit a short video of the dance one time through. Assessment : Teacher will look for correct performance of dances and if students keep the rhythm. Supplemental Information: Modifications: Have students learn the clapping sequence without contact with their partners until you see that they have it. Then, add the physical contact. Start slow, and increase speed as students start to master the dance moves. Safety Precautions: Make sure students do not clap hands too hard with their partner or miss their hand and hit them instead. Keep to the rhythm of the music to keep on task and not too fast. Comments (adaptations for various grades/ages, teaching styles, etc.): This is best for middle school age students, but can be adapted for 3-5th grade.	oercommons	2025-03-18T00:38:37.922598	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70591/overview", "title": "(Remote Learning) German Clap Dance Lesson", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/82431/overview	Public Buildings Overview This activity will allow students to memorize the names of public buildings quickly as they play a memory game. Lesson Objectives Students will be able to tell the names of the public buildings. Activity -Show your students some pictures of public buildings and ask them to say which public buildings they are. -As they give answers, write them on the board. -Ask students if they know any other public buildings and if there are any other public buildings in their neighbourhood. -Then, divide the class into 3-4 groups depending on the number of the students. -Open this link on the smartboard:https://wordwall.net/resource/17428068 - Explain the students that this is a memory game and each group should match the pictures of public places with their names in turns. - Announce the group which has more matching cards as the winner at the end of the activity.	oercommons	2025-03-18T00:38:37.981666	Büşra Seyhan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82431/overview", "title": "Public Buildings", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/84556/overview	Unit 1: Plant Form Overview Tennessee faculty are invited to use this template as a style guide for creating chapters. 1.1 Plant Cells Learning Goals Describe the characteristic features of plant cell Key Terms cell wall - rigid cell covering comprised of various molecules that protects the cell, provides structural support, and gives shape to the cell chloroplast - plant cell organelle that carries out photosynthesis Have you ever heard the phrase “form follows function?” It’s a philosophy that many industries follow. In architecture, this means that buildings should be constructed to support the activities that will be carried out inside them. For example, a skyscraper should include several elevator banks. A hospital should have its emergency room easily accessible. Our natural world also utilizes the principle of form following function, especially in cell biology, and this will become clear as we explore eukaryotic cells. Unlike prokaryotic cells, eukaryotic cells have: 1) a membrane-bound nucleus; 2) numerous membrane-bound organelles such as the endoplasmic reticulum, Golgi apparatus, chloroplasts, mitochondria, and others; and 3) several, rod-shaped chromosomes. Because a membrane surrounds eukaryotic cell’s nucleus, it has a “true nucleus.” The word “organelle” means “little organ,” and, as we already mentioned, organelles have specialized cellular functions, just as your body's organs have specialized functions. 1.2 Cell Types and Tissues Learning Goals Please add your learning goals here. The format is "Heading 3",first letter should be uppercase (capital), no end mark Key Terms dermal tissue - a semi-rigid thick protective structure that surrounds the cell membrane of some types of cells for protection and defining the shape of the cell Please list your key terms then hyphen (-) then definition. First letter should be lower case, no end mark Plant Tissues Plants are multicellular eukaryotes with tissue systems made of various cell types that carry out specific functions. Plant tissue systems fall into one of two general types: meristematic tissue, and permanent (or non-meristematic) tissue. Cells of the meristematic tissue are found in meristems, which are plant regions of continuous cell division and growth. Meristematic tissue cells are either undifferentiated or incompletely differentiated, and they continue to divide and contribute to the growth of the plant. In contrast, permanent tissue consists of plant cells that are no longer actively dividing. Meristematic tissues consist of three types, based on their location in the plant. Apical meristems contain meristematic tissue located at the tips of stems and roots, which enable a plant to extend in length. Lateral meristems facilitate growth in thickness or girth in a maturing plant. Intercalary meristems occur only in monocots, at the bases of leaf blades and at nodes (the areas where leaves attach to a stem). This tissue enables the monocot leaf blade to increase in length from the leaf base; for example, it allows lawn grass leaves to elongate even after repeated mowing. Meristems produce cells that quickly differentiate, or specialize, and become permanent tissue. Such cells take on specific roles and lose their ability to divide further. They differentiate into three main types: dermal, vascular, and ground tissue. Dermal tissue covers and protects the plant, and vascular tissue transports water, minerals, and sugars to different parts of the plant. Ground tissue serves as a site for photosynthesis, provides a supporting matrix for the vascular tissue, and helps to store water and sugars. Secondary tissues are either simple (composed of similar cell types) or complex (composed of different cell types). Dermal tissue, for example, is a simple tissue that covers the outer surface of the plant and controls gas exchange. Vascular tissue is an example of a complex tissue, and is made of two specialized conducting tissues: xylem and phloem. Xylem tissue transports water and nutrients from the roots to different parts of the plant, and includes three different cell types: vessel elements and tracheids (both of which conduct water), and xylem parenchyma. Phloem tissue, which transports organic compounds from the site of photosynthesis to other parts of the plant, consists of four different cell types: sieve cells (which conduct photosynthates), companion cells, phloem parenchyma, and phloem fibers. Unlike xylem conducting cells, phloem conducting cells are alive at maturity. The xylem and phloem always lie adjacent to each other (Figure 30.3). In stems, the xylem and the phloem form a structure called a vascular bundle; in roots, this is termed the vascular stele or vascular cylinder. Attributions "Red and cyan fluorescent proteins marking plant cell nuclei." by Fernan Federici is licensed under CC BY-NC-SA 2.0	oercommons	2025-03-18T00:38:37.999470	Anna McCollum	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84556/overview", "title": "Unit 1: Plant Form", "author": "Megan Simmons" }
https://oercommons.org/courseware/lesson/114235/overview	Migration and Identity in Indigenous Tribes Sample Chart Overview This recourse contains a chart and asks students to compare the Cherokee tribes that stayed in the Appalachians to the tribes that migrated across the US to Oklahoma during the Trail of Tears as well as to the Great Plains tribes who were already in the region. The comparison chart contains a section for culture, agriculture, local governance, and treaties with the US government. Attachments The attachment for this resource is a sample comparison chart for students to analyze indigenous tribes in the United States. About This Resource The sample assignment here was submitted by a participant in a one-day workshop entitled “Teaching Indigenous History as World History” for world history teachers hosted by the Alliance for Learning in World History. This resource was contributed by Margarete Brehme.	oercommons	2025-03-18T00:38:38.017595	03/14/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114235/overview", "title": "Migration and Identity in Indigenous Tribes Sample Chart", "author": "Alliance for Learning in World History" }
https://oercommons.org/courseware/lesson/114210/overview	Hala Gharib Climate Action Challenge: Environmental Literacy Lesson Plan Template Overview The lesson plan will investigate the difference between weather and climate as well as The Köppen climate classification for climate and how this affects our lives. It will present different forms of energy renewable and non renewable and how we can move to transitive forms of energy. It will explore the future of energy as well as future of the environment depending on actions that we can take The Climate Action Challenge Environmental Literacy Lesson Plan \| \| Title of Lesson Plan: Transitive Energy. It’s time to take action \| \| Educator Author (name, country): Hala Gharib, Egypt \| \| Audience (Age, English Level): grade 10- upper intermediate \| \| Two Sentence Overview of the Lesson Plan: The lesson plan will investigate the difference between weather and climate as well as The Köppen climate classification for climate and how this affects our lives. It will present different forms of energy renewable and non renewable and how we can move to transitive forms of energy. It will explore the future of energy as well as future of the environment depending on actions that we can take \| \| Resources Needed: powerpoint presentation, worksheets and game cards \| \| Learning Objectives: By the end of the lesson students will be able to 1 - Differentiate between the term weather and the term climate. 2 - Classify the climate in the area where they live according to The Köppen climate classification for climate. 3 - Identify different resources of energy. 4 - Suggest solutions to the issue of climate crisis in the area of energy. \| \| Warm-Up: 1 - whole class discussion about the difference between the term “weather” and then term”Climate” 2 -In groups, students will state three human activities that led to the change of climate through years. \| \| Time 5 m 15m 5m 15 \| Activities/Instructions 1 - Use the links: koppen-map.com and hanschen.org to investigate how the climate where you live is classified. Create a poster to show where your school is, what the climate type is, and the impacts of climate change in your country. 2 - In the warm up stage, students have already stated human activities that led to the climate crisis, students will be asked to determine what they have in common and how they are related to energy. Students will be asked to decide on the type of energy used, it is produced and how this energy affects climate actions . 3 - In groups students will decide on “Why do we need energy transition” and how we can produce it. 4 - Students will play “Energy Transition Trumps card game” to find out the different ways we can create energy \| Closing/Debrief: students will create their own placard to show how they feel about energy \|	oercommons	2025-03-18T00:38:38.046203	03/13/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114210/overview", "title": "Hala Gharib Climate Action Challenge: Environmental Literacy Lesson Plan Template", "author": "Hala Gharib" }
https://oercommons.org/courseware/lesson/86017/overview	Parent Involvement Overview This inquiry project is dedicated to inform people how parent involvement can positively and negatively effect students but also how parents can get involved. Introduction Before diving into what Parent Involvement looks like and how we can incorporate this topic into the classroom and at home, we first need to be able to define what parent involvement is. In the reference listed below, we read that "parent involvement requires communication between both parents and educators." Next, we will define what parent involvement looks like from a Teacher's perspective. In the same article, we read that teachers define the same concept as, "Being involved in the educational process such as helping in school activities and assisting with their child's homework." Lastly, we will define this concept from a Parent's Perspective. Once again in the article, we see parents describe parent involvement as "getting their child to school on time and solving issues at home." As you can see, there are three very different points of view, but with this presentation, we will go more in-depth on what we had learned parent involvement to truly mean. After taking time to look at the other OER Presentations, (Gifted & Talented, Content Learning Center, English Language Learners, and Special Education) you will see that parent involvement plays a huge part in each of these different areas. The role of parents in and out of the school, helping their students through their education, is very important and should not be ignored or overlooked. Each content area has a different reason as to why they parents are needed, but they play a key role in helping thier children strive when it comes to their own education. Other topics that will be covered in this OER: 1. The Pros and Cons of Parent Involvement, 2. Ways for parents to be involved at home, and 3. Ways parents can be involved at school. Reference List: https://digitalcommons.murraystate.edu/cgi/viewcontent.cgi?article=1169&context=bis437 Purpose of the Project The purpose of this inquiry project is to dive deeper into the important educational topic of parent involvement. As stated in an article from the University of Nebraska, "Parent involvement is critical in children's academic success." As future educators, we found it necessary to inform you why it's vital for parents to be involved in their child's education. With this educational information, we hope to close the gap between the strained relations between parents/educators which happen to be two important factors in a students' life. Reference list: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1011&context=cehsdiss Main Points of Project Topic Pros of Parent Involvement in school and at home: - When learning, parent involvement creates a strategy for increasing the educational effectiveness by increasing the time that parents and children spend together at home. - A technique called: "Parent as a role model", can be used so that the parent is a natural teacher of varied skills which allows children to learn different skills at home than those being taught at school. - Parent involvement