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https://oercommons.org/courseware/lesson/87171/overview
|
Example of Google Jamboard from a past innovation of mine.
Short video explaining innovation vs invention
What is innovation? (quick video)
Innovation 101
Overview
The purpose of this presentation is to teach the basic topic of innovation. Students should have a better understanding of innovation upon completion.
What is innovation?
Innovation is a new idea or novelty to introduce something new.
Innovation is rapidly growing as technology becomes more and more prevalent in society. As technology is constantly changing, new ideas are able to be developed that were mere ideas without the resources to implement them in the past.
- examples of innovations: 5G data networks, blockchain technology, automated driving.
- All of these ideas came from past ideas and devleoped them into something better.
The process of innovation
The process of innovation is often referred to as the design thinking process.
Stages of the design thinking process:
- empathize: (talk and research the problem)
- define: (define the problem)
- ideate: (come up with ideas to solve the problem)
- prototype: (create many prototypes to solve the problem, these should be made fast and quickly)
- test: (See what works, fix the prototypes, find the solution)
Two common ways to complete the design thinking process:
- Google Jamboard. This is perfect for collaboration as you can add others to your Jamboard. Allows you to add photos, whiteboard writing, sticky notes, text.. etc.
- Sticky notes. Perfect to write/ jot down ideas throughout the process and add them to a big posterboard.
Invention vs Innovation
Invention= To discover something new.
Innovation= To use a new idea or method.
Tip to remember the difference: Innovation builds off an invention.
Examples1:
Invention- taxi and cab service. First transport system.
Innovation- Uber and Lyft. Modernized the transport system through technology (smartphones).
Example 2:
Invention- the telephone. The first way to communicate is on the telephone.
Innovation- An iPhone. Took the telephone but made it more accessible and modern with new and advanced technology.
Why is innovation important?
It is constantly shaping the world around us!
It is sharpening old ideas and creating more effective processes.
Think about it, imagine if inventions from the 1950s were still in place... Your phone, television, household appliances, cars, and everything around you would look much different.
The bottom line: With innovation, we live in a world where we are constantly advancing and having better processes, ideas, products, and business models.
Practice!
Complete this quick assignment to test your knowledge.
1. What is innovation in your own words?
2. Example of an invention:
3. Example of an innovation:
4. What is the process called when creating an innovation?
If you do well, you have a basic understanding of innovation!
|
oercommons
|
2025-03-18T00:38:39.269975
|
10/28/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87171/overview",
"title": "Innovation 101",
"author": "ainsley whittington"
}
|
https://oercommons.org/courseware/lesson/86418/overview
|
Education Standards
2. The State We're In: Washington (3-5 Edition) Teacher Guide - Chapter 9
3. Teacher Guide - Chapter 9 - Launch
4. Teacher Guide - Chapter 9 - Focused Notes
5. Teacher Guide - Chapter 9 - Focused Inquiry
The State We're In: Washington (Grade 3-5 Edition)
The State We're In: Washington - Teacher Guide Chapter 9 - Civics and the Natural World
Overview
Decisions our local, state, tribal, and federal governments make affect every forest, every mountain, and every lake and river.
This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 9. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry.
Introduction
In this chapter, students will read that governments (federal, state, county, local, etc.) are created to help the people. Tribes have always had structures in place to help their people as well. Tribal governments, however, are different from state or local governments because tribes are “nations within nations.” Every tribe sets their own rules for how they are governed, and tribes work with other tribes and state agencies to ensure economic and environmental sustainability for all people in Washington.
In the focused inquiry, students will investigate the conditions under which the Elwha Dam was removed and analyze the impacts on the ecosystem. Students will study images, video, and texts to draw their conclusions and write a response to the compelling question. For the purposes of this inquiry, students will primarily study impact on salmon populations.
Civics and the Natural World
General Overview
Enduring Understanding
Governments (federal, state, county, local, etc.) are created to help the people. Tribes have always had structures in place to help their people as well. Tribal governments, however, are different from state or local governments because tribes are “nations within nations.” Every tribe sets their own rules for how they are governed, and tribes work with other tribes and state agencies to ensure economic and environmental sustainability for all people in Washington.
Supporting Questions
Students consider these questions - finding and using evidence to support the Enduring Understanding.
- Can an ecosystem be “recovered?”
- Who/what benefits from ecosystem recovery?
Learning Targets
Students will be able to…
- H4.4.2 Use evidence to develop a claim about Washington state, and tribal nations and groups.
- E1.4.2 Compare the costs and benefits of individual choices.
Key Vocabulary
A list of key Tier 2 vocabulary words is included here for your students. Teach these using whatever strategy you find works best for your students. Encourage students to incorporate these vocabulary words as they work through the components of the chapter guide and intentionally use them as appropriate in their final products.
- leases, a contract that lets someone rent land from an owner of that land (p. 140)
- wildlife refuges, land that is protected by the government and managed by the government (p. 140)
- preserve, to make sure that something is saved (p. 141)
- toxic, poisonous (p. 142)
- weather, the conditions outside at a particular time (p. 143)
- climate change the long-term changes in global temperatures and other characteristics of the atmosphere (p. 143)
- hydropower, electricity that is generated by moving water (p. 144)
- extinction, the process of a species dying out (no longer inhabiting the planet) (p. 148)
- invasive, plants or organisms that spread and harm an area where they are not naturally found (p. 149)
- habitats, the natural home or environment of an animal, plant, or organism (p. 150)
Task 1: 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 (or as best to meet the needs of your students).
- There is no “correct” answer. Encourage the students to explain their thinking with each other. The point of this activity is to spark curiosity.
Task 2: 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.
Task 3: Focused Inquiry
A focused inquiry is a one-to-two-day lesson that will have students engaging in the C3 Framework’s Inquiry Arc. The link below includes both teacher and student documents.
Compelling Question
Can negative effects of human activities on an ecosystem be reversed?
Attribution and License
Attribution
This Teacher’s Guide for Chapter 9: The State We’re In Washington was developed by Leslie Heffernan, Central Valley School District.
The downloadable digital version of The State We're In: Washington (Grades 3-5 Edition) by Jill Severn for 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.
Cover photo of Elwha dam site by Zandcee, CC BY-SA 3.0, via Wikimedia Commons
License
Except where otherwise noted, Teacher’s Guide - Chapter 9: The State We’re In: Washington, copyright Washington Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
|
oercommons
|
2025-03-18T00:38:39.313312
|
Leslie Heffernan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86418/overview",
"title": "The State We're In: Washington - Teacher Guide Chapter 9 - Civics and the Natural World",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/24197/overview
|
Social Seeding, A Major Way to Draw Visitors
Overview
Bookmarking has become very popular nowadays. Beside guest post services, one should look forward Through social bookmarking not only can you bookmark your favorite sites but also can also give online promotion to your business.
Besides, this Online Marketing strategy is absolutely free! You will find out many bookmarking sites list online like guest post list from different sources.
Webmasters recommend entrepreneurs to register in the most popular social bookmarking websites than in lesser-known sites. This is beneficial to you in more than one ways. You not only get more online exposure but can also drive more organic traffic to your website. Now it is time to submit pages of your Home Based Business website in one of these popular social bookmarking websites. Once your website features in the favorites section of these social bookmarking websites, you can easily drive quality traffic to your site.
The leading social bookmarking websites today are Digg, Stumbleupon, and Furl. Through these websites, you can leave links leading to your website. If you succeed in bookmarking your website in the favorites section in one these popular websites, you can be guaranteed of free online promotion for your website.
Besides promoting your own Home Based Business website, you can also take some time and check out other websites which are featured in the favorites section. This will give you an idea about the market tendencies and the client preferences. Besides, you will also get a better knowledge about the competition in hand. If you want to get recognized in these websites, you have to take an active participation in various online activities promoted by these social bookmarking websites. The foremost among them is to comment on others' blogs and sites. Do not hesitate to give compliments where compliments are dues.
In these social bookmarking websites, hundreds of thousands of people come to share their favorite websites and talk about their likes, preferences, market tendencies, client preferences. Etc. Take an active part in the discussions and for once, you can also listen to what others have to say about you, your company, your marketing tactics etc. Self-evaluation through well-meaning feedback will help you to get a better perspective about yourself and your business.
In these social bookmarking websites, hundreds of thousands of people come together from all over the world. Just as you like others visiting and appreciating our website, other registered users will also appreciate if you spend a little of your valuable time viewing their websites and their favorite web pages too. In a short time, there is a good chance that they will reciprocate your good deeds. This is one of the main advantages of social networking. Not only do you get a unique platform to interact with like-minded individuals from around the globe but also attract free organic traffic to your website for your Home Based Business Idea at the same time.
As soon as you become a member of one of these free social bookmarking websites, submit your web pages so that other users can access the same. When bookmarking your Home Based Business website, remember to provide standard tags so that it can be easily remembered. Rest assured, once you have registered in one of these social bookmarking websites, you have you have become a part of one of the most promising online marketing techniques available today
|
oercommons
|
2025-03-18T00:38:39.325792
|
06/11/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/24197/overview",
"title": "Social Seeding, A Major Way to Draw Visitors",
"author": "Emma Marie"
}
|
https://oercommons.org/courseware/lesson/86371/overview
|
Cesar Jara
Overview
Articulo de valores
Articulo referente a los valores
|
oercommons
|
2025-03-18T00:38:39.342706
|
10/01/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86371/overview",
"title": "Cesar Jara",
"author": "Cesar Jara"
}
|
https://oercommons.org/courseware/lesson/93427/overview
|
Age of Exploration
Overview
This is a PowerPoint lesson on New World exploration. Topics discussed are explorers, tolls used for exploration, and the reasons for exploration.
This lesson introduces the student to the beginnings of New World exploration. The explorers discussed in this lesson are:
- The Vikings
- Christopher Columbus
- Jacques Cartier
- Ponce de Leon
- Hernan Cortez
- Francisco Pizzaro
- Hernando de Soto
- Samuel de Champlain
The samples of technoligy used during New World exploration are as follows:
- compass
- globe
- rudder
- quadrant (astrolabe)
The reasons for exploration will be discussed, they they are:
- More wealth
- Explore the world
- Spread Christianity
- Expand trade
- Expand territories
|
oercommons
|
2025-03-18T00:38:39.360410
|
06/05/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93427/overview",
"title": "Age of Exploration",
"author": "Joseph Starr"
}
|
https://oercommons.org/courseware/lesson/84936/overview
|
TEACHER GUIDE Iowa Early History Glaciers to Settlement Video Series : Instructional Guide
Overview
This instructional guide for teachers is to be used to support the Iowa Early History Glaciers to Settlement video series. It contains introductory activities, key terms and assessments .
TEACHER GUIDE Iowa Early History Glaciers to Settlement Video Series : Instructional Guide
This Instructional Guide is for teachers to use for the video series content Iowa Early History Glaciers to Settlement Video Series. It contains introductory activities and assessments.
This content will support the teacher using the video series Iowa Early History Glaciers to Settlement also found in OER Commons
|
oercommons
|
2025-03-18T00:38:39.377412
|
Denise Krefting
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/84936/overview",
"title": "TEACHER GUIDE Iowa Early History Glaciers to Settlement Video Series : Instructional Guide",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/77820/overview
|
Differentiating With Technology PD
Overview
Background: We are providing PD on differentiation. Day two is centered around using tech tools to differentiate. We will be exploring three tech tools for this PD (Jamboard, Adobe Spark, and Canva). The see-think-wonder strategy will be repeated to explore each of these tools separately. They will be building off of day one PD where they identified gaps in their units where they needed to differentiate. When they have worked through the activity for each tool, they should have a list of differentiation ideas that can be used to fill the gaps they had identified previously.
Objectives
Background: We are providing PD on differentiation. Day two is centered around using tech tools to differentiate. We will be exploring three tech tools for this PD (Jamboard, Adobe Spark, and Canva). The see-think-wonder strategy will be repeated to explore each of these tools separately. They will be building off of day one PD where they identified gaps in their units where they needed to differentiate. When they have worked through the activity for each tool, they should have a list of differentiation ideas that can be used to fill the gaps they had identified previously.
The structure of this will be the See, Think, Wonder strategy.
Objectives
To learn how different technology tools can be used to differentiate instruction
To explore different tools to learn their features
To collaborate to generate ideas on how to use the tech tools for differentiation
To plan the use of at least one technology tool in an upcoming unit
Jamboard
Teachers will need at least 10 to 15 minutes to explore the features on Jamboard. It is also worth the time to let them talk through their differentiation ideas after frame 3 has been completed.
Step1: Click this link to be taken to the Jamboard you will be using to work through this PD.
Step 2: Explore the features of Jamboard and then go to the second Frame. Follow the directions on that frame to explore the tools that Jamboard has to offer.
Step 3: Record at least three ways that you could use Jamboard to help with differentiation in your classroom. You will add sticky notes for these ideas and place them on frame 3.
Adobe Spark
Step1: Click this link to be taken to Adobe Spark.
Step 2: Explore the features of Adobe Spark and then go to the fourth frame. Take some time to explore Adobe Spark and the templates and features it offers.
Step 3: Record at least three ways that you could use Adobe Spark to help with differentiation in your classroom. You will add sticky notes for these ideas and place them on frame 4.
Canva
Step1: Click this link to be taken to Canva.
Step 2: Explore the features of Canva and then go to the fifth frame on your Jamboard from earlier. Take some time to explore Canva and the templates and features it offers.
Step 3: Record at least three ways that you could use Canva to help with differentiation in your classroom. You will add sticky notes for these ideas and place them on frame 5.
Learning Reflection and Action Plan
Leaning Reflection and Action Plan
Takeaways:
Take a minute to reflect on your learning.
- What are some takeaways you have from the PD?
- Were there any “a ha” moments?
Differentiation Next Steps:
Which technology tool do you plan on using in your next unit?
In what way will this tool help with differentiation in your classroom?
|
oercommons
|
2025-03-18T00:38:39.397250
|
Jami Daniel
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/77820/overview",
"title": "Differentiating With Technology PD",
"author": "Amanda Keller"
}
|
https://oercommons.org/courseware/lesson/78765/overview
|
Introduction to voice-overs using Blabberize
Overview
This is an introduction to voice-overs lesson that is designed to get students used to hearing their recorded voice. This project or a similar project is completed prior to our multimedia unit of designing and recording PSA videos. I have chosen to us Blabberize for this lesson but other options are available that would serve the same purpose.
Creating a story
This lesson is the first in a series that builds up to recording and producing PSA videos. Students should already be familiar with completing a storyboard, otherwise a mini lesson on completing one would need to take place prior to this activity. Students start with learning how to do voice-overs and getting used to hearing their voice recorded. Blabberize is a fun tool to help them get used to their recorded voice which makes the next steps in the process go much more smoothly.
working either individually or in groups, fill in the sections of the story board. The story will be based on what happened today at lunch. The story can be fictional, true, or a combination of both. For this project you will only need to draw out the events in the first line and fill in the dialogue in the second line. Use as many copies of the story board as needed to complete your story. The dialgue for this project must be a narration by one person. The teacher should be able to see exactly what your voice-over will be by looking at your storyboard. It will also be your outline or script to follow as you record.
Blabberize
This activity will take several class periods as they choose and image and make their blabber. Students will also redo until they run out of time so a firm deadline is needed to keep them on target. It also requires a device and webcam for each student, extra time will need to be built in if students will be sharing.
This particular program has a great app if students are allowed to use their phones. Once they have finished their project, they can easily share it via email. I would highly encourge the instructor to do one for themselves first as getting the picture to "talk" can take some manipulating.
follow the online instructions along with your teacher to create your blabberize account or log into the teacher account. Create a blabber using an image of yourself, bitmoji, or another picture of your choosing. Once you have created a blabber, use it to tell the story you wrote in section 1.
|
oercommons
|
2025-03-18T00:38:39.417026
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78765/overview",
"title": "Introduction to voice-overs using Blabberize",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/91717/overview
|
Fill In The Blanks
Overview
1st Song
Go home, get ahead, light-speed internet
I don’t want to talk about the way that it was
Leave America, two kids follow her
I don’t want to talk about who is doing it first
2nd Song
But you didn’t have to cut me off
Make out like it never happened
And that we were nothing
And I don’t even need your love
But you treat me like a stranger
And that feels so rough
You didn’t have to stoop so low
Have your friends collect your records
And then change your number
I guess that I don’t need that though
Now you’re just somebody that I used to know
3rd Song
My tea is gone cold
I’m wondering why I got out of bed at all
The morning rain clouds up my window
And I can’t see it all
4th Song
And the boys chase the girls with curls in their hair
While the shy tormented youth sit way over there
And the songs get louder each one better than before
And you’re singing the songs thinking this is the life
And you wake up in the morning and your head feels twice the size
Where you going to go, where you going to go, where you going to sleep tonight?
1st Song
Go home, get ahead, light-speed internet
I don’t want to talk about the way that it was
Leave America, two kids follow her
I don’t want to talk about who is doing it first
2nd Song
But you didn’t have to cut me off
Make out like it never happened
And that we were nothing
And I don’t even need your love
But you treat me like a stranger
And that feels so rough
You didn’t have to stoop so low
Have your friends collect your records
And then change your number
I guess that I don’t need that though
Now you’re just somebody that I used to know
3rd Song
My tea is gone cold
I’m wondering why I got out of bed at all
The morning rain clouds up my window
And I can’t see it all
4th Song
And the boys chase the girls with curls in their hair
While the shy tormented youth sit way over there
And the songs get louder each one better than before
And you’re singing the songs thinking this is the life
And you wake up in the morning and your head feels twice the size
Where you going to go, where you going to go, where you going to sleep tonight?
|
oercommons
|
2025-03-18T00:38:39.440907
|
04/12/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91717/overview",
"title": "Fill In The Blanks",
"author": "öykü akça"
}
|
https://oercommons.org/courseware/lesson/97403/overview
|
COOL in Civil Communication
Overview
When we talk about our personal beliefs and politics, passions can run high -- especially when we're online. These intense moments can often lead to tit-for-tat insults, or worse. But, if addressed calmly and coolly, they can be an opportunity to find common ground and deeper understanding. Teach students to keep disagreements civil so their ideas will be heard and so they can advocate for positive change.
C-O-O-L
Civil Communication Lesson Plan
Title
C-O-O-L (CALM-OPEN MINDED-ONLY FOCUS ON THE IDEAS-LISTEN ACTIVELY)
| |
Audience (Age, English Level): 10-14/ A1-A2
| |
Lesson Plan Overview:
When we talk about our personal beliefs, passion can run high-especially when we are online.These intense moments can lead to tit-for-tat insults or even worse. But if addressed calmly and cooly, they can be the opportunity to find commonground for deeper understanding. The aim is to teach the students to keep disagreements civil so their ideas will be heard and so they can advocate for positive change.
| |
Resources Needed:
Blank paper Lesson slides Video: Civil Discourse Online Lesson Quiz | |
Learning Objectives:
Students will be able to:
* Define civil discourse and identify why it can be challenging on the internet. * Analyze resources to identify the causes and effects of uncivil online discourse. * Learn strategies for civil discourse and apply them to their deeds.
| |
Warm-Up: (5 minutes)
Ask the students what they think the moral rules for communication should be. Ask the students to make a list of values that make communication easier.
| |
| |
Time
20´
15´
| Activities/Instructions The Power of Internet1.Ask : People often use the phrase "the power of the internet." What do you think they mean by that? What makes the internet "powerful"? Share with a partner. Invite students to share out. Highlight answers that reference
2.Explain that there can also be challenges to communicating online. Tell students that they are going to watch a short video that features Cameron Kasky, who was a student that survived the Stoneman Douglas High School shooting in Parkland, Florida in 2018. After the shooting, he became an outspoken advocate for gun reform. In the video, he shares experiences using the power of the internet to communicate his message. Show the video "Civil Discourse Online" and ask students to consider the discussion questions as they watch. You may also want to have them take notes as they watch.
3.Invite students to share out. Highlight the main takeaways:
STAY C-O-O-L
1.Explain that there are strategies that people can use to make sure that their comments and communication remain civil. We're about to watch a video that shows people with different political perspectives coming together to engage in civil discourse. You will see people labeled "blue" or "red" and this refers to their political affiliation as democrat (blue) or republican (red). Show the video "Divided We Fall Trailer" from The National Institute for Civil Discourse and have students listen for specific strategies for civil conversation.
2.Have students share out the strategies they heard in the video. Examples may include:
3.Explain that they can use the acronym C-O-O-L to remember them: Calm. Take a deep breath and relax before engaging. Open-minded. Consider ideas that are different than yours. Only focused on the ideas. Separate your judgments about who people are from what they're saying. Listening actively. Aim to understand the person's ideas, experiences, and emotions.
4.Have students complete the Lesson Quiz. Send home the Family Activity
|
Resources: https://docs.google.com/presentation/d/1kcPvJC1Qv6ZYAvecIb7k1ZJOBOOVAqoELAqMqSCybUA/edit?usp=sharing
https://www.commonsense.org/education/digital-citizenship/quiz/we-are-civil-communicators-lesson-quiz
https://www.youtube.com/watch?v=pQPdwHsJ25I
Adapted from
|
|
oercommons
|
2025-03-18T00:38:39.485031
|
Unit of Study
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97403/overview",
"title": "COOL in Civil Communication",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/62479/overview
|
Should there be a grade requirement to participate in sports?
Overview
Should grades always come before sports?
Should there be a grade requirement to participate in sports?
Svenka worked hard to develop and improve her soccer skills, and it showed when she made the school team. However, when she got an F on her report card, the coach told her she was no longer eligible to play unless her grades were ameliorated. The school that Svenka attends, like many others around the country, has a rule that if you don’t pass a class, you don’t get to play. Svenka believes that this is unfair because she does not think this one bad grade should affect her place on the team.
Some people argue that middle and high school students should have to maintain certain grade point averages in order to play sports. This is not an unusual requirement. Many schools use grades as a prerequisite for partaking in numerous after-school activities. These schools enact this policy because they feel that the students should work as hard in the classroom as on the field. If students really want to play, they should work diligently on their academic work to ensure that they can.
Not only does this rule induce student athletes to keep up with their schoolwork, it also compels coaches to teach players how to balance their time. Coaches don’t want their star athletes to neglect or fall behind in their schoolwork, because that will mean they will be dropped from the team.
On the other hand, other people disagree and do not think grade requirements are a good idea. They think that forcing students to get a certain grade will keep too many from participating. In addition, requiring good grades has led to unanticipated consequences. In previous years, some students took easier classes just so they could play sports. This was unfair to the athletes who had to work harder to keep up their grades in arduous classes.
What do you think about this? Does the “no pass, no play” rule seem fair to you? Should middle and high school students have to meet a grade requirement to participate in sports?
Credits:
Text credit: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
Image credit: By Sandro Halank, Wikimedia Commons, CC BY-SA 4.0.
|
oercommons
|
2025-03-18T00:38:39.503707
|
02/12/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/62479/overview",
"title": "Should there be a grade requirement to participate in sports?",
"author": "Kristin Robinson"
}
|
https://oercommons.org/courseware/lesson/69976/overview
|
OSKB Roadmap
Overview
Welcome to the Open Scholarship Knowledge Base Roadmap!
Help people quickly and confidently learn and apply open scholarship practices.
What are we planning to do in our project? The OSKB Roadmap is a living document that shows where we are heading in the short term and long term.
Please check out our Contributor Guides and Code of Conduct to help get started!
Welcome to the Open Scholarship Knowledge Base Roadmap!
Help people quickly and confidently learn and apply open scholarship practices.
What are we planning to do in our project? The OSKB Roadmap is a living document that shows where we are heading in the short term and long term.
Please check out our Contributor Guides and Code of Conduct to help get started!
| Timeframe | High Level Milestones | Status | Led by |
| Short term | Project planning SIPS 2020 meeting submissions Content audit Communications (landing page, newsletter) | Complete | Subcommittees, COS staff, Contributors, Consultant |
Content organization for main topics Design processes for content contributions, editing, and curation | Complete | Subcommittees, Contributors, Consultant | |
| Medium term | Knowledge base prototype | Complete | Tech subcommittee, COS staff, Consultant |
| Community contribution model prototype | Complete | Subcommittees, COS staff, Consultant | |
| Pilot, test, and improve prototype | Complete | Subcommittees, COS staff, Consultant | |
| Long term | Knowlege base launch | Complete | Subcommittees, COS staff, Consultant |
| Governance and sustainability plans | Complete | Governance subcommittee, COS staff, Consultant | |
| Translate content for main topics | To do | Contributors |
|
oercommons
|
2025-03-18T00:38:39.519214
|
Diagram/Illustration
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69976/overview",
"title": "OSKB Roadmap",
"author": "Information Science"
}
|
https://oercommons.org/courseware/lesson/83401/overview
|
The Cell Cycle
Overview
The Cell Cycle and all of its stages; including interphase, mitosis, and cytokinesis.
Instruction
Understanding the cell cycle is a critical compontent to fully knowing how a cell functions. In this lesson, you will learn about the different stages of the cell cycle, watch a video, and evaluate your knowledge on the content and required reading materials through a quiz.
Learn
Open the attached power point and review each stage of The Cell Cycle and all of the substages included within.
Explore
Read | Watch | Do |
To get started we will learn about the cell cycle. Read “What is Cell Cycle?” | Continue to learn about how cells divide through the process of mitosis by watching the following video “Splitting Up is Complicated.” While you watch, complete this “Video Guide.” | Mitosis follows a series of steps that help the cell divide. Use the following article to learn more about mitosis by clicking here. For this “Do” you will complete a mitosis lab activity. You can access the “student resources here.” Once you are finished, you can review the assignment using this “answer key.” |
Evaluate
Now it is time to self check how much you have learned about mitosis. If you do not know as much as you thought, go back to the “Explore” section of this seminar and reread, rewatch, or redo the activities listed. See your facilitator if you have questions.
Click here to take the quiz online. You do not have to log into the quiz site in order to take this quiz. If a window pops up asking you to sign up for the quiz site, just close the sign-up window and start your quiz.
|
oercommons
|
2025-03-18T00:38:39.539659
|
07/11/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83401/overview",
"title": "The Cell Cycle",
"author": "Lynleigh Bull"
}
|
https://oercommons.org/courseware/lesson/86509/overview
|
01: How the Monuments Came Down Series and Curriculum Guide introduction
Overview
BEGIN HERE:
How the Monuments Came Down Series and Curriculum Guide introduction: Introductory information about the series and curriculum guides, along with a linked list of the episodes in order.
Note: This item and the collection it belongs to was imported with permission from #GoOpenVA. While the content is the same, the original location can be found here.
Series Introduction
How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.
Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down.
In this collection, you will find film clips and learning resources designed to engage students with primary sources found in the film. These curriculum resources were written by Rodney Robinson, the 2019 National Teacher of the Year and a 20-year veteran of Richmond Public Schools. For a PDF version of the guide, with extension activities, visit vpm.org/monuments.
How the Monuments Came Down is a production of Field Studio, in association with VPM.
NOTE TO TEACHERS:
The video clips, Caricatures of African Americans and Monument Avenue Commission, include depictions of blackface; in an effort to provide authentic and transparent resources about the historical experiences of Black Americans, these moments were not censored. Some abusive language appears in one primary resource in The Right to Vote.
The “n” word appears in one archival source commenting on the suppression of the Black vote in the late 19th and early 20th centuries.
A reporter notes that a City Council member said that the city “still has a hell of a long way to go.”
Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.
Curriculum Guide Introduction
Dear Teachers,
Thank you for taking a moment in your busy day to consider this curriculum guide for How the
Monuments Came Down, an essential film for viewing — and teaching.
How the Monuments Came Down is a fascinating documentary that tells a 160 year struggle for suffrage, political power, and respect for Black Richmonders. It combines great storytelling with outstanding primary sources to reveal narratives that have widely been dismissed in many documentaries.
I have taught history in Richmond more than 20 years, and this film captures so much of the history of the city, the struggle, the political strife, the systemic racism, and the determination of the people to overcome. All students and teachers should watch this film and have deep, thoughtful discussions about systemic racism and how it appears in everything from legislation passed by the state lawmakers to statues to police and public interactions. I challenge teachers and students to watch and have respectful, open, and honest conversations about power and race in the city of Richmond.
The guide is organized into two sections: the first presents graphic organizers for use with document analysis; the second offers document based questions. Each learning opportunity within is supported by a clip from the film and a primary source for students and teachers to analyze, in order to develop a deeper understanding of the film and the historical eras it explores. There is also a list of project-based activities to tap into deeper learning for your students. And every element of this guide is connected to the relevant Virginia Standards of Learning and Common Core State Standards.