can make for a positive change in reguards to behavior in the classroom as well as at home when parents and teachers work together to address problem issues. With this type of involvement, it is believed that children will become "a more creative and academically sufficient student." - Parent inolvement in school and at home can lead to adolecense refraining from unheathy behaviors such as: "risky sexual behaviors, tobacco, alcohol, and other drug use." Which helps with positive social factors. - Parent involvement in school and at home with teachers can show children effective ways to communicate and work as a team. Cons of Parent Involvement in school and at home: - Parents that are economically disadvantaged will focus more on thier work force environment instead of focusing on their childs education due to needing money to support themselves and thier families. - Most parents are uneducated about how to be involved in thier childs education as well as the need to be involved. They might see their presence as unnecessary. - Working-class parents ma not have the time needed to be involved in their childs educational experiences as well as their everyday life. How can parents get involved at school? Most teachers understand that parent involvement is a complex process therefore some parents can contribute in ways such as: - Providing supplies/ books - Providing assistance in the classroom (ex: chaperone at a field trip) - Providing the teacher with an out of class idea/perception of the student - Having parents present in the classroom whether it be having the parents read to the students, coming in and talking about their careers, or even something as simple as coming in for a parent/student workshop where the teachers can work with both parents and students on understanding daily concepts and tasks that are expected from the student. How can parents be parents involved at home? Contracts between teachers and parents implies a formal agreement to conduct and complete activities or a set of them. Case one asks parents to provide or withhold privileges or punishments to the child for school performances and behavior patterns based on rules determined by the parents, teacher, and student. The second contract technique requires parents to supervise or assist students' with their homework or other projects. Personal contracts are vital to developing the commitment of parents to participate in a program of learning reinforcements at home. Some techniques to involve parents at home can be, but are not limited to: - reading books, - encouraging discussion, - informal activities, and - the development of parent tutoring/evaluation skills. School subjects for parent involvement at home: reading, art, science, and home/hobby skills. https://digitalcommons.murraystate.edu/cgi/viewcontent.cgi?article=1169&context=bis437 Final Conclusion Based on our research, parent involvement needs to be more prevalent not only in the classroom but also at home. There needs to be more communication between educators & parents so that there are less issues that can arise during the school year.	oercommons	2025-03-18T00:38:38.067525	Caryssa Todd	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86017/overview", "title": "Parent Involvement", "author": "Rachel Saeger" }
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	2025-03-18T00:38:38.081945	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/105763/overview	Flip Grid with Middle School on Bainbridge Island Executive Order9066 Overview Using primary sources from the Library of Congress students can interact with a Flip ( audio or visual) response to share their connections and insights to the sources presented. Flip Think See Wonder Connect Executive Order 9066 Steps: Using Flip have students verbally express their thoughts on the following pictures: https://loc.gov/pictures/resource/ppmsca.24331/ Sleeping baby https://loc.gov/pictures/resource/ppmsc.09965/ Leaving on train https://loc.gov/pictures/resource/cph.3d01838/ Posting notice https://loc.gov/pictures/resource/cph.3b42117/ Assisting dog Each student will: observe the primary source pictures and answer the following questions What I THINK about this image? What I See in this image? What I Wonder in this image? How can I CONNECT/ Relate to this image in my life or the world around me?	oercommons	2025-03-18T00:38:38.100317	06/23/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105763/overview", "title": "Flip Grid with Middle School on Bainbridge Island Executive Order9066", "author": "Kate Schrock" }
https://oercommons.org/courseware/lesson/90440/overview	Modal Verbs - Suggestions - Let's - Why Don't - Shall I/We - Off2Class ESL Lesson Plan Overview Suggestions – Let’s, why don’t, shall This lesson plan discusses different forms to make suggestions in English. It contains useful phrases and activities for intermediate-level students to improve their speaking, writing, and reading skills. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class Suggestions – Let’s, why don’t, shall This lesson plan discusses different forms to make suggestions in English. It contains useful phrases and activities for intermediate-level students to improve their speaking, writing, and reading skills. Download the lesson plan Suggestions – Let’s, why don’t, shall here: https://www.off2class.com/lesson-plan-downloads/seven-esl-lesson-plans-to-teach-modal-verbs/	oercommons	2025-03-18T00:38:38.118552	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90440/overview", "title": "Modal Verbs - Suggestions - Let's - Why Don't - Shall I/We - Off2Class ESL Lesson Plan", "author": "Speaking and Listening" }
https://oercommons.org/courseware/lesson/103903/overview	Focused Notes Template Launch Template State We're In Washington - Teacher Guide Template Text-Dependent Questions Template Elementary Civics CBA Template Overview Template used by educators developing teacher guides for Civics CBA. General Overview Enduring Understanding Insert text here Supporting Questions Students consider these questions - finding and using evidence to support the Enduring Understanding. Question 1 Question 2 (add as many as needed) Learning Targets Students will be able to… Learning target 1 - Learning target 2 (add as many as needed) Tasks Launch Focused Notes Text-Dependent Questions Focused Inquiry Attribution and License This Teacher’s Guide for Chapter X: The State We’re In Washington was developed by Author’s Name, 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. Except where otherwise noted, Teacher’s Guide - Chapter X: The State We’re In: Washington, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked Launch Task: Launch Hooking students into the content of the chapter. Distribute the Student handout: Launch to students. 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: Focused Notes Activating student thinking about the content of the entire chapter. Distribute the Student handout: Focused Notes to students. As students read, they will record their understanding, thinking, and questions about the content using the handout. This can be done individually or collaboratively in pairs or small groups. Text-Dependent Questions Task: Text-Dependent Questions Engaging students in a close reading activity about specific content in the chapter. Distribute the Student handout: Text Dependent Questions document to students. First Read Have the students read the section and answer the First read questions on the Text Dependent Questions document. Second Read Use the Second read questions below to facilitate a small or whole group discussion about the reading section. When they are done have them use the Text Dependent Questions handout to record their notes. TDQ 1 TDQ 2 (add as many as needed) Post read After students have done a first and second read of the page, use the following questions to facilitate a class discussion. Have students capture their notes on the student handout. Question 1 Question 2 (add as many as needed) Teacher note: You may want to use some or all the Second read or Post read questions. The purpose of the Text Dependent Question activity is to have students do multiple close reads of the text leading to discussion that engages all students. Therefore, you may need to add reading strategies that meet the needs of your students. Focused Inquiry Insert Compelling Question Inquiry Description In this focused inquiry, insert description… Standards Standard Number Standard description (example below – add as many standards as appropriate) SSS2.6-8.1 Create and use research questions to guide inquiry on an issue or event. Learning Goals Learning goal 1. Learning goal 2 (add as many as needed) Compelling Question Insert compelling question Staging the Question Step 1 Step 2 (add as many as needed) Supporting Question Insert supporting question? Formative Performance Task Insert task Notes to teacher: Insert any teacher notes. Delete this section if there are none Featured Source(s) Source Name (linked) \| Copyright Holder Source Name (linked) \| Copyright Holder Source Name (linked) \| Copyright Holder Argument After students analyze various sources to answer the supporting question and discuss their thinking with the class, they will write a brief response to the compelling question, Insert Compelling Question? Responses should include a claim, evidence, and reasoning and cite specific information from sources, including a connection to a key ideal. Taking Informed Action Insert informed action.	oercommons	2025-03-18T00:38:38.166912	05/15/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103903/overview", "title": "Elementary Civics CBA Template", "author": "Jerry Price" }
https://oercommons.org/courseware/lesson/87303/overview	5 Types Of Virtual Reality – Creating A Better Future AR and VR in Education AR vs VR \| What are Virtual and Augmented Realities? The Research on Augmented and Virtual Reality for the Classroom Types of AR What are the different types of Augmented Reality? Virtual Reality vs. Augmented Reality in Education Overview This resource is to provide an understanding of the following: Virtual Reality, Augmented Reality, Properties of Virtual Reality, Properties of Augmented Reality, The Effectiveness of the Emergining Technologies in Education, Outcomes of Student Learning and Experience. Virtual Reality What is Virtual Reality? - The use of computer technology to create a stimulated environment. This is a virtual experience that can be observed, listened to, and interact with but you can't touch. Types of Virtual Realities: - Non-Immersive Virtual Reality - This technology provides a computer-generated environment but allows the user to stay aware of and keep control of their physical environment. - Semi-Immersive Virtual Reality - Semi-immersive technology provides realism through 3D graphics, which is a term known as vertical reality depth. - Fully Immersive Virtual Reality - Fully-immersive simulations give users the most realiistic simulation experience with complete sight and sound. Augmented Reality What is Augmened Reality? Augmented Reality is an experience where designers enhance parts of users' physical world with computer-generated input. What are Augmented Reality Markers? Reality markers are recognition-based AR or image recognition which relies on identifying markers/user-defined images to function. Types of Augmented Reality Without Markers? - Location-Based Augmented Reality - Aims at the fusion of 3D virtual objects in the physical space where the user is located. - Project-Based Augmented Reality - Used for the deliver of the digital data within a stationary context. For example, projected-based augmented reality focuses on rendering virtual 3D objects within the user's physical space. - Overlay Augmented Reality - Provides multiple views of target object with the option to display additional relevant information about that object. - Countour-Based Augmented Reality - The use of the special cameras helps with the human eyes to outline specific objects with lines to facilitate certain situations. Virtual Reality vs Augmented Reality Video Effectiveness of Augmented Reality and Virtual Reality - Augmented Reality and Virtual Reality is effective in education because it brings an artificial computer-generated world. - Students can easily experience and interact with the technology. - These realities makes it easy to effectiveness of transfering information to students in a way they will understand. - Utilizing the interactive learning experiences can bring more excitement into the classroom experience which can create new learning opportunities. - AR and VR gives stuents more ways to learn which covers differentiated instruction. - AR and VR enhances not only the students ability to learn but their learning experience. Outcomes of Using Virtual Reality and Augmented Reality in Education - Effective transfer of information - Improves student learning outcomes - Boost student engagement - Eradicates distraction during study - Can bring out student's creativity by enhancing the power of imagination. - Virtual and Augmented Reality creates a memorable learning experience. - The technology can enhance a quicker understanding of complex topics. - Can enhance learning through game-based education. Virtual Reality and Augmented Reality Transforming Education	oercommons	2025-03-18T00:38:38.197834	Yasmeen Merriweather	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87303/overview", "title": "Virtual Reality vs. Augmented Reality in Education", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/71055/overview	HIV and Me: Teacher's Discussion Guide Understanding HIV/AIDS: Learn the Facts, Fight the Stigma, Stay Safe video for 6th grade HIV and Me: Marissa's Story Overview Video developed by Redefine+ to support teaching the KNOW HIV prevention curriculum 5th grade lesson. HIV and Me: Marissa's Story HIV and Me: Marissa’s Story video developed to support the KNOW curriculum for 5th grade. Should be used with teacher’s discussion guide in order to meet requirements of the AIDS Omnibus Act.	oercommons	2025-03-18T00:38:38.217842	Unit of Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71055/overview", "title": "HIV and Me: Marissa's Story", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/105367/overview	PRODUCT-BASED AUTHENTIC ASSESSMENT Overview Product-based authentic assessment provides a valuable alternative to traditional forms of assessment by emphasizing practical application, creativity, problem-solving, collaboration, and communication skills. It allows students to demonstrate their abilities in meaningful ways, prepares them for real-world challenges, and provides a richer and more comprehensive assessment of their learning outcomes. Product Based Authentic Assessment	oercommons	2025-03-18T00:38:38.234549	06/15/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105367/overview", "title": "PRODUCT-BASED AUTHENTIC ASSESSMENT", "author": "Angelyn Ocampo" }
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.	oercommons	2025-03-18T00:38:38.257638	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/106198/overview	Analysis of AAC Implications for Unveiling Desideratum Communicative Therapies and Opportunities for Social Reciprocity and Improvement of Mental Welfare: A Critically Appraised Topic Overview Analysis of AAC Implications for Unveiling Desideratum Communicative Therapies and Opportunities for Social Reciprocity and Improvement of Mental Welfare: A Critically Appraised Topic: This article brings awareness to implicaitons for further reseach analysis that can be conducted to expand knowledge of speech-language pathology intervention targeting social particpation for AAC users that projects beyond basic wants and needs, to promote more functional communiation. SLP701 \| Section: 01 \| Research Methods in Speech-Language Pathology Analysis of AAC Implications for Unveiling Desideratum Communicative Therapies and Opportunities for Social Reciprocity and Improvement of Mental Welfare	oercommons	2025-03-18T00:38:38.274396	07/02/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106198/overview", "title": "Analysis of AAC Implications for Unveiling Desideratum Communicative Therapies and Opportunities for Social Reciprocity and Improvement of Mental Welfare: A Critically Appraised Topic", "author": "Kristianna West" }
https://oercommons.org/courseware/lesson/107087/overview	Education Standards Activity3_1_2Allergen_Monitoring Activity3_1_3_GoodAgriculturalPractices Activity4_1_2Physical_Changes Soybean Food Science Lesson Plans Overview These 3 lessons provide examples of labs you can do with your students to better understand the use of soybeans in food production. Food Science Labs These labs will help teach food science. Ag Practices Good Agricultural Practices	oercommons	2025-03-18T00:38:38.296305	07/25/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107087/overview", "title": "Soybean Food Science Lesson Plans", "author": "Kylie Kinley" }
https://oercommons.org/courseware/lesson/106139/overview	CAT: The Effectiveness of the LiPS Program Overview CAT question CAT by Hailey Kobrynich	oercommons	2025-03-18T00:38:38.311591	06/30/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106139/overview", "title": "CAT: The Effectiveness of the LiPS Program", "author": "Hailey Kobrynich" }
https://oercommons.org/courseware/lesson/82186/overview	Learning Domain: Geometry: Circles Standard: Prove that all circles are similar. Learning Domain: Geometry: Circles Standard: Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. Learning Domain: Geometry: Circles Standard: Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. Learning Domain: Geometry: Circles Standard: Construct a tangent line from a point outside a given circle to the circle. Learning Domain: Geometry: Circles Standard: Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Cluster: Understand and apply theorems about circles Standard: Prove that all circles are similar. Cluster: Understand and apply theorems about circles Standard: Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle. Cluster: Understand and apply theorems about circles Standard: Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle. Cluster: Understand and apply theorems about circles Standard: Construct a tangent line from a point outside a given circle to the circle. Cluster: Find arc lengths and areas of sectors of circles Standard: Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.	oercommons	2025-03-18T00:38:38.331443	06/09/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82186/overview", "title": "Unit 7: Circles From a Geometric Perspective", "author": "Mindy Branson" }
https://oercommons.org/courseware/lesson/73383/overview	Weather, Weather Everywhere! Overview Interacting with weather - level Kindergarten Weather All Around the World Students will explore how weather affects different people all across the world. Resources: * curriculum.eleducation.org/curriculum/ela/grade-k/module-2#labs * "On the Same Day in March: A Tour of the World's Weather" by Marilyn Singer * twinkl.com/resource/t-t-4837-weather-display-photos-powerpoint Tasks: * Read the book by Marilyn Singer * Students will dress up as weather from the story representing all different kinds of weather from across the world.	oercommons	2025-03-18T00:38:38.343882	Laura Randall	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73383/overview", "title": "Weather, Weather Everywhere!", "author": "Interactive" }
https://oercommons.org/courseware/lesson/63467/overview	Education Standards English Language Arts Grade 5 Overview A Scavenger Hunt to identify parts of speech, parts of a sentence, and sentence mechanics. Scavenger Hunt Objective: The students will be able to sort through magazines and newspapers to find sentences containing specific grammar and mechanics and the present their findings to the class. Materials Needed: Scavenger Hunt List, magazines and newspapers, construction paper, scissors, glue Procedures: The teacher will group students into teams of three and distribute magazines and newspapers. The teacher will give each group a copy of the Scavenger Hunt List. The teacher will ask the students to find as many items as possible from the Scavenger Hunt List within the ads and articles of the magazines and newspapers. When the students locate one of the items from the list, they must cut and paste it onto the construction paper and label it with the corresponding number from the list. This activity may take up to 2-3 hours to complete, which can be split between multiple days. After the activity is completed, each group will present its findings to the rest of the class. All responses will undergo a peer jury - a class monitored check to make sure each response is correct. Assessment: The group with the most correct answers will receive a prize such as a homework pass. The other groups will receive a smaller prize such as bonus points on a homework assignment.	oercommons	2025-03-18T00:38:38.371643	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63467/overview", "title": "English Language Arts Grade 5", "author": "Speaking and Listening" }
https://oercommons.org/courseware/lesson/66173/overview	Civil Procedure Code 1908 Overview This is only brief introduction about CPC 1908. Introduction of CPC 1908 About Code of Ciivil Procedure Code 1908 Introduction The Civil Procedure Code was passed in 1908 and came into force from 1st January 1909. The Civil Procedure Code neither creates nor takes away any right. It is intended to regulate the procedures followed by the civil court. Laws can be divided into two groups – - Substantive law - Adjective or Procedural Law The substantive law determines the rights and liabilities of parties and adjective or procedural law prescribes the practice, for the enforcement of those rights and liabilities. The efficiency of substantive laws depends upon the quality of procedural laws. Thus, procedural laws are an accessory to substantial laws. These two are complementary to each other and they are interdependent. Procedural laws give life to substantial laws by providing the remedy and by implementing the maxim ubi jus ibi remedium. Some examples of the procedural law are the Civil Procedure Code, Code of Criminal Procedure, and Indian Evidence Act. Indian Penal Code, Indian Contract Act, the Transfer of Property Act are examples of substantive law. It was amended in 1877 and, subsequently, in 1882, however, those amendments did not serve the purpose, therefore, the present Code of Civil Procedure was enacted in 1908. It was drafted by the Committee headed by Sir Earle Richards.	oercommons	2025-03-18T00:38:38.390257	05/04/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66173/overview", "title": "Civil Procedure Code 1908", "author": "Vinayak Patil" }
https://oercommons.org/courseware/lesson/66837/overview	Education Standards OSPI Quadratic Instructional Task: Swim Center Overview This resource was created by the Washington Office of Superintendent of Public Instruction. Task OSPI Quadratic Instructional Task L Quadratics; Standard F-IF.4, Claim 1, Claim 2C Swim Center Jose and Natalia work part time at the Summer Sun Swim Center. The owner of the center wants to see how business is going. He studies last summer’s revenue (the money coming in), , over each week of the summer, . Last summer: - The revenue for week 1 was $2900. - The maximum revenue was $6000 on week 8. - On week 16, the revenue was $1600. - The revenue was modeled by a quadratic function. Sketch a graph of the function modeling the revenue. Explain the meaning of the value of the positive -intercept in the context of this problem and write your answer in the space provided below your graph. Rubric Rubric Question Number \| Standard/Claim \| Description \| L \| F-IF.4/Claim 2 \| A 2-point response demonstrates understanding of the standard and claim by doing the all the following: (1, 2900), (8, 6000), and (16, 1600). Writes the -intercept means that the revenue is $0 or that the swim center is closed. \| A 1-point response demonstrates limited understanding of the standard and claim by doing one of the following: (1, 2900), (8, 6000), and (16, 1600). Writes the -intercept means that the revenue is $0 or that the swim center is closed. \| \|\| A 0-point response demonstrates almost no understanding of the standard and claim. \| OSPI Quadratic Instructional Task Annotated Student Work OSPI Quadratic Instructional Task L Annotated Student Work Example 1 2-point response: The student has drawn a reasonably symmetrical graph through the designated points to earn the first bullet. The student explains there will be no revenue at Week 17 to earn Bullet 2. Example 2 1-point response: The graph is not complete. It should be drawn to the y-axis. The meaning of the positive x-intercept meets Bullet 2. Example 3 0-point response: The student has not graphed point (16, 1600) correctly and (1, 2900) is slightly off. The graph does not take the shape of a quadratic. (16, 6000) is not the lowest point on the graph nor the lowest revenue. Neither bullets are earned.	oercommons	2025-03-18T00:38:38.424441	Hannah Hynes-Petty	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66837/overview", "title": "OSPI Quadratic Instructional Task: Swim Center", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/116995/overview	Education Standards Design a Room in TinkerCAD Overview Students are tasked with designing a room of their choice in TinkerCAD. After learning the basic tools and navigation from modeling objects, they can begin to model collections of objects enabling them to visualize and personalize their dream spaces. Experimenting with layout, furniture, and décor helps develop their spatial awareness and design skills. The lesson concludes with an (optional) presentation, where participants present their room designs and reflect on their creative decisions and practical layouts. Introduction Subjects: • Design • Engineering • Technology Time: 60-90 minutes Skills: • Design Thinking • Problem Solving • 2D design • 3D design •CAD Learning Objective/Goal: - Gain foundational skills in 3D design using Tinkercad. - Navigate Tinkercad's basic tools and features effectively. - Design and modify 3D shapes and objects to create a model room. - Express creativity through the design and aesthetics of room design Materials Needed: - Computers or tablets with internet access for each student. - Tinkercad accounts for each student (free to create) - Paper, markers, crayons, or colored pencils/pens - Optional: Sample rooms for inspiration. - Optional: Access to a 3D printer for printing student designs Background Background: Similar to the previous lesson, this is meant to engage students in TinkerCAD and help them gain skills in 3D design. This lesson is the next level up where they can work with multiple objects in close quarters to make their model. It also adds to their special awareness and ensures they know how to maneuver to see all angles. Activity Part 1: Brainstorming: - Similar to before have students think about why designing a room is important and about their favorite rooms and what items they want in the room. - Have them brainstorm on paper and/or bounce ideas off their neighbor Part 2: New Room Design: - Instruct students to think about creating/designing their room, based on the ideas from the brainstorming session. - remind students of the requirements, such as no overhanging parts and size requirements (more important if models will be 3D printed). - Show them room floor plans or past designs to spark creativity. Part 3: Tinkercad: - Help students log in and access their accounts (if they still need it). - Ask students if they remember everything that was taught previously - if not some features can be retaught, or more advanced techniques. - Help them navigate to the starter room (if using, a large square for students to build in). - Show students the rubric they will be scored on (if used). Part 4: Presentation (optional): - Have students stand up and talk about their room designs and their inspiration. Extra Tips for Students: - Always save your work! (or check to make sure it has autosave) - Experiment with combining and layering objects to create certain effects - Don't hesitate to ask for help if you encounter difficulties. Tips for Teachers: - Remind students of the common mistakes and try to let them correct it on their own - Students should be more engaged and less frustrated since they have experience in TinkerCAD Extensions: - Print 3D models of student designs using a 3D printer. - Do this project in Fusion360 instead, challenging the students to learn more professional software (recommended for very advanced and enthusiastic students only) References: Tinkercad - Create 3D digital designs with online CAD 3D printing for elementary students Homeschool Page \| kids-can-cad (kidscancad.com)	oercommons	2025-03-18T00:38:38.451241	Annabel Lee	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116995/overview", "title": "Design a Room in TinkerCAD", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/108353/overview	Dil Öğrenim Portalı -Puzzles Overview ebadan dil öğrenim portalı kısımındaki puzzles uygulaması Puzzles Ebadan dil öğrenim portalı kısımındaki puzzles uygulaması	oercommons	2025-03-18T00:38:38.467944	09/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108353/overview", "title": "Dil Öğrenim Portalı -Puzzles", "author": "ilknur çinpolat" }