I hope that you find this guide as meaningful to teach as it was to create. My best wishes for your work,
Rodney Robinson
Richmond Public Schools
2019 National Teacher of the Year
Episode List and Direct Links
5. John Mitchell, Jr., and Maggie L. Walker
6. Lost Cause Narrative and Building Monument Avenue
7. Caricatures of African Americans
8. Interstate 95 and the Destruction of Jackson Ward
10. First Majority-Black City Council
11. Arthur Ashe
12. African American Monuments
14. Monument Avenue Commission
15. Summer 2020
17. Marcus-David Peters and Systemic Racism
18. How the Monuments Came Down Additional Resources
|
oercommons
|
2025-03-18T00:38:39.576779
|
10/06/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86509/overview",
"title": "01: How the Monuments Came Down Series and Curriculum Guide introduction",
"author": "#GoOpenVA Administrator"
}
|
https://oercommons.org/courseware/lesson/98184/overview
|
Discrimination vs. Prejudice
Overview
This lesson is designed for middle school students (6th-8th grade) to understand the difference between discrimination and prejudice. In this lesson, students will learn the definitions of the two concepts with associated examples as well. Lastly, the lesson has a slide on the actions people need to take to eliminate these concepts from our society.
Lesson Overview
This lesson will highlight the differences between discrimination and prejudice.
Discrimination
What is Discrimination?
Discrimination is the unfair or prejudicial treatment of people and groups based on characteristics such as race, gender, age, or sexual orientation.
Discrimination is present in many societal situations. Sadly, discrimination can be found at schools, organizations, companies, and even at a micro level between friends. With discrimination being such an issue, it can cause individuals emotional and physical harm.
There are laws such as The Fair Housing Act and The Civil Rights Act to protect people from discrimination in housing and employment. However, discrimination still occurs and is a prevalent problem in society.
How to deal with Discrimination?
If you or somebody you know is suffering from discrimination, there are some steps to take in order to better the situation.
1. Focus on your beliefs and values - Doing this can help you or someone stay motivated to succeed and limit the negative effects that comes with discrimination
2. Seek support groups - Reach out for help or contact a professional who can help buffer or eliminate altogether the discrirmination that is occuring
Examples of Discrimination
Here are some example scenarios where individuals have been discriminated against:
- An individual is requesting time off due to a religious holiday but the company refuses due to their religious affiliation.
- A teacher does not provide the right accomodations to a student with disabilities and forces the student out of their classroom.
- A friend makes fun of your cultural heritage and mocks the clothes you are wearing.
All of these scenarios are capable of occuring everyday. It is important to understand the severity behind discrimination and how it can affect people.
Image is from https://www.freepik.com/free-photos-vectors/discrimination
Prejudice
What is Prejudice?
Prejudice is an assumption or an opinion about someone simply based on that person's membership to a particular group.
People can be prejudiced against someone who alligns themselves with a different ethnicity, gender, or religion.
If someone is acting on their prejudices, it means that they are pre-juding that individuals based on certain assumptions before trully getting to know them.
How to diminish the amount of Prejudice in the world?
1. Encourage others to learn about another culture they may not be familiar with
2. Ask questions before making assumptions
3. Make sure that certain behavior is not created due to predjudices
Examples of Prejudice
Here are some popular examples of prejudice occuring in society:
- An individual shows negative attitudies towards people of a specific cultural orientation.
- A company not allowing female workers to achieve full equality at the workforce due to the company's mindset on sexism.
- An individual showing and saying rude things to transgender people.
The common theme between these three examples is that the two individuals and compnay showed partiality and came up with assumptions about those people that were negatively represented.
Picture is from - https://www.verywellmind.com/what-is-prejudice-5092657
Moving Forward
How to move forward:
From the examples and definitions, it is evident the need to eliminate discrimination and prejduice mindsets in our society. Even though they are different, they are both still taking place in schools, among friends, and at the work industry.
It is important to treat everyone with respect and to keep an open mind about how someone else may appear and act. Everyone needs to be shown respect and it is important to start taking initiative now instead of in the future.
When dealing with discrimination and prejudice, it is important to keep an open-mind. Help educate others and bring people closer togetherr.
|
oercommons
|
2025-03-18T00:38:39.595877
|
10/24/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98184/overview",
"title": "Discrimination vs. Prejudice",
"author": "Jonathan Dolson"
}
|
https://oercommons.org/courseware/lesson/105549/overview
|
PRODUCT AUTHENTIC BASED ASSESSMENT
Overview
Product-based assessment, focuses on the creation of tangible artifacts or performances that demonstrate a student's skills, knowledge, and understanding. This paper presents a product-based assessment with a scoring rubric that can be utilized to effectively evaluate students' products.
Product-based assessment, focuses on the creation of tangible artifacts or performances that demonstrate a student's skills, knowledge, and understanding. This paper presents a product-based assessment with a scoring rubric that can be utilized to effectively evaluate students' products.
|
oercommons
|
2025-03-18T00:38:39.611965
|
06/18/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105549/overview",
"title": "PRODUCT AUTHENTIC BASED ASSESSMENT",
"author": "Rachell Ann Beldad"
}
|
https://oercommons.org/courseware/lesson/97894/overview
|
A list of common idioms
Idioms
Overview
What Is an Idiom?
An idiom is a widely used saying or expression containing a figurative meaning that differs from the phrase’s literal meaning. The word “idiom” comes from the Greek word “idioma,” meaning peculiar phrasing. For example, “under the weather” is an idiom universally understood to mean sick or ill. If you say you’re feeling “under the weather,” you don’t literally mean that you’re standing underneath the rain.
Idioms often summarize or reflect a commonly held cultural experience, even if that experience is now out of date or antiquated. For instance, you might say that someone should “bite the bullet” when they need to do something undesirable. The phrase’s origin refers to wounded soldiers literally biting down on a bullet to avoid screaming during a wartime operation.
Learning English idioms
It is crucial to use idioms in your speech, because it will show your proficiency level and creativeness
Learning idioms
Every language has its unique collection of sayings and phrases. These expressions, known as idioms, often contain meanings that may not be obvious by simply looking at the individual words
What Is an Idiom?
An idiom is a widely used saying or expression containing a figurative meaning that differs from the phrase’s literal meaning. The word “idiom” comes from the Greek word “idioma,” meaning peculiar phrasing. For example, “under the weather” is an idiom universally understood to mean sick or ill. If you say you’re feeling “under the weather,” you don’t literally mean that you’re standing underneath the rain.
Idioms often summarize or reflect a commonly held cultural experience, even if that experience is now out of date or antiquated. For instance, you might say that someone should “bite the bullet” when they need to do something undesirable. The phrase’s origin refers to wounded soldiers literally biting down on a bullet to avoid screaming during a wartime operation. That common occurrence from the past resulted in a phrase we still use today. These phrases are also unique to their language of origin. In other words, English idioms are different from Spanish or French idioms.
|
oercommons
|
2025-03-18T00:38:39.633814
|
10/13/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97894/overview",
"title": "Idioms",
"author": "Aruzhan Nurlanova"
}
|
https://oercommons.org/courseware/lesson/86527/overview
|
Education Standards
2. The State We're In: Washington (3-5 Edition) Teacher Guide - Chapter 4
3. Teacher Guide - Chapter 4 - Launch
4. Teacher Guide - Chapter 4 - Focused Notes
5. Teacher Guide - Chapter 4 - Focused Inquiry
The State We're In: Washington (Grade 3-5 Edition)
The State We're In: Washington - Teacher Guide Chapter 4 - From Settlers to Statehood
Overview
Washington’s long journey to become a state was a complex story culturally, economically, politically, environmentally, and ecologically.
This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 4. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry.
Introduction
Free land draws settlers west, and Britain and the United States decide on a border...
In the focused inquiry, students will learn that the Washington territories were considered to be a vast wilderness uninhabited by people. The students will examine photographs of the land areas in Washington state and document what the photographs show.
From Settlers to Statehood
General Overview
Enduring Understanding
Washington’s long journey to become a state was a complex story culturally, economically, politically, environmentally, and ecologically.
Supporting Questions
Students consider these questions - finding and using evidence to support the Enduring Understanding.
- How did the migration of the pioneers impact our state?
- How did treaties affect changes in land ownership for tribal people in Washington?
- What promises did the Native American receive with the Stevens treaties?
Learning Targets
Students will be able to…
- C3.4.1 Recognize that tribes have lived in North America since time immemorial
- C4.4.3 Explain that the purpose of treaty-making is to create mutually beneficial agreements of responsibilities and freedoms
- C1.4.4 Describe the key ideals of rights of unity and diversity within the context of the State of Washington
Key Vocabulary
A list of key Tier 2 vocabulary words is included here for your students. Teach these using whatever strategy you find works best for your students. Encourage students to incorporate these vocabulary words as they work through the components of the chapter guide and intentionally use them as appropriate in their final products.
- statehood, being recognized as a state in a country (p.50)
- reservations, an area of land set aside for occupation by North American Indians (p.52)
- health care, medical care to individuals: doctors, hospitals, dentists (p. 53)
- women’s suffrage page 57, the right of women by law to vote in national or local elections (p.57)
- locomotive, powered rail vehicle for pulling trains (p.60)
- tidelands, land that is submerged by the ocean high tide (p.62)
Task 1: 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
Task 2: 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.
Task 3: Focused Inquiry
A focused inquiry is a one-to-two-day lesson that will have students engaging in the C3 Framework’s Inquiry Arc. The link below includes both teacher and student documents.
Compelling Question
Was the west a wilderness?
Attribution and License
Attribution
This Teacher’s Guide for The State We’re In: Washington - Chapter 4 was developed by Nancy Lenihan, Sumner-Bonney Lake School District.
The downloadable digital version of The State We're In: Washington (Grades 3-5 Edition) by Jill Severn for 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.
License
Except where otherwise noted, Teacher’s Guide - Chapter 4: The State We’re In: Washington, copyright Washington Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
|
oercommons
|
2025-03-18T00:38:39.675765
|
Leslie Heffernan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/86527/overview",
"title": "The State We're In: Washington - Teacher Guide Chapter 4 - From Settlers to Statehood",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/91271/overview
|
LEARNING ACTIVITY SHEET IN TLE HANDICRAFT WEEK 5-6
Overview
Learning activity sheet in TLE handicraft week 5-6
Elements of design
Elements of design and transfering of design
|
oercommons
|
2025-03-18T00:38:39.692100
|
03/23/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91271/overview",
"title": "LEARNING ACTIVITY SHEET IN TLE HANDICRAFT WEEK 5-6",
"author": "Ginalyn Pallorina"
}
|
https://oercommons.org/courseware/lesson/115587/overview
|
Education Standards
Computer Basics Lesson Plan
Overview
Computer Basics Lesson Plan
Computer Basics Lesson Plan
Title: Introduction to Computer Basics
Objective:
To familiarize students with basic computer terminology and operations.
Duration:
60 minutes
Materials Needed:
Computers with internet access
Projector or smartboard
Handouts with key terms and concepts
Lesson Plan:
1. Introduction (5 minutes):
Greet the students and introduce the topic of computer basics.
Explain the importance of understanding computer fundamentals in today's digital age.
2. Overview of Components (10 minutes):
Use a visual aid (diagram or presentation) to explain the main components of a computer system: CPU, monitor, keyboard, mouse, and system unit.
Discuss the function of each component and how they work together.
3. Basic Operations (15 minutes):
Demonstrate how to power on and shut down a computer properly.
Explain the functions of the desktop, taskbar, and start menu (if using Windows OS).
Introduce the concept of files and folders and how to navigate through them.
4. Input and Output Devices (10 minutes):
Discuss different input devices (keyboard, mouse, touchpad) and their functions.
Explain output devices (monitor, printer) and their roles.
5. Basic Software Applications (15 minutes):
Introduce common software applications such as word processors, web browsers, and email clients.
Show how to open and navigate these applications.
6. Internet Basics (5 minutes):
Briefly explain what the internet is and how it works.
Discuss web browsers and demonstrate how to navigate websites.
7. Recap and Q&A (5 minutes):
Summarize the key points covered in the lesson.
Encourage students to ask questions and clarify any doubts they may have.
8. Assignment (optional):
Provide a simple assignment such as creating a document using a word processor or conducting basic internet research.
Assign readings or online tutorials for further practice.
Conclusion:
Conclude the lesson by emphasizing the importance of regular practice and exploration to improve computer skills.
Additional Tips:
Keep the language simple and avoid technical jargon as much as possible.
Encourage hands-on practice during the lesson to reinforce learning.
Provide resources for further learning and practice outside of class time.
|
oercommons
|
2025-03-18T00:38:39.717642
|
04/29/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115587/overview",
"title": "Computer Basics Lesson Plan",
"author": "Irene Kelly-Golston"
}
|
https://oercommons.org/courseware/lesson/17438/overview
|
Education Standards
Wheel of Theodorus Calculation Chart Video (Part 2)
Wheel of Theodorus Calcualtion Chart Worksheet
Wheel of Theodorus Art Project Grading Rubric
Wheel of Theodorus Calculation Chart
Wheel of Theodorus Art Project
Overview
This is a cross curricular art project for 8th grade math students. Students are first introduced to what the Wheel of Theodorus is, ponder where they see it in the world around them and then instructed on how to create their own. When they have finished constructing their Wheel of Theodorus they are asked to creatively and colorfully turn it "into" something. Examples are given.
After they Wheel of Theodorus is complete, students are then asked to measure all the sides lengths of the triangles in the wheel. They should quickly see that they can use the Pythagorean Theorem to do this and that it follows a predictable pattern. No ruler will be required for this part of the project!
Wheel of Theodorus Art Project Introduction
This is a cross curricular art project for 8th grade math students. In this part of the lesson, students watch a video and are introduced to what the Wheel of Theodorus is, ponder where they see it in the world around them and then instructed on how to create their own. When they have finished constructing their Wheel of Theodorus they are asked to creatively and colorfully turn it "into" something. Examples are given of completed "wheels" and a grading rubric is also shown.
Theodorus of Cyrene was a Greek philosopher and mathematician who lived during approximately 500 BC. Little is known about his life, but he is well known for his mathematical theorem known as the Spiral or Wheel of Theodorus. This theorem first appeared in Plato's dialogue, "Theaetetus".
This theorem revolves around a diagram of spiraling right triangles that Theodorus constructed. Coincidentally, or not, this spiralling diagram of triangles occurs in nature quite frequently!
Watch this video introduction on the Wheel of Theodorus and learn how to create your own.
Task 2: Wheel of Theodorus Art Project Calculation Chart
In this step students will be led to discover Theodorus' mathematical credit with the spiral of right triangles that they constructed in step 1. Students will make a copy of a Google Doc worksheet and fill in the calculation chart. The calculation chart guides students through using the Pythagorean Theorem to find the measures of all the side lengths of the 17 right triangles in the spiral. No ruler should be necessary on this step! The last question on the worksheet asks students to identify the pattern that occurs in their calculation chart.
You should have constructed your own Wheel of Theodorus with 17 right triangles, at this point.
Why is Theodorus credited with a "math" discovery for what seems to be just some cool art? Watch this video to discover Theodorus' mathematical findings when he calcualated the lengths of the sides of all 17 right triangles.
You will be instructed on how to fill out the worksheet attached below.
|
oercommons
|
2025-03-18T00:38:39.742135
|
Sara Scholes
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/17438/overview",
"title": "Wheel of Theodorus Art Project",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/121974/overview
|
Education Standards
Grade 4_Lesson 5_OR_Grade4_GrandmaAggie-pt2_EN
Grade 4 Lesson 5: Grandma Aggie’s Story: Stigma and Discrimination in Real Life (Part 2)
Overview
In this two-part lesson, students will learn about Agnes Baker Pilgrim, who, before her death at the age of 95, was the oldest living member of the Takelma Tribe in Oregon. Through her story as an Indigenous woman, students will learn about stigma and discrimination in Oregon history as well as the current day. They will also identify things that they can do to help fight against discrimination when they see it or experience it.
This is designed as a two-part lesson with content in Lesson 1 offering a foundation for Lesson 2. The lessons are designed to be taught together while although each could be standalone if preferred.
Grade 4 Lesson 5: Grandma Aggie’s Story: Stigma and Discrimination in Real Life (Part 2)
In this two-part lesson, students will learn about Agnes Baker Pilgrim, who, before her death at the age of 95, was the oldest living member of the Takelma Tribe in Oregon. Through her story as an Indigenous woman, students will learn about stigma and discrimination in Oregon history as well as the current day. They will also identify things that they can do to help fight against discrimination when they see it or experience it.
This is designed as a two-part lesson with content in Lesson 1 offering a foundation for Lesson 2. The lessons are designed to be taught together while although each could be standalone if preferred.
|
oercommons
|
2025-03-18T00:38:39.764143
|
11/15/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121974/overview",
"title": "Grade 4 Lesson 5: Grandma Aggie’s Story: Stigma and Discrimination in Real Life (Part 2)",
"author": "Elizabeth Schroeder"
}
|
https://oercommons.org/courseware/lesson/74611/overview
|
Natural Disasters Risk
Overview
This is an active and creative lesson, involving research, collaboration and digital skills. Students are organized into four or 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 to connect with other country students.
Connection activity between students from Romania and Portugal
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
|
2025-03-18T00:38:39.782247
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74611/overview",
"title": "Natural Disasters Risk",
"author": "Languages"
}
|
https://oercommons.org/courseware/lesson/88890/overview
|
Scratch It! - Final Challenge
Overview
This is the final task of the project for the course Learning Environments and Technology at the University of Oulu.
Group formation
Grouping
Please, pay attention to the instructions provided by your teacher regarding the final challenge.
By the end of this phase, you should have:
1. Formed your group.
2. Selected a topic for your group (e.g. Math, Science, History, etc)
Game debug
Now that you formed your groups and decided your topic, it is time to debug a scratch code and fix it.
The scratch game board you are going to have access to contains comments on each "Code" tab of each sprite, as in the following picture. There are 2 types of comments:
- Explanation: contains instructions and tips about the functionality of that block to help you understand the code.
- Problem Here!!!: Inform about areas that should be fixed. Those are the areas you should work to make the game run properly.
Now, you and your group can start working on the challenge!
1. Go to the Scratch game board and create a remix of it for your group.
2. Work together with your group to collaboratively debug and fix the "Problem Here!!!" parts and make the game run correctly.
3. Once the game is running properly, create the events for the squares with red exclamation marks ("!") and questions for the purple questions marks ("?"). The following video contains an example of the board game working properly (except that the dice should run once you move micro:bit)
The end! Congratulations on reaching here, you can now share the game with the teacher, your colleagues and with your family.
Have fun!
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oercommons
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2025-03-18T00:38:39.797214
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Rana Huseyinkahyaoglu
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88890/overview",
"title": "Scratch It! - Final Challenge",
"author": "Claudio Alves"
}
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https://oercommons.org/courseware/lesson/77336/overview
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Organic Chemistry Experiment, B.Sc. SEM-V
Overview
B.Sc. – III (Semester-V)
CH-503: Laboratory Course
Practical - I
(Organic Chemistry Practical)
B.Sc. – III (Semester-V) CH-503: Laboratory Course Practical - I (Organic Chemistry)
B.Sc. – III (Semester-V)
CH-503: Laboratory Course
Practical - I (Organic Chemistry)
1) Estimation of Glucose
2) Estimation of Amide
3) Estimation of Nitro group
4) Estimation of Carboxylic group
5) Saponification of oil
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oercommons
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2025-03-18T00:38:39.818076
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02/17/2021
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/77336/overview",
"title": "Organic Chemistry Experiment, B.Sc. SEM-V",
"author": "Nandkishor Telkapalliwar"
}
|
https://oercommons.org/courseware/lesson/16731/overview
|
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oercommons
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2025-03-18T00:38:39.837062
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09/09/2017
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/16731/overview",
"title": "math",
"author": "Mi Angel Dodson"
}
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https://oercommons.org/courseware/lesson/80423/overview
|
beamerthemeEsiwace
Figures (tar.xz file)
Figures (tar.xz file)
Figures (zip file)
Figures (zip file)
Final pdf file
Final pdf file
Lab files
Latex file
Latex file
Programs
Input/Output and Middleware
Overview
This material is an introduction to storage formats and I/O in a climate and weather context.
It was presented by Luciana Rocha Pedro in the 2020 Summer School on Effective HPC for Climate and Weather and it is part of the ESiWACE project.
ESiWACE is funded by the European Union's Horizon 2020 research and innovation programme under grant agreement No. 823988.
Introduction
The Centre of Excellence in Simulation of Weather and Climate in Europe (ESiWACE) addresses world challenges pushing the limits of science. It benefits the broader community by providing services and training opportunities. As part of the ESiWACE2 project, the 2020 Summer School on Effective HPC for Climate and Weather was organised to bridge the gap between scientists and computational science and increase the effectiveness of young scientists.
The main goal of this event is the training of representative scientists from different institutions with state-of-the-art concepts tailored to the domain, but that also stretches beyond climate and weather, allowing them to act as a multiplier and increase productivity overall.
This material is an introduction to storage formats and I/O in a climate and weather context. Here we present the session:
Input/Output and Middleware - Talk and Lab Sessions
Presenter: Luciana Rocha Pedro
www.reading.ac.uk/computer-science/staff/dr-luciana-pedro
ESiWACE is funded by the European Union's Horizon 2020 research and innovation programme under grant agreement No. 823988.
Input/Output and Middleware - Talk Session
2020 Summer School on Effective HPC for Climate and Weather
Session: Input/Output and Middleware - Talk Session - Presentation
Outline
- Introduction
- Input/Output
- I/O Solutions
- I/O Performance
- NetCDF
- Parallel I/O
- Research Activities
Learning Objectives
- Discuss challenges for data-driven research
- Describe the role of middleware and file formats
- Identify typical I/O performance issues and their causes
- Apply performance models to assess and optimise the application I/O performance
- Design a data model for NetCDF/CF
- Implement an application that utilises parallel I/O to store and analyse data
- Describe ongoing research activities in high-performance storage
Input/Output and Middleware - Lab Session
2020 Summer School on Effective HPC for Climate and Weather
Session: Input/Output and Middleware - Lab Session - Presentation
Outline
- NetCDF Files and C
- NetCDF Utilities
- Practising
Learning Objectives
- Execute programs in C that read and write NetCDF files in a metadata-aware manner
- Analyse, manipulate and visualise NetCDF data
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oercommons
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2025-03-18T00:38:39.866489
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Activity/Lab
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80423/overview",
"title": "Input/Output and Middleware",
"author": "Life Science"
}
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https://oercommons.org/courseware/lesson/17451/overview
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Education Standards
Great Migration-Grade 11 (doc)
Great Migration-Grade 11 (pdf)
Optional Assessment
Performance Task 2
Performance Task - Supporting Question 1
Source 1B-Ida-B-Wells
Source 1D-Galliard Letter
Source 1E-The reason
Source 2-C: Study of Race Relations
Source 2-E: Racial Restrictive Covenants
Source 2-F | Goin' North - Oral History
Supporting Question 1-Graphic Organizer
Supporting Question 2&3-Student Worksheet
The Great Migration and the power of a single decision | Isabel Wilkerson
Yes-No-But
Was the Great Migration a push or pull migration?
Overview
The goal of this inquiry is for students to gain an informed, critical perspective on the Great Migration of African Americans from the South to the North and West from 1915-1970. By investigating the movement, including the injustice of Jim Crow in the South, and the racism migrants continued to face in the North and West, students will examine how the migration changed the social fabric of the United States. Through taking a critical look at the documents, students should understand the extent to which this movement was “great,” and determine if the title Great Migration is fitting.
Photo: Schomburg Center for Research in Black Culture, Jean Blackwell Hutson Research and Reference Division, The New York Public Library (1168439), CC BY 4.0
Lesson Introduction
Was the Great Migration a “push” or “pull” migration?
Supporting Questions
- Why did African Americans migrate by the millions to the North and West?
- How did this migration change the demographics and culture of the United States?
- How did migration effect race relations and economic opportunities for African Americans?
Inquiry Description
The goal of this inquiry is for students to gain an informed, critical perspective on the Great Migration of African Americans from the South to the North and West from 1915-1970. By investigating the movement, including the injustice of Jim Crow in the South, and the racism migrants continued to face in the North and South, students will examine how the migration changed the social fabric of the United States. Through taking a critical look at the documents, students should understand the extent to which this movement was “great,” and determine if the title Great Migration is fitting.
NOTE: this inquiry is expected to take five to seven class periods. The inquiry time frame could expand if teachers think their students need additional instructional experiences (i.e. supporting questions, formative performance tasks and featured sources). Teachers might want to consider purchasing and using The Warmth of Other Suns, by Isabel Wilkerson for a source of migrant narratives, Many Rivers to Cross Episode 4: Making a Way out of No Way (DVD), for background knowledge, and The Color of Law by Richard Rothstein for a source on redlining and de jure discrimination. Teachers are encouraged to adapt this inquiry in order to meet the needs and interests of their students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities.
Structure of the Inquiry
In addressing the compelling question “was the Great Migration a push or pull migration?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument with evidence and counterevidence from a variety of sources.
Staging the Compelling Question
This inquiry assumes that the teacher has already taught “push” and “pull” migrations in an earlier unit. If that opportunity hasn’t been there yet in the course, it is a necessary precursor to the compelling question.
The compelling question could be staged by having students listen to narratives written by migrants and discussing what motivation migrants had for moving away from the South. If you are able to connect students with a local story, this is also a good place to start. Finally, I would recommend showing Isabel Wilkerson’s TED talk “The Great Migration and the power of a single decision” at some point during this study.
Supporting Question 1
The first supporting question- “Why did African Americans migrate by the millions to the North and West?” – brings the opportunity to discuss and explore Jim Crow laws in the South, the long pattern of racism towards blacks in the US, and how World War I created an opportunity for African Americans to leave. The formative performance task asks students to generate a list of reasons why African Americans left the South. Students draw this information from the featured sources – Jim Crow laws, lynching reports, personal correspondence by migrants, an advertisement in the Chicago Defender, a political cartoon, and an excerpt from a memoir.
Supporting Question 2
The second supporting question – “How did this migration change the demographics and culture of the United States?” asks students to examine the shift in demographics during the first wave of the migration, and the resulting cultural movements of literature and music. Students will use government statistics and a table to discover that a significant amount of African Americans moved out of the south.
Supporting Question 3
The third supporting question – “how did migration effect race relations and economic opportunities for African Americans?” extends the study to an examination of de facto and de jure segregation in the North. Using sources that chronicle Northern race riots and discrimination, students will discover that although the North and West did not have written Jim Crow laws, migrants still faced discrimination in their new homes. The performance assessment will ask students to write a paragraph that explains how migrants faced different forms of racism and challenge after they moved North and West, allowing them to practice making a claim and supporting it with evidence. This question also presents the opportunity to weave in the practice of redlining. Note: it is helpful to have already explored the Reconstruction period before this document set. In addition, background on the 1919 assaults on African American businesses and communities are essential to understanding.
Summative Performance Task
At this point in the inquiry, students have examined reasons why African Americans left the South, how this migration changed the demographics of the US, challenges the migrants faced, and new opportunities they embraced. Students should be expected to demonstrate the breadth of their understanding and their ability to use evidence from multiple sources to support their distinct claims. In this task, students construct an evidence-based argument responding to the compelling question “Was the Great Migration a push or pull migration?” It is important to note that students’ arguments could take a variety of forms, including a detailed outline, poster, or essay. Students’ arguments will likely vary, but could include any of the following:
The Great Migration was a pull migration, as migrants sought to gain economic opportunities and a better life. For many individuals, it was a great opportunity and made their lives better, especially for their children.
- The Great Migration was a push migration, as racism pushed migrants out of the South.
- The Great Migration was both a push and pull migration, as migrants both fled racism and looked for economic opportunities elsewhere. Although they faced discrimination and racism in the North and West, it was not of the magnitude of what migrants left behind in the South.
Students could extend these arguments by examining a series of letters written to convince African Americans to move North. Student’s analyses of the letters can focus on the arguments made about why African Americans should move North and how those letters convinced many of the 6 million migrants that they should go North and West.
Students have the opportunity to Take Informed Action by examining oral histories of the Great Migration, and after study of oral history, conducting their own interviews to gather stories of the Great Migration.