https://oercommons.org/courseware/lesson/69710/overview	Exponential Growth/Decay PowerPoint Presentation Exponential Growth/Decay Video Exponential Growth/Decay Overview Exponential Growth/Decay Overview Exponential functions can be used to study quantities that increase or decrease by a certain amount during a certain amount of time. If the quantity increases, the function is known as exponential growth. If the quantity decreases it is known as exponential decay. Notes Vocabulary Exponential Growth Exponential Decay Concept Map In this graph you can see how the exponential growth function compares to a linear growth function and to a cubic growth function: Growth Functions Notice how the exponential growth function is the one that shows the fastest growth out of all three of them. The linear growth function shows a more stable, or consistent, growth. Watch the video and the powerpoint presentation. Complete examples 2, 3, 4, and 5 on the presentation. Practice Work on the following Quizizz. Feel free to attempt it as many times as needed. Only your highest grade will be counted: https://quizizz.com/join/quiz/5e330a14e641fe001c10f6cf/start?studentShare=true (teacher needs to active for students)	oercommons	2025-03-18T00:38:38.488696	07/15/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69710/overview", "title": "Exponential Growth/Decay", "author": "Maggie Elgert" }
https://oercommons.org/courseware/lesson/65960/overview	R-Programming Basics Overview R-Programming is a statistical Programming. In Data analytics, it play a key role. R-Programming Basics Introduction Variables Datatypes Operators Installing R	oercommons	2025-03-18T00:38:38.504848	05/02/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65960/overview", "title": "R-Programming Basics", "author": "srikanth bhyrapuneni" }
https://oercommons.org/courseware/lesson/105537/overview	The Climate Action Challenge: Environmental Literacy Lesson Plan Overview This lesson plan is aimed to show why it is important to learn about climate change. Here in the north of Brazil, most students, even teachers don’t understand we should care more about the environment. The class starts with a warmup activity showing how lots of people are already facing problems because of environmental issues. Why should we bother about Climate change? Title of Lesson Plan: Why should we bother about Climate change? \| \|\| Educator Author (name, country): Luciara Baleixo da Silva - Brazil \| \|\| Audience (Age, English Level): Students between 18 and 35, A2 and B1 \| \|\| Two Sentence Overview of the Lesson Plan: This lesson plan is aimed to show why it is important to learn about climate change. Here in the north of Brazil, most students, even teachers don’t understand we should care more about the environment. The class starts with a warmup activity showing how lots of people are already facing problems because of environmental issues. \| \|\| Resources Needed: Online tools, like google slides, Canva, and padlet. The teacher also needs to have ice cubes, a tray or a plate, and one or two toy houses (they can be LEGO ones) to put inside the plate with the ice. \| \|\| Learning Objectives: By the end of the lesson, students will understand better why it is necessary to worry about climate change and do something to reduce its impacts. \| \|\| Warm-Up: 10 minutes “It’s getting hot here” - The teacher brings some ice cubes, puts them on a plate/container, and asks students what is going to happen if they stay out of the fridge and it gets hotter. The students answer that they are going to melt; The teacher puts a very small toy house (or two, if possible) on the plate and asks what might happen to the house(s); Students say the melted water is going to “invade” the house(s). Now the teacher asks “What if the earth gets hotter, and the ice caps melt? What is going to happen? Can this happen?” Obs: The ice will be melting, then by the end of the class the students confirm what happens. The teacher should put the plate/container in a place by the sun, if possible. If it is hard to bring this material to the classroom teacher can show this video, either as a homework preparation activity or during the class if there is a TV or computer available https://www.youtube.com/watch?v=lDZWWcAfn-c \| \|\| \| Time \| Activities/Instructions Pre-video activity: Rearrange the words to make a sentence Our climate is the earth’s normal weather over a very long time It usually takes hundreds, or thousands of years for the climate to change Changes make life harder for our plants, animals, and for people around the world. Obs: Teacher can write these words in sheets of paper and hand them out to the students, so they can walk around the room trying to put the sentences together. Online class: Divide students in groups (depending on the number) Each group gets a part in the sentence structure -> Subject, verb, and complement Share the Jamboard link below and ask them to drag and drop the parts according to their roles. Obs: The teacher can drag and drop and the students just say where to place the parts. Obs: Feel free to add more sentences. Write the options below on the board or play the wordwall activity. https://wordwall.net/resource/57832857 1.How long does it take for the climate to change? a) Decades b) hundreds or thousands of years c) five years 2.Who do these changes make life harder for? a)Plants, animals, and people around the world b)Only plants around the world c) Only plants and animals around the world 3.Who/what causes the Climate to change faster? a)Humans, including plants b)Humans, including animals c) Humans, including you and me 4.What happens when we use fuels like oil and gasoline and remove forests? a)We release oxygen into the atmosphere b)We release greenhouse plants into the atmosphere c)We release greenhouse gases into the atmosphere 5.What can greenhouse gases cause? a) Rain b) temperature c) temperature rise 6. How can you and I help? a)Reuse things, ride a bike or take the bus, use less electricity, and eat food growing closer to home. b)Buy more products c) Use more plastic bags Give them some time to share their ideas with the others, ask each one to say something they remember from the video. Then they choose a person they most agree with, give them the idea that they can choose who they work with. After this group talk (10 minutes) they create a Canva animation (15 minutes) showing the causes and possible actions to reduce our impact on climate change. If there is no internet access have some paper sheets and colored pencils so they can make some drawings, also a thread and paper clips to hold and hang their drawings to showcase what they created. \| \| Closing/Debrief: They should share their thoughts about the topic in an informal conversation. \|	oercommons	2025-03-18T00:38:38.527806	06/17/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105537/overview", "title": "The Climate Action Challenge: Environmental Literacy Lesson Plan", "author": "Luciara Baleixo da Silva" }
https://oercommons.org/courseware/lesson/117347/overview	French Revolution for 6th Grade (SC Standards) Overview This is a timeline designed to give a brief overview of the main events of the French Revolution. French Revolution Timeline The following timeline was created to help students understand the order of some of the main events during the French Revolution. Please click on the attachment to view the full resource.	oercommons	2025-03-18T00:38:38.544634	06/26/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117347/overview", "title": "French Revolution for 6th Grade (SC Standards)", "author": "Elizabeth Heim" }
https://oercommons.org/courseware/lesson/79074/overview	Learning Domain: Mathematical Practices Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Learning Domain: Mathematical Practices Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Learning Domain: Mathematical Practices Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and"Óif there is a flaw in an argument"Óexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Learning Domain: Mathematical Practices Standard: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 - 3(x - y)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Learning Domain: Mathematical Practices Standard: Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y - 2)/(x -1) = 3. Noticing the regularity in the way terms cancel when expanding (x - 1)(x + 1), (x - 1)(x^2 + x + 1), and (x - 1)(x^3 + x^2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Cluster: Mathematical practices Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. Cluster: Mathematical practices Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Cluster: Mathematical practices Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. Cluster: Mathematical practices Standard: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. Cluster: Mathematical practices Standard: Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x –1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x^2 + x + 1), and (x – 1)(x^3 + x^2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.	oercommons	2025-03-18T00:38:38.593679	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79074/overview", "title": "MPIR - Notice and Wonder", "author": "Barbara Soots" }
https://oercommons.org/courseware/lesson/60228/overview	Integers Reference Sheet Overview This document is a reference sheet for students studying integers. Integers Reference Sheet Integers Reference Page Absolute Value: The distance a number is from zero. Adding Integers (Same Signs): Both Positive: Add the two absolute values. Then sum will be positive. Example: Both Negative: Add the two absolute values. The sum will be negative. Example: Adding Integers (Different Signs): Subtract the lesser absolute value from the greater absolute value. The sum will have the sign of the number with the greater absolute value. Example: Subtracting Integers: Subtracting a number is the same as Adding the opposite of the number. Example: Multiplying Integers Dividing Integers Positive Positive = Positive Positive Positive =Positive Negative Positive = Negative Negative Positive = Negative Positive Negative = Negative Positive Negative = Negative Negative Negative = Positive Negative Negative= Positive	oercommons	2025-03-18T00:38:38.608809	11/29/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60228/overview", "title": "Integers Reference Sheet", "author": "Julie Stoker" }
https://oercommons.org/courseware/lesson/117458/overview	The Impacts of Shared Book Reading Overview This article discusses the research behind shared book reading and how it impacts children's literacy skills later in life. .	oercommons	2025-03-18T00:38:38.624544	Unit of Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117458/overview", "title": "The Impacts of Shared Book Reading", "author": "Data Set" }
https://oercommons.org/courseware/lesson/73360/overview	Cluster Headache II - Treatment Overview This the second part of the chapter Cluster Headache. Here, you will acquire the tolls to construct ou treatment plan for Cluster Headaches. Treatment of Cluster Headache - The Challenge Objectives: Develop a treatment plan for patients suffering from Cluster Headache Treatment There's no cure for cluster headaches. The goal of treatment is to decrease the severity of pain, shorten the headache period and prevent the attacks. Because the pain of a cluster headache comes on suddenly and might subside within a short time, cluster headache can be difficult to evaluate and treat, as it requires fast-acting medications. Some types of acute medication can provide some pain relief quickly. The therapies listed below have proved to be most effective for acute and preventive treatment of cluster headache. Acute treatments Fast-acting treatments available from your doctor include: Oxygen. Briefly inhaling pure oxygen through a mask provides dramatic relief for most who use it. The effects of this safe, inexpensive procedure can be felt within 15 minutes. Oxygen is generally safe and without side effects. The major drawback of oxygen is the need to carry an oxygen cylinder and regulator with you, which can make the treatment inconvenient and inaccessible at times. Small, portable units are available, but some people still find them impractical. Triptans. The injectable form of sumatriptan (Imitrex), which is commonly used to treat migraine, is also an effective treatment for acute cluster headache. The first injection may be given while under medical observation. Some people may benefit from using sumatriptan in nasal spray form, but for most people this isn't as effective as an injection and it may take longer to work. Sumatriptan isn't recommended if you have uncontrolled high blood pressure or heart disease. Another triptan medication, zolmitriptan (Zomig), can be taken in nasal spray form for relief of cluster headache. This medication may be an option if you can't tolerate other forms of fast-acting treatments. Oral medications are relatively slow to act and are often not useful for acute treatment of cluster headaches. - Octreotide. Octreotide (Sandostatin), an injectable synthetic version of the brain hormone somatostatin, is an effective treatment for cluster headache for some people. But overall, it's less effective and acts less quickly to relieve pain than triptans. - Local anesthetics. The numbing effect of local anesthetics, such as lidocaine, may be effective against cluster headache pain in some people when given through the nose (intranasal). - Dihydroergotamine. The injectable form of dihydroergotamine (D.H.E. 45) may be an effective pain reliever for some people with cluster headache. This medication is also available in an inhaled (intranasal) form, but this form hasn't been proved to be effective for cluster headache. Preventive treatments Preventive therapy starts at the onset of the cluster episode with the goal of suppressing attacks. Determining which medicine to use often depends on the length and regularity