An additional extension would be to explore the reverse migration trend of African Americans returning to the South, and the migrant experience today (e.g. from Puerto Rico).
Background Resource
Featured Source Anderson, J., & Gates, Jr., H. L. (Producers). (2013). Making a way out of no way. The African Americans. PBS.
Supporting Question 1
Why did African Americans migrate by the millions to the North and West?
Featured Source 1-A:
Wilkerson, I. (2010). The warmth of other suns. New York: Vintage Books.
| NARRATIVE | NOTES |
|---|---|
| Dr. Robert Joseph Pershing Foster: Monroe, LA to Los Angeles, CA | |
| Ida Mae Brandon Gladney: Chicksaw County, MS to Chicago, IL | |
| George Swanson Straling: Eustis, FL to New York (Harlem), New York |
Featured Source 1-B:
Conklin, B. (2018). Ida B. Wells and her crusade for racial justice (pdf) | Constitutional Rights Foundation | All rights reserved. Permission granted to distribute for educational purposes.
Featured Source 1-C:
History of lynching in America (2023) (website) | NAACP
Featured Source 1-D:
Letter from Cleveland Galliard of Mobile, Alabama, to the Bethlehem Baptist Association, Chicago, Illinois, 1917. Holograph. Carter G. Woodson Papers, Manuscript Division, Library of Congress. Believed to be in the Public Domain
Mobile, Ala April 19, 1917
The Bethlehem Baptist Association
I take pain to pen you a few lines for Information about coming North and I see your advertisements in the Chicago Defender and i am very fond off the Defender I got it every week when I can and I like to read It and i am Colored young man. I’m need of a position because I have a family to support and I am out off a job and I can’t get nothing To do to Support them in [--] have been out of a job for five months or more and have been sick to but I am up again thank the good Lord and I am a member of Stone Street Baptist Church the oldest Baptist Church in the South and I am 31 Yrs old and I can fill the position as a porter in a grocery store, or even and Elevator or drive
A team Are do most anything and I would like for the Association to please help me to get up thier please. And get me a position please and I will pay you the expense back when i get up their and got to work and I will work I was working Here for the New Orleans Mobile & Chicago R.R. Running the Elevator and cleaning up to and they want me to work night and day for the Same amount of Salary [--] was only $20.00 per month and so I quit and i have been loafing Every Since last Nov so this is all at present from
Cleveland Gailliand
Direct your letter (Gen. Del.)
Post Office
Mobile, Ala
Featured Source 1-E:
Schomburg Center for Research in Black Culture, Jean Blackwell Hutson Research and Reference Division, The New York Public Library. (1920-03). The reason Believed to be in the Public Domain.
Featured Source 1-F:
Cobb, N. (late 19th c). as quoted in All God’s dangers: the life of Nate Shaw. By Theodore Rosengarten. Believed to be on the public domain
“Whenever the colored man [sic] prospered too fast in this country under the old rulins, they worked to figure to cut you down, cut your britches off you. So, it might have been to his way of thinking that it weren’t no use in climbin too fast; weren’t no use in climbin slow, neither, if they was goin to take everything you worked for when you got to high”
—Alabama sharecropper Ned Cobb, recalling his father’s approach to life in rural Alabama in the late 19th century
Performance Task: Why did African Americans want to migrate north and west?
Push Factors
- List reason
- List person, event, document, law, idea, group, or Supreme Court case that supports
Pull Factors
- List reason
- List person, event, document, law, idea, group, or Supreme Court case that supports
Supporting Question 2
How does this migration change the demographics and culture of Northern cities?
Featured Source 1-A:
Proportion of Negro to Total Population at the Twelfth Census 1910. United States Bureau of the Census – Frontispiece of Negroes in the United States (1904), Bulletin 8 of the United States Bureau of the Census | Public Domain.
Proportion of African American to Total Population at the Census 2000.
United States Bureau of the Census | Public Domain
Note: needs updated to 2020 Census
Featured Source 2-B:
"Letters of Negro Migrants of 1916-1918", published in The Journal of Negro History, (July and October, 1919) | Public Domain.
Letter 9 (from Philadelphia, Pa., Oct. 7, 1917)
Dear Sir:
I take this method of thanking you for yours early responding and the glorious effect of the treatment. Oh. I do feel so fine. Dr. the treatment reach me almost ready to move I am now housekeeping again I like it so much better than rooming. Well Dr. with the aid of God I am making very good I make $75 per month. I am carrying enough insurance to pay me $20 per week if I am not able to be on duty. I don't have to work hard. dont have to mister every little white boy comes along I havent heard a white man call a colored a nigger you no now-since I been in the state of Pa. I can ride in the electric street and steam cars any where I get a seat. I dont care to mix with white what I mean I am not crazy about being with white folks, but if I have to pay the same fare I have learn to want the same acomidation. and if you are first in a place here shoping you dont have to wait until the white folks get thro tradeing yet amid all this I shall ever love the good old South and I am praying that God may give every well wisher a chance to be a man regardless of his color, and if my going to the front would bring about such conditions I am ready any day-well Dr. I dont want to worry you but read between lines; and maybe you can see a little sense in my weak statement the kids are in school every day I have only two and I guess that all. Dr. when you find time I would be delighted to have a word from the good old home state. Wife join me in sending love you and yours.
I am your friend and patient.
Chicago, Illinois
My dear Sister: I was agreeably surprised to hear from you and to hear from home. I am well and thankful to say I am doing well. The weather and everything else was a surprise to me when I came. I got here in time to attend one of the greatest revivals in the history of my life over 500 people joined the church. We had a Holy Ghost shower. You know I like to have run wild. It was snowing some nights and if you didn't hurry you could not get standing room. Please remember me kindly to any who ask of me. The people are rushing here by the thousands and I know if you come and rent a big house you can get all the roomers you want. You write me exactly when you are coming. I am not keeping house yet I am living with my brother and his wife. My sone is in California but will be home soon. He spends his winter in California. I can get a nice place for you to stop until you can look around and see what you want. I am quite busy. I work in Swifts packing co. in the sausage department. My daughter and I work for the same company-We get $1.50 a day and we pack so many sausages we don't have much time to play but it is a matter of a dollar with me and I feel that God made the path and I am walking therein.
Tell your husband work is plentiful here and he won't have to loaf if he want work. I know unless old man A----- changed it was awful with his sould and G----- also.
Well I am always glad to hear from my friends and if I can do anything to assist any of them to better their condition. Please remember me to Mr. C----and his family I will write them all as soon as I can. Well, I guess I have said about enough. I will be delighted to look into your face once more in my life. Pray for me for I am heaven bound. I have made too many rounds to slip now. I know you will pray for prayer is the life of any sensible man or woman. Well goodbye from your sister in Christ.
P.S. My brother moved the week after I came. When you fully decide to come write me and let me know what day you expect to leave and over what road and if I don't meet you I will have some ther to meet you and look after you. I will send you a paper as soon as one come along they send out extras two and three times a day
Supporting Question 3
How did migration effect race relations and economic opportunities for African Americans?
Featured Source 2-C:
Chicago Commission on Race Relations, The Negro in Chicago: A study of Race Relations and a Race Riot (Chicago: University of Chicago Press, 1922). pp 98-99. Believed to be in the Public Domain.
Project Guttenberg copy of The Negro in Chicago (entire work)
Section VI Migrants in Chicago
Question: “Do you feel greater independence and freedom in Chicago? In what ways?”
Answers:
- Yes. Working conditions and the place of amusement.
- Yes. The chance to make a living; conditions on the street cars and in movies.
- Going into places of amusement and living in good neighborhoods.
- Yes. Educationally, and in the home conditions.
- Yes. Go anywhere you want to go; voting; don’t have to look up to the white man, get off the street for him and go to the buzzard roost at shows.
- Yes. Just seem to feel a general feeling of good-fellowship.
- On the street cars and the way you are treated where you work.
- Yes. Can go any place I like here. At home I was segregated and not treated like I had any rights.
- Yes. Privilege to mingle with people; can go to the parks and places of amusement, not being segregated.
- Yes. Feel free to do anything I please. Not dictated to by white people.
- Yes. Had to take any treatment white people offered me there, compelled to say “yes ma’am” or “yes sir” to white people, whether you desired to or not. If you went to an ice cream parlor for anything you came outside to eat it. Got off sidewalk for white people.
- Yes. Can vote; feel free; haven’t ay fear; make more money.
- Yes. Voting; better p=opportunity for work; more respect from white people.
- Yes. Can vote; no lynching; no fear of mobs; can express my opinion and defend myself.
- Yes. Voting, more privileges; white people treat me better, not as much prejudice.
- Yes, feel more like a man. Same as slavery, in a way, at home. I don’t have to give up the sidewalk here for white people as in my former home.
- Yes. No restrictions as to shows, schools, etc. More protection of law.
- Yes. Have more privileges and more money.
- Yes. More able to express views on all question. No segregation or discrimination.
- Sure. Fell more freedom. Was not counted in the South; colored people allowed no freedom at all in the South.
- Find things quite different to what they are at home. Haven’t become accustomed to the place yet.
Featured Source 2-D:
Photo: Carrying a sign in front of a milk company, Chicago, Illinois. July, 1941. John Vachon, Photographer. Gelatin-silver print. FSA-OWI Collection, Prints and Photographs Division, Library of Congress. Believed to be in the Public Domain.
Featured Source 2-E:
Racial Restrictive Covenants of Seattle, Wash. | Seattle Civil Rights and Labor History Project:
Additional Resources:
- How red lines built white wealth: a lesson on housing segregation in the 20th century | Zinn Education Project
- Mapping Inequality: Redlining in New Deal America | Mapping Inequality – University of Richmond, Virginia Tech, University of Maryland
Featured Source 2-F:
Goin’ North: tales of the Great Migration oral history project | University of Kentucky Library
From the gallery, choose a migrant and listen to their story.
Supporting Question 2 & 3
How does this migration change the demographics and culture of Northern cities? How did migration effect race relations and economic opportunities for African Americans?
Write a paragraph using evidence that explains the effects of the Great Migration.
Generate a list of reasons why African Americans sought a new life in the North and West between 1910 and 1970.
Reorganize these reasons into this table:
Push | Pull |
|---|---|
|
|
Assessments
Great Migration - Yes, No...But Sheet
See the attached student handout below.
Performance Task: Why did African Americans want to migrate north and west?
Was the Great Migration a “push” or “pull” migration? Write an answer to this question. Construct an introductory paragraph that gives a specific and clear claim and lists relevant reasons. Follow with evidence from multiple historical sources.
Remember, in your introductory paragraph you will
- Start with a broad, general statement that establishes TIME and PLACE
- States your claim (the answer to the question)
- Gives your three reasons why you claim this
Each body paragraph will:
- Start with a topic sentence that restates the reason
- Name, explain and relate back to the claim at least three PEDLIGS
- Name it. (An example is ________________________)
- Explain it (which means ________________________________________)
- Relate it back to the claim. This is where you tell why your answer is correct, and how the PEDLIBS you have names proves that.
When you quote from documents, use “short quotes” (less than a sentence) and follow the quote with an in-text citation. Do this by listing the last name of the author of the source in parens.
Example: “Herman loves history.” (Munster)
If you have time, end with a conclusion.
The last item is your Reference list
Optional Assessment
UNPACKED: Great Migration Interactive Suitcase
As millions of migrants packed their suitcases, they packed their possessions – but also their hopes and dreams. Your assignment will be to work collaboratively as a team of 2 to 3 to create a suitcase display that reflects a migrant from the Going North oral history project.
Procedure:
- Form team (you may work by yourself, in a team of 2, or in a team of 3)
- As a team, pick one of the stories from Goin’ North
- Research the migrant using the Goin’ North site and, if needed, additional credible sources.
- Design and create a suitcase (boxes available in class). You are in charge of the design. The suitcase could be a snapshot of a day in the life of the migrant or could be representative of a larger part of their story.
- Set up the suitcase in class on _________________________________.
Grading:
Each team will share a design grade- list below. (up to 20 points)
Each individual will earn a collaboration grade for their teamwork, docent work on the day of the display, and diligent work in class (up to 20 points)
In order to get the full 20 points, the suitcase will need to have:
- Looks like a suitcase and opens up for display
- Has at least three items that represent the migrant’s story. These can be photos, primary source documents, artifacts, etc.
- At least one and no more than two QR codes. Required QR code is of a voice recording by the team telling the migrant’s story- this is the Docent Talk. Optional QR codes can be a recording of the migrant, or a credible approved video about the migrant.
Use Voice Recorder to record your team voice recording (docent talk). Upload the recording to a team member’s MSD Google drive, set the share to Mukilteo, and copy the share link into QR Code Generator.
Print your QR code and make it part of the suitcase so that visitors to the exhibit will be able to scan and listen.
Time in class will be on:
_________________________ (planning)
_________________________ (work in library)
_________________________ (work in class; go to library on a pass if need quiet place to record)
_________________________ (work in Library -- last day to be able to print anything)
Set up day: ______________________________. (in Library)
This project is inspired by the project Unpacked: Refugee Baggage
Attribution and License
Except where otherwise noted, original work in this unit by Sue Metzler for Mukilteo School District is licensed under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by Mukilteo School District.
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oercommons
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2025-03-18T00:38:39.963926
|
Barbara Soots
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/17451/overview",
"title": "Was the Great Migration a push or pull migration?",
"author": "Sue Metzler"
}
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https://oercommons.org/courseware/lesson/69967/overview
|
Education Standards
A Time for Every Season - Grade 8
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 - Cause of the Seasons
Student Science Performance
Phenomenon: In December it was dark when we came home from basketball practice, but in May we played baseball and it was light until 8:30 pm.
Gather:
Students develop questions to obtain information about the patterns of change in sunset time.
Students obtain information about the causes of change in sunrise and sunset time.
Students obtain information about the causes of seasons, and how the sunlight hours and angle of incidence affect seasonal changes.
Students obtain information by reading native American stories for the patterns in the changes of seasons.
Students use a model to show the relative positions of the Earth and Sun system. https://utah.pbslearningmedia.org/resource/buac18-68-sci-ess-seasonsearthmars/seasons-on-earth-and-mars/
(Teaching Suggestions: Engage students in phenomena - let the daylight savings discussion be in the background and address it in the class discussion. Useful URLs for #2 use the link https://www.timeanddate.com/sun/usa/oklahoma-city?month=11&year=2018 for #3 you may want to use http://d3tt741pwxqwm0.cloudfront.net/WGBH/npls13/npls13_int_seasons/index.html# #4 In this section you will be discussing ways of knowing that include other ways of knowing that comes from observing the environment and describing stories to the cause of the patterns that are observed. http://www.snowwowl.com/legends/abenaki/abenaki5.html; http://www.oneidaindiannation.com/the-legend-of-the-three-sisters/ )
Reason:
6. Students develop and use a model to show the causes of the seasons.
7. Students construct an explanation for how the motion of the Earth around the sun and the tilt of the Earth cause the seasons.
(Teaching Suggestions: The model can be a diagram or physical model but must show the relationship between the changes that cause the seasons. Some student models show a storyboard or series of models that show the progression or changes over time. Focus on the cause of the difference in the amount and intensity of sunlight at a given location in Oregon.)
Class Discussion:
Q: How does your explanation account for the southern hemisphere having summer at the same time we are having winter?
Q: Why do locations near the equator have less seasonal variation than locations further north?
Q: Why are the length of days similar in the fall and the spring?
Q: Why are the longest daylight hours in summer and the shortest in winter?
Q: Why is it warmer in the middle of the day than in the evening?
Q: Why do we have daylight savings time and how does that affect this phenomenon?
(Teaching Suggestions: Focus the students on the relative positions of the Earth and Sun and how the tilt of the earth causes the seasons. Encourage students to write on the board or act out the ideas they use to respond to the questions. Be sure to extend thinking by having multiple students respond to each question and discuss how their model and explanation are consistent or not consistent. Discuss the Daylight savings time as a man-made convention and not an astronomical phenomenon.)
Students revise their explanation for how the motion of the Earth around the sun and the tilt of the Earth cause the seasons.
Communicate Reasoning:
9. Students develop and use a model to support an explanation for the causes of the seasons.
*See attached document below for full lesson.
Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Shirlene Murr-Thompson, Cristin Floch, and Jeffrey Patterson.
|
oercommons
|
2025-03-18T00:38:39.987580
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69967/overview",
"title": "A Time for Every Season - Grade 8",
"author": "Geology"
}
|
https://oercommons.org/courseware/lesson/111523/overview
|
Lesson plan: Christmas traditions around the world
Overview
The following lesson plan has been designed forfor 4th ESO students with a B1 level of English.
The proposal of these online activities encourages the development of intercultural competence, collaborative work and gamification.
How do we celebrate Christmas?
Activity 1 - Discussion on the Topic
The countdown for Christmas celebrations has started. How do you usually celebrate Christmas? What types of activities do you do? Do you like this celebration? Use the link given and visit Padlet and write an entry answering the questions (125 - 150 words).
Activity 2 - Video Watching Activity
Once you have exchange ideas with your classmates in Padlet, watch the video about how Christmas is celebrated in different countries of the world and answer some questions in Edpuzzle.
Now go back to Padlet and give your opinion to at least one of your classmate's traditions (150 - 200 words). Try to send make a comment to a person who has not received one.
- Do you share anything in common?
- Is there anything that surprised you?
Activity 3 - Vocabulary
Ready for a competition? The video contained many words related to Christmas traditions. Did you understand all of them? Check your comprehension by matching the following words to their meanings in Kahoot. Provide your answers in the forum by clicking on the link or scanning the following QR:
|
oercommons
|
2025-03-18T00:38:40.004312
|
01/08/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111523/overview",
"title": "Lesson plan: Christmas traditions around the world",
"author": "Romina Heis"
}
|
https://oercommons.org/courseware/lesson/116991/overview
|
Education Standards
Constructing Bottle Rockets
Overview
In this bottle rockets lesson, students learn the basic principles of rocketry and Newton’s Third Law through a hands-on activity. They design and construct rockets using plastic bottles, adding nose cones and fins to understand how these elements affect flight. After filling their rockets with water and using a pump to build pressure, they launch their rockets and observe the results. The lesson concludes with a discussion on how their designs influenced the rockets' stability and flight path.
Introduction
Subjects: • Science • Engineering • Math
Time: 60-120 minutes
Skills: • Teamwork • Problem-solving • Basic Physics Principals • Construction
Learning Objective/Goal:
- Students will learn how rockets work using simple principles.
- Students will see how forces like push, pull, and gravity make the rocket move.
- Students will create their own bottle rockets using simple materials.
Learning Objective/Goal:
- Understand the basic principles of buoyancy and density.
- Apply engineering concepts to design and build a boat that can hold the maximum weight without sinking.
- Evaluate the design and performance of their boats.
Materials Needed:
- Empty 2L plastic bottles (one per group)
- Water
- Air pump with a nozzle that fits the bottle opening
- Fin and nose cone materials (cardboard, plastic, duct tape)
NGSS Standards:
•3-5-ETS1-1
•3-5-ETS1-2
•3-5-ETS1-3 (Engineering Design)
ISTE Standards for Students:
•4a - Innovative Designer
•5b - Computational Thinker
Background
Launching rockets using 2L bottles is a fun and educational activity that demonstrates the principles of physics, particularly Newton's Laws of Motion. By building and launching rockets, students can explore concepts such as force, mass, graviety, and aerodynamics in a hands-on and engaging way.
Activity
Introduction:
- Introduce the activity and explain the basic principles of rocketry, including Newton’s Third Law: "For every action, there is an equal and opposite reaction."
- Discuss how the design of the rocket (fins, nose cone) affects its flight.
Construction:
- Have the students first think about what they want their rocket to look like and design their own on paper
- Guide their designs to be more realistic as you show them the materials
Nose Cone
- First have students design a nose cone for the rocket (to fit around the bottom of the bottle), but do not glue it on yet
- Discuss how this shape makes it more aerodynamic and reduces resistance (drag) on the rocket
- Add play-dough or some kind of weight to the end of the bottle, otherwise it will be too light. Now have the students tape on the nose cone
Fins
- Next, have students make fins, preferably out of a stronger paper to attach at the bottom (near the cap). Discuss how these will stabilize the rocket as it flies
- Tape these on strongly with duct tape
Testing:
- Fill about a quarter of the bottle with water
- Attach to pump and fill until about 80psi
- Relese the pressure and the rocket will launch
Extra
Tips for Students:
- Focus on creating stable and symmetrical designs to ensure a straight flight path.
- Think about all the different fin shapes and heights but pick the one that would give the rocket the most stability
Tips for Teachers
- Don’t fill the rockets with too much water -this will add unnecessary weight
- Make sure everyone is at a safe distance away from the rocket
- Put the launcher at an incline to ensure the rocket will travel away from the group
Extensions:
- Make it a competition between students/groups on which goes the farthest
- Experiment with different amounts of water to see how it affects the rocket's performance.
|
oercommons
|
2025-03-18T00:38:40.031630
|
Annabel Lee
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116991/overview",
"title": "Constructing Bottle Rockets",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/117164/overview
|
Education Standards
TinkerCAD Biome Rubric
Design a Biome in TinkerCAD
Overview
In this lesson, students will embark on a journey of discovery by researching a specific biome of their choice, such as rainforests, deserts, or coral reefs. They will delve into the unique characteristics, flora, and fauna that define their chosen biome, gaining insights into its environmental challenges and adaptations. Using Tinkercad, students will then design and create a miniature 3D model representing their biome, incorporating elements like plants, animals, and geographical features. Through this hands-on activity, students will not only enhance their digital design skills but also deepen their understanding of ecosystems, biodiversity, and the delicate balance within different biomes. This lesson fosters creativity, scientific inquiry, and a holistic appreciation of the natural world in STEM education.
Introduction
Subjects: • Design • Engineering • Technology
Time: 90-120 minutes
Skills: • Design Thinking • Problem Solving • 2D design • 3D design •CAD
Learning Objective/Goal:
- Understand the key characteristics of different biomes.
- Use Tinkercad to create a digital model of a chosen biome.
- Learn how to represent natural elements and organisms in a 3D space.
- Develop skills in digital design and spatial awareness.
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
- Access to research materials (books, websites) on different biomes
Background
A biome is a large area characterized by its vegetation, soil, climate, and wildlife. Examples include forests, deserts, grasslands, tundras, and aquatic biomes. Each biome supports unique plant and animal life adapted to its environment. This lesson uses Tinkercad to help students create and explore digital representations of different biomes, enhancing their understanding of ecosystems and biodiversity.
Activity
Introduction (10 minutes):
- Briefly explain what a biome is and provide examples of different biomes (e.g., forest, desert, ocean).
- Display images or short videos of various biomes to highlight their key characteristics.
- Tell students they will be researching a biome and using Tinkercad to create their own biome model.
Research and Exploration (20 minutes):
- Students select a biome they want to model.
- Instruct students to use computers/tablets to research their chosen biome's characteristics (climate, vegetation, animals).
- Demonstrate how to do basic research on trusted sites and collect relevant information that can be incorporated into their designs.
Design (45 minutes):
- Direct students to Tinkercad, explaining its purpose and how to navigate the interface only if needed, students should remember how to access it.
- Encourage students to incorporate researched elements into their Tinkercad design (e.g., specific plants, animals, terrain features).
- Remind students of the requirements, such as no overhanging parts and size requirements (more importantly if models will be 3D printed).
Presentation (15 minutes):
- Students should present their Tinkercad biome model. Each presentation should include a brief explanation of the researched biome elements used in the model.
- Score each model according to the rubric (if using).
Extra
Tips for Students:
- Always save your work! (or check to make sure it has autosave)
- Experiment with combining and layering objects to give your biome a natural look.
- Make sure to use information on biomes from trusted sources.
Tips for Teachers:
- Remind students of the common mistakes and try to let them correct them on their own.
- Students should be more independent and experienced in TinkerCAD at this point and hopefully will need less assistance.
- Have a list of biomes for students to choose from.
Extensions:
- Print 3D models of student designs using a 3D printer.
- Have students use Fusion360 instead as a more challenging software, but used by professionals.
- Challenge students to add more detailed elements to their biomes, such as specific animal species or weather effects.
|
oercommons
|
2025-03-18T00:38:40.062732
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117164/overview",
"title": "Design a Biome in TinkerCAD",
"author": "Environmental Science"
}
|
https://oercommons.org/courseware/lesson/70749/overview
|
School Counsellor With An Innovator's Mindset
Overview
This article is for the School Counsellor to read and reflect on their school year. This year more than ever mindset will matter.
School Counsellor with an Innovator's Mindset
The Innovator’s Mindset : Empowering Learning, Unleash Talent, and Lead a Culture of Creativity by George Couros is a great book for School Counsellors to begin the dialogue of Innovation . Do you have an innovator’s mindset?
START FROM THE HEART
In order for a School Counsellor to have an innovator's mindset we must always begin to speak and listen from our heart to the heart of a child. We want the young people that we serve to have the skills to cope effectively with life. They will know pretty quickly if we are genuine.
Starting from the heart involves active listening. Sometimes our students need help, other times they need encouragement or support to find new ways to look at the world.
When you start from the heart you will ask yourself :
- What are my students passionate about?
- What can I do to help my student acknowledge their strengths?
- Does my student have any projects or ideas they might need help executing?
- What can I do as a School Counsellor that will help students be more successful?
- How can I assist students in graduating?
- What can I do differently today, this week, this month, this year?
- How can I collaborate with others so that it benefits students?
KEEP STUDENTS AT THE CENTER
Passionate School Counsellors who keep students at the centre of all they do can have a huge impact. As School Counsellors we know the reason we work with students is to be their advocate. Everything we say or do, should always keep this in mind. On line or off we should make sure we focus on what is best for students.
Ask yourself:
- How can I keep my students' needs a priority?
- What is it I need to do that will make a difference for this student at this moment?
BE HELPFUL
No matter what we do with and for students on-line and off we should always remember to be helpful. If we are not being helpful then we really are not doing what we are supposed to do. Being innovative means we will be able to not only help the students in our offices but will find ways to assist all students in our buildings. We could also impact those beyond the walls of the school and potentially see the world as our community. This is also important to remember when we are helping other School Counsellors from across the globe.
Ask yourself?
- How can I be most helpful for this student today and in the future?
- How can being innovative help the students and staff in my school?
MODEL WHAT YOU HOPE FOR
If we want students to be good digital citizens then we must become one ourselves. This is vital if we are to really help students into the future. Being innovative means acting on this today. Everything you post should be helpful, ethical and model what it is you hope students will do.
According to Bradley Bendle innovators are driven. How does you modelling being driven impact your students, your staff, yourself?
The 5 C’s Connect Confidentiality Collaborate Create Celebrate
Connect
As School Counsellors we all know how important a working alliance is to being able to make a difference. Connecting with students is essential to being and modelling an innovator’s mindset. Connecting with other School Counsellors online and off can affect everything you do to develop your Comprehensive School Counselling Program Plan. Connecting allows you to reflect on the work of others as well as reflect on your own practices. There are so many ways to connect. Here are a few examples:
- Staff meetings
- District meetings
- Google hangouts
- Blogs
- Vlogs
- Voxer
- Local leadership councils
- Writing articles
- Mentorship
- Supervising student counsellors
- Join the OER commons
Confidentiality
is essential for anyone with an innovator’s mindset. If you are sharing online and want to learn with and from others you must remember to keep this at the forefront of everything you post. Innovators know that with new technologies developing all the time we must always get permission when sharing all the great things students do. It’s great to share what your prevention teams are doing, but always make sure students have signed their media consent forms.
COLLABORATE
To come up with some of the best ideas of what works for students collaboration is key. Together we are better. Students benefit when we put our minds together to help them. Often when schools work together to assist students they come up with better ways to help them.
CREATE
School Counsellors now more than ever are finding ways to create to meet the needs of all the students in their Schools online and off. Collaboration assists School Counsellors in the creative process. Whether creating a youtube video to introduce themselves to share with the school community or creating something they can use in classroom lessons. School Counsellors with an innovative mindset will create.
CELEBRATE
not only should School Counsellors celebrate what is happening within their schools, but sharing and celebrating what they do through social media can lead to new ways of practising. Of course, we must always keep in mind confidentiality when sharing or celebrating. There are many positive, useful ways to share and celebrate what you do as a School Counsellor without breaching confidentiality.
“An Innovative mindset can be the greatest determining factor to help you achieve your true potential,” says Boll Hortz. How can you develop this mindset in yourself and your students?
Be a School Counsellor with an innovator's mindset.
|
oercommons
|
2025-03-18T00:38:40.082989
|
Susan Spellman Cann
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70749/overview",
"title": "School Counsellor With An Innovator's Mindset",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/69452/overview
|
How to Write a Professional Email
Letter Format Example and Writing Tips
Written Communication
Written Communication: Emails and Letters
Overview
This lesson allows students to evaluate letters and emails and proper formatting.
Objectives:
How is writing an email similar to or different from writing a letter?
Objectives:
Students will be able to complete the following:
1. Identify the five main parts of email and letter writing.
2. Proofread and Draft an Email
3. Compare and Contrast Letters and Emails
Previous Knowledge: Students should be familiar with some aspects of letter/ email writing and the formatting tools in Microsoft Word to format the letter and/or email.
Instructions:
Show students the "How to Write a Professional Email" youtube video.
Have students read the two articles provided to them and then after reading have students give 2 tips to their partner on how to start a professional letter/email and one format example they've learned from their reading.
Once completed; along with the PowerPoint explain what Netiquette is and why it is important as well as an overview of the 5 parts of letter/email writing. Students will actively participate in analyzing the different parts, similar parts, and then independently students will correct mistakes on two samples.
Students will complete the Check for Understanding end of the PowerPoint as well as reflect on their learning.
|
oercommons
|
2025-03-18T00:38:40.104594
|
07/07/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69452/overview",
"title": "Written Communication: Emails and Letters",
"author": "Bri Riley"
}
|
https://oercommons.org/courseware/lesson/114238/overview
|
Columbian Exchange Slides
Document Packet
Impacts
Roots Discussion Questions
Slave Trade Assignment
Spanish Colonial Society
Transatlantic Slave Trade Slides
Columbian Exchange Course Unit
Overview
This course unit contains, a presentation on the Transatlantic Slave Trade; a presentation on the Columbian Exchange; a primary source worksheet about the impact of the Columbian Exchange; an introductory lesson on power in the Spanish Empire & the development of racial caste systems in the Americas; primary source documents and analysis questions related to the Middle Passage; and finally, discussion questions about the 2016 miniseries Roots.
Attachments
The attachments for this resource consist of two slideshows in PDF form and six student resources including primary source packets and assignments.
About This Resource
The sample course unit included here was submitted by a participant in a one-day virtual workshop entitled, "Teaching the Global African Diaspora" for world history teachers hosted by the Alliance for Learning in World History. This was a draft document that may subsequently have been revised in light of feedback and discussion during the event.
This resource was contributed by Rodney Schulyer, a social studies instructor in New York.
|
oercommons
|
2025-03-18T00:38:40.128376
|
Alliance for Learning in World History
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114238/overview",
"title": "Columbian Exchange Course Unit",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/112525/overview
|
Third Grade Literary Essay Rubric
Overview
Third Grade rubric for literary essay. For student us or teacher use.
Third Grade Literary Essay Rubric
This essay rubric should be used to conference with student during the editing and revising process of writing wrokshop. Students should use this rubric/checklist as a tool to develop thier writing.
A Literary Essay Should Include:
Introduction includes a thesis and the authors name and title | ___ Thesis ___ Title ___ Author |
Transition words are used throughout the piece | |
Three pieces of evidence with reasoning | ___ Evidence ___ Reasoning ___ Evidence ___ Reasoning ___ Evidence ___ Reasoning |
Conclusion includes re-stated thesis and short book review or remark | ___ Thesis ___ Review/Remark |
Did you organize your writing with paragraphs? | |
Did you include proper capitalization? | |
Did you include proper punctuation? | |
Did you use what you know about spelling? |
Third Grade Literary Essay © 2024 by Mary Rodgers is licensed under CC BY 4.0
|
oercommons
|
2025-03-18T00:38:40.154045
|
02/11/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112525/overview",
"title": "Third Grade Literary Essay Rubric",
"author": "Mary Rodgers"
}
|
https://oercommons.org/courseware/lesson/101333/overview
|
UbD 2.0 - Insert your Title
Overview
PowerPoint
Mentimeter
Kahoot
Stage 1 - Desired Results
ESTABLISHED GOALS |
Standard - CC.1.3.9-10.C Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. |
Transfer
Students will be able to independently use their learning to… |
-Students will be able to read with accuracy and efficiency. -Students will understand the themes and important events in the novel. -Students will learn the new vocabulary from the novel and will be able to use it in a normal conversation |
Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
-The book contains scenes of violence and some inappropriate language -there will be quizzes throughout the books and chapters
| -What is gang violence? -What is the family structure like in Ponyboy's house? -How will the characters develop throughout the novel? |
Aquistion
Students will know… | Students will be skilled at… |
-The character development in the book "The Outsiders" -Background information on gang violence | -Their proficiency to read and understand the chapters in the novel "The Outsiders" -Their ability to draw connections between the previous lesson on gang violence and the novel. |
Stage 2 - Assessment Evidence
Evaluative Criteria | Assessment Evidence |
-Students will be given a quiz after every 5th chapter. This quiz would be a 5 point/5 question quiz with multiple choice questions about the plot. -Students will take a final exam about the book -students will be given a choice to create their own powerpoints about anything that has to do with The Outsiders, or to write a paper on important themes in the novel. | PERFORMANCE TASK(S): -Read 2 chapters every night for homework -Fill in character Development Packet -Complete “As You Read” packet with questions about the reading.
|
-Students will get on Kahoot as an end of class activity. They will compete for an extra 2 bonus points, which will be used for the end of the book test. The Kahoot questions will pertain to the important points in the plot. | OTHER EVIDENCE: -Students will use their Chromebooks and get on the app, Mentimeter, where they will create a live word cloud. The students will type words that they believe best describes the chapter they read the night before. This would be their bellringer activity. |
Stage 3 - Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E1 = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E2 = Allow students to Evaluate their work and its implications?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
-Hand on activities such as having all the students write descriptive words about each character on the whiteboard.
-Group discussions- putting the students into groups to discuss important turning points in the novel will ensure all students get a chance to speak in a more laid back atmosphere
-Kahoot games- this will get the students to become hands on with technology, and will engage them by getting them to compete for bonus points.
|
oercommons
|
2025-03-18T00:38:40.182567
|
Stephanie Bishop
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101333/overview",
"title": "UbD 2.0 - Insert your Title",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/116180/overview
|
" Air Pollution: Everything You Need to Know”
Causes of Global Warming
Deforestation
Global Warming
Let’s Make A Change: Water Pollution!
PowerPoint presentation - Global environmental issues causes and effects
PSA Global Environmental Issues
University of Michigan game - Wheel-of-sustainability
Water Pollution
What causes climate change
What is Climate change
"What Is Deforestation and What Are the Causes of Deforestation?”
Project: PSA Global Environmental Issues
Overview
Resource is for a culinating project on environmental issues for middle school students.
Overview
By the end of this lesson, students will have a deeper understanding of global environmental issues and will have practiced advocacy through creating a compelling PSA. This project will help develop research, critical thinking, and presentation skills, aligned with the SC 6th grade social studies standards.
Standard 6-4: The student will demonstrate an understanding of the impact of global conflicts on the United States and the world.
Standard 6-5: CE: Causation- Analyze significant turning points in history to assess multiple long-term and short-term causes and effects
Standard 6-5: E: Evidence- Identify, source, and utilize different forms of evidence, including primary and secondary sources, used in an inquiry-based study of history
Learning Objectives:
The student will be able to:
Understand and explain key global environmental issues.
Analyze the causes and effects of these environmental issues.
Develop and present a public service announcement (PSA) addressing one of the issues.
Teacher instructions and materials:
Introduction:
- Review Environmental issues causes and effects as a class. Powerpoint presentation included if needed.
- Students will need access to computers, Ipads, or chromebooks
Practice:
- Teacher will need to create Kahoot or Quizizz vocabulary review game with the vocabulary terms and definitons provided or use their own
Engage:
Key Vocabulary
Deforestation: The clearing or thinning of forests by humans.
Water Pollution: The contamination of water bodies (e.g., lakes, rivers, oceans) typically due to human activities.
Air Pollution: The presence of harmful substances in the air, often resulting from human activities.
Global Warming: The long-term heating of Earth's climate system due to human activities, primarily fossil fuel burning, which increases heat-trapping greenhouse gas levels in Earth's atmosphere.
Climate Change: Long-term alteration in temperature and typical weather patterns in a place.
Biodiversity: The variety of plant and animal life in the world or in a particular habitat.
Pollution: The introduction of harmful substances or products into the environment.
Sustainable Development: Economic development that is conducted without depletion of natural resources.
Greenhouse Effect: The trapping of the sun's warmth in the planet's lower atmosphere.
Video resources for students
"What is Climate Change?" https://www.youtube.com/watch?v=oJAbATJCugs
"Air Pollution 101" https://www.youtube.com/watch?v=e6rglsLy1Ys
"Water Pollution" https://youtu.be/8sCL4w9d_YE?si=KdRuN-zzyAuLO7GV
"Global warming" https://www.youtube.com/watch?v=oJAbATJCugs
"Deforestation" https://youtu.be/-01T9e6VDWU?si=47kjUwLHwCcxAnpX
Websites for research
"What Is Deforestation and What Are the Causes of Deforestation?” https://www.newrootsinstitute.org/articles/deforestation
" Air Pollution: Everything You Need to Know” https://www.nrdc.org/stories/air-pollution-everything-you-need-know#whatis
"Causes of Global Warming" https://kids.britannica.com/students/article/global-warming/311438#276215-toc
Let’s Make A Change: Water Pollution! https://www.natgeokids.com/uk/hidden-category/lets-make-a-change-water-pollution/
What causes Climate change https://www.natgeokids.com/uk/discover/geography/general-geography/what-is-climate-change/
Practice Questions and Answer Key
What is deforestation and what are its primary causes?
Answer: Deforestation is the clearing or thinning of forests by humans, primarily caused by logging, agriculture, and urban expansion.
How does water pollution affect marine life?
Answer: Water pollution can lead to the death of marine life due to toxins, reduced oxygen levels, and disrupted ecosystems.
What are the main contributors to air pollution?
Answer: Main contributors to air pollution include vehicle emissions, industrial discharges, and burning fossil fuels.
Explain the greenhouse effect and its role in global warming.
Answer: The greenhouse effect is the trapping of the sun's heat in the Earth's atmosphere due to greenhouse gases like CO2. This effect contributes to global warming by increasing the planet's overall temperature.
PSA Project Instructions and Rubric
PSA Global Environmental Issues
| Rubric criteria | Excellent (4) | Good (3) | Fair (2) | Needs Improvement (1) |
| Content Accuracy | All facts are accurate and well-researched. | Most facts are accurate with minor errors. | Some facts are accurate, with some errors. | Many inaccuracies in the information. |
| Clarity and Organization | PSA is well-organized and easy to follow. | PSA is organized but with minor issues. | PSA has some organization issues. | PSA is poorly organized and confusing |
| Creativity | PSA is highly engaging and creative. | PSA is engaging and somewhat creative | PSA has some organization issues. | PSA lacks creativity and engagement. |
| Presentation | Presentation is clear and confident. | Presentation is mostly clear and confident. | Presentation lacks some clarity and confidence. | Presentation is unclear and lacks confidence. |
| Use of Technology | Excellent use of Google Slides features. | PSA is organized but with minor issues. | Limited use of Google Slides features. | Poor use of Google Slides features |
|
oercommons
|
2025-03-18T00:38:40.224116
|
Lesson
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116180/overview",
"title": "Project: PSA Global Environmental Issues",
"author": "Interactive"
}
|
https://oercommons.org/courseware/lesson/94108/overview
|
Listening Activity “Is it True?”
Overview
Developing listening skills in students as a critical skill for children to develop and learn.
Help students develop their working memory. Especially if there is an extra layer to the listening activity, such as listening and then doing.
Memory
ACTIVITY OBJECTIVE:
Developing listening skills in students as a critical skill for children to develop and learn.
Help students develop their working memory. Especially if there is an extra layer to the listening activity, such as listening and then doing.
ACTIVITY DESCRIPTION:
This listening activity “Is it True?” provides students with an image and then they are read a script. They need to decide if the description is accurate or not. Then, if it’s not accurate, they must decide what is wrong and provide a new sentence verbally.
FOR PRINTABLES
Example:
ACTIVITY MATERIALS
Number of pictures times number of students | Different Pictures |
Same number of pictures | Correct and incorrect scripts to describe pictures |
|
oercommons
|
2025-03-18T00:38:40.239357
|
06/19/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94108/overview",
"title": "Listening Activity “Is it True?”",
"author": "CIPPO Egypt"
}
|
https://oercommons.org/courseware/lesson/75399/overview
|
power karen barrientos, cem 37 siii
Propuesta socioeducativa dirigidas a los responsables de la comunidad educativa para llevar a cabo con los estudiantes sobre resiliencia en autoestima e identidad
Overview
este achivo es una propuesta socioeducaiva dirigida a los resposables de la comunidad educativa para llevar a cabo con los estudiantes sobre resiliencia en autoestima e identidad
Formación en Enfermería
a traves de este archivo se muestra una propuesta socioeducativa dirigidas a los responsables de la comunidad educativa para llevar a cabo con los estudiantes sobre resiliecia en autoestima e identidad
Formación en Enfermería
a traves de este archivo se muestra una propuesta socioeducativa dirigidas a los responsables de la comunidad educativa para llevar a cabo con los estudiantes sobre resiliecia en autoestima e identidad
|
oercommons
|
2025-03-18T00:38:40.257826
|
12/04/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75399/overview",
"title": "Propuesta socioeducativa dirigidas a los responsables de la comunidad educativa para llevar a cabo con los estudiantes sobre resiliencia en autoestima e identidad",
"author": "karen andrea barrientos alvarez"
}
|
https://oercommons.org/courseware/lesson/60624/overview
|
2019 North Dakota Visual Arts Content Standards
Overview
Visual Arts Content and Achievement Standards for the state of North Dakota. Updated 2019.
Visual Arts Content and Achievement Standards for the state of North Dakota. Updated 2019.
|
oercommons
|
2025-03-18T00:38:40.274155
|
12/11/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/60624/overview",
"title": "2019 North Dakota Visual Arts Content Standards",
"author": "Brandon Lemer"
}
|
https://oercommons.org/courseware/lesson/117433/overview
|
The Social Impact of Group Therapy for Children with Communication Difficulties
Overview
Speech-language pathologists (SLPs), especially in the school setting, consistently work with children in group settings due to time and scheduling conflicts. There are often not enough hours and days within a week to provide individual therapy for all clients. The purpose of this paper is to gain a further understanding of how effective group therapy is with clients with communication difficulties, and if there is a social impact on the clients who participate. This paper poses the following PICO question: For individuals who have communication difficulties, how much of a social impact does group therapy with at least two clients leave on their performance?
Speech-language pathologists (SLPs), especially in the school setting, consistently work with children in group settings due to time and scheduling conflicts. There are often not enough hours and days within a week to provide individual therapy for all clients. The purpose of this paper is to gain a further understanding of how effective group therapy is with clients with communication difficulties, and if there is a social impact on the clients who participate. This paper poses the following PICO question: For individuals who have communication difficulties, how much of a social impact does group therapy with at least two clients leave on their performance?
|
oercommons
|
2025-03-18T00:38:40.290807
|
Riley Finnegan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117433/overview",
"title": "The Social Impact of Group Therapy for Children with Communication Difficulties",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/78463/overview
|
Educational Psychologist - Educational Psychology in the Open Science Era
Overview
Special Issue of Educational Psychologist - Educational Psychology in the Open Science Era
Special Issue
Recently, scholars have noted how several “old school” practices—a host of well-regarded, long-standing scientific norms—in combination, sometimes compromise the credibility of research. In response, other scholarly fields have developed several “open science” norms and practices to address these credibility issues. Against this backdrop, this special issue explores the extent to which and how these norms should be adopted and adapted for educational psychology and education more broadly.
Note: The EP Links below are not yet live. Check back soon!
From old school to open science: The implications of new research norms for educational psychology and beyond
Hunter Gehlbach and Carly D. Robinson
Preprint Link: https://edarxiv.org/za7p5
EP Link: https://doi.org/10.1080/00461520.2021.1898961
Replication is important for educational psychology: Recent developments and key issues
Jonathan A. Plucker and Matthew C. Makel
Preprint Link: https://edarxiv.org/s3wye
EP Link: https://doi.org/10.1080/00461520.2021.1895796
Preregistration and registered reports
Justin Reich
Preprint Link: https://edarxiv.org/wrvt2
EP Link: https://doi.org/10.1080/00461520.2021.1900851
Open accessibility in education research: Enhancing the credibility, equity, impact, and efficiency of research
Jesse I. Fleming, Sarah E. Wilson, Sara A. Hart, William J. Therrien and Bryan G. Cook
Preprint Link: https://edarxiv.org/qyxgs
EP Link: https://doi.org/10.1080/00461520.2021.1897593
Improving norms in research culture to incentivize transparency and rigor
David Mellor
Preprint Link: https://edarxiv.org/thny5
EP Link: https://doi.org/10.1080/00461520.2021.1902329
Strengthening the foundation of educational psychology by integrating construct validation into open science reform
Jessica Kay Flake
Preprint Link: https://psyarxiv.com/vqjb8
EP Link: https://doi.org/10.1080/00461520.2021.1898962
Implications of the open science era for educational psychology research syntheses
Erika A. Patall
Preprint Link: https://edarxiv.org/2kzav
EP Link: https://doi.org/10.1080/00461520.2021.1897009
Open science reforms: Strengths, challenges, and future directions
Kathryn R. Wentzel
Preprint Link: https://edarxiv.org/sgfy8
EP Link: https://doi.org/10.1080/00461520.2021.1901709
|
oercommons
|
2025-03-18T00:38:40.311880
|
03/22/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78463/overview",
"title": "Educational Psychologist - Educational Psychology in the Open Science Era",
"author": "OSKB Admin"
}
|
https://oercommons.org/courseware/lesson/63610/overview
|
4 Must-Have Tools for Entrepreneurs
Overview
This article deals with available tools that offer solutions and could help you become more efficient and productive.
Solutions to Help You Become More Efficient and Productive
Being an entrepreneur is no easy task. You need to stay on top of everything to ensure the success of your business. From day one of operation, there could be a lot of responsibilities on your plate.
Almost all tasks such as hiring employees, marketing the business, dealing with finances, employee scheduling, as well as managing teams, may fall under the wide spectrum of entrepreneur’s responsibilities. Keeping up with the financial side of owning a small business can feel like a never-ending job. From invoices to expenses to day-to-day accouting and dealing with the IRS, it's a wonder that entrepreneurs ever find the time to deal with actually producing goods or providng services. Fortunately, there are numerous financing techniques such as factoring, crowdfunding, getting a personal loan for business, etc.
Having so many tasks can be daunting and stressful especially if you are new to your chosen business.
This article deals with available tools that offer solutions and could help you become more efficient and productive.
Employee Time Tracking Tool
An employee time tracking tool could be useful to a specific business. These tools can be customized to fit the demands and requirements of your business. A time tracking software falls under the category of computer software that allows business managers or entrepreneurs to monitor the time spent of every employee on a given project.
The use of time tracking tools ensures accurate recording of hours spent on a given project which is useful to both employers and employees. One of the main benefits of the tool is that it promotes transparency on the working hours rendered by an employee which eradicates any possible payment dispute between the parties involved.
In most cases, the tool can be downloaded by the employee on their smartphones which allows them to personally track the time spent on a given project. These tools are widely used in many industries and are not only limited to large companies with complicated work schedules. Small entrepreneurs, startups, and freelancers who bill their clients on an hourly or daily basis can also utilize time tracker tools.
Messaging Platforms
Communication is an essential key to the success of any business. In this digital age, entrepreneurs may use various messaging platforms that are available on the internet. Some of them can be downloaded for free while some require a subscription.
For instance, Slack is a useful chat app in the market that is increasingly becoming more popular these days. With it, you can create several channels that cater to different topics and if you don't want it to be public, you may opt for a private conversation. This tool also allows you to share files and to easily locate messages.
Apart from Slack, there are a lot of messaging platform apps that are available on the internet such as Viber, Whatsapp, Teams, Skype, etc. Bottom line is that entrepreneurs should take advantage of these messaging platforms, especially those that can be downloaded free of charge. Remember, communication is always an indispensable element of every business.
List Making Tool
For list-making and project management, there are many available apps on the internet such as Trello, Basecamp, and Podio. Such tools allow you to create to-do lists, organize your work, monitor and assign tasks to your team—the easiest and most collaborative way.
These tools are very useful for entrepreneurs as it's an organized way of checking what's currently being worked on, who is in charge of the work and if something is pending or due soon. Also, with these tools, you can easily determine which part of the work is finished and which part of the work is still pending. In short, it allows you to have an overview of the entire project.
Just think of a whiteboard—full of lists and sticky notes—with each note representing a task for you and your team. Each of those sticky notes contains photos, attachments, etc. List-making tools and project management apps are like your business' whiteboards. But it's digital and mobile—allowing you to take it anywhere you go. You can access it on your smartphone or from any computer via the web.
Issue Tracking Tools
In every business, it is common to have issues and problems encountered on your day to day operations. While it is important that these issues be resolved immediately to avoid disruption of business operations; it is equally important that these issues must be tracked for future reference and to avoid recurrence of the same problem.
This is the importance of issue tracking tools. In most cases, entrepreneurs are content with the resolution of an issue without taking into consideration the possibility that the same could crop up later. So you should not just resolve the issue. The best approach is to resolve it and ensure that it will not occur again in the future.
Issue tracking tool such as JIRA caters to this requirement. It is highly recommended for entrepreneurs to use issue-tracking tools to ensure the smooth operation of the business.
Final Thoughts
Entrepreneurs should take advantage of the tools that are available online. In this digital age, you are on top of your game if you know how to utilize technology for your benefit.
Remember that not all online tools and software require a subscription. Many are available free of charge—so what are you waiting for?
|
oercommons
|
2025-03-18T00:38:40.327612
|
03/03/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/63610/overview",
"title": "4 Must-Have Tools for Entrepreneurs",
"author": "Ana-Maria Sanders"
}
|
https://oercommons.org/courseware/lesson/113486/overview
|
FitnessGram Push Up Video
FitnessGram Sit Up Test Video
Healthy Fitness Zones
What are the 5 health-related components of physical fitness?
FitnessGram 101
Overview
This is an overview of the FitnessGram testing we do in our PE class to get them familiar with the test and a brief description of the test relating to physical fitness.
FitnessGram Sections
These are the sections of FitnessGram that will be particiapte in during this quarter: PACER, Push Up Test, and Sit Up Test. You will do these 3 tests at the beginning and end of the quarter. At the beginning, it will be counted just as a particiaption grade. At the end of the quarter is when we will re-test, and that will be counted as an exam grade. It is imperative that you improve on these 2 health-related fitness skills to improve your scores from pre-test to post-test. Below is a resouce on the 5 health-related components of physical fitness. We will be learning about muscular strength, muscular endurance, and cardiovascular endurance.
Cardiovascular Endurance, Muscular Endurance, & Muscular Strength
Cardiovascular endurance is the ability to perform large-muscle, whole-body exercise at moderate to high intensities for extended periods of time. Numerous terms have been used to denote this component of physical fitness, including aerobic fitness and aerobic capacity. (National Instittue of Health)
Muscular endurance is the ability to continue contracting a muscle, or group of muscles, against resistance, such as weights or body weight, over a period of time. Increasing the performance of these muscles means they can continue to contract and work against these forces. ( Medical News Today)
Muscular strength is the amount of force you can put out or the amount of weight you can lift. (HealthLinkBC)
PACER, Push Up Test, & Sit Up Test.
The PACER is a multie stage aerobic capacity test. This is related to your cardiovascular endurance. It is not about how fast you are, but how long you can run. This test can go up to level 21, which is 250 laps.
The Push Up & Sit Up portion of the FitnessGram testing is realted to your muscular strength and endurance. The highest the test goes is 80.
You will be given links to all 3 FitnessGram test on Youtube for you to fimiliarize yourself with the cadance and longivty of each test so it is not a surprise. Along with the charts of each test in relation to your gender and age.
|
oercommons
|
2025-03-18T00:38:40.349745
|
02/26/2024
|
{
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"url": "https://oercommons.org/courseware/lesson/113486/overview",
"title": "FitnessGram 101",
"author": "Alexa James"
}
|
https://oercommons.org/courseware/lesson/105663/overview
|
Reconstruction Refresh
Reconstruction & Veto Power Point
Resource 1 President Johnson's Veto Message
Resource 2 Trumbull's Response
Reconstruction and the Veto
Overview
This is a lesson plan about Reconstruction and the use of the veto during this period. It investigates how members of Congress and President Andrew Johnson utilized their Constitutional powers to shape the Reconstruction Era.
Title Image: ""The Veto," Andrew Johnson, April 1866, Thomas Nast cartoon," House Divided: The Civil War Research Engine at Dickinson College, https://hd.housedivided.dickinson.edu/node/44999.
Learning Objectives
- Students will understand the mechanics of the veto process.
- Students will be able to write about the different political goals and motivations of lawmakers during Reconstruction.
- Students will be able to analyze primary source documents and place them in historical context.
Key Terms
- Veto
- Radical Republicans
- Radical Reconstruction
- Presidential Reconstruction
- Freedmen’s Bureau
Bell Ringer: In at least 3 and no more than 5 complete sentences answer the following: What does it mean to veto a law? How does the veto process work?
Lecture Script:
The veto
- Even though the United States Constitution never states the word “veto” its process is described in detail.
- In Article 1, Section 7, Clause 2, the Constitution lays out the exact process.
- Every Bill must pass by a simple majority (more than half) in the House and the Senate. However, before it becomes law, Congress must send the approved bill to the President.
- Once the proposed bill reaches the President’s desk, he or she has 10 days to decide on the bill. The President has several options. He or she may:
- Sign the bill into law.
- Veto the bill and send it back to the Congress with listed objections.
- Pocket veto the bill, where the President holds onto the bill for the allowed 10 days. If after 10 days they do nothing, and Congress is still in session, the bill becomes law. If after 10 days Congress has adjourned, then the bill is effectively pocket vetoed.
- If the president vetoes the bill, and Congress is still in session, the bill returns to Congress. There, the bill can be revised. Then, both houses must pass the bill with a 2/3 majority to override the veto and make the bill a law.
Discussion
- Why might the President veto a bill?
- Why would they choose to pocket veto a bill rather than veto?
Intro to the Era
Now we’re going to look at a couple examples of presidential vetoes and how the checks and balances provided by our Constitution were carried out during the Civil War and Reconstruction. So, now I’m going to give a little background about the period we are going to talk about. The period from about 1865 to 1877, immediately after the Civil War is called Reconstruction, because in many ways the country had to rebuild itself. The United States had to rebuild politically, physically, and socially.
The Civil War fighting ended in Spring 1865. Historians often see General Robert E. Lee’s surrender at Appomattox Court House as the official end to the war. But once the fighting ended there were still many problems that needed to be resolved:
Show images of Surrender at Appomattox Court House and the destruction in Savannah.
- Even though the fighting had ended, half the country had attempted to leave and form their own nation, The Confederate States of America. How would they legally and symbolically reunite with the United States?
- After so much loss, how would the country heal and move forward?
- Should the Southern states and their residents be punished before they were reunited?
- The Civil War, Emancipation Proclamation, and 13th Amendment to the US Constitution, brought an end to slavery in the United States. But how would these newly freedpeople become integrated into American citizenship? How might the government support that?
- Finally, who would make these decisions and pass these laws? Was it the Congress’ job or the president’s job?
Congress During Reconstruction
With all these questions in mind, there was suddenly a competition for power in the Federal Government. The major question that remained was who should be in charge of or “do” Reconstruction? The president? Congress?
- After the Civil War, the majority of representatives and senators in Congress were Republicans.
- Because of the war and that the Southern states had not yet been readmitted to the Union, there were many vacant seats in the House and the Senate.
- The House had 193 seats in total.
- 136 Republicans
- 38 Democrats
- 19 other
- The Senate had 54 seats in total.
- 39 Republicans
- 11 Democrats
- 4 other
- The House had 193 seats in total.
- There was still a lot of debate in Congress. But, because Republicans held the majority, many Reconstruction bills were passed.
Radical Republicans
The Radical Republicans were a sub-group of Republicans in Congress united by their belief that the Civil War provided a moment for major societal and legal change. They advocated very vocally for “Radical Reconstruction” or the idea that reconstruction should create sweeping societal change and that it should be carried out by the Congress.