of your episodes. Under the guidance of your doctor, you can taper off the drugs once the expected length of the cluster episode ends. Calcium channel blockers. The calcium channel blocking agent verapamil (Calan, Verelan, others) is often the first choice for preventing cluster headache. Verapamil may be used with other medications. Occasionally, longer term use is needed to manage chronic cluster headache. Side effects may include constipation, nausea, fatigue, swelling of the ankles and low blood pressure. Corticosteroids. Inflammation-suppressing drugs called corticosteroids, such as prednisone (Prednisone Intensol, Rayos), are fast-acting preventive medications that may be effective for many people with cluster headaches. Your doctor may prescribe corticosteroids if your cluster headache condition has started recently or if you have a pattern of brief cluster periods and long remissions. Although corticosteroids might be a good option to use for several days, serious side effects such as diabetes, hypertension and cataracts make them inappropriate for long-term use. Lithium carbonate. Lithium carbonate (Lithobid), which is used to treat bipolar disorder, may be effective in preventing chronic cluster headache if other medications haven't prevented cluster headaches. Side effects include tremor, increased thirst and diarrhea. Your doctor can adjust the dosage to minimize side effects. While you're taking this medication, your blood will be checked regularly for the development of more-serious side effects, such as kidney damage. Nerve block. Injecting a numbing agent (anesthetic) and corticosteroid into the area around the occipital nerve, situated at the back of your head, might improve chronic cluster headaches. An occipital nerve block may be useful for temporary relief until long-term preventive medications take effect. It's often used in combination with verapamil. Other preventive medications used for cluster headache include anti-seizure medications, such as topiramate (Topamax, Qudexy XR, others). Surgery Rarely, doctors may recommend surgery for people with chronic cluster headaches who don't find relief with aggressive treatment or who can't tolerate the medications or their side effects. Sphenopalatine ganglion stimulation involves surgery to implant a neurostimulator that's operated by a hand-held remote controller. Some research showed quick pain relief and a lower frequency of headaches, but more studies are needed. Noninvasive vagus nerve stimulation (VNS) is another surgical option. It also uses a hand-held controller to deliver electrical stimulation to the vagus nerve through the skin. While more research is needed, some studies found that VNS helped reduce the frequency of cluster headaches. Several small studies found that occipital nerve stimulation on one or both sides may be beneficial. This involves implanting an electrode next to one or both occipital nerves. Some surgical procedures for cluster headache attempt to damage the nerve pathways thought to be responsible for pain, most commonly the trigeminal nerve that serves the area behind and around your eye. However, the long-term benefits of destructive procedures are disputed. Also, because of the possible complications — including muscle weakness in your jaw or sensory loss in certain areas of your face and head — it's rarely considered. Potential future treatments Researchers are studying several potential treatments for cluster headache. Occipital nerve stimulation. In this procedure, your surgeon implants electrodes in the back of your head and connects them to a small pacemaker-like device (generator). The electrodes send impulses to stimulate the area of the occipital nerve, which may block or relieve your pain signals. Several small studies of occipital nerve stimulation found that the procedure reduced pain and frequency of headaches in some people with chronic cluster headaches. Deep brain stimulation. Deep brain stimulation is a promising but as yet unproven treatment for cluster headaches that don't respond to other treatments. In this procedure, doctors implant an electrode in the hypothalamus, the area of your brain associated with the timing of cluster periods. Your surgeon connects the electrode to a generator that changes your brain's electrical impulses and may help relieve your pain. Because this involves placing an electrode deep in the brain, there are significant risks, such as an infection or hemorrhage. Deep brain stimulation of the hypothalamus may provide relief for people with severe, chronic cluster headaches that haven't been successfully treated with medications. Lifestyle and home remedies The following measures may help you avoid a cluster headache attack during a cluster cycle: - Stick to a regular sleep schedule. Cluster periods can begin when there are changes in your normal sleep schedule. During a cluster period, follow your usual sleep routine. - Avoid alcohol. Alcohol consumption, including beer and wine, can quickly trigger a headache during a cluster period. Alternative medicine Because cluster headaches can be so painful, you may want to try alternative or complementary therapies to relieve your pain. Melatonin has shown modest effectiveness in treating nighttime attacks. There's also some evidence that capsaicin, used inside your nose (intranasally), might reduce the frequency and severity of cluster headache attacks. Coping and support Living with cluster headache can be frightening and difficult. The attacks can seem unbearable and make you feel anxious and depressed. Ultimately, they can affect your relationships, your work and the quality of your life. Talking to a counselor or therapist might help you cope with the effects of cluster headaches. And joining a headache support group can connect you with others with similar experiences and provide information. Your doctor might be able to recommend a therapist or a support group in your area. Preparing for your appointment You're likely to start by seeing your primary care doctor. However, you may be referred to a doctor trained in treating brain and nervous system disorders (neurologist). Here's some information to help you get ready for your appointment. What you can do When you make the appointment, ask if there's anything you need to do in advance, such as fasting for a specific test. Keep a headache diary One of the most helpful things you can do is keep a headache diary. Each time you get a headache, jot down these details that might help your doctor determine your type of headache and discover possible headache triggers. - Date. Charting the date and time of each headache can help you recognize patterns. - Duration. How long does each headache last? - Intensity. Rate your headache pain on a scale from 1 to 10, with 10 being the most severe. - Triggers. List possible triggers that might have caused your headache, such as certain foods, sounds, odors, physical activity or oversleeping. - Symptoms. Did you have any symptoms before the headache, such as aura? - Medications. List all drugs, vitamins and supplements, including dosages, even if they're unrelated to your headache. - Relief. Have you had any pain relief, from complete pain relief to none? Take a family member or friend to your appointment, if possible, to help you remember the information you receive. List questions to ask your doctor. For cluster headaches, basic questions include: - What's likely causing my symptoms? - What other possible causes are there? - What tests do I need? - Is my condition likely temporary or chronic? - What treatment do you recommend? - What other treatments are there? - I have other health conditions. How can I best manage them together? - Are there restrictions I need to follow? - Should I see a specialist? - Are there brochures or other printed material I can have? What websites do you recommend? Don't hesitate to ask other questions. What to expect from your doctor Your doctor is likely to ask you questions, such as: - When did your symptoms begin? - Have your symptoms been continuous or occasional? - Do your symptoms tend to occur at the same time of day? Do they occur during the same season each year? - Does alcohol appear to cause your symptoms? - How severe are your symptoms? - What, if anything, seems to improve your symptoms? - What, if anything, appears to worsen your symptoms?	oercommons	2025-03-18T00:38:38.647736	10/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73360/overview", "title": "Cluster Headache II - Treatment", "author": "Vinicius Rossi" }
https://oercommons.org/courseware/lesson/63920/overview	Physical Education American Football Overview The following is an assessment for my Grade 7 based in Tokyo, Japan. Our Unit is on Sending, Receiving and Moving. This assessment is based on Sending through throwing an American Football. Students will need a performance video dipicting all sequences. Quarterback Throw with 3 step drop Performance Assessment The following is a Grade 7 PHE Assessment. The format is in form of PowerPoint.	oercommons	2025-03-18T00:38:38.665327	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63920/overview", "title": "Physical Education American Football", "author": "World Cultures" }
https://oercommons.org/courseware/lesson/112192/overview	Global Connections Unit Overview This presentation is about the first encounters between Europeans and Arawak peoples in the fifteenth century. It also discusses the cause and consequences of the fall of the Aztec and Inca Empires. Attachments The attachment for this resource is a PowerPoint presentation about the first encounters between Europeans and Arawak peoples. Please note that there are minimal cues/links in the speaker notes. About This Resource The sample unit 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 Katie Lampadarios.	oercommons	2025-03-18T00:38:38.682745	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112192/overview", "title": "Global Connections Unit", "author": "Lesson" }
https://oercommons.org/courseware/lesson/71621/overview	Integrated Writing Approaches Overview It is a document that contains some steps from two approaches to develop writing skill.	oercommons	2025-03-18T00:38:38.699025	08/24/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71621/overview", "title": "Integrated Writing Approaches", "author": "Mercedes Abata" }
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: \|	oercommons	2025-03-18T00:38:38.727248	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.	oercommons	2025-03-18T00:38:38.743370	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/76049/overview	Reading 6-12 Overview These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.	oercommons	2025-03-18T00:38:38.760758	Reading Foundation Skills	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76049/overview", "title": "Reading 6-12", "author": "Linguistics" }
https://oercommons.org/courseware/lesson/88014/overview	ODE ADL Lesson 4 in Spanish addressing-hate-online-spanish Every Student Belongs: Addressing Hate Online Overview Learning Objectives: Students will review key vocabulary related to discrimination, prejudice and specific forms of prejudice. Students will learn about cyberhate, how it manifests itself online and the impact it has on individuals, the online community and society. Students will reflect on examples of cyberhate speech and counterspeech. Students will explore different responses to cyberhate. Students will consider the importance of countering cyberhate and come up with ways to do so with ally behavior and counterspeech. Lesson Plan Spanish and English Modern technology has provided groundbreaking advantages, opportunities and information and cannot be underestimated. The Internet, video and music sharing sites, social media and mobile phones have quite literally changed our world forever. Sadly, this ubiquitous communications technology also has become a place for people to communicate and spread hate, vitriolic language and bigotry. “Cyberhate” has become a growing concern due to its impact on individuals, online communities and our society as a whole. Many online companies are working to strike a balance between protecting individual expression and ensuring that online communities are safe and welcoming for all people. This lesson provides an opportunity for students to define and learn more about cyberhate, reflect on their own experiences with cyberhate and explore the role of counterspeech in being an online ally.	oercommons	2025-03-18T00:38:38.779438	11/18/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88014/overview", "title": "Every Student Belongs: Addressing Hate Online", "author": "Amit" }
https://oercommons.org/courseware/lesson/101649/overview	A Peek Into Indigenous Furniture: Through The Eyes Of Lydia Hill Overview https://aims.vmis.in/caa-exhibitions/exhibition/a-peek-into-indian-functionality-through-the-eyes-of-lydia-hill/ Howard University student Lydia Hill, who received an AIIS Digital India Learning Initiative summer student fellowship, created a virtual exhibit “A Peek Into Indigenous Furniture: Through the Eyes of Lydia Hill,” that was featured in the U.S. Department of Education’s widely distributed September 2022 IFLE Newsletter. The exhibit, which is available on the Virtual Museum of Images and Sounds (VMIS) site, focuses on cultural artifacts of functionality (furniture and other accoutrements intended to accommodate bodies). It incorporates a first-person essay where Ms Hill weaves together a discussion of the particular contexts of the cultural artifacts and insights into the echoes she discerns with African-American cultural traditions and practices. The exhibit has great potential to be used as a resource for middle and high school educators to include in their classroom curricula. The AIIS DIL student fellowships, were partially funded by a grant from the US Department of Education, . https://aims.vmis.in/caa-exhibitions/exhibition/a-peek-into-indian-functionality-through-the-eyes-of-lydia-hill/ https://aims.vmis.in/caa-exhibitions/exhibition/a-peek-into-indian-functionality-through-the-eyes-of-lydia-hill/ https://aims.vmis.in/caa-exhibitions/exhibition/a-peek-into-indian-functionality-through-the-eyes-of-lydia-hill/	oercommons	2025-03-18T00:38:38.792492	03/08/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101649/overview", "title": "A Peek Into Indigenous Furniture: Through The Eyes Of Lydia Hill", "author": "Elise Auerbach" }
https://oercommons.org/courseware/lesson/70920/overview	Education Standards Deck Fitness Overview Fitness activity using a deck of cards. For shorter time frame you can use only part of the deck. Can be done as a group or individually. Can be used at all grade levels. Deck Fitness Lesson Topic: Deck Fitness Lesson Description: Fitness activity using a deck of cards. For shorter time frame you can use only part of the deck. Can be done as a group or individually Learning Goals/Outcomes: Students will work with peers to engage in a fitness activity. Students will work independently to accomplish a fitness related task. Nebraska Standards: PE.K.3.2.a Participates in physical activity in physical education class. PE.1.3.2.a Engages in physical activity in physical education class. PE.2.3.3.a Recognizes the use of own body weight as resistance (e.g., plank, animal walks) for developing strength PE.3.3.2.a Engages in physical activity in physical education class with teacher prompting PE.4.3.2.a Engages in physical activity in physical education class without teacher prompting PE.5.3.2.a Engages in both teacher-directed and independent physical education class activities PE.6.3.2.a Participates in a variety of body weight strength and endurance fitness activities. Teacher Planning: Explain the card differences to students (Heart, Diamond, Club, Spade). Equipment/Materials Needed: Deck of Card for each group Time Required for Lesson: 30-45 minuets Diagram/Setup: See attached Technology Use: _____ YES __X___NO Instructional Plan: 1. Shuffle the entire deck of cards including the jokers. 2. Flip over 1 card at a time. Your activity will depend on what suit is show. Each suit represents a different exercise. The number on the card is how many reps should be completed before flipping over the next card. Suit \| Activities \| \| Card \| Value \| Heart \| Air Squats \| \| Ace \| 1 \| Diamond \| Push up \| \| King \| 13 \| Spade \| Sit up \| \| Queen \| 12 \| Club \| Jumping Jack \| \| Jack \| 11 \| \| \| \| 2-10 \| Value of card \| \| \| \| Joker \| Get a drink+2-minute rest break \| 3. Play until the entire deck is complete Activity: A fitness activity that can be played individually or with a group at home, gym or classroom. Modifications: Limit the number of cards used. And in other movements or breaks. Add a timer see how fast you can get though a deck. Change the exercises up. Play by color rather than by suit. Safety Precautions: Design the exercises for the students to be able to safely complete.	oercommons	2025-03-18T00:38:38.828360	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70920/overview", "title": "Deck Fitness", "author": "Game" }
https://oercommons.org/courseware/lesson/101517/overview	Steps to Analyze a Poem Breaking Down Poetry Overview Short lesson on analyzing love poems Love Poems Explain how to break down poems and allow students to refer back to notes or the website provided. Students will pick a poem and do a short analysis of it. 1. Student will use website attatched to find a love poem that they find interesting and that they want to find the true meaning of. 2. Students need disect the poem and write out the meaning of each line of the poem, then write at least one paragraph summarizing what the author meant in the poem.	oercommons	2025-03-18T00:38:38.847080	03/01/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101517/overview", "title": "Breaking Down Poetry", "author": "Leslie Randall" }
https://oercommons.org/courseware/lesson/115880/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in Ferramentas FerrMe or	oercommons	2025-03-18T00:38:38.869101	05/09/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115880/overview", "title": "Ferramentas a usar no projecto Hemodiálise", "author": "Kuacala Mufuma" }
https://oercommons.org/courseware/lesson/80445/overview	English Language Overview LESSON FOR GRADE 7 ENGLISH LEARNERS Subject Content Table of Contents: Watch the following Video, to learn more about the English Language Subject: The English Language encourages: Creative thinking and Innovation Group work and Collaboration Structure and Language Skills Why study the English Language? Answer: Sentences What is a Sentence? A sentence is a group of words giving a complete thought. A sentence must contain a subject and verb (although one may be implied). A More Formal Definition of Sentence A sentence is a set of words that is complete in itself, typically containing a subject and predicate, conveying a statement, question, exclamation, or command, and consisting of a main clause and sometimes one or more subordinate clauses. A sentence can convey a statement, a question, an exclamation, or a command. There are four types of sentence: Declarative sentence: - A declarative sentence states a fact and ends with a full stop. For example: - He has every attribute of a dog except loyalty. (Politician Thomas P Gore) - I wonder if other dogs think poodles are members of a weird religious cult. (Comedian Rita Rudner) - (Remember that a statement which contains an indirect question (like this example) is not a question. Imperative sentence: - An imperative sentence is a command or a polite request. It ends with an exclamation mark or a period (full stop). For example: - When a dog runs at you, whistle for him. (Philosopher Henry David Thoreau, 1817-1862) Interrogative sentence: - An interrogative sentence asks a question and ends with a question mark. For example: - Who knew that dog saliva can mend a broken heart? (Author Jennifer Neal) Exclamatory sentence: - An exclamatory sentence expresses excitement or emotion. It ends with an exclamation mark. For example: - In Washington, it's dog eat dog. In academia, it's exactly the opposite! (Politician Robert Reich For more information on sentences follow the following link: Punctuation marks What is a punctuation mark? \| Full Stop \| A Sentence is the Expression of a Complete Thought! When we complete a thought while speaking, we pause and when we write the same thought, we end it with a full stop/period. \| \| Question Mark \| The question mark is used as a punctuation mark to show that a direct question has been asked whether in direct speech enclosed within inverted commas or as a part of a passage of writing. \| \| Exclamation Mark \| The exclamatory mark is used to exclaim over something- a dramatic confession, a warning, an expression of anger, joy etc. It is used by writers to convey an emotion to the reader. \| \| Colon \| \| \| Apostrophe \| The apostrophe is used to indicate possession. \| \| Hypen \| The hyphen and the dash look alike. But in the printed matter the hyphen is made shorter than the dash. \| \| Slash \| The slanting line/stroke known as slash or oblique is most often used to represent exclusive or inclusive or, division and fractions, and as a date separator in writing. \| \| Capital Letter \| Capital Letters are also considered a part of Correct Punctuation. Capitals are used: \| Watch the following 2 videos on punctuation marks: Complete the following activity: Punctuate the following. - women in south africa are cool - on his way to the movies kyle met the principal of her school - have you seen the movie shrek asked kyle - hooray i am so excited Antonyms and Synonyms Antonyms and Synonyms: Antonym: is a word opposite in meaning to another word. For example: "hot" is a antonym of "cold" To Find examples of antonyms, follow the following link: Examples of antonyms: click here Synonym: A synonym is a word that means exactly the same as, or very nearly the same as, another word in the same language. For example, "close" is a synonym of "shut". To Find examples of synonyms, follow the following link: Examples of synonyms: click here For a better understanding of the two concepts, watch the following videos: Parts of Speech Watch the following video to get a understanding of Parts of Speech: The 8 parts of speech 1. Nouns A noun is a person, place, concept, or object. Basically, anything that’s a “thing” is a noun, whether you’re talking about a basketball court, San Francisco, Cleopatra, or self-preservation. Nouns fall into two categories: common nouns and proper nouns. Common nouns are general names for things, like planet and game show. Proper nouns are specific names for individual things, like Jupiter and Jeopardy! 2. Pronouns Pronouns are the words you substitute for specific nouns when the reader or listener knows which specific noun you’re referring to. You might say “Jennifer was supposed to be here at eight,” then follow it with “she’s always late; next time I’ll tell her to be here a half-hour earlier.” Instead of saying Jennifer’s name three times in a row, you substituted she and her and your sentences remained grammatically correct. Pronouns are divided into a range of categories, and we cover them all in our guide to pronouns: 3. Adjectives Adjectives are the words that describe nouns. Think about your favorite movie. How would you describe it to a friend who’s never seen it? You might say the movie was funny, engaging, well-written, or suspenseful. When you’re describing the movie with these words, you’re using adjectives. An adjective can go right before the noun it’s describing (I have a black dog), but it doesn’t have to. Sometimes, adjectives are at the end of a sentence (my dog is black). 4. Verbs Go! Be amazing! Run as fast as you can! Win the race! Congratulate every participant for putting in the work to compete! These bolded words are verbs. Verbs are words that describe specific actions, like running, winning, and being amazing. Not all verbs refer to literal actions, though. Verbs that refer to feelings or states of being, like to love and to be, are known as nonaction verbs. Conversely, the verbs that do refer to literal actions are known as action verbs. 5. Adverbs An adverb is a word that describes an adjective, a verb, or another adverb. Take a look at these examples: Here’s an example: I entered the room quietly. Quietly is describing how you entered (verb) the room. Here’s another example: A cheetah is always faster than a lion. Always is describing how frequently a cheetah is faster (adjective) than a lion. 6. Prepositions Prepositions tell you the relationship between the other words in a sentence. Here’s an example: I left my bike leaning against the garage. In this sentence, against is the preposition because it tells us where I left my bike. Here’s another example: She put the pizza in the oven. Without the preposition in, we don’t know where the pizza is. >>Read more about prepositions 7. Conjunctions Conjunctions make it possible to build complex sentences that express multiple ideas. I like marinara sauce. I like alfredo sauce. I don’t like puttanesca sauce. Each of these three sentences expresses a clear idea. There’s nothing wrong with listing your preferences like this, but it’s not the most efficient way to do it. Consider instead: I like marinara sauce and alfredo sauce, but I don’t like puttanesca sauce. In this sentence, and and but are the two conjunctions that link your ideas together. >>Read more about conjunctions 8. Articles A pear. The brick house. An exciting experience. These bolded words are known as articles. Like nouns, articles come in two flavors: definite articles and indefinite articles. And just like the two types of nouns, the type of article you use depends on how specific you need to be about the thing you’re discussing. A definite article describes one specific noun, like the and this. Example: Did you buy the car? Now swap in an indefinite article: Did you buy a car? See how the implication is gone and you’re asking a much more general question?	oercommons	2025-03-18T00:38:38.904357	05/16/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80445/overview", "title": "English Language", "author": "Mechae Sampson" }
https://oercommons.org/courseware/lesson/82648/overview	Speaking Task: Social Media Overview Teachers can make use of the given social media quiz for their in class or online speaking activities. Lesson Plan COURSE: \| English \| TOPIC: \| The Internet: Social Media \| SCHOOL: \| Public \| GRADE: \| 8th \| AGE: \| 14-15 \| TIME: \| 30 Minutes \| OBJECTIVE: \| The students will be able to talk about their social media habits by using the given social media quiz in class or online. \| REFERENCES: \| -------------- \| APPENDIX: \| Social Media Quiz \|	oercommons	2025-03-18T00:38:38.930286	06/22/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82648/overview", "title": "Speaking Task: Social Media", "author": "Emine Karaduman" }
https://oercommons.org/courseware/lesson/109705/overview	Study Guide for The Bell Jar by Sylvia Plath Overview This resource includes group discussion prompts relating to The Bell Jar, a YouTube video reviewing Sylvia Plath as a writer, and a poetry activity for students to complete independently. Discussion Questions - How can you relate to Esther? Consider her age, gender, society expectations, and her family relationships. - What was your understanding of mental illness and depression before reading The Bell Jar? Has it changed? If so, how? - What does the bell jar represent for Esther? - How do Esther's varying relationships impact her well being? - Put yourself in Esther's shoes. How would you handle depression during her time period? How would you handle it in today's environment? - What symbolism did Sylvia Plath use in this book? - How does feminism show up in Esther's life? - Consider the metaphor about the fig tree. What point is Esther making? How can you relate? John Green Dives into Sylvia Plath Source: CrashCourse. (June 12, 2014). The Poetry of Sylvia Plath [Crash Course Literature 216]. YouTube. https://youtu.be/iJn0ZPd6mYo?si=Pk9_Tt36b1i31EGH Poem Activity Choose a poem by Sylvia Plath and answer the following questions: - What is the theme? - Do any words stick out to you? - Does the poem use imagery? - Is there a feeling or emotion? Next, write your own poem. This poem will not be shared with your classmates. The goal here is to take risks and create something that helps you express your thoughts. If it helps, follow Sylvia Plath's lead and write about a typical experience in a dramatic fashion (she wrote cutting her thumb in a poem titled What A Thrill).	oercommons	2025-03-18T00:38:38.945794	Module	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109705/overview", "title": "Study Guide for The Bell Jar by Sylvia Plath", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/108911/overview	E-tutorial ESC Diary Overview The association ATA team had previously created the ESC Diary. This PDF is a support tool designed for European Solidarity Corps volunteers to guide them throughout their volunteering program. https://mydiary.e-evs.eu/Diary-for-EVS.pdf The Digitool team created an e-tutorial for the ESC Diary, to make the task more accessible, dynamic and user-friendly. The association ATA team had previously created the ESC Diary. This PDF is a support tool designed for European Solidarity Corps volunteers to guide them throughout their volunteering program. https://mydiary.e-evs.eu/Diary-for-EVS.pdf The Digitool team created an e-tutorial for the ESC Diary, to make the task more accessible, dynamic and user-friendly.	oercommons	2025-03-18T00:38:38.962565	09/29/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108911/overview", "title": "E-tutorial ESC Diary", "author": "Ruth MORALES COSANO" }