- They supported laws that enforced the equality of civil and political rights, regardless of race.
- They also advocated and benefitted from the wartime expansion of national authority.
- They were the first group to define a protect citizens’ rights.
Two key Radical Republicans were Thaddeus Stevens and Charles Sumner
- Thaddeus Stevens was a member of the House of Representatives for Lancaster, Pennsylvania. He was described by his peers as abrasive and impatient but devoted to his cause. Stevens gave many speeches supporting aid and civil rights for freedpeople.
- Charles Sumner was a Senator from Massachusetts and he was also quite stubborn and vocal for his causes. Both men are well known for their efforts during Reconstruction in securing civil rights.
- Radical Republicans led the idea that Reconstruction ought to be carried out by the Congress.
Lyman Trumbull
Other members of Congress were also at odds with President Johnson. Although he did not identify himself as a Radical Republican, Senator Lyman Trumbull of Illinois aligned with them on anti-slavery and civil rights legislation.
Trumbull, most famously, co-authored the 13th Amendment, abolishing slavery in the United States.
Who is Andrew Johnson?
- Andrew Johnson was born in North Carolina. When he was 14 years old, he was apprenticed to and trained as a tailor.
- As a young man, Johnson held several public office positions including alderman, mayor, representative in the Tennessee state legislature, Representative from Tennessee to the US House of Representatives, and when the Civil War broke out, he was a freshman Senator from Tennessee.
- Johnson identified himself as a Jacksonian Democrat.
- Part of the core Jacksonian Democrat beliefs was that government and suffrage should be accessible to any white man, not only the wealthy and well-educated.
- However, Johnson was also an outspoken supporter of slavery. He remained with the Union during the Civil War because he did not agree with his state (Tennessee) that secession was a solution. Johnson was the only Senator from a seceded state to stay with the Union and keep his seat in the Senate during the Civil War.
- During the 1864 election, in the midst of the Civil War, President Lincoln was concerned the election would be very close, as he was running against a well-established Union General, General George B. McClellan.
- To garner more broad support, Lincoln selected Andrew Johnson, a democrat, as his vice president on the ticket.
- When President Lincoln was assassinated, only days after Lee’s surrender at Appomattox Court House, Johnson became president and now had to lead the country through Reconstruction.
- Johnson’s beliefs, as a Democrat, supporter of slavery, and ultimately clashed with the egalitarian beliefs of the Radical Republican Congress members.
- As president, Andrew Johnson believed that Reconstruction should be carried out by the president.
This conflict over who should determine how Reconstruction occurred led to the policies and decisions created during this period. Now we are going to talk about two acts in particular and how the Congress and President fought for control of Reconstruction.
The Freedmen’s Bureau Act 1865
- The Freedmen’s Bureau was created in 1865 and sought to aid refugees and freedpeople after the Civil War.
- The Freedmen’s Bureau provided several services.
- Relief: rations of corn meal, flour, and sugar
- Health care
- Education
- Proposed land redistribution – but it never came to fruition
- The Freedmen’s Bureau was criticized heavily by Southerners and Northern Democrats. These groups argued that the Bureau provided too many resources and overstepped the job of Congress because Congress had never passed a law giving this kind of aid to white people. Opponents were upset that it would provide resources to freedpeople.
- Politicians in support of the Bureau argued that it was a post-war necessity. The individuals they served needed help accessing food and healthcare since freedpeople and the impoverished were unable to access these resources otherwise.
The Freedmen’s Bureau 1866
- The 1866 Freedmen’s Bureau Act was written and pushed through Congress by Republican Senator Lyman Trumbull from Illinois.
- This act was well-supported by the Radical Republicans including Thaddeus Stevens and Charles Sumner.
- By 1866, Republicans in the Congress believed that the Freedmen’s Bureau needed to be extended.
- First, the original act only established the Bureau for 1 year.
- Second, after the Civil War in response to emancipation southern states passed a series of laws throughout the South commonly called “black codes.” These laws sought to limit the social, economic, and political freedom of freedpeople and aimed to maintain the system of oppression that existed under slavery.
- In response, the Freedemen’s Bureau Bill 1866 gave bureau agents jurisdiction over cases involving the limitation of black peoples’ civil rights. It also permitted agents to punish state officials who denied civil rights.
President Andrew Johnson did not approve of the Freedmen’s Bureau Act of 1866. In February 1866, he vetoed the bill and delivered a message explaining why. Now we are going to split into two groups. Half of the class is going to read President Johnson’s veto message and the other half is going to read Senator Lyman Trumbull’s response to Johnson’s veto message. Then we will come back together and discuss. While reading think about these questions:
- Who are the author’s speaking to?
- What is their argument?
- Why do they object to or support the Freedmen’s Bureau?
- How do their decisions impact the people this bill is supposed to help?
Reading Activity Teacher instructions: - 25 minutes
Teacher will read President Johnson’s Veto Message (annotated) and Senator Trumbull’s Veto Message Response to the entire class.
Split students into 2 groups.
One group will re-read the annotated version of President Andrew Johnson’s Veto Message and the other group will re-read an excerpt from Senator Lyman Trumbull’s Veto Message Response.
After discussing the text with their group, each student in each group should compose a short response (for an exit ticket) that answers the following questions:
Who is the target audience of your speaker?
What is their stance on the 1866 iteration of the Freedmen’s Bureau bill?
Why do they object to or support the Freedmen’s Bureau?
*Each student response should be at least one complete paragraph and no more than two complete paragraphs in length.
Bring everyone back together and share the findings from the group discussion with the entire class. Each group will choose a representative to speak on the group’s behalf. Each student will turn in their exit ticket.
Andrew Johnson’s Veto Message
Resource 1: President Johnson's Veto Message
Senator Lyman Trumbull’s Veto Message Response – have students read the first 2 pages and the first paragraph on the third page ending with “as I shall presently show.”
Resource 2: Lyman's Response
Other ideas for activities include:
Ask students to create and/or analyze political cartoons.
Foster class discussions.
Think, Pair, Share.
Wrap up:
The Freedmen’s Bureau Act 1866 and the Civil Rights Act 1866 were only two of the 29 bills that President Andrew Johnson vetoed during his term in office. Of the 29 bills he vetoed, Congress overrode 15 of those vetoes (including the Freedmen’s Bureau Act 1866 and the Civil Rights Act 1866). The Civil Rights Act of 1866 sought to define freedom in legal terms. It established that all people born in the United States (except for Native Americans) were national citizens and with that due all the same rights under the law as other citizens regardless of their race.
The 14th Amendment to the US Constitution was passed by the Senate in June 1866 and ratified on July 9, 1868. The 14th Amendment codified in the Constitution, away from presidential access, what was set forth in the Civil Rights Act 1866. It granted all people “born or naturalized in the United States” citizenship and provided equal protection under the law to all citizens, (US Constitution, Amendment XIV, Section 1).
|
oercommons
|
2025-03-18T00:38:40.409327
|
06/20/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105663/overview",
"title": "Reconstruction and the Veto",
"author": "Katherine Ryan"
}
|
https://oercommons.org/courseware/lesson/83117/overview
|
Critical Rubric Analysis Protocol
Overview
This fillable word document is intended to be a support for critically analyzing existing rubrics for modification and use in the classroom.
Critical Rubric Analysis Protocol
This document is intended to be a support for critically analyzing existing rubrics for modification and use in the classroom.
|
oercommons
|
2025-03-18T00:38:40.426093
|
07/02/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83117/overview",
"title": "Critical Rubric Analysis Protocol",
"author": "Lara Ervin-Kassab"
}
|
https://oercommons.org/courseware/lesson/10913/overview
|
Education Standards
Great Gatsby Relevant Themes
Overview
Driving question:
What is the most irrelevant theme to today's modern society from The Great Gatsby?
Purpose:
1. Students to think critically and analytically.
2. Students to gain a more in-depth understanding of how to find themes within texts and be able to have a deeper connection with modern society.
Standards:
1) 9-10. RL. 2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.
2) 9-10.RN.4.3: Analyze seminal U.S. and world documents of historical and literacy significance, including how they address related themes and concepts.
Grabbers:
To show clips from the movie to highlight themes that will be assigned to students. These clips can be used as evidence for the students projects (video clips are in teacher materials tab).
https://www.youtube.com/watch?v=jKs6tUxVC7M - Morals and American Dream
https://www.youtube.com/watch?v=jqA1ISMJJQY - Society and Class or Morals
https://www.youtube.com/watch?v=uyZrLD_fDLY - materialism and Gender Roles
https://www.youtube.com/watch?v=yH7eRHHVGGA - materialism
https://www.youtube.com/watch?v=TTWumSE8GXM - morality
https://www.youtube.com/watch?v=MCxbZ8D7N1o - gender roles
Lesson Summary:
After the class has read the Great Gatsby, Groups of five will be assigned one main theme from the reading and they will have to support why they think their theme is the most relevant in today’s modern society. They will find sub arguments within the text in order to support this claim and present this information through a digital presentation. Students will also be required to use direct references and quotes to defend their answer. Groups should split up the work evenly and work collaboratively. Students will present their digital presentations to the class. Students will then have a debate taking the persuasive stance on why they think their theme is the most relevant and support it through evidence from their research. After the digital presentations are turned in, presented, and each student is informed by other group's theme in detail by the presentation and challanged by debate, students will write an individual reflection on what theme they personally think is the most relevant in today's society.
Lesson Narrative:
Introduction: Remind students of presentation expecptations and focuses on the central question asked - What is the most irrelevant theme to today’s modern society from The Great Gatsby?
Presentations: Students representing groups that support the six themes from the book, (morality, American dream, society, class, materialism, and gender roles) give presentations that are informative, descriptive, and supported with evidence from the book and other outside sources to the class.
Instructor: Asks leading questions during presentations to allow students to go more in depth on their theme. Addresses any questions or misinterpretations that occurred during the presentations.
Debate: Each group will then be challenged by the other students of different themes and should argue why their theme is the most relevant in today's society. Each group should respectfully address one another and challenge each others ideas and to support their own with their evidence from their presentations. Each group should work together in order to work towards the goal of being the most relevant by collaboration.
Instructor: The instructor uses questions to clarify factual claims, ask for supporting evidence, include other members within the class in the debate, and connect the presentations to the discussion to broaden the understanding of each theme/side to the book and it's relevance.
Debriefing: The instructor again asks the driving question. Clarifies any confusion, questions, or misinterpretations raised during the debate. Then summarizes what happened during the debate and lets the class think about other group's stance on their themes.
Culminating Activity:
1. Provide closure for major driving question.
2. Gives the opportunity for students to be persuasive and show their understanding of the lesson.
Lesson Summary
After researching, presenting, and discussing the central driving question mentioned before, students should be able to write an individual essay based off of previous experience with the project. The individual essay will require the students to reflect on their understanding and take from their personal opinion on what they think the most relevant issue in The Great Gatsby to today's modern society.
Example of Culminating Activity
A Persuasive Essay
Answer the following question as an individual reflection from the previous lesson: What is your personal opinion on what theme from the Great Gatsby is the most relevant in today's society?
Now that you have researched, presented, and discussed extensively the main 6 themes from the Great Gatsby: morality, American dream, society, class, materialism, and gender roles, pick ONE of these themes and have sub-arguments, evidence, and quotes to support your opinion. This paper should be at least 5 paragraphs long, see guidelines below. The paper should be in MLA format and cited correctly. No direct quotes should be longer than three lines.
Paragraph 1: Introduction - short summary of the book, thesis
Paragraph 2: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument.
Paragraph 3: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument.
Paragraph 4: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument.
Paragraph 5: Conclusion - Wrap up thoughts, restate thesis
Preparation
The teacher will need the 5 videos from youtube in order to be prepared for this lesson. They will also need brush up on the readings from the Great Gatsby in order to have a full understanding of the text. Rubric for presentations are attached in resources.
Section 1
Driving question:
What is the most irrelevant theme to today's modern society from The Great Gatsby?
Purpose:
1. Students to think critically and analytically.
2. Students to gain a more in-depth understanding of how to find themes within texts and be able to have a deeper connection with modern society.
Standards:
1) 9-10. RL. 2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.
2) 9-10.RN.4.3: Analyze seminal U.S. and world documents of historical and literacy significance, including how they address related themes and concepts.
Grabbers:
To show clips from the movie to highlight themes that will be assigned to students. These clips can be used as evidence for the students projects (video clips are in teacher materials tab).
https://www.youtube.com/watch?v=jKs6tUxVC7M - Morals and American Dream
https://www.youtube.com/watch?v=jqA1ISMJJQY - Society and Class or Morals
https://www.youtube.com/watch?v=uyZrLD_fDLY - materialism and Gender Roles
https://www.youtube.com/watch?v=yH7eRHHVGGA - materialism
https://www.youtube.com/watch?v=TTWumSE8GXM - morality
https://www.youtube.com/watch?v=MCxbZ8D7N1o - gender roles
Lesson Summary:
After the class has read the Great Gatsby, Groups of five will be assigned one main theme from the reading and they will have to support why they think their theme is the most relevant in today’s modern society. They will find sub arguments within the text in order to support this claim and present this information through a digital presentation. Students will also be required to use direct references and quotes to defend their answer. Groups should split up the work evenly and work collaboratively. Students will present their digital presentations to the class. Students will then have a debate taking the persuasive stance on why they think their theme is the most relevant and support it through evidence from their research. After the digital presentations are turned in, presented, and each student is informed by other group's theme in detail by the presentation and challanged by debate, students will write an individual reflection on what theme they personally think is the most relevant in today's society.
Lesson Narrative:
Introduction: Remind students of presentation expecptations and focuses on the central question asked - What is the most irrelevant theme to today’s modern society from The Great Gatsby?
Presentations: Students representing groups that support the six themes from the book, (morality, American dream, society, class, materialism, and gender roles) give presentations that are informative, descriptive, and supported with evidence from the book and other outside sources to the class.
Instructor: Asks leading questions during presentations to allow students to go more in depth on their theme. Addresses any questions or misinterpretations that occurred during the presentations.
Debate: Each group will then be challenged by the other students of different themes and should argue why their theme is the most relevant in today's society. Each group should respectfully address one another and challenge each others ideas and to support their own with their evidence from their presentations. Each group should work together in order to work towards the goal of being the most relevant by collaboration.
Instructor: The instructor uses questions to clarify factual claims, ask for supporting evidence, include other members within the class in the debate, and connect the presentations to the discussion to broaden the understanding of each theme/side to the book and it's relevance.
Debriefing: The instructor again asks the driving question. Clarifies any confusion, questions, or misinterpretations raised during the debate. Then summarizes what happened during the debate and lets the class think about other group's stance on their themes.
Culminating Activity:
1. Provide closure for major driving question.
2. Gives the opportunity for students to be persuasive and show their understanding of the lesson.
Lesson Summary
After researching, presenting, and discussing the central driving question mentioned before, students should be able to write an individual essay based off of previous experience with the project. The individual essay will require the students to reflect on their understanding and take from their personal opinion on what they think the most relevant issue in The Great Gatsby to today's modern society.
Example of Culminating Activity
A Persuasive Essay
Answer the following question as an individual reflection from the previous lesson: What is your personal opinion on what theme from the Great Gatsby is the most relevant in today's society?
Now that you have researched, presented, and discussed extensively the main 6 themes from the Great Gatsby: morality, American dream, society, class, materialism, and gender roles, pick ONE of these themes and have sub-arguments, evidence, and quotes to support your opinion. This paper should be at least 5 paragraphs long, see guidelines below. The paper should be in MLA format and cited correctly. No direct quotes should be longer than three lines.
Paragraph 1: Introduction - short summary of the book, thesis
Paragraph 2: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument.
Paragraph 3: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument.
Paragraph 4: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument.
Paragraph 5: Conclusion - Wrap up thoughts, restate thesis
|
oercommons
|
2025-03-18T00:38:40.458288
|
Hannah Hogenkamp
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/10913/overview",
"title": "Great Gatsby Relevant Themes",
"author": "Quynn Hickey"
}
|
https://oercommons.org/courseware/lesson/67923/overview
|
BlendEd Best Practices: Adding and Subtracting Fractions with Like Denominators 4th Grade
Overview
This resource was created by MeLinda Cromer in collaboration with Karen Dux as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan) is designed for 4th Grade Math.
Unit Plan
BlendEd Learning Best Practices
Unit Template
Unit Title: Adding and Subtracting Fractions with Like Denominators
Content Area Skills: Math
Digital Age Skills: Computational Thinker, Empowered Learner, Creative Communicator, Knowledge Constructor
Duration of Unit: 7 Days
Unit Author: MeLinda Cromer
BlendEd Coach: Karen Dux
Overview of Unit: In this unit students will decompose fractions into a sum of fractions to discover the different components that make up a fraction. Students will also create drawings and use words and symbols to add and subtract fractions with like denominators.
Empower Learners | |
| Empower Learners is a transitional segment to Cyclical Unit Design. The purpose is to both Review prior learning and Preview upcoming learning. |
| Learning Objectives | |
| Content Area Skills: For Standards, please include # and description (add or delete rows as needed) | Student Friendly Learning Objectives: |
| MA 4.1.1.l Decompose a fraction into a sum of fractions with the same denominator in more than one way and record each decomposition with an equation and a visual representation. | I can break apart fractions into a sum of fractions using an equal sign and pictures. |
| MA 4.1.2.e Use drawings, words, and symbols to explain the meaning of addition and subtraction of fractions with like denominators. | I can model using drawings and pictures to demonstrate adding and subtracting fractions with like denominators.I can utilize words and symbols to demonstrate adding and subtracting fractions that have like denominators. |
| Empower Learner Activity | |
| Detailed Description (self-assessment, goal sheet, action plan)Students will complete a self-assessment at the beginning of the unit and at the end of the unit. The self assessment will list each student-friendly objective and provide students with the opportunity to determine what their current knowledge level is each time. Students will also answer three questions to plan in what ways they would like to learn about fractions and to set goals to decide how they are going to apply the unit’s learning objectives. | |
| Link to Empower Learner Activity |
Knowledge Application | |
| The purpose of Knowledge Application is to promote deeper-level learning through student creation of learning artifacts demonstrating both Content Area and Digital Age Skills. A key goal is to provide some degree of control over how students will show what they know. |
| Artifact Profile | ||
| Title of the Artifact: Addition and Subtraction Fraction Stories | ||
| Detailed Description: Students will generate story problems that represent the addition of fractions with like denominators and story problems that represent the subtraction of fractions with like denominators. Students will create a model that represents addition story problems and a model that represents the subtraction story problems. Each student will input their story problems and models into Book Creator to produce a digital story book demonstrating the addition and subtraction of fractions with like denominators. Students will then be asked to evaluate peers’ story problems. They may verbalize their thinking on Flipgrid. | ||
Content Area Skills Addressed:
| Digital Age Skills Addressed:
| Link to Rubric: Fraction Rubric |
Knowledge Deepening | |
| During Knowledge Deepening, the Content Area Skills required of the Learning Artifact are broken down into bite-sized tasks. A key goal is to provide some degree of choice over how students practice the Content Area Skills. |
| Task 1: | ||
| Description: Students will be able to break apart fractions into a sum of fractions using an equal sign and pictures. | ||
| Must Do’s:IXL: Q1, Q2, Q3Go Math Lesson 7.2 | May Do’s: Items found in May Do sections of Choice Board*Complete one from each section | Resources: Go Math |
| Task 2: | ||
| Description: Students will be able to use drawings and pictures to demonstrate adding fractions with like denominators. | ||
| Must Do’s:IXL: Q4, Q5Go Math Lessons 7.3 | May Do’s:Items found in May Do sections of Choice Board*Complete one from each section | Resources: Go Math |
| Task 3: | ||
| Description: Students will be able to use drawings and pictures to demonstrate subtracting fractions with like denominators. | ||
| Must Do’s:IXL Q6, Q7Go Math Lesson 7.4 | May Do’s:Items found in May Do sections of Choice Board *Complete one from each section | Resources: Go Math |
Direct Instruction | |
| Direct Instruction scaffolds the learning process for all students. A key goal is to incorporate BlendEd strategies to effectively differentiate instruction in order to maximize learning. |
| Learning Path | |||
| Day # | Description | BlendEd Model | Resources |
| 1 | Pre-Assessment & Goal Sheet, review fraction vocabulary | Flex | Go Math |
| 2 | Direct Instruction and hands-on practice about naming and understanding fractions | Guided Whole Group Flex | Fraction manipulatives |
| 3 | Decomposing Fractions | Whole GroupFlex | Task 1 Go Math |
| 4 | Adding Fractions, review decomposing fractions, and review addition and subtraction of whole numbers | Station Rotation | Task 2 Go Math |
| 5 | Subtracting Fractions, review decomposing fractions, review adding fractions | Station Rotation | Task 3 Go Math |
| 6 | Addition & Subtraction Fraction Story using Book Creator | Whole Group Flex | |
| 7 | Post-Assessment | Flex | Empower Learner Activity |
|
oercommons
|
2025-03-18T00:38:40.488041
|
06/02/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67923/overview",
"title": "BlendEd Best Practices: Adding and Subtracting Fractions with Like Denominators 4th Grade",
"author": "Karen Dux"
}
|
https://oercommons.org/courseware/lesson/69254/overview
|
Flash Fiction and Gothic Literature: Peer Editing
Flash Fiction Google Slide Presentation
Flash Fiction!
Overview
This exercise will not only teach students the art of flash fiction, but it will allow them to write, to work with their peers, and to publish! The teacher will have as much fun as the students!
Introduction to Flash Fiction
As a high school language arts teacher, I found teaching students how to write flash fiction was a fun and engaging way to practice narrative writing. To make it even more interesting, I introduced the students to Gothic literature and required their assignment to be a flash fiction horror story. To cap off the unit, we had a sharing party where students were free (but not required!) to read their stories to the class.When teaching the unit, I begin with the Google slide presentation above. It would be a good idea to require students to take notes during the presentation. At the end of the presentation, there is a slide that gives students the opportunity to discuss a few important details that review the presentation main points as well as to begin thinking about their writing assignment. It will be worth the time to discuss this slide in detail.
A final option: Before discussing the final slide, re-read "The Zombie of His Early Days" and allow students to identify the elements of flash fiction they just learned.
Introduction to Students:
Narrative writing is used to tell a story. For this unit you will not only learn how to develop your storytelling skills, but you will learn how to tell a story quickly...as in flash fiction! To make this even more interesting, you will also include some of the analysis skills you learned from learning about Gothic literature and Edgar Allan Poe.
We will begin the unit with a slide presentation that explains flash fiction. Next, you will analyze a few flash fiction stories. Finally, you will write your own short short story! Don't worry! It will all be over in a flash!
Planning for the Gothic Flash Fiction Story
This handout is three pages. The first page explains the task to the student. Go over page 1 with the students as a class. Answer any questions the students may have. Then, review the rubric on page 3 so that they understand the criteria for the assignment. If there are no further questions, give students ample time to brainstorm and to complete page 2 of the handout: the prewriting sheet.
Assign the prewriting sheet for homework. After approving the prewriting sheet, give the students a few days to work on their flash fiction in class so that they produce a rough draft...with your assistance from time to time. This rough draft will be the basis for the next activity.
After searching the Web for examples of scary flash fiction stories and discussing examples of horror movies, it's time to begin learning about the specific requirements for your task and to outline the plot for your narrative.
Three P's: Peer edit! Perfect! Publish!
After students have written their first draft, use the attached peer editing form so that they may improve their flash fiction before turning it in and/or sharing it with the rest of the class. I also require the students to turn in all of their drafts, pre-writing, and peer editing with their final drafts. The students should be very familiar with the rubric, so there will be no surprises when you grade their final work.
One final suggestion: I have also compiled all of the stories and printed a booklet for the students so that they can have a copy of all of their peers' work. (I also ask an artistic student to create a cover.) They love it!
Now that you have had the opportunity to write your narrative, the time has come to workshop your peers using previously discussed rubric and the peer editing form provided.
When giving feedback to your classmate, it is important to be thoughtful, reflective, and kind. Your goal is to help them improve their story, but give your suggestions tactfully. Keep that in mind as your complete your evaluation.
|
oercommons
|
2025-03-18T00:38:40.510567
|
Robin Fields
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69254/overview",
"title": "Flash Fiction!",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/76096/overview
|
Interactive video
Quiz type self assessment
Words grid
Learn SDGs with OER
Overview
Using OER to teach SDGs. In this case H5P content is stored on Learnful.ca a free and open ecosystem for Canadian educators to collaboratively create open, modular, and remixable educational content.
SDGs explained
Watch a video explaining SDGs with H5P interactive content. The content is stored on Learnful.ca ready for reminxing and repurposing.
SDGs Quiz
THE SUSTAINABLE DEVELOPMENT GOALS
are 17 global targets designed to end poverty, protect the planet and ensure prosperity
for all.The aim is to help people understand their role in the future of the planet as individuals,
team players and most importantly, as responsible global citizens.
Test your knowledge about SDGs.
SDGs in Words
Find 17 words related to SDGs. Try to be fast!.
Find the words from the grid.
SDGs image pairing
Drag images from the left to match them with corresponding images on the right.
|
oercommons
|
2025-03-18T00:38:40.532214
|
01/04/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76096/overview",
"title": "Learn SDGs with OER",
"author": "Tami Belhadj"
}
|
https://oercommons.org/courseware/lesson/87264/overview
|
Density Column for Little Kids
Overview
Density columns are a great way to introduce kids to mass, volume, and density! With hands-on activities, kids can see how liquids float or sink based on their density. They can also experiment with objects around them by adding them to the density column and watching them float or sink.
How do we make a density column?
We can make a density column by pouring different liquids into a cup and seeing how they float or sink compared to other liquids in the cup. We can also put things into the cup to guess their density by seeing where they stop sinking.
We will need:
1/4 measuring cup
Plastic, clear cup (that you can see through)
Water
Dawn dish soap
Vegetable Oill
Milk
Corn Syrup (or honey)
Rubbing alcohol
Food coloring
One lego
One penny
Something small like a cherry
What is density?
Density is the mass of an object compared to it's volume.
(The mass is how much matter is in an object).
(The volume is the amount of space an object takes up).
If an object is small and heavy, it has a high density. If an object is big and easy to pick up, it has less density.
Is this the same as weight? No. If you weighed yourself on earth, you might weigh 75 pounds. But if you weighed yourself on the moon (which has less gravity), then you would weigh less. But you would still have the same mass.
Imagine a balloon. It is big and light, it has less density.
Now imagine that same size balloon, but it's a rock. It has more density.
Density of water example
Let's say the first box is air. It has some molecules of water, but not much. It has low density.
The second box is water. It has more water molecules, but they move around easily. This is more dense than air.
The third box is ice. It is full of water molecules. They are so compact they do not move around easily. It has high density.
What about different liquids?
Water is a liquid with a density of 1.0 (g/ml).
Do all liquids have that same density? No!
Something that is fun about science is realizing how things are different.
Different liquids have different densities.
If something has more density, it is heavier and sinks.
If something has less density, it is lighter and floats.
Is this why oil floats? Yes!
The density of oil is 0.92 (g/ml). That is less density than water.
Let's have fun
We can find an object's density by dividing the mass by the volume. The formula looks like this:
Density = mass/volume
In this project, we will use grams divided by milliliters (g/ml).
For fun, we will give you the density of the liquids:
Water = 1.0 (g/ml) (add the food coloring to the water)
Dawn dish soap = 1.06 (g/ml)
Vegetable Oil = 0.92 (g/ml)
Milk = 1.034 (g/ml)
Corn Syrup (or honey) = 1.48 (g/ml) or 1.44 (g/ml) for honey
Rubbing alcohol = 0.7854 (g/ml)
Use a piece of paper and write down the most dense liquids to the least dense liquids.
What do you think is going to happen?
Experiment time
Get a 1/4 measuring cup.
First, add the most dense liquids slowly to the clear cup. (Starting with corn syrup or honey).
Then add the liquids slowly while tilting the cup to the side.
Make sure you add them from high density (most dense) to low density (least dense)
Adding toys
Now that your cup has layers of liquids, lets add toys and guess their density!
Carefully drop a penny in the cup.
What did it do?
Did it sink to the bottom? Yes!
Because a penny has a density of 7.2 (g/ml)
That is more density than all the liquids!
Now carefully add a lego (about the same size as a penny)
What did it do? Did it float?
Why?
What liquids are more dense than a lego?
|
oercommons
|
2025-03-18T00:38:40.553725
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87264/overview",
"title": "Density Column for Little Kids",
"author": "Ratios and Proportions"
}
|
https://oercommons.org/courseware/lesson/62439/overview
|
Water Cycle Experiment
Overview
This is a STEAM lesson designed for first or second grade students who are learning about the water cycle.
| STEAM Lesson | |||
| Grade: 1st or 2nd Grade | Lesson Title: Water Cycle | ||
STEAM Emphasis: Science, Technology, Engineering, Art, and/or Math (List all the topics that apply)Earth and Space Science:
| Time frame: 15-20 Minutes | ||
| Lesson Objective: What understanding and/or knowledge will students demonstrate?Students should be able to understand the water cycle and how these attributes contribute to the formation of clouds. | |||
Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also.Water Cycle Demonstration Materials:
| |||
| Content Core Standard:2-ESS2 - Earth’s Systems | |||
| ISTE Student Standard: Knowledge ConstructorStudents critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. | |||
| What is the problem or challenge that students will need to solve or complete? How will their creativity and thinking be challenged?Students will need to complete the Water Cycle Handout and be able to identify each of the steps of the cycle. Students’ critical thinking will be challenged. | |||
| Time | Materials | Lesson Procedures(Include the materials & technology.) | |
| 5 Mins. | Bill Nye Water Cycle video | Introduce New Information:Teach about the water cycle by showing Bill Nye water cycle video and discussing evaporation, condensation, and precipitation | |
| 10 Mins | Activity Directions | Hands-on Activity Steps: (Describe the activity, problem, and how the students will complete it.)
| |
| 5 Mins. | Feedback: (How will the instructor provide feedback? Will you have students provide informal group discussion: This will include students’ time to show their activity while verbally labeling the parts of the water cycle. | ||
| Assessment(s): (assignments and/or activities) |
Name:
|
oercommons
|
2025-03-18T00:38:40.574402
|
02/11/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/62439/overview",
"title": "Water Cycle Experiment",
"author": "Gina Solano"
}
|
https://oercommons.org/courseware/lesson/80193/overview
|
ASSIGNMENT: School Flyer
Overview
This assignment is given after teaching all of the Google Doc units in Word Processing.
ASSIGNMENT: School Flyer
School Flyer (15 points)
Learning objective: I know how to create a school flyer using many of the word processing skills I've gained this quarter.
For this assignment, you will be creating a one-page flyer advertising and announcing a made-up school event using many of the Google Doc skills we've learned this quarter. Be sure to spend a good portion of your time adding design elements that will enhance the content and appearance of the flyer. Do not be afraid to go above and beyond on your flyer! Click here if you need to review any of the Google Drive and Docs lessons.
Instructions:
Step 1. Open a new document in Google Docs and name it "Lastname, FirstName School Flyer".
Step 2. Go to File > Page setup to set the page margins to 1" on all sides and change the page orientation to landscape.
Step 3. Create a one-page flyer to advertise a made-up school event, such as a Halloween Dance. Include the following in the flyer:
- A title
- A sub-title (if applicable)
- The time, date, and location of the event.
- A message that entices readers to attend or participate in the event.
- A bulleted list that summarizes the benefits of attending the event.
- One or two graphic images that help illustrate the message of the flyer.
- Add additional text and/or design elements that will enhance the content and appearance of the flyer.
- Carefully proofread the document for spelling, grammar, and accuracy.
Step 4. Get organized by saving this document in your Word Processing course Google Drive folder (File > Move > Word Processing Assignments > Move > Move).
Here is an example from Rebekah S. that received full credit!
|
oercommons
|
2025-03-18T00:38:40.587993
|
05/11/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80193/overview",
"title": "ASSIGNMENT: School Flyer",
"author": "Laura Bishop"
}
|
https://oercommons.org/courseware/lesson/27488/overview
|
Appendix E: Progressions Within the NGSS
Appendix F: NGSS Practices
Asking Questions - Appendix F: Science and Engineering Practices in the NGSS
Chapter 11: NRC Framework
Developing and Using Models - A Snippet from the NRC Framework
Google Map Instructions
Matrix of NGSS Crosscutting Concepts
Reasoning Triangle
Science Flowchart (Dynamic)
Science Flowchart (Static)
Science in Our Community
Survey #1: Why Teach Science ?
Survey #2: How Science Works
Survey #3: NGSS Shifts - What More Do We Want To Know?
Survey #4A: Phenomena Sort
Survey #4B: Phenomena Sort
Survey #5: Making Thinking Visible through Productive Discourse in the NGSS Classroom
Survey #6: Equity in the Framework & NGSS-Inspired Classroom
Survey #7: Equity in the Framework & NGSS-Inspired Classroom (Connecting to Our Practice)
Tool for generating Anchoring Phenomena
OSP NGSS4Oregon Module #1 - Phenomena & Equity (Kathryn & Jennie)
Overview
The Oregon Science Project (OSP) NGSS4Oregon Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. This is part one of a larger equity-focused professional development program designed for leaders in science education working across Oregon. This Module brings together many already developed resources in new ways, and is designed to provide 3-4 hours of work and provides opportunities for thoughtful engagement and collaboration as it invites learners to create something new to contribute to this important work.
Why Teach Science?
Why Teach Science?
"A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research:
- that science learning involves the integration of knowing and doing
- that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts
- that science learning is best supported when learning experiences are designed to build and revise understanding over time"
- Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015)
Estimated time: 10 minutes Components: small group discussion, survey response to statements about teaching science
Breakout Room Instructions (Each person submits their own survey.):
Every Participant: Open "Survey #1" (below)
Reading for Understanding - Processing the statements:
- Starting with the statement at the top left and going down one by one:
- One person reads the statement out loud.
- Each person shares a thought about why the statement is important. (An opportunity to engage in discussion will follow, so simply sharing a thought that contributes to our dialogue is appropriate.)
Reading to Rank - Ranking the statements:
- Each person shares which statement is the most important to them and why.
- Optional frames:
- "In my opinion _______ is the most important because________."
- "It is my experience that ________ should receive the most attention because ________."
- "______ is the most compelling reason due to the fact that ____."
- Optional frames:
- All members of the group may question or press for reasoning, but please approach this discussion with the knowledge that another person's rationale may actually make you change your mind.
- As you engage in discussion about your rankings, each team member completes and submits their own survey.
Discussing the results
- Once you have all submitted and see the collective results of those who completed it before you, share surprises or wonderings you have about how your individual and small group ranking compares to the collective team responses. Note: You may need to click the pencil icon ("edit this form") in the upper right corner of the survey to see the graphs of survey results. Names that you do not recognize from our team are local science teachers, many from the Gresham Barlow School District, who have participated in this learning as well.
Why Teach Science in Our Community?
Why Teach Science in Our Community?
"In addition to being the center of most youth’s social world, schools often function as the center of community life and the primary institutions that maintain and transmit local community values to youth." - Devora Shamah Katherine A. MacTavish from Making Room for Place-Based Knowledge in Rural Classrooms
Approximate time: 5-10 minutes Components: Google Map activity
Every Participant Open: "Science in Our Community"
- Create a green marker (the orange and blue markers represent teachers, most from Gresham and from Salem, who engaged in this learning earlier this year).
- Place yourself on the Google Map at the location indicated by your picture (see below for more detail).
Include the following information in the description accompanying your marker:
- First Name
- Last Name
- Picture of yourself "experiencing science" in our community (at school, at home, or anywhere in Oregon)
- Grade(s) you teach
- School
- Role(s) or Affiliations (i.e. teacher, coach, club advisor, PD provider)
- One reason that a high quality science education for ALL students is important for our community.
If you are new to creating a location and description on Google Maps, please open "Google Map Instructions" and watch the short how-to video.
How Science Works
How Science Works
"Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School
Approximate time: 25-30 minutes Components: video, small group discussions, survey response
Breakout Room Instructions
Video
One participant shares their screen choosing the option to show their internet browser. Scroll down to the video below so that all participants can watch the video below together. Before your start, be sure to prepare to listen for:
- The nature of "how science works", according to the scientists and science educators
- Ways that scientists use evidence to craft arguments
- How scientists reason with evidence
One participant opens the "Science Flowchart (Dynamic)" and shares their screen so that everyone can see.
- The person sharing their screen slowly mouses over the different parts of the flowchart.
- The group discusses the different parts of the flowchart ensuring that everyone has seen all of the different spheres.
- Once you have done that, stop screen sharing and gather together again.
Each participant opens "Appendix F: NGSS Practices"
- It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion.
- As a small group, discuss where each practice could fit on the flowchart and why, or why not.
- Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap.
Each participant opens "Matrix of NGSS Crosscutting Concepts"
- As a group, discuss where each NGSS Crosscutting Concept could fit on the flowchart and why, or why not.
- Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap.
You may find the "one-pager" resource below helpful. It shows all "3 Dimensions" of the NGSS (Disciplinary Core Ideas, or DCIs, Cross Cutting Concepts, or CCCs, and Science and Engineering Practices, or SEPs) on one handy page!
Each participant opens "Survey #2" on their own device
- In your small group, discuss each prompt on the survey using the science flowchart to guide your discussion about how science works.
- Include material from the video (quotes, ideas, stories, claims, etc.) in your responses.
- Each participant completes and submits their own survey.
Science as Process
Task 4: Science as Process
"Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments."
Approximate time: 20-25 minutes Components: reading, small group discussion, survey response
Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning.
As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS.
Breakout Room Instructions
Each participant open "Appendix A: Conceptual Shifts in the NGSS"
- Each person opens Appendix A on their own device and quickly skims the document to identify two different conceptual shift statements (they appear in bold) on the list that they would like to explore further (i.e. shift #2 and shift #5). These will be read more closely in step 3 below.
- One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts.
- Each participant then silently reads the text below each of the shift statements chosen by themselves and their group members.
Each participant opens "Survey #3" on their own device
- Each participant fills out the survey based upon what they shared with the group.
- As a group, discuss each of the specific group prompts on the survey before each of you complete your survey.
Discussing the results
- Once you submit your individual responses, select the link to see all previous responses.
- Read the collective responses and share surprises or wonderings you have about how your individual and small group ranking compares to the collective team responses.
- Share ideas about resources you could seek out to find out more.
The Process of Science in the Classroom
The Process of Science in the Classroom
"...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School
Approximate time: 30-40 minutes Components: video, reading, small group discussion, survey response
Breakout Room Instructions
One participant shares their screen and everyone watches the video below. The group actively listens for the role of phenomena in the Framework and NGSS inspired classroom. After the video ends, stop screen sharing and gather together as a group to engage in discussion.
Each member of the group silently reads the brief statements below.
Each participant opens "Appendix E: Progressions within NGSS"
- Read the first page.
- On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision.
- Discuss with your team how phenomena differ from NGSS Disciplinary Core Ideas. What are some key differences?
- Find an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomenon that relates to that core idea. Share your idea with your small group.
One participant opens the "Reasoning Triangle" and shares their screen.
- As a small group, discuss the three parts of the tool and the role you see them playing in the science classroom.
- Each person shares an example of when you have started an activity, exploration, or unit with a question.
- Each person shares an example of when you have started with a phenomenon.
- How do you think this tool changes your approach or thinking about phenomena, questions, and modeling?
- Stop screen sharing.
A new person in your small group opens Survey #4A and shares their screen. Each small group answers as a team and submits one survey.
- As a team, select if you think the statement represents an example of a phenomenon or an NGSS Disciplinary Core Idea.
- Utilize the language of the Reasoning Triangle to justify your ideas.
- Once your small group submits your response, select the link to see all previous responses from the other small groups.
- Does your small group agree or disagree with the previous responses?
- Find a response that is different than your small group's response and discuss what their response tells you about their understanding of the statement. What does it tell you about your understanding of the statement? Your understanding of phenomena or DCI's?
- If you want to revise your thinking, simply go back in and you can edit your response. Please only edit if your thinking has truly changed!
Repeat for Survey #4B and rotate the responsibility of sharing the screen during your discussion.
Making Thinking Visible through Productive Discourse in the NGSS Classroom
Making Thinking Visible
"Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins
Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response
Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS"
Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework"
As a group: decide which two-part video set you will watch (choose elementary or high school).
Watch Part 1 AND Part 2 of either the high school OR elementary video cases below.
Listen and watch for:
- What phenomena the students are trying to figure out
- How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.)
- The sets of ideas, or models, that the students are using to make sense of the phenomena
- How the classroom culture provides a safe space for students to:
- Engage in productive discourse
- Make their ideas public and visible
- Revise their ideas
- Ask questions
- Develop and use models
ELEMENTARY VIDEOS
HIGH SCHOOL VIDEOS
One person opens "Survey #5" and leads the group in filling out one survey.
Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion.
- Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena.
- Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling.
Equity in the Framework & NGSS-Inspired Classroom
Equity in the Framework & NGSS-Inspired Classroom
"..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity
Approximate time: 20-30 minutes Components: reading, survey response
Each participant opens "Chapter 11: NRC Framework" and skims the chapter by scrolling through it online.
Every member of the small group selects different parts of the chapter that they are interested in reading and find relevant for their practice or their context.
As you read:
- Find three things you have learned (keep reading and exploring the text until you find three things new to you).
- Look for two things you found very interesting and would like to discuss with your small group.
- Come up with one question you have about equity in the NGSS classroom.
Breakout Room Instructions
Each participant opens Survey #6.
Each participant shares their individual responses as the small group goes through each prompt.
Once you hit submit, choose to see the previous responses from the other small groups and discuss how they were similar or different than your own responses.
One person shares their screen and the group watches the video below.
As a member of the Oregon Science Project NGSS Teacher Leadership Team you are an advocate for science, especially an advocate for science in elementary. It's important that all secondary teachers get a glimpse of what NGSS can look like in the elementary classroom. Science in elementary is a large equity issue in Oregon where we are 50th in the nation for time spent teaching science K-5.
In your small group, discuss the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students.
Each participant opens Survey #7 and reflects on the prompt in a small group discussion, and then submits their own response. You may find the "one-pager" below, that shows the "three dimensions" of the NGSS (DCIs, SEPs, and CCCs) all on one page, helpful!
Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking.
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oercommons
|
2025-03-18T00:38:40.646591
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Kathryn Davis
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/27488/overview",
"title": "OSP NGSS4Oregon Module #1 - Phenomena & Equity (Kathryn & Jennie)",
"author": "Jennie Richard"
}
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https://oercommons.org/courseware/lesson/97702/overview
|
IXL website
UbD 2.0 - Adding two digit numbers up to three
Overview
Interactive lesson plan on how to add 2 to 3-digit numbers by practicing as a class then students off on their own practicing.
Stage 1 : Standards
ESTABLISHED GOALS |
CC.2.1.2.B.3 Use place value understanding and properties of operations to add and subtract within 1000. CC.2.2.2.A.1 Represent and solve problems involving addition and subtraction within 100. |
Transfer
Students will be able to independently use their learning to… |
- the real world by being able to do the daily tasks of adding when you at the grocery store, making change at the supermarkets or playing some games. - represent and solve many different kinds of problems
|
Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
- Students will understand what we are doing in class through the PowerPoint that is presented to them at the beginning of class with the objectives and the what, why how of the lesson - how to add 2-digit numbers on their own and display their knowledge on their whiteboards - the concept of 3-digit numbers and start improving their skills by adding - how adding will help them in the real world and when they might need to add in life | - How do we set up a 2-digit problem so that we can regroup if need? - How do we set up a problem vertically when we are given a 2-digit number and a 3-digit number? - How might we use adding in our everyday life? |
Aquistion
Students will know… | Students will be skilled at… |
- how to add 2 digit number - how to set up 2 or 3-digit problems vertically to prepare for solving equations where they need to regroup - How to use addition vocab - how to show their understanding to the teacher so that can asses their comprehension - how they might use these skills outside the classroom | - adding 2-digit numbers and almost mastering 3-digit numbers - Manipulating their Ipads on IXL Math - using addition vocab - Knowing how to set up an equation with 2 or 3 digits, vertically
|
Stage 2 - Assessment Evidence
Evaluative Criteria | Assessment Evidence |
- Evaluate how quickly the students solve the problems - Evaluate if students are paying attention to the video and are able to use the vocab that is taught in the video - Evaluate how the students line up their numbers to be a vertical problem - Evaluate If the students are able to consistently get the questions right - Evaluate if the student can navigate through IXL and stay on task during independent time - Evaluate their comprehension of a 3-digit equation
| PERFORMANCE TASK(S): - Students will have to show that they understand by solving the equations that is put on the interactive whiteboard on their own whiteboards - Students will have to show their comprehension of the vocab by answering questions from the teacher - Then will have one student answer the problem on the board and show their work on the interactive whiteboard in front of the class for those students that may have not gotten it right the first time - They will have even more time to practice on their own on IXL, I as the teacher can then go on and see on my computer how every student is doing and the percentage of how many students are getting the questions right - If needed, If some students or one is still struggling to grasp the concept of adding 2-3 digit numbers I will pull a small group to work with them more one on one while the other students work on their Ipads on IXL |
<type here> | OTHER EVIDENCE: - If I am unsure and still don't have a good grasp of the student's understanding of the concept, I will have my students take out a sheet of paper or could be digital (like google forms), and complete two problems that I put on the board by themselves. Then collect their problems to see who gets it and how many students get it right. |
Stage 3 - Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E1 = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E2 = Allow students to Evaluate their work and its implications?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
- Teach lessons in multiple ways to be able to include all different learning styles
- Teach based on the students and what they need instead of just the curriculum
- Help class fun and interactive
- Hold students to a high level and push them to be their best
TPACK
- Presentation intro on objections
- Students will observe some problems done on the interactive whiteboard
- Students will show their understanding to the class by coming up and helping the teacher solve the problom on the interactive whiteboard
- Student exit ticket could be digital like on a google forms
- Students will understand how to use addition vocab and learn how to add numbers from another professional incase the way I was teaching didn't connect with all students
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oercommons
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2025-03-18T00:38:40.678924
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10/04/2022
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97702/overview",
"title": "UbD 2.0 - Adding two digit numbers up to three",
"author": "Abby John"
}
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https://oercommons.org/courseware/lesson/76047/overview
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Speaking 3-5
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.
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oercommons
|
2025-03-18T00:38:40.697070
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Linguistics
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76047/overview",
"title": "Speaking 3-5",
"author": "Languages"
}
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https://oercommons.org/courseware/lesson/72855/overview
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Website Guidance Template (Annotated Link)
Overview
Sample template for creating a guidance document for educators visiting a particular website. Remix and edit to suit.
Name of Site | Organization Name
Website name with hyperlink
Purpose of Website
Enter information about why educators would want to use this site…
Site Navigation Strategy
Where is the most useful content for your intended use? Any particularly helpful areas or resources?
- Resource 1 {hyperlink text} | Organization/Developer Name {hyperlink text}
- Resource 2 {hyperlink text} | Organization/Developer Name {hyperlink text}
Tips for Effective Implementation or Differentiation
Enter suggestions or provide examples
Comments
Note any permissions associated with this site that folks should know about (e.g. online viewing only; downloads limited to non-commercial, personal use; free registration required, etc.)
Attribution and License
Attribution
If you have included any graphics or video, provide attribution for that content. For example:
- Photo by Format from Pexels
- Cover Image by Alexandra_Koch from Pixabay
License
Except where otherwise noted, this website guidance document by Insert Organization Name and Link is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners.
This resource contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by Insert Organization Name. Please confirm the license status of any third-party resources and understand their terms before use.
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oercommons
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2025-03-18T00:38:40.717257
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Washington OSPI OER Project
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72855/overview",
"title": "Website Guidance Template (Annotated Link)",
"author": "Barbara Soots"
}
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https://oercommons.org/courseware/lesson/76017/overview
|
Education Standards
Grade 3 Inquiry: Environment & Native Americans
Overview
This inquiry by Kristina Labadie, Evergreen Public Schools, is based on the C3 Framework inquiry arc. Third-grade students view the lifestyle and cultural development of Early Native Americans through the same lens of how lifestyles today have developed.
How did the environment influence the lifestyle of early Native Americans?
Inquiry Description
This inquiry guides third graders to view the lifestyle and cultural development of Early Native Americans through the same lens of how lifestyles today have developed. While studying early Native Americans, students encounter vast differences between life today and life lived prior to the arrival of European settlers. Students will also begin to note that regardless of lifestyles, communities have the same basic needs to survive.
Third graders are naturally curious as to how people lived and existed during these early centuries. The compelling question "How did environment influence the lifestyle of Early Native Americans?" encourages students to build on an understanding of how their own family and community functions as it relates to resources. It also asks them to draw comparisons between life today and life then. It allows for engagement with social studies, environmental science, and literacy.
This inquiry is structured around comparative observations. Students will begin by exploring their own personal way of life and community, albeit briefly, and then move onto explorations regarding Early Northwest Tribes. They will present their findings in a culminating project.
Attribution and License
Attribution
Photo by thor_mark on Foter.com / CC BY-NC-SA
License
Except where otherwise noted, original work in this inquiry by Kristina Labadie, Evergreen Public Schools is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring.
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oercommons
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2025-03-18T00:38:40.745937
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Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76017/overview",
"title": "Grade 3 Inquiry: Environment & Native Americans",
"author": "Social Science"
}
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https://oercommons.org/courseware/lesson/72826/overview
|
Career Field Research Project
Overview
Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year.
Title of Lesson: Career Field Research Project
Course Name: STEMinar
Grade Level: 11-12
Author’s Name: Aaron Campbell
Author’s School District: Palmyra Area School District
| PA Academic Standards for Technology and Engineering | |
| 3.4.12.D2 - Verify that engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly | |
| PA Academic Standards for Career Education and Work | |
13.1 Career Awareness and Preparation 13.1.11.A. Relate careers to individual interests, abilities, and aptitudes. 13.1.11.B. Analyze career options based on personal interests, abilities, aptitudes, achievements and goals. | |
| Learning Objectives | |
| |
| Conceptual Background | |
| The goal of the lesson is to have students who are nearing graduation begin to think critically about what their own future may hold. In selecting a project, the goal is to have the student perform some task related to that field to add some authenticity rather than simply complete a research paper. Where at all possible students should seek out guidance from representatives in that chosen field to help them construct as realistic a project as possible. A sample idea might be a prospective automotive engineering student building a functioning mouse trap car with a gearbox or transmission (longer project) or a future teaching student designing a lesson to give to their classmates in a mock setting. | |
| Instructional Procedure | |
| Pacing | Instructional Procedure |
| Opening 5min | Advise students that they will be designing their own project based on their interests and inclination. Explain the project concept described above (conceptual background) |
| Research 15 min | Students should spend some time determining their chosen field. They should consult with instructor for approval (soundcloud rapper may be interesting, but not necessarily practical per instructor) |
| Brainstorming 15 | Students identify possible avenues that their project might take; at least 2-4 ideas |
| Chose 15 min | Students evaluate their ideas and select a project to implement |
| Develop - Homework (time varies) | Students should work at their own pace developing their project, posters and poster board not needed. The goal here is not presenting their idea to others, but exploring it for themselves and reporting their findings, experiences, and reflections back to their instructor. |
| Formative Assessment | |
Because of the wide range of potential projects a comprehensive rubric for assessment will have to be developed by the instructor with some student input of learning goals. However some basic measures of success include:
| |
| Materials Needed | |
| Beyond internet research tools the materials needed vary widely, will be determined by the chosen career field, and may need to be co-created or created by the student. | |
| References | |
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oercommons
|
2025-03-18T00:38:40.765735
|
09/24/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72826/overview",
"title": "Career Field Research Project",
"author": "Rachael Haverstick"
}
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https://oercommons.org/courseware/lesson/12661/overview
|
Some educational resource about interior design
Overview
Interior designing is a multi-functional profession in which creative ideas and many type of technical solution are applied within a structure so as to build an effective interior environment. In the whole process of designing different type of things are involved such as plans and evaluation, including lighting, power location and furniture layout. There are two major things which need to be considered properly such as:-
- · Designs that are building are aesthetically attractive and functional. The designs are created according to the physical location and social context of project.
- · In the interior design it follows a systematic approach and coordinated methodology which includes various types of research and proper knowledge towards the designing process.
Interior design is professionally done by the interior decorators. Now days many people learn interior decoration courses and apply various techniques at their own. The main objective of interior decoration is to make house more pleasing and unique, since it should always reflects the owner personality.
The definition of designer refers to ‘build interior environment’ and the other side decorator work include’ decorating and furnishing’. The main responsibility of designer is related to flooring, windows, lighting and renovations of furniture. It is very difficult for designer to understand the exact needs of company leader. On the other hand interior design is an architectural of building and many interior designers work with architects and builds according to owner choices. This process involves choices around room layout and according to tiles. A creative person can do interior design without any type of training and those people who are gifted with creative minds can provide shape to their ideas in their house. Recently a lot of decorators have also introduced color of gold into design.
Interior designer can make specific atmosphere easily according to the required theme of the owner. A designer can fully alter the needs of his/her client. An interior designer can make a small room to a spectacular room. Many people may think that hiring any type of interior designer is a very expensive task but in reality it totally depends upon the type of things which clients want to add in the designing process. However most of the designers work according to the budget of the client. Also there are many opportunity for interior designers these days. With the modern day designing many shopping malls, construction sites and building require latest designs which can really attract public in huge numbers.
Feng shui design
It is one of the most popular interior design. It requires more study because Feng shui design is based on the ancient method of Chinese. In this design the structure of design needs to be accurate as it allows more positive energy to enter in structure, thereby making it look more real and attractive. By making the interior decoration according to Feng shui design there are some myth that it can bring positive energy in the room and as a result it can make any person rich and happy. This design can also remove negative energy and get rid of bad spirits.
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oercommons
|
2025-03-18T00:38:40.779447
|
01/28/2017
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/12661/overview",
"title": "Some educational resource about interior design",
"author": "Finn Sidonius"
}
|
https://oercommons.org/courseware/lesson/100671/overview
|
what is chatGpt
Overview
some information about chatgpt
chat2
ChatGPT (chat generative pre-trained transformer)[1] is a chatbot launched by OpenAI in November 2022. It is built on top of OpenAI's GPT-3 family of large language models and is fine-tuned (an approach to transfer learning)[2] with both supervised and reinforcement learning techniques.
ChatGPT was launched as a prototype on November 30, 2022, and quickly garnered attention for its detailed responses and articulate answers across many domains of knowledge. Its uneven factual accuracy was identified as a significant drawback.[3] Following the release of ChatGPT, OpenAI was valued at US$29 billion.[4]
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oercommons
|
2025-03-18T00:38:40.793129
|
02/07/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100671/overview",
"title": "what is chatGpt",
"author": "jason zhou"
}
|
https://oercommons.org/courseware/lesson/71825/overview
|
WA OER Hub - Submission Guidelines and Quality Review (doc)
WA OER Hub - Submission Guidelines and Quality Review (pdf)
Washington OER Hub - Submission Guidelines and Quality Review Criteria
Overview
This document provides background on how resources are submitted to Groups, reviewed, and filtered into Learning Collections on the Washington OER Hub.
The criteria are designed to be adapted for any content area to evaluate lessons that may extend over a few periods or days or units that include integrated and focused lessons. The criteria are NOT designed to evaluate a single task or stand-alone activity.
Background
What is the Washington OER Hub?
The Washington OER Hub is an online library of free, standards-aligned, high-quality K–12 learning and teaching materials created by and curated for Washington educators.
Who develops materials for the Washington OER Hub?
Materials are added to the Washington OER Hub via the following pathways:
- Existing OSPI material
- External P\partners and state organizations
- Collaborative development with educators
- Curation by OSPI content leads and educator partners
- Grants
What is the review process?
Different phases of the review process are outlined below. Review criteria for the Washington OER Hub resources are detailed in the downloadable documents.
Working Group: Resources meeting Submission Criteria are added to a working group.
Who: OSPI staff, grantees, contractors, and collaborators
Learning Collections: Resources meeting Learning Collection Criteria are added to one or more curated learning collections.
Who: OSPI group administrator or designee
OSPI Reviewed Badge: Select resources meeting OSPI Reviewed Criteria are marked with the OSPI reviewed badge.
Who: WA OER Hub Administrator
How do I suggest a resource or request resource reconsideration?
Submit a written request to oer@k12.wa.us. Your request must include the following:
- Your name and organization, if applicable
- Proposed resource name and link, if currently online, or copy of the material
- Confirmation the resource meets the submission criteria outlined in this document
Following review, you will be contacted with more information regarding adding the resource.