https://oercommons.org/courseware/lesson/19195/overview	Education Standards Board Game overview Video Tutorial Digital Citizenship Board Game Overview I have attatched the board Game overview in the resource library with a turtorial on how to play the game and the actual lesson plan. This is a fun board game to help Kindergarten students count 1-6 while also learning about the do's and don't's of digital citizenship. Section 1 I have attatched the board Game overview in the resource library with a turtorial on how to play the game and the actual lesson plan. This is a fun board game to help Kindergarten students count 1-6 while also learning about the do's and don't's of digital citizenship.	oercommons	2025-03-18T00:38:38.982975	12/05/2017	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/19195/overview", "title": "Digital Citizenship Board Game", "author": "Melanie Szklarek" }
https://oercommons.org/courseware/lesson/88275/overview	Inclusive Read Aloud Books K-5 Social Science Overview Book List Topics: - Identity Matters - American Indian Voices - Voices Around the World - Inclusive Voices - Boundary Breakers - Expanding the Narrative K-5 Book List Read Aloud and Alongs Supporting 2021 Social Science Standards Most of these titles can be used across grade levels. Make sure to always read books prior to using them with your students to determine their appropriateness.	oercommons	2025-03-18T00:38:39.000094	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88275/overview", "title": "Inclusive Read Aloud Books K-5 Social Science", "author": "Social Science" }
https://oercommons.org/courseware/lesson/80878/overview	Mock Job Interview Rubric sampleinterviewquestions Mock Job Interviewing Overview This unit could go in any CTE class or other class where students are learning about job interviewing and/or preparing for mock job interviews. This unit is appropriate for grades 9-12. It can be used in any class that is focusing on job interviewing. Job Interviewing This unit could go in any CTE class or other class where students are learning about job interviewing and/or preparing for mock job interviews.	oercommons	2025-03-18T00:38:39.017721	05/27/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80878/overview", "title": "Mock Job Interviewing", "author": "Loyce Ellingrod" }
https://oercommons.org/courseware/lesson/111391/overview	Book a hostel online, Inglés 1 Overview Book a Hostel online.Inglés para turismo Descripción: Los estudiantes van a practicar la navegación a través de Hostelworld.com. Eligirán un hostal que les guste e identificarán las diferentes opciones que se les pueden ofrecer cuando navegan en buscadores hoteleros. Los estudiantes aprenderán a discutir sobre sus preferencias cuando viajan, especialmente en hostales en el extranjero. Book a Hostel online.Inglés para turismo Descripción: Los estudiantes van a practicar la navegación a través de Hostelworld.com. Eligirán un hostal que les guste e identificarán las diferentes opciones que se les pueden ofrecer cuando navegan en buscadores hoteleros. Los estudiantes aprenderán a discutir sobre sus preferencias cuando viajan, especialmente en hostales en el extranjero. Tópicos semánticos: Hotel, hostel, reservation, travel, structure of preferences, reservas. Productos Hostales Practicas En Europa es muy común que los jóvenes se hospeden en hostales en lugar de hoteles cuando viajan con grupos de amigos, especialmente cuando el presupuesto es limitado. Perspectivas Los hostales se ven como una solución para extender la duración de los viajes sin gastar mucho. Al final de la actividad los alumnos podrán: Hacer uso del inglés para planear un viaje Hacer una reserva online Discutir sobre las preferencias y opciones de la estancia Materiales usados Google Slide Presentation, Canva iPads/Laptops Internet Herramientas digitales: Whereby Calentamiento 1. Haz las siguientes preguntas generales: Have you ever traveled abroad? Have you ever booked a hotel by yourself? How did you booked it? Have you ever stayed in a hostel? Actividad principal 1. Haz a los alumnos que vayan a la página www.hostelworld.com Please go to the following webpage : www. Hostelworld.com. Please make sure you change the language into english by clicking the top right hand corner. 2. Da a los estudiantes a elegir entre varias ciudades Choose any of the following cities. 3. Make them select the hostel that they prefer and fill the following information Please ideantify the following information: Hostel name, location, price per night, type of room, amenities,... 4. Que manden la información rellenada a un email del profesor. La información será necesaria para la siguiente parte del ejercicio Conversación Haz a los estudiantes que se organicen por parejas y se graben teniendo una conversación en la que se incluyan las siguientes preguntas: In pairs, go to whereby.com, create a room and record yourself asking your partner the following questions: Do you prefer private or shared rooms? Do you like rooms on the ground floor or on a high-floor ? Do you prefer to travel alone or with friends? What do you like most: hotels, hostels or Airbnb ? Cultural Resources Book a hostel online by Fatima Exposito is marked with CC0 1.0. To view a copy of this license, visit http://creativecommons.org/publicdomain/zero/1.0	oercommons	2025-03-18T00:38:39.034663	01/02/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/111391/overview", "title": "Book a hostel online, Inglés 1", "author": "Fatima Exposito Exposito" }
https://oercommons.org/courseware/lesson/110640/overview	Heritage of Recoleta, Chile Renewable Assignment Overview Wikipedia and Wikimedia Commons Renewable assigment to develop the local history of the district of Recoleta, in Santiago, Chile's metropolitan area. This is an OER, Open Pedagogy project based on Local History of Recoleta district in Santiago, Chile. Students will analyze Recoleta's Wikipedia page, identifying lacks in information or analysis and define new Wikipedia pages that should be created. History of Recoleta will be analyzed to define the most iconic heritage sites of Recoleta that will feed the Wikipediapages. While some groups go on site and create and share images and video, other will edit and/or create Wikipedia pages. Proper citations are necessary. Deliverables include a project proposal, an annotated bibliography, an edited Wikipedia page, and a synopsis describing the plan, process, and outcome of their work. This synopsis will be presented and discussed in class at the end.	oercommons	2025-03-18T00:38:39.051090	Werner Westermann	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110640/overview", "title": "Heritage of Recoleta, Chile Renewable Assignment", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/52664/overview	Lesson Plan Slide Deck Introducing Circuity and CS Overview This lesson helps students gain experience and proficiency with code syntax, commands, functions, variables, and control structures. By the end of the lesson, students will be able to: Develop an understanding of code syntax Define and use a command and function Implement a variable Execute a control structure Students will learn how to understand and write code for a Sparkfun Arduino UNO microprocessor. They will be able to identify the difference between a command and a function as well as execute both of them. Students will be able to define and implement variables. They will also be able to understand and execute a variety of control structures. Section 1 This lesson helps students gain experience and proficiency with code syntax, commands, functions, variables, and control structures. By the end of the lesson, students will be able to: Develop an understanding of code syntax Define and use a command and function Implement a variable Execute a control structure Students will learn how to understand and write code for a Sparkfun Arduino UNO microprocessor. They will be able to identify the difference between a command and a function as well as execute both of them. Students will be able to define and implement variables. They will also be able to understand and execute a variety of control structures.	oercommons	2025-03-18T00:38:39.070025	Paul Tschudin	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/52664/overview", "title": "Introducing Circuity and CS", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/99908/overview	Integrity – Epic Decisions Overview In this lesson, students will demonstrate their understanding of integrity by comparing the actions of characters facing integrity issues, as well as analyzing scenarios that present issues of integrity. There will be a YES/NO class activity and a reflection paper. This lesson will be based on a video about Carl Erskine and integrity, The Parallel book, and students’ research and perceptions of the concept. Lesson Overview Please adapt the lesson activity to fit your students' abilities and interests. Introduction In this lesson, students will demonstrate their understanding of integrity by comparing the actions of characters facing integrity issues, as well as analyzing scenarios that present issues of integrity. There will be a YES/NO class activity and a reflection paper. This lesson will be based on a video about Carl Erskine and integrity, The Parallel book, and students’ research and perceptions of the concept. Video Clip Integrity from The Best We’ve Got: The Carl Erskine Story (3:43) Grades x – x Themes - Integrity - Character - Social Justice - Sportsmanship Objectives During this lesson, students will: - Discuss the meaning of integrity. - Describe the attributes of integrity. - Compare actions based on the lens of integrity. - Analyze a scenario to determine how choices may impact the environment and context of stakeholders. Essential Questioning Students should be able to answer these questions by the end of this lesson: - What is integrity? - When can integrity impact a situation? - What are the potential consequences when integrity is not displayed? - What does it mean to say, “Integrity is how you act when no one is looking?” Indiana Academic Standards - 9-10.SE.3 Able to listen to others' ideas and respect different ways of being and doing. - 9-10.SE.5 Able to show care for people like them and people different from them. - 9-10.LS.9 Complete activities and assignments thoroughly and accurately. - 9-10.WE.6 Apply ethical decision-making skills to establish and maintain responsible personal and professional relationships. - 11-12.SE.3 Demonstrate a strong understanding of how other people might feel about an experience or situation. - 11-12.LS.12 Complete activities and assignments thoroughly and accurately. - 11-12.WE.7 Continue to practice responsible and ethical decision-making affecting personal and professional relationships, and consider the consequences of unethical decision-making. - S.2.9 Identify both rights and responsibilities the individual has to the group. - IS.5.6 Identify and examine the impact that sports have had on the state of Indiana. Download the attached PDF document for complete lesson materials. Download the attached Word version for fully accessible document. (Coming Soon)	oercommons	2025-03-18T00:38:39.092606	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99908/overview", "title": "Integrity – Epic Decisions", "author": "Sociology" }
https://oercommons.org/courseware/lesson/117844/overview	Music is Univeral World Music Institute Instrument Videos World Music Survey Powerpoint Music Around the World Overview This is an introductory lesson designed for grades 9-12 music appreciation. It will provide a survey of music from other cultures. Instructions: This is an introductory lesson designed for grades 9-12 music appreciation. It will provide a survey of music from other cultures. Instructions: It's amazing how different music from other countries sounds! Instruments, scales, and voices are unique across the globe. Go through the sections of this resource in order to get an overview of music from other cultures! Image: Music Instrument Timeline Read the Image to learn about the timeline of different instrument families around the world. 1. Choose 2 instrument families 2. Look up an instrument in that family from a specfic country 3. Write the following in your answer: Name of Instrument: Instrument Family: Country of Origin: Estimated Date of Invention: Video: Musical Instruments around the world Click on the link to find a vast array of videos with instruments from other countries! Choose 3 videos and answer the questions: 1. What is the name of the instrument(s) in the video? 2. What is the country of origin for the instrument(s)? 3. What family does the instrumen(s) belong to (woodwinds, percussion, etc.)? 4. Describe how the instruments sounds to you OR how the instrument contributes to the overall sound of the music. Powerpoint: World Music Comparison This is a powerpoint that contains descriptions, videos, and features of music from several countries. 1. Pick 2 countries to read and explore. Make sure you read and watch all of the materials for each country 2. Compare and Contrast the music from the two countries. Use the information in the powerpoint to tell me two ways the music from the countries is similiar and two ways it is different. Make sure your answers are complete sentences and fully explain the comparison or contrast. For example, you could point out how the same instrument is used in two countries or how one country relies on melody while the other relies on percussion. Reading: Music is an Universal Language Read the article to learn and thinkg about music as an universal language. After reading, write a 5 sentence argument on the question: Do you think music is an universal language? Why or Why not? Make sure you write your argument in complete sentences. You may use quotes and references in the article to support your opinion. You can also use any resource we have used in this course as a basis for your thoughts and citations. Just be sure you properly credit the source when you use it.	oercommons	2025-03-18T00:38:39.117002	World Cultures	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117844/overview", "title": "Music Around the World", "author": "Film and Music Production" }