How do I request resource removal?
Submit a written request to oer@k12.wa.us. Your request must include the following:
- Your name and organization, if applicable
- Challenged resource name and link
- List of the Washington OER Hub Resource Criteria in question along with specific evidence from the resource that supports your claim.
- Suggestions for any adaptations or corrections.
Following review, you will receive a response to your inquiry within 30 days.
Submission Criteria
Resource Submission Criteria |
|---|
Permitted Use – License (select one) |
o Openly licensed - Creative Commons license or other open license is clearly marked on the resource o Public domain - copyright has expired or the work has been dedicated to the public domain - more details o Free online viewing - resource might be under all rights reserved copyright but clearly states it is intended for educational use (Learning Collections ONLY) Unacceptable content
|
Appropriate Material Type (select one) |
o Lesson/unit/full course - not a stand-alone activity unless approved by group administrator o Professional learning resource o Learning guidance/strategy document (e.g. annotated weblink) Unacceptable content
|
Resource: |
Explicitly addresses one or more grade level Washington Learning Standards, development guidelines, or benchmarks. |
Meets stated grant requirements for developed content – if applicable |
Meets any additional discipline-specific criteria added by your working group administrator – if applicable |
Learning Collection Review Criteria
Learning Collections provide a curated selection of Washington developed resources as well as links to external organizations providing quality online educational materials.
Resource Criteria |
|---|
In addition to meeting the submission criteria, the resource: |
Offers clear instructional purpose and directions, including explicit learning objectives or goals. |
Delivers accurate and relevant content which is up-to-date for rapidly evolving topics. |
Provides developmentally and culturally appropriate content, free of bias or stereotyping. |
Engages students through authentic problems or contemporary issues relevant to their communities. |
Features an easily comprehensible design with clear technological specifications if applicable. |
OSPI Reviewed Badge Criteria
These criteria are in addition to the submission and Learning Collection Review criteria.
Meets criteria identifies resource strengths while partially meets criteria or criteria not met highlight areas requiring adaptation or supplemental instruction.
For some resources, certain criteria may not be applicable. Based on the nature of the resource, use your professional judgement to gauge when it is appropriate to add a not applicable score to the item.
Note that a resource reviewed with a tool from a reputable external organization with similar criteria will also be accepted (i.e. EQuIP rubric, NGSS Screener).
Resource Criteria |
|---|
Teaching Strategies |
Collaboration: Purposely includes activities in which students work together to co-create and communicate meaning. |
Literacy Skills: Teaches academic language skills (listening, speaking, reading, writing, grammar, and vocabulary) to help students develop language and literacy while learning content. |
Analysis: Supports evidence-based reasoning and encourages critical thinking and problem solving. |
Culturally responsive and sustaining practices: reflects the rich cultural diversity and varied life experiences of all students. If applicable, resources feature diverse groups in various roles, showcase a wide array of perspectives and contributions, and promote inclusion and belonging through imagery, language, and family depictions that resonate with students' diverse backgrounds. |
Instructional Supports |
Multiple Representations: Content, concepts and skills are represented in more than one way. Images, graphic organizers, media, and/or text are purposefully included. |
Teacher Guidance: Provides strategies for teachers to elicit and instructionally respond to their students’ prior knowledge, interests, and identities. Suggests potential differentiation strategies. |
Connections: Students are asked to make connections to other lessons/units, across content areas, to their community, and with their own experience, fostering student agency. |
Assessment |
Formative assessment: Provides methods to identify and monitor student progress toward meeting targeted learning standards. |
Peer and self-assessment: Provides opportunity for student reflection, ownership of learning, and monitoring of personal progress. May include peer feedback. |
Summative assessment (optional): Provides tools for students to demonstrate meeting or exceeding the targeted learning standards. |
Other |
Resource is designed to support learners across a broad range accessibility needs - ADA compliance, |
The resource supports the inclusion of practices that build upon student strengths and support resilience, enhance social-emotional wellness, and support the whole child. |
If lesson has been designed using AI, prompts used in generating content are provided and human review for accuracy and relevance is confirmed. |
Additional Review Information
ADDITIONAL INFORMATION
This rubric IS designed to be adapted for any content area to evaluate:
- Lessons that include activities and assessments that may extend over a few periods or day
- Units that include integrated and focused lessons that extend over a longer period of time
The rubric is NOT designed to evaluate a single task or stand-alone activity.
Intended Use
Review existing supplemental lessons and units on the Washington OER Hub and/or in the classroom
Inform the development of new lessons and units
- Build the capacity of educators to evaluate and improve the quality of instructional materials for use in their classrooms and schools.
______________________________________________________________________________
For collaborative review of core instructional materials,
please use the use the extended suite of rubrics found in the OSPI
Course Design and Instructional Materials Review Toolkit.
_____________________________________________________________________________
The Washington Quality Review Rubric for Lessons & Units by the Washington Office of Superintendent of Public Instruction is based on the EQuIP rubric facilitated by Achieve. This work is licensed under a Creative Commons Attribution license. All logos and trademarks are property of their respective owners.
Resource cover image by mcmurryjulie from Pixabay
Toolbox by Georgiana Ionescu from the Noun Project | CC BY
|
oercommons
|
2025-03-18T00:38:40.854743
|
Washington OSPI OER Project
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/71825/overview",
"title": "Washington OER Hub - Submission Guidelines and Quality Review Criteria",
"author": "Barbara Soots"
}
|
https://oercommons.org/courseware/lesson/98803/overview
|
Education Standards
Japanese American Relocation Centers: Fear at Home
Overview
This activity was produced in conjunction with The Library of Congress and the TPS at Metropolitan State University of Denver.
This activity will allow learners to:
- Draw conclusions about relocation centers used during WW2 in the western US.
- Analyze primary resources using a question method to discover details.
- Discuss the concept of fear and why others may be treated differently due to fear and prejudice.
Short lesson plan introducing Japanese American relocation centers (or internment camps) using primary resources from Library of Congress. The lesson focuses on a newspaper article about the center in Hunt, Idaho and a photo of a toddler from the Manzanar camp. Can be used before teaching the book Farewell to Manzanar.
Students in Idaho will be reading Farewell to Manzanar in English class. This short lesson will introduce the idea of Japanese American relocation centers, using primary resources that highlight a Californian camp where Manzanar was and the Minidoka camp, in Idaho. Background knowledge is key to understanding the plot and ideas of Farewell to Manzanar. Students will begin to explore why the government decided to move thousands of citizens and how it impacted the families involved and the communities around them. The lens of fear of the unknown will be used to explore the topic of relocation centers in the west.
Please see the attached lesson plan for details and handouts.
|
oercommons
|
2025-03-18T00:38:40.886970
|
Amy Armstrong
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98803/overview",
"title": "Japanese American Relocation Centers: Fear at Home",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/84882/overview
|
Class Title | Grade Level |
Foods I (50 min.) | 9-12 |
Content Standards Covered |
National Standards - 8.5.3 – Demonstrate knowledge of portion control and proper scaling and measurement techniques.
State Standards - HSE.HS.4.4.a – Review and apply culinary terms and abbreviations, equivalents, recipe yields, and proper measuring techniques with correct equipment.
- HSE.HS.4.4.b – Select and explain the appropriate use and care of small appliances and equipment for specific product preparation and culinary applications.
- HSE.HS.3.14.b – Demonstrate proper personal hygiene techniques while working in the food setting.
|
Learning Objectives |
- Apply accurate measuring techniques
- Understand recipe abbreviations
- Create a mug cake
|
Learning Activities |
- Students will receive and read their the mug cake recipe (5 min.)
- Presentation of Information:
- Students will line up by grade level and individually go through an “assembly line” where they will measure out the ingredients for their mug cake recipe (25 min.)
- Once students have measured and poured their ingredients into their mugs, they will go into the lab and microwave their mug cake (10 min.)
- Students will eat their mug cakes, do their dishes, and put everything away before leaving the classroom (10 min.)
|
Assessments (and the lesson objectives they measure) |
- Finished mug cake (apply accurate measuring techniques, understand recipe abbreviations, create a mug cake)
|
Materials and Resources (needed by teacher and students) |
- Mug cake instructions
- Ingredients
- Measuring utensils
- Mugs
- Microwave
- Dish soap
- Dish rags
- Dish towels
|
|
oercommons
|
2025-03-18T00:38:40.915989
|
08/09/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/84882/overview",
"title": "Mug Cake Assembly Line",
"author": "Ann Endres"
}
|
https://oercommons.org/courseware/lesson/97152/overview
|
WaKIDS Roles and Responsibilities Document
Overview
This document outlines the roles for the following participants in WaKIDS: District Assessment Coordinators, Teachers, Principals/Admi, District WaKIDS Support Staff, and Curriculum Directors. Additionally, you can see how the OSPI, ESD WaKIDS Coordinators, and Teaching Strategies can offer technical assistance.
This document outlines the roles for the following participants in WaKIDS: District Assessment Coordinators, Teachers, Principals/Admi, District WaKIDS Support Staff, and Curriculum Directors. Additionally, you can see how the OSPI, ESD WaKIDS Coordinators, and Teaching Strategies can offer technical assistance.
|
oercommons
|
2025-03-18T00:38:40.932260
|
09/12/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97152/overview",
"title": "WaKIDS Roles and Responsibilities Document",
"author": "Whitney White"
}
|
https://oercommons.org/courseware/lesson/57701/overview
|
European elections 2019
This Bridge 21 project allows students to learn more about the European elections and major (national) political parties that take part in it
This Bridge 21 project allows students to learn more about the European elections and major (national) political parties that take part in it
|
oercommons
|
2025-03-18T00:38:40.948038
|
Lisa Steffen
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/57701/overview",
"title": "European elections 2019",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/91831/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
climate change
or
|
oercommons
|
2025-03-18T00:38:40.968968
|
04/15/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91831/overview",
"title": "climate change3",
"author": "Gamze KILIÇ"
}
|
https://oercommons.org/courseware/lesson/73184/overview
|
Washington OER Hub - User Guide
Overview
Getting started information for users of the Washington OER Hub.
Download the Washington OER Hub User Manual
|
oercommons
|
2025-03-18T00:38:40.987171
|
Washington OSPI OER Project
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/73184/overview",
"title": "Washington OER Hub - User Guide",
"author": "Barbara Soots"
}
|
https://oercommons.org/courseware/lesson/105254/overview
|
AFFECTIVE ASSESSMENT
Overview
These tools are designed to assess various dimensions of affect, including positive and negative emotions, emotional intensity, and emotional stability.
jhahshxj
|
oercommons
|
2025-03-18T00:38:41.002311
|
06/14/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105254/overview",
"title": "AFFECTIVE ASSESSMENT",
"author": "Jelah Mae Obiedo"
}
|
https://oercommons.org/courseware/lesson/104202/overview
|
Create Your Own Salad Bar
Overview
Students will design and arrange a salad bar intended for high school student consumers. Students will demonstrate consideration for color, textures, nutritional values…and of course, what the students will actually eat.
Objective: To demonstrate understanding of key principles of designing a balanced and appealing salad bar.
A neatly drawn or computer-generated graph of two 52” x 20” spaces (or, 4 feet 4 inches by 1 foot 8 inches”), in which you have designed and arranged a salad bar that would be suitable for the students of Oskaloosa Senior High School.
Materials:
Graph paper/pencil
Computer Design Program
Pinterest/Google for photo inspiration
Things to consider in your design:
Salad bar space will fit: 4 full-size hotel pans; 8 half-size hotel pans; 16 quarter-size hotel pans; 24 1/6-size hotel pans
Salad bar is arranged with some thought given to color, textures, nutritional values…and of course, what the students will actually eat.
Be as specific as you can. Don’t just write ‘cucumbers’ on your graph. Will they be sliced? Chunks?
Neatly written list of all salad bar ingredients (NUMBERED) down the right-hand side or backside of grid.
|
oercommons
|
2025-03-18T00:38:41.021054
|
Heather Nelson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104202/overview",
"title": "Create Your Own Salad Bar",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/80698/overview
|
CREATED DESIGN DOCUMENTS
Overview
This contains the goals, objectives, content outline, and storyboard
Goals and Objectives
Goal: Have students deliver an informative speech
Objectives:
- Define oral communication
- Describe informative speech
- Create a script for informative speech
Content Outline
Goal 1: Using cohesive devices in a composition.
Objective: Write a three-paragraph informative speech.
Goal 2: Deliver an informative speech
Objective: Deliver an informative speech with proper volume, tone, stress, and pitch.
Goal 3: Plan to integrate technology in delivering the informative speech.
Objective: Create a 3-minute vlog to deliver the informative speech that was previously recited.
Storyboard
Goal 1: Using cohesive devices in a composition. Objective: Write a three-paragraph informative speech.
| |
Goal 2: Deliver an informative speech Objective: Deliver an informative speech with proper volume, tone, stress, and pitch.
| |
Goal 3: Plan to integrate technology in delivering the informative speech. Objective: Create a 3-minute vlog to deliver the informative speech that was previously recited.
|
|
oercommons
|
2025-03-18T00:38:41.044316
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80698/overview",
"title": "CREATED DESIGN DOCUMENTS",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/91711/overview
|
Petition: A Constitutional Covention Game
Overview
Below is a copy of a game related to State Standards: Discuss the Constitutional Convention of 1787, including the Great Compromise and the ensuing debate over ratification between the Federalists and Anti-Federalists
The game is called Petition and is about what sacrifices and compromises get made when someone makes a document as important as the Constitution of the United States. The game plays 3 to 5 players and needs mild editing and a little more play testing but is print and play as it is.
Petition: The constitutional Convention game
Below is a copy of a game related to State Standards: Discuss the Constitutional Convention of 1787, including the Great Compromise and the ensuing debate over ratification between the Federalists and Anti-Federalists
The game is called Petition and is about what sacrifices and compromises get made when someone makes a document as important the Constitution of the United states. The game plays 3 to 5 players and needs mild editing and a little more play testing but is print and play as it is.
|
oercommons
|
2025-03-18T00:38:41.061510
|
Ronald M Russ
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91711/overview",
"title": "Petition: A Constitutional Covention Game",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/74427/overview
|
CREATIVE STUDY TECHNIQUES
Overview
Tips to help students allocate their study time to execute effective study habits.
Education tips
Transiting from high school to a college learning environment can be intimidating. College coursework is deemed to be more rigorous and students are expected to allocate more time to study. The recommended formula to determine the expected amount of TOTAL TIME required for success in a class is as follows: Schedule 2-3 hours per unit, per week for studying. If you take 12 units, the total time to budget is 36 hours per week. That is why 12 units are considered full-time-student status.
The overwhelming amount of work and a new studying environment needs a change in study technique. This article will share some of the creative study techniques. Find out how to deal with the trial and error approach of studying.
Study in a group.
Studying in a group is more rewarding than doing it alone. At the beginning or end of class, try to exchange contact information with a group of friends. It helps to form a group of friends who are studying the same concept. The group should be small and manageable. After the formation of the study group, come up with your rules and regulation. Attempt to schedule study sessions at least once a week and agree on a time and place to meet beforehand. Create a study guide of concepts to focus on in order to keep track of the time you have together.
Study Locations
It is best to find a location that has a study environment that is compatible with your learning needs. If you find it difficult to concentrate in loud places, it may be best to study at a library versus a cafe where there is more chatter. Bring earbuds for extra noise cancellation. If you utilize your laptop often to study, make sure to charge your laptop prior to going out to study. It is important to find a study space where you can study effectively.
Take coffee or tea.
A good source of caffeine stimulant can help you focus on the material you are learning. Avoid excess caffeine because you may become jittery and that can actually make it difficult to sit still and focus on your work. Avoid consuming caffeine 4 hours before your bedtime, as you will need to sleep after finishing the study.
Have enough sleep
Sleeping is essential to digest new information and retain it in our brains. Manage your time well, and work within the schedule. Understand your limits to avoid exhausting yourself and take breaks when necessary.
Avoid procrastination
Avoid postponing assignments. It is helpful to complete small portions of assignments in order to not feel overwhelmed when approaching close to the due date. Brainstorm and create an outline of your assignment before actually executing is a great start to create a guideline for yourself when working through the assignment. Discover ways to manage your time here.
Make your study notes attractive and visible.
Never make your study notes boring. Color your notes with different color codes to make them visible and attractive to read. Highlight major points with different colors to contrast other writings. This makes reading easy. You can take very minimum time to scan through the notes and take in the essential points. Discover ways to take notes. When taking notes it’s best to write the content in your own words. After class, always make sure to look back at your notes and rewrite and organize them if necessary.
Turn study concepts into a memorable poem, acronyms, or comic words.
Studying straight facts can be difficult in remembering. In your study group, try to come up with some creative acronym to represent some concepts for easy remembrance. Come up with some poetic and comic songs to make you remember some crucial points that are difficult to memorize directly.
Repetitive writing of notes.
Write and rewrite the concept in shot notes. Come up with some questions about a tough concept. Write answers to the questions repeatedly until the concept sinks. Rewriting notes helps
Eliminate Distractions
Stay away from your phone. To ensure focus, set an alarm to take a 5-minute break every hour and a half so that you can study. Avoid excessive snacking! Wear comfortable clothing, to be able to sit or stand for the amount of time you plan to study.
Take a break for leisure
Studying subjects your body to tension. You need some refreshment activities to keep away stress. Organize some recreational activities with your friends for enjoyment. Exercise, meditate, stretch, and eat Eat Brain Food, the mind cannot function if the body is drained of energy.
Conclusion.
You must be tactical in studying. Employ the right technique when studying. You will avoid wasting energy and time grasping tough concepts. Avoid torturing your mind with ineffective reading habits. Take breaks, motivate yourself, get enough sleep, and eat well as you study. I hope the techniques will work for you.
|
oercommons
|
2025-03-18T00:38:41.077503
|
11/07/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74427/overview",
"title": "CREATIVE STUDY TECHNIQUES",
"author": "Tina Chung"
}
|
https://oercommons.org/courseware/lesson/102506/overview
|
Resources creation
Overview
Open Educational Resources (OER) are teaching and learning materials that you may freely use and reuse, without charge. That means they have been authored or created by an individual or organization that chooses to retain few, if any, ownership rights. For some of these resources, that means you can download the resource and share it with colleagues and students. For others, it may be that you can download a resource, edit it in some way, and then re-post it as a remixed work. OER often have a Creative Commons or GNU license that state specifically how the material may be used, reused, adapted, and shared.The Internet is rich with open educational resources for teachers and learners. However, finding those resources is often time-consuming. OER Commons helps educators, students, and lifelong learners find Open Educational Resources through a single point of access from which they can search, browse, and evaluate resources in OER Common's growing collection of 50,000 high-quality OER.
Open educational resources (OER) are part of the Open Education movement, and teachers, students, and learning institutions are driving its development. Educational leaders around the world are tapping into OER as a cost saving source of curriculum, and also because of the opportunity it provides for supporting teaching practice and learning in a flexible, equitable, collaborative and participatory manner.
Week 4
ISKME created OER Commons, publicly launched in February 2007, to support and build a knowledge base around the use and reuse of open educational resources (OER). As a network for teaching and learning materials, the site offers engagement with resources for curriculum alignment, quality evaluation, social bookmarking, tagging, rating, and reviewing.
|
oercommons
|
2025-03-18T00:38:41.090023
|
04/02/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/102506/overview",
"title": "Resources creation",
"author": "Keerthi Suresh"
}
|
https://oercommons.org/courseware/lesson/61549/overview
|
PictraMap, Itinerary of the Saint Mark's Horses
Itinerary of the Saint Mark's Horses
Overview
The Horses of Saint Mark have a long itinerary through space and time. On this lesson, we will through the visualisation of their whole itinerary to make the students of their relation with powerful states on their whole history.
|
oercommons
|
2025-03-18T00:38:41.107644
|
Simulation
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/61549/overview",
"title": "Itinerary of the Saint Mark's Horses",
"author": "Interactive"
}
|
https://oercommons.org/courseware/lesson/69010/overview
|
Education Standards
OSPI Other Functions Instructional Task: Building a Swimming Pool
Overview
This resource was created by the Washington Office of Superintendent of Public Instruction.
Task
OSPI Other Functions Instructional Task C
Other Functions; Standards A-SSE.2, Claim 1; A-APR.1, Claim 1; A-CED.1, Claim 3E
Building a Swimming Pool
A family decided to build a swimming pool in their back yard. The area of the inner rectangle in the drawing represents the pool. The area around the pool will be a deck. The whole area is of the swimming pool and deck is represented by the larger rectangle.
- Determine the area of the larger rectangle that includes the pool and the deck. Write this in expanded form.
- Write an expression for the area of the deck. Show work. Combine like terms.
Jorge knows that the length of the pool is twice the width. He claims that the area of the deck will be about four times larger than the area of the pool.
- Determine the validity of Jorge’s claim that the area of the deck will be about four times larger than the area of the pool. Explain your reasoning using numbers and words.
Rubric
Rubric
Question Number | Standard/Claim | Description |
C | A-SSE.2/Claim 1 A-APR.1/Claim 1 A-CED.1/Claim 3E | A 3-point response demonstrates full and complete understanding of the standards and claims by doing all the following:
|
A 2-point response demonstrates reasonable understanding of the standards and claims by doing two of the following:
| ||
A 1-point response demonstrates partial understanding of the standards and claims by doing one of the following:
| ||
A 0-point response demonstrates almost no understanding of the standards and claims. |
OSPI Other Functions Instructional Exemplar C
OSPI Other Functions Instructional Exemplar C
Other Functions; Standards A-SSE.2, Claim 1; A-APR.1, Claim 1; A-CED.1, Claim 3E
Building a Swimming Pool
A family decided to build a swimming pool in their back yard. The area of the inner rectangle in the drawing represents the pool. The area around the pool will be a deck. The whole area is of the swimming pool and deck is represented by the larger rectangle.
- Determine the area of the larger rectangle that includes the pool and the deck. Write this in expanded form.
- Write an expression for the area of the deck. Show work. Combine like terms.
Jorge knows that the length of the pool is twice the width. He claims that the area of the deck will be about four times larger than the area of the pool.
- Determine the validity of Jorge’s claim that the area of the deck will be about four times larger than the area of the pool. Explain your reasoning using numbers and words.
The area of the deck would be The area of the pool would be = .
The area of the deck is about 3 times the area of the pool. |
|
oercommons
|
2025-03-18T00:38:41.146465
|
Hannah Hynes-Petty
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69010/overview",
"title": "OSPI Other Functions Instructional Task: Building a Swimming Pool",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/79769/overview
|
Holocaust - Lest We Forget
Overview
This lesson is designed to give information and make real world connections to the Holocaust and Anne Frank, Miep Gies and concentration camps.
Engage:
According to a survey conducted by Statista, "two-thirds of young American adults do not know that six million Jews were murdered during the Holocaust."
This unit is intended to grant students the opportunity to gather information and learn about the atrocities experienced during the Holocaust.
Activity One: Pick out several scenes from The Diary of Anne Frank. Break into groups and read through the script.
Activity Two: Read one or two stories from Allan Zullo's book Escape Children of the Holocaust.
Activity Three: Read Eve Bunting's book Terrible Things: An Allegory of the Holocaust. After reading Terrible Things, share First They Came... by Martin Niemoller.
Statista chart: https://www.statista.com/chart/22943/share-of-young-americans-unaware-six-million-jews-died-in-the-holocaust/
Explore:
Watch the videos and read through the following articles to learn more about survivors of the Holocaust and conditions in concentration camps.
Activity Four: Kids Meet a Holocaust Survivor
Activity Five: A Holocaust Survivor Recalls The Day He Was Liberated
Activity Six: Using the following link, research one concentration camp.
https://www.jewishvirtuallibrary.org/list-of-major-nazi-concentration-camps
Miep Gies was an important person to the Frank family. Read through the following information and answer the questions in the apply section.
Scholastic's interview with Miep Gies
Apply:
Using technology similar but not limited to TicToc or FlipGrid, tell what you learned about the specific concentration camp you researched. You should include the following information:
- Name of the camp
- Country and/or city the camp was located
- Type of prisoners held there
- Activities at the camp
- Death toll
- Length of camp operation
- Present usage
- Any other important or interesting information
- Picture(s) of camp
Reflect:
Using a word document, write several paragraphs answering the following questions. When you are finished, share the document with your instructor.
How do you see hatred in the world around you? Think about: our school, community, our state, our country. What can/ needs to be done to help eliminate hatred and its impacts?
After reading about Miep Gies and parts of The Diary of Anne Frank, do you consider Miep to be a hero? Is Gies a hero or is she, as she suggests, just a "very common person?" Use examples from the Anne Frank story and from real life.
Extend:
Genocide
Genocide continues to be a problem in the world. Read through the following articles and learn more.
Rwanda: How the genocide happened
Questions you may want answers to:
What events led up to the holocaust?
What is anti-Semitism? What was its role in the holocaust? Do you see anti-Semitism as a problem today?
Do you feel that genocide can be prevented? Why or why not? If yes, how?
|
oercommons
|
2025-03-18T00:38:41.166009
|
Melissa Dalke
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79769/overview",
"title": "Holocaust - Lest We Forget",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/118791/overview
|
Soybean Germination Percent
Overview
Students will learn how to determine germination rates in seed.
Why would it be important to know the germination percentage of seeds? Will the seeds grow if I plant them?
Procedure
- Use 100 soybeans (you can use any number of soybeans just divide the number of seeds that germinated by the number of seeds used but 100 makes it easier for students to comprehend usually) from a seed bag or you can use harvested soybeans from a local field/elevator.
- Soak the soybeans overnight then wrap them in a damp paper towel and place them in a ziplock bag (to retain moisture) and place in a warm location.
- Check the results in two days.
- Divide the number of germinated seeds by the total number of seeds used.
- The seed industry uses this test to determine germination percentage, however, they also use a TZ test. The YouTube link below explains the process.
https://www.youtube.com/watch?v=uHEQkdmU-sk
For greater variability in germination you can boil the seeds ahead of time or use seed that is older (the older the seed gets the germination rate tends to fall).
|
oercommons
|
2025-03-18T00:38:41.179743
|
08/06/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/118791/overview",
"title": "Soybean Germination Percent",
"author": "Brian Johnson"
}
|
https://oercommons.org/courseware/lesson/65130/overview
|
Arithmetic/Geometric Sequences Matching Activity
Arithmetic/Geometric Sequences Video
ExponentialGrowthandDecayPowerPointPresentation
ExponentialGrowthandDecayPowerPointPresentationSpanish
Arithmetic and Geometric Sequences
Overview
Arithmetric and Geometric Sequences
Overview
Sometimes numbers are ordered in such a way that they follow a certain rule. When numbers are ordered this way, they form what is known as a sequence. There are two types of sequences, depending on the kind of operation the rule they follow involves. These sequences are known as arithmetic and geometric sequences.
Notes
Vocabulary:
Arithmetic sequence
Common difference
Geometric sequence
Common ratio
Concept Map:
Here you can see the graphs of exponential, arithmetic, and geometric growths, notice any differences?
|
oercommons
|
2025-03-18T00:38:41.201412
|
04/11/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65130/overview",
"title": "Arithmetic and Geometric Sequences",
"author": "German Madrid"
}
|
https://oercommons.org/courseware/lesson/101015/overview
|
Teaching Black History Resource List
Overview
HIghlights from Dr. LaGarrett J. Kings recommendations on teaching Black Hiistory.
Dr. LaGarrett J. King Recommended Resources as Featured in EdWeek
National Museum of African American History and Culture Learning Labs (online resource hub)
- The Learning Labs for the museum provide educators and students with virtual primary sources and lessons that examine American history through a Black historical lens.
An Educator’s Guide to the 1619 Project Born on the Water (picture book and educator’s guide)
- The detailed lesson plans thoroughly guide educators and students through each poem in the book and offer protocols and frameworks for educators to refer to while teaching.
Teaching for Black Lives (book and website)
- The book is an excellent resource on how we take Black history knowledge and make it appropriate for classroom use while ensuring that the humanity of Black people is told through their history
Teaching Black History to White People (video and book)
- For teachers, this is an introductory text to use in the creation (or further development) of courses in Black history. Many educators struggle with implementing Black history courses, and this text can support those efforts.
Reclaiming the Multicultural Roots of U.S. Curriculum (book)
- This text provides a historical overview of curriculum development in the United States, focusing on Native Americans, Asian Americans, Latinos, and African Americans.