https://oercommons.org/courseware/lesson/106106/overview	Finding Books in the Library Overview This is an introductory lesson on locating books in the library using the Dewey Decimal system. Attached are lecture slides. Dewey Powerpoint Attached are lecture notes I use with students to introduce the topic and begin practice in locating books in the library. I follow this with a guided tour of our library catalog on the screen followed by individual, partner, or small-group practice using the catalog to find call numbers and then locate books on the shelf. This is an introduction to the Dewey Decimal System for older elementary students. Included are lecture slides.	oercommons	2025-03-18T00:38:39.133262	06/30/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106106/overview", "title": "Finding Books in the Library", "author": "Ivy Gardner" }
https://oercommons.org/courseware/lesson/88808/overview	housework matching concepts JAMBOARD key concepts slides Lesson plan form piggy book interactive video POLICARPA SALAVARRIETA INTERACTIVE TEXT Powerful women in Latin America interactive image random picker wheel Gender perspective and powerful women in Latin America Overview this kind of activities using topics such as gender perspective and powerful women in Latin America are in order to revise students ideas and concepts, while at the same time develop their linguistic skills and implementation of steam in the classroom to build more inclusive societies. Gender perspective "Piggy book" Hello dear students in today's class we are going to learn about gender perspective throught different tasks, the objetive of this first hour is to raise gender perspective awareness among students with the use of different literary materials. First I am going to show the presentation slides and you will take notes about the different key concepts to contextualize the rest of the class. Grade: 5th Skills: Listening, reading, and speaking Opening (20 minutes) Once we finish the revision about concept keys, I will share a picker wheel that spins and picks a random name, you are requested to mimic a house chore and the rest of the class will guess. Then, I want you to think about the house chores you do in your house, who usually does the house chore and who do you consider must do the chores in your house. We will share some answers to keep them in mind until the lesson finishes . Work time piggy book (30 minutes) Go to the youtube link attached here and watch the video about piggybook, please choose a word from the video it could be an adjetive, a verb or a house-chore and write it in your notebook. Then I will share a link to the first interactive task and it is about the same video you are required to answer some questions as you watch it again. To keep going, each one of you will say the word you have already chosen out loud (if you don't understand the meaning or pronunciation please let me know). answer these questions (in pairs if you want to) in your notebook to share them with your classmates Why did the dad and boys turn into pigs? what does mr piggot does in the evening? is mrs piggot a happy woman? In order to finish, I will share the last activity called "Matching game" in which you must match the concept with the image that represents it. Closing (10 minutes) In order to finish, I will share the last activity called "Matching game" in which you must match the concept with the image that represents it. I want you to think about the house chores you do in your house, who usually does the house chore, who do you consider must do the chores in your house, and why should the house work be shared by both men and women? By doing this we can check the progress and understand if there was a change in your notions and opinions. Outstanding women in history Second hour Hello dear students in today's class we already learn about gender perspective, gender roles and house chores so in this second hour we are going to revise some outstanding women in history and develop different tasks about the topic. The objetive of this lesson is change your notions and opinions about women replacing it with words related to their drive, intelligence and persistence Opening (20 minutes) To start this activity you will find attached here a link of a google's jamboard and you will write the words such as adjetives and your idea of women. While you do the first task please think about what women can do now that they couldn’t do in the past? and be ready to share your answers with the class. Work time (20 minutes) In order to develop the next tasks, I will share with you an interactive image about powerful women in Latin America, please take some notes and be ready to ask some questions. Then I will share another link to the next task which is an interactive text about Policarpa Salavarrieta and you will complete it with some words related to her role in Colombia's history, when you finish I will ask some of you to share the answers and opinions about this outstanding woman. Closing (20 minutes) In order to finish the two-hour lesson I want you to come back to the google's jambord and write again different words and adjetives that you learnt, to make a comparison between the two moments of this lesson and check if there was a change in the words you used before. Before finish I will share with you a genially game called "Wrap it up" about the two-hour lesson with topic such as the piggybook, house chores and outstanding women in latin america.	oercommons	2025-03-18T00:38:39.165877	12/16/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88808/overview", "title": "Gender perspective and powerful women in Latin America", "author": "GROUP 4" }
https://oercommons.org/courseware/lesson/91523/overview	Lesson Plan: Essential Social-Emotional Skills Overview Creator: Amaal A Lesson Plan#1: Building social-emotional skills as a foundational success in school and life among grade levels This is a set lesson plan is about Essential Social-Emotional Skills for Grades K-3 in the Alberta Curriculum. The activities are gamified with a focus on helping students develop social -emotialn skills that are essential to working with others. Lesson Plan#2: Building healthy relationships, communication skills, conflict resolution, working, playing, and learning with others in the classroom This is a set lesson plan is about Essential Social-Emotional Skills for Grades K-3 in the Alberta Curriculum. The activities are gamified with a focus on identifying other's emotions, showing emphaty, and understanding other perspective.	oercommons	2025-03-18T00:38:39.179474	Amaal A	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91523/overview", "title": "Lesson Plan: Essential Social-Emotional Skills", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/108983/overview	Fossil Fuels in our life Overview This ILP includes different activities and tasks directed to 11th students who are L2 (English) learners. In this lesson, students will use their background knowledge about “Fossil fuels” and expand their knowledge throughout the proposed tasks. This lesson will help them to develop their critical thinking about a complex topic such as fossil fuels, while they improve their language skills: writing, speaking, listening and reading. Introduction This IPL device includes different activities and tasks that can improve your English language skills while learning about fossil fuels and their uses in daily routines. The different resources and activities presented here are designed to help the learner to understand vocabulary regarding fossil fuels. The idea is that you can improve your language skills: Oral production (speaking), reading comprehension, writing production and listening abilities when talking about Fossil fuels. Before starting in... Read the next website to get general ideas of what fossil fuels are? - Click on the following link here. Competences and ICT goals \| I support my opinions, plans and projects. \| \| \| I use functional language to discuss alternatives, make recommendations and negotiate agreements in debates. \| \| \| I write summaries in reports that show my knowledge in other disciplines. \| \| \| I can identify the main idea of a spoken text when I have prior knowledge of the subject. \| \| \| I identify words within the text that allow me to understand its general meaning. \| ICT goals: \| Technological competence \| Incorporating technological competence into a lesson plan about oil fossil fuels can enhance students' understanding of this critical environmental and energy-related topic. Objective: Students will develop technological competence by utilizing digital tools and resources to research and analyze the environmental impact of oil fossil fuels. \| Communicative competence \| Incorporating communicative competence from the Colombian ICT framework can help students effectively convey and share their knowledge about this topic. Objective: Students will develop communicative competence by using various digital communication tools and methods to convey information about the environmental and social impact of oil fossil fuels. \| \| Research / Investigative Competence \| Incorporating research competence can help students develop strong research skills and a deeper understanding of this critical topic. Objective: Students will use digital tools and resources to gather, evaluate, and synthesize information to make informed conclusions about the topic. \| Task 1 Crossword In this activity, you will learn some key vocabulary related to fossil fuels. You can use your background knowledge of this topic to complete the assignment. Instructions - Click on the following link: here #1. - Complete the crossword puzzle with the correct words related to the concept or image shown. - Be careful! This activity is limited time. Task 2 Question Roulette time! In this activity you will learn some important facts related to the history of fossil fuels. Instructions: - Make groups of 2 or 3 people. - Press the button and answer the question. - If you answer correctly, you will get all points of the question. If you answer wrong you will get nothing and it's the next team's turn. - Now, it is time to click on the attached document. Good luck! Task 3 Time to watch a video! In this activity, you will watch the attached video and answer the questions that appear throughout the video. This activity must be done individually. Instructions: - Go to the following link. - Copy this code YDN7V which will give you access to the activity. - Write your full name and a nickname. Task 4 Agree or Disagree, Speaking session Time: 10:00 Number of students: 2 According to the article read in class about the pros and cons of fossil fuels, make in pairs an audio on AudioPal.com where arguments for and against the topic are evidenced. Keep in mind: An audio NO longer than 2 min. Both people must speak in the audio. Record in a quiet place. DO NOT copy from other people, these are YOUR opinions, not google's. Article taken from: conserve-energy-future. Send to my email u20221206915@usco.edu.co the evidence of the work Assessment LESSON PLAN: Fossil Fuels in our life by Isabel Cristina Fernandez Rojas, Johan Felipe Mora Ramirez, Karol Dayana Rodríguez Puentes, Nayid Dayanna González Garzón, and Pamela Serrato Dussan. In this section, you will find a questionnaire where you will prove what you have learned! Good luck learners...	oercommons	2025-03-18T00:38:39.210820	Pamela Serrato	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108983/overview", "title": "Fossil Fuels in our life", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/28362/overview	Technology: Reverse Engineering a Household Electrical Appliance Overview In this Technology project, 14/ 15-year-old students disassemble household electrical appliances to examine their inner workings and understand the design process of engineers. Students sketch and document their findings, presenting their work as a Microsoft Sway for peer review by their fellow students. Section 1 In this Technology project, 14/ 15-year-old students disassemble household electrical appliances to examine their inner workings and understand the design process of engineers. Students sketch and document their findings, presenting their work as a Microsoft Sway for peer review by their fellow students.	oercommons	2025-03-18T00:38:39.227408	Fiachra White	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/28362/overview", "title": "Technology: Reverse Engineering a Household Electrical Appliance", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/90684/overview	The Mystery of Easter Island (Rui Napa): Free ESL Lesson Plan Overview This is a reading lesson about Easter Island, also known as Rui Napa, one of the most isolated islands in the world. It is designed for intermediate students who can comfortably read texts and answer basic questions about them. If you enjoyed this ESL lesson plan download, there are 150+ more free lessons available with a free Off2Class account! Off2Class This lesson starts with a simple warm-up where you can ask your students to identify different land formations. From here, you can work with them using the question prompts provided. The pictures should provide context and also spark conversation. Upon completion of the warm-up, reading activities can be introduced. You will notice that besides the texts, there are different vocabulary words that are defined. If your students are having trouble understanding the meaning of them, you can look up supplementary pictures online. You can access full teacher notes for this lesson plan by signing up for a free Off2Class account.	oercommons	2025-03-18T00:38:39.244889	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90684/overview", "title": "The Mystery of Easter Island (Rui Napa): Free ESL Lesson Plan", "author": "Reading Foundation Skills" }

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