Picturing Black History and The BlackPast (primary source databases)
- Finding primary-source documents is a complicated and time-consuming part of teaching Black history. Both websites are in encyclopedia format and have written and primary visual sources available. A narrative written by professional historians accompanies each source. Both websites are user-friendly, and students and educators can use the search bar to find many Black history topics.
Podcasts for learning and teaching Black History
- Historically Black: This podcast comes from the Smithsonian National Museum of African American History and Culture.
- Black History Buff: Highlighting people and stories within Black history across the African Diaspora, creator Kur Lewis developed the podcast as a way to teach his son about Black history. This short podcast averages 10 to 20 minutes per episode.
- Witness Black History: Created by the BBC, this series features interviews with people who lived through Black history both in the United States and abroad.
- Black History Year: Developed by the nonprofit Pushback, this podcast focuses on marginalized Black histories and topics. Each episode is three minutes.
- Humanity Archive: Produced by Jermaine Fowler, this podcast exposes untold and underexposed historical narratives.
For more information: https://www.edweek.org/teaching-learning/opinion-how-to-teach-black-history-a-resource-list/2023/01
|
oercommons
|
2025-03-18T00:38:41.216808
|
02/14/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101015/overview",
"title": "Teaching Black History Resource List",
"author": "Amit"
}
|
https://oercommons.org/courseware/lesson/89715/overview
|
Whole Child Development through Centers
Overview
This is a template for an inquiry project in a senior level early childhood course.
The Importance of Centers Beyond Academics
Centers are beneficial to children of all ages and class levels. When centers are mentioned, oftentimes there is a misconception that they are only being used for content learning. However, centers are crucial for the development of many other skills that are necessary for the continuous growth of maturation.
Throughout our website you will view examples of skills that children will progress in with the use of centers. These skills will vary from content to developmental appropraite skills that will follow them into adulthood.
Refrences:
"Where Teacher Driven Change Works " is licensed under CC BY-NC 4.0
"Whole child development " by Sprouts is licensed under CC BY 4.0
The Beneficial Aspects of Centers
What are centers?
As defined by Barbara Dian O'Donnell and Rebecca Hitpas, "centers are small areas within the classroom where students select from teacher prepared activities to practice and apply the skills they have been taught." These centers are set up strategically to enhance the educational aspect in the classroom as well as the rate in which the children will develop a variety of skills they will benefit from as they grow into adulthood.
"Two Teachers learn from their students: Examining teaching, learning, and the use of learning centers " is licensed under CC BY-NC 4.0
Developmental Based Centers:
According to Bob Wagner, "Center activites play a critical role in fostering student learning. Cognitive skills are developed in a child-centered environemnt as students are empowered to make decisions, negotiate with peers, and create projects and scenarios while engaged in play. Executive function skills, such as self-control, planning/organizing, and cognitive flexibility, are central as students cooperate, problem solve and persist in an environment of creativity and curiosity. These same skills are behaviors, which are also assessed on the Kindergarten Readiness Assessment, connect directly to a person's later success in school, college and career."
"Using Center Activities to Promote Student Learning" by userMSDE Admin, userBob Wagner is licensed under CC BY-ND 4.0
Here are a few more resources to check if you are wanting to learn creative ways to integrate centers into your classroom, and develop problem solving skills along with enhancing students creativity and curiosity.
Resources:
"Developmental Centers Vocabulary Posters" by MSDE Admin, Cheri Helmstetter, Amy Toms, Kristen Johnson, Bob Wagneris licensed under CC BY-NC-SA 4.0
"Dramatic Play Center- Campout" by MSDE Admin, Cheri Helmstetter, Amy Toms, Kristen Johnson, Bob Wagner is licensed under CC BY-NC-SA 4.0
"Dramatic Play or Writing Center- Post Office" by MSDE Admin, userCheri Helmstetter, userAmy Toms, userKristen Johnson, userBob Wagner is licensed under CC BY-NC-SA 4.0
Content Based Centers:
Every classroom is full of diverse learners. The key to teaching each learner is differentiation. Centers are one of the best ways to differentiate so that fundamental curriculum concepts can be taught to all students. It is best to keep center groups small ideally having no more than four students per group. It is important to note that centers will look different for each classroom and for each subject being taught. Centers allow for peer tutoring, ability grouping, mastery, review, and also gives the teacher an idea of where the child is academically through interventions.
Below are a few resources to help integrate centers with a specific subject area while keeping in mind that students enjoy mastering the subject being taught when they can be done through creative and fun centers.
Resources:
- "Introduction to Chemistry Tools and Vocabulary through Word Walls and Centers" by Faith Sohns is licensed under CC BY-NC-SA 4.0
- "Math center overview" by MSDE Admin, userCheri Helmstetter, userAmy Toms, userKristen Johnson, userBob Wagner is licensed under CC BY-NC-SA 4.0
- "popping up some fun " by Cathy Wolf-Wegener is licensed under CC BY-NC-SA 4.0
Additional Information
Centers play a key role in a student's overall development. For more guidance in developing a beneficial center, we have provided a few resources. Throughout your readings, you will find sample skills and concepts as well as suggested materual that can be implemented in all subject areas of your classroom. Along with guidance for developing centers, we have also linked information regarding how to find your own valuable resources within OER Commonons in order to create these centers.
- "Learning Centers Suggested Materials" by userKristin Johnson, userMSDE Admin, userCheri Helmstetter, userAmy Toms, userBob Wagner is licensed under CC BY-NC-SA 4.0
- "Open Educational Resources and OER Commons" by Lynn Ann Wiscount, Vince Mariner, Erin Halovanic is licensed under CC BY 4.0
|
oercommons
|
2025-03-18T00:38:41.235579
|
02/01/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/89715/overview",
"title": "Whole Child Development through Centers",
"author": "Jolenn Wood"
}
|
https://oercommons.org/courseware/lesson/64083/overview
|
SBA Overview See video and write a summary English A SBA Coronavirus IMG-20200316-WA0003 Download View
|
oercommons
|
2025-03-18T00:38:41.261292
|
03/17/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64083/overview",
"title": "SBA",
"author": "Pedro Reyes"
}
|
https://oercommons.org/courseware/lesson/113188/overview
|
MasteryOrientedFeedbackCard
Teacher Timesaver Feedback Starters
WiseFeedbackCard
Activity: Wise and Mastery Oriented Feedback
Overview
Research shows that Wise and Mastery Oriented feedback are effective in promoting learner motivation and persistence, especially when faced with setbacks.
Wise and Mastery Oriented Feedback
Science learning and growing happens with all results, not just positive results. Use thoughtful feedback to make the goals of science clear, articulate your high expectations, and highlight the strategies students can build to overcome challenges.
|
oercommons
|
2025-03-18T00:38:41.280340
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113188/overview",
"title": "Activity: Wise and Mastery Oriented Feedback",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/104595/overview
|
Countable And Uncountable Nouns – Free ESL Lesson Plan
Overview
When should you teach the Countable and Uncountable Nouns lesson?
The lesson suits beginner-level students and can be taught to children, teenagers, and adults. Some recommended prerequisites to this lesson are the use of a/an and singular/plural regular nouns.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
When should you teach the Countable and Uncountable Nouns lesson?
The lesson suits beginner-level students and can be taught to children, teenagers, and adults. Some recommended prerequisites to this lesson are the use of a/an and singular/plural regular nouns.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
|
oercommons
|
2025-03-18T00:38:41.298487
|
06/03/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104595/overview",
"title": "Countable And Uncountable Nouns – Free ESL Lesson Plan",
"author": "Christine Chan"
}
|
https://oercommons.org/courseware/lesson/116999/overview
|
Scratch Coding Lesson
Overview
In this Scratch coding lesson, elementary students learn to code by following creative prompts to make interactive projects. Using Scratch, they create animations, games, or stories based on given challenges, such as making a character dance or creating a simple game. This hands-on activity introduces them to basic programming concepts like loops, conditionals, and variables.
Introduction
Subjects: • Computer Science • Math • Art
Time: 30-60 minutes
Skills: • Basic Programming Concepts • Problem-Solving • Logic
Learning Objective/Goal:
- Understand and apply basic programming concepts using Scratch.
- Create interactive projects based on given prompts.
- Develop problem-solving skills through coding challenges.
- https://scratch.mit.edu/
Materials Needed:
- Computers or tablets with internet access
- Scratch accounts (free, if the students want to save their work)
- Projector or smartboard for demonstrations
Background
Background:
Scratch is a free programming language and online community where students can create their own interactive stories, games, and animations. By using Scratch, students can learn to think creatively, reason systematically, and work collaboratively.
Activity
Introduction
- Introduce Scratch and explain its purpose. Show a few examples of projects created in Scratch.
- Demonstrate basic Scratch concepts: sprites, scripts, blocks (motion, looks, sound, events, control), and the stage.
Prompts & Coding:
- To give students ideas to get started, put a list of prompts on the board
- Have students choose a prompt and help them get set up and started
Optional - Presentaiton:
- When everyone has finished, encourage the students to stand up and share what they've created with the class
Prompts
Simple Maze Game: Create a maze game where the player has to navigate a character through a maze to reach the end.
Clicker Game: Make a game where the player earns points by clicking on a moving object.
Color Changing Sprite: Program a sprite to change colors when clicked.
Catch the Falling Objects: Create a game where the player catches falling objects in a basket or on a platform.
Drawing App: Make an app where the player can draw on the screen using different colors and brush sizes.
Simon Says: Create a game where the player has to follow a sequence of lights and sounds.
Quiz Game: Develop a quiz game with multiple-choice questions on a topic of interest.
Race Game: Make a racing game where the player has to avoid obstacles and reach the finish line.
Pong Game: Create a classic Pong game where the player controls a paddle to hit a ball back and forth.
Treasure Hunt: Develop a game where the player searches for hidden treasures on a map.
Whack-a-Mole: Design a Whack-a-Mole game where the player hits moles popping out
Extra
Tips for Students:
- Always save frequently!! Even when you think you don’t need to or already have, hit the save button just to be safe.
- Test your code frequently to catch and fix errors early.
Tips for Teachers:
- Encourage a growth mindset by emphasizing the importance of learning from mistakes.
- Use these projects as a way to showcase student work in your classroom online, with parents, or in the school
Extensions:
- Challenge students to add more features to their projects, such as levels, power-ups, or multiple endings.
- Have students create a tutorial for their project to teach others how to build something similar.
|
oercommons
|
2025-03-18T00:38:41.322994
|
06/19/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116999/overview",
"title": "Scratch Coding Lesson",
"author": "Annabel Lee"
}
|
https://oercommons.org/courseware/lesson/120939/overview
|
You Tube Shorts
GED MATH for Adults: Adding Fractions
Overview
Designed for use in the adult education classroom to present an alternative method for adding fractions with different denominators than most are accustomed to.
Learning Objectives
- introduce the butterfly method to add fractions with different denominators
- "draw" the butterfly
- accurately add fractions with different denominators using the butterfly method
- understand when NOT to utilize the butterfly method when adding fractions
Introduction
Remember back in school when you were learning to add fractions?
More than likely you were taught to find a least common denominator (LCD)
Here, we will use another method to quickly add fractions using what is known as the butterfly method.
Let's check it out ... click the attached link to view on YouTube for a quick preview
STEP BY STEP ...
We will encircle the first diagonal of 2 and 4. MULTIPLY them together (yes, multiply!) and write the total above the circle.
2 x 4 = 8
Do the same with the next diagonal of 3 and 5. Multiply them together and write the total above the circle.
3 x 5 = 15
Then, encircle the denominators (bottom of the fraction). Multiply them together and write the total BELOW the circle.
5 x 4 = 20
I like to place the + sign on the top as a reminder that I can now ADD the totals at the top (numerator)
8 + 15 = 23
So...... we have the fraction 23/20
If needed, we can convert this improper fraction (numerator larger than denominator) to a mixed number
Let's watch this in action again
Guided Practice
Use this guided practice to accurately add the fractions using the butterfly method.
ANSWER KEY to GUIDED PRACTICE
11/10 or 1 1/10 11/12 13/20
Now YOU try ...
Add the following fractions:
ANSWER KEY to Now YOU try...
The correct answers are:
#1 17/12 or 1 5/12 #2 39/120 or 13/40 #3 21/18 or 1 1/6
When NOT to use this method ... THINK!!!
Remember least common denominators?
We use these to add fractions that have DIFFERENT denominators.
THINK!!!
If the denominators are ALREADY THE SAME, just ADD the numerators and KEEP the SAME denominator. NO need to use the butterfly method.
EXAMPLE:
1/3 + 1/3 = 2/3 (just add the numerators)
4/25 + 20/25 = 24/25
VOILA!!!
What's next?
- We will use the butterfly method to SUBTRACT fractions!
- We will use the two diagonals of the butterfly method to COMPARE fractions!
|
oercommons
|
2025-03-18T00:38:41.352994
|
10/21/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/120939/overview",
"title": "GED MATH for Adults: Adding Fractions",
"author": "cathy crosslin"
}
|
https://oercommons.org/courseware/lesson/121081/overview
|
How to understand an image/photograph
Overview
Images can be a useful component in any subject. This lesson will guide students through an analysis of an image by using critical thinking skills to understand an image in their own way.
Lesson Objectives
You will be able to:
- Use critical thinking skills to analyze and interpret images.
- Create ideas about where the image came from.
- Construct questions that lead to further investigation.
Warm Up / Introduction
Activity Directions:
Examine a image / photograph for 20 seconds. Based on the image, answer the following questions:
- Describe the photograph / Image?
- What did you first notice?
- What is the subject matter?
- What is happening in the image / photograph?
- What emotions did the image / photograph trigger?
- What is the image trying to say?
- What other details can you see?
Research / Explore Activity
Activity Directions:
Ask yourself the following questions about the image.
- Why do you think the image was made? Do you think the creator has a purpose? Why do you think this?
- What do you think has been left out of the frame?
- Who do you think is the audience? Why do you think this?
- If there are people and objects, how do you think they relate to each other?
- Can you tell what time of day/time of year the image was taken?
Reinforcement / Creation Activity
Activity Directions:
Now that you had time to examine the image, create questions to further your research about the subject. Base you questions on the following:
- What did you not learn that you want to know more about?
- What additional questions did the image / photograph raise?
- What do you wonder about (who, what, when, where, why, how)?
- Type your questions in the comments.
Write a caption to explain what is happening in the image.
|
oercommons
|
2025-03-18T00:38:41.376639
|
10/22/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121081/overview",
"title": "How to understand an image/photograph",
"author": "Emily Geary"
}
|
https://oercommons.org/courseware/lesson/121188/overview
|
OAS Standard: I.VA.P.2.2 Production
Digital Citizenship: 1.2.c Intellectual Property
Overview
This lesson plan, designed for high school art students, focuses on digital citizenship and intellectual property. Students demonstrate understanding and respect for the rights and obligations of using and sharing intellectual property (ISTE Standard: 1.2.c Intellectual Property) such as artwork from history. Students understand the legal consequences of appropriation, fair use, copyright, open source, social media, and creative commons as they apply to works of art and design (OAS Standard: I.VA.P.2.2 Production). Students explore available content online and curate an original piece of artwork inspired by a piece of artwork from the 20th century. Students understand the level of modifications that need to be made in order to avoid plagiarism. The lesson concludes with students completing a CFA and written response explaining the modifications they made to their work to avoid plagiarism.
Standards & Expectations
This lesson plan, designed for high school art students, focuses on digital citizenship and intellectual property. Students demonstrate understanding and respect for the rights and obligations of using and sharing intellectual property (ISTE Standard: 1.2.c Intellectual Property) such as artwork from history. Students understand the legal consequences of appropriation, fair use, copyright, open source, social media, and creative commons as they apply to works of art and design (OAS Standard: I.VA.P.2.2 Production). Students explore available content online and curate an original piece of artwork inspired by a piece of artwork from the 20th century. Students understand the level of modifications that need to be made in order to avoid plagiarism. The lesson concludes with students completing a CFA and written response explaining the modifications they made to their work to avoid plagiarism.
Title:
Digital Citizenship & Intellectual Property: Exploring Creativity and Legal Boundaries
Overview
This lesson plan aims to teach high school students about the importance of digital citizenship and intellectual property (IP) in the creative arts. By using both historical and contemporary examples, students will explore how artists balance the protection of their work with the creative process. This plan encourages students to reflect on the ethical and legal considerations of using, sharing, and modifying works of art while remaining within the boundaries of copyright laws and open-source licenses.
Learning Objectives
1. Understanding Legal Concepts**: Students will learn the implications of copyright, fair use, open-source, and creative commons in art and design.
2. Creativity within Limits**: Students will explore how to create original artworks inspired by 20th-century art while adhering to intellectual property laws.
3. Ethical Sharing in Digital Spaces**: Students will critically assess how digital platforms influence the sharing and modification of creative works.
4. Modifications and Plagiarism Prevention**: Students will practice curating and modifying existing works while avoiding plagiarism, demonstrating their understanding through both visual and written responses.
Main Content
1. Introduction to Intellectual Property (IP) in Art:
Content: A clear and concise introduction to what intellectual property means in the context of visual arts, covering core concepts like copyright, fair use, and public domain.
Why This Matters: This section helps students understand the basics of IP law, which is essential to maintaining ethical standards in creative industries. A strong foundation in these topics will prepare students for real-world challenges as artists or designers.
2. Case Studies: Historical and Contemporary Examples:
Content: Examples from both historical and contemporary art, such as Shepard Fairey's "Hope" poster (Obama campaign) or Banksy’s street art, showcasing real-world copyright controversies. Other examples can include open-source creative projects.
Why This Matters: These cases provide context, making the theoretical concepts tangible for students. Learning from well-known IP disputes makes the lesson relevant and engaging, showing students that IP laws affect artists across different mediums and timelines.
3. Interactive Workshop: Creating Art with Legal Boundaries:
Content: A practical session where students are tasked to create their own artwork inspired by a 20th-century artist while adhering to copyright and fair use principles.
They can use platforms like Creative Commons to source images or materials, ensuring they work within open-source or fair use guidelines.
Why This Matters: Students learn that creativity and legal constraints can coexist. By actively engaging in this process, they better understand how to navigate intellectual property challenges in their future work.
4. Plagiarism and Modifications: Avoiding Common Pitfalls:
Content: Guidance on how to modify existing works without infringing on copyright. This section provides tools and tips for students to alter works sufficiently to avoid plagiarism while maintaining artistic integrity.
Why This Matters: By learning how to modify artwork properly, students avoid plagiarism and copyright issues. This helps them develop both their artistic skills and their ethical judgment.
5. Digital Sharing and Ethical Use of Platforms:
Content: This section focuses on how artists can ethically share their work online through social media and digital platforms while respecting the IP rights of others. Students will discuss digital ethics and proper sharing protocols.
Why This Matters: As more creative content moves to digital platforms, students must understand the rules for ethical sharing. This prepares them for the realities of a digitally-driven art world where online collaboration and sharing are key.
6. Group Activity: Peer Review and Discussion on Copyright in Digital Age:
Content: Students will present their created works and receive feedback from peers on how well they navigated the IP laws. They will also engage in a discussion about the role of copyright in the digital age, particularly focusing on social media and digital art.
Why This Matters: Group activities foster collaborative learning and critical thinking. Peer feedback encourages students to refine their approach to balancing creativity and legal compliance.
0
Final Assignment and Submission:
- Assignment: After completing their art project, students will write a brief reflection on the modifications they made and explain how they avoided plagiarism or copyright infringement.
- Written Response: The student should explain their creative process, including how they sourced and modified their inspiration.
- Submission: The final work (art piece and written response) will be uploaded to the class website, where students can view each other’s work and provide constructive feedback.
Assessment:
1. Creativity and Originality**: Does the student create a piece that shows thoughtfulness and creativity while adhering to copyright laws?
2. IP Knowledge Demonstration: Does the student accurately describe how they navigated intellectual property laws in their project?
3. Ethical Digital Sharing: Is the student able to articulate and apply ethical digital sharin0g practices in their reflection?
Improvements and Reasons for Changes:
1. Interactive Case Studies:
- Reason: Providing concrete examples of IP issues in the art world makes the lesson more engaging and applicable. Students can relate theory to real-world situations, deepening their understanding.
2. Hands-on Creation with Legal Constraints:
- Reason: Giving students the opportunity to create their own art within IP restrictions teaches them that creativity can thrive even under legal boundaries. This mirrors the real-world challenges artists face.
3. Group Activity with Peer Review:
- Reason: Adding a peer review component encourages students to critically engage with each other's work and learn from diverse perspectives. It also promotes collaborative learning and problem-solving skills.
4. Emphasis on Ethical Digital Sharing:
- Reason: In today’s digital-first environment, artists need to understand the impact of sharing their work online. This section prepares students for the ethical and legal issues they’ll encounter when sharing art in digital spaces.
5. Reflection on Modifications and Plagiarism Prevention:
- Reason: Reflection encourages students to critically think about their creative process, reinforcing their understanding of plagiarism and how to avoid it.
|
oercommons
|
2025-03-18T00:38:41.401175
|
Chuyue Xu
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121188/overview",
"title": "Digital Citizenship: 1.2.c Intellectual Property",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/64729/overview
|
Make-IT Place Advanced
Overview
A primer on how to use The Make-IT Place for librarians, teachers, and parents.
What is OER?
What is OER?
According to Creative Commons, OER are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.
How do Libraries/Librarians Fit In?
According to IMLS, libraries are focused on increasing access, which includes creating opportunities for users to obtain high-quality OER, including textbooks and other materials.
Lifelong-learning has long been a tenet of public libraries. OER offers those opportunities.
Because of their training, librarians are among the best suited to find, evaluate, and curate OER in a meaningful and approachable way.
Introduction to OER Commons
What is OER Commons?
Platform for Make-IT Place
Created by ISKME
Houses and curates thousands of OER
First public library systems on the platform
Opportunity to create, share, and remix existing content for public librarians
Benefits of an account
Create An Account
Save resources in your personal folders.
Organize folders based on your preference.
Can join groups and hubs based on interest.
All resources you've authored, both published and draft are here.
All resources you've saved are here.
Create your own groups.
Using OER Commons Advanced Search
Using Advanced Search
Limit by subject area.
Educational use
Material Type (usually recommend Activity/Lab for libraries)
Can limit by age/education at a high or granular level
Activity: Create an account and save resources
Create an Account and Save Some Resources
Create an account.
Create a folder in your items called "Circuits"
Search for activities for middle schoolers about circuits.
Review and save two resources on circuits to your circuits folder.
Make-IT Place Hub
The Make-IT Place Hub
What is a Hub?
A hub is a place where entities can bring together resources that meet their specific needs in a single, branded location.
Why do we use a hub for Make-IT Place?
Make-IT Place aims to be a source for librarians, students, teachers, parents, and other caregivers who are looking for STEAM activities that are easy to implement.
How are Hubs different than groups?
A hub is a branded, curated collection of OER that has been selected by a dedicated team with tags and additional meta-data.
A group can be created by anyone and can be an informal collection of resources or can be organized into folders/hierarchies.
Make-IT Place Collections
9 Collections in Make-IT Place
3D Printing
- Resources for making 3D prints
- Using 3D printers in programs
- Designing 3D models
Art & Design
- Using creative software
- Design principles and theory
- Artistic projects
Computing & IoT
- Computer hardware projects (e.g. Raspberry Pi)
- Internet of Things projects using Arduinos etc
- Coding projects
Environment & Sustainability
- Gardening projects
- Earth and environmental science
- Composting and biomes
Robots & Robotics
- Simple robotics projects
- Line drawing robots
- LEGO robots
Space
- NASA projects
- Solar eclipses
- Astronaut/space life
STEM/Maker
- Basic chemistry projects
- Cooking chemistry
- Building vehicles using balloons/household items
Stay-At-Home Projects
- Projects across disciplines that can be done at home
XReality
- Virtual Reality activities
- Designing VR experiences
- VR tools
Make-IT Place Groups
Make-IT Place Groups
In addition to collections, Make-IT Place also has subject specific groups where users can create and add their own OER and access discussion boards for collaboration.
Currently there are 5 groups available on Make-IT Place. One is a closed group for Youth Service Coordinators which requires administrative aproval to join. The other groups are open and available to anyone to access.
Contributing to Make-IT Place
Make-IT Place Collaboration & Contribution
Contribute OER to groups
Contribute OER to the Commons
Contribute A Web Resource
Adding a Web Resource
Not usually original content (but can be; e.g. public google doc that you've created)
Typically a website
Needs to be approved by ISKME staff to be included in the collections.
Contribute an Open Author Resource
Adding an OER
Can be original or remixed content
Examples:
Outline for a program
How-to video for a program
Storytime resources
Can be added to personal items or groups
Needs to be approved by ISKME staff to be included in the collections.
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oercommons
|
2025-03-18T00:38:41.431379
|
Alexandra Houff
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64729/overview",
"title": "Make-IT Place Advanced",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/83626/overview
|
Education Standards
0-What Happened at Dry Falls? Google Slides
A.-Elementary Framework Template
B.-WA OER Fourth Grade What Happened at Dry Falls Lesson Plan
C.-WA OER Fourth Grade What Happened at Dry Falls Lesson Plan
D.-WA OER Dry Falls Lesson 1_ I noticed....
E. WA OER Dry Falls Lesson 1- I wonder Science notebook
F.-Power of Water for Kids: How Erosion By Water Shapes Landforms
G.-WA OER Dry Falls Lesson 2 - The Power of Water
H. Look for video: Erosion Experiment Video in Google Drive Folder
I.-WA OER Lesson 2- Erosion Experiment
J.-WA OER Lesson 3 Mega Floods Initial Model -Dry Falls
K.-Dry Falls Floodscape
L.-Ice Age Floods Simulation Video
M.-PBS Nova Mystery of the Mega Flood
N. Niagara Falls Video
O.-Making the Flood Simulation from Nick on the Rocks
P.-WA OER Lesson 4 Dry Falls on Google Earth Directions
Q.-Google Earth Dry Falls WA link
R.-Native Lands, Languages and Treaties Maps
S.-WA OER Lesson 4 Indigenous legend T-chart
T.-WA OER Lesson 4 Indigenous People's coyote story of Dry Falls
U.-WA OER Lesson 5 Gotta Have It Checklist
Fourth Grade Elementary Science and Integrated Subjects-What Happened at Dry Falls?
Overview
The Fourth Grade Elementary Framework for Science and Integrated Subjects, What Happened at Dry Falls?, uses the phenomena of a local Washington landform to explore erosion from the Ice Age Floods. It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons. Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.
Standards, Phenomena, Big Ideas and Routines
Development Team:
Teresa Mendoza-Casby, Cynthia Mahler, Yessenia Garcia-4th grade EFSIS Team
and
Georgia Boatman, ClimeTime EFSIS Facilitator
Fourth Grade
Slow and Fast Changes to the Earth
Frameworks for Elementary Science and Integrated Subjects are designed to be an example of how to develop a coherent lesson or suite of lessons that integrate other content areas such as English Language Arts, Mathematics and other subjects into science learning for students. The examples provide teachers with ways to think about all standards, identify anchoring phenomena, and plan for coherence in science and integrated subjects learning
Fourth Grade Disciplinary Core Ideas include PS3, PS4, LS1, ESS1, ESS2, ESS3, and ETS1
For Fourth Grade, students are expected to develop an understanding of:
- How to apply their knowledge of natural Earth processes to generate and compare multiple solutions to reduce the impacts of such processes on humans.
- Patterns of Earth’s features
- How to analyze and interpret data from maps.
The Crosscutting Concepts are called out as organizing concepts for these disciplinary core ideas.
Crosscutting Concepts:
- Patterns
- Cause and Effect
- Systems and system models
Students are expected to use the practices to demonstrate understanding of the core ideas.
Science and Engineering Practices:
- Constructing explanations and designing solutions
- Planning and carrying out investigations
- Analyzing and interpreting data
- Obtaining, evaluating and communicating information
Performance Expectation(s)
Identify Performance Expectation(s) from Next Generation Science Standards that will be your focus (Climate Science related PEs preferred but not mandatory). Copy and paste below all the possible disciplinary core ideas and performance expectations that relate to your topic.
4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.]
4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.]
4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]
Science and Engineering Practices
Which SEPs will be a focus for investigating this topic/phenomenon?
Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.
(4-ESS2-1) Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon.
Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.
(4-ESS2-2) Analyze and interpret data to make sense of phenomena using logical reasoning.
Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
(4-ESS1-1) Identify the evidence that supports particular points in an explanation.
Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluate the merit and accuracy of ideas and methods.
(4-ESS3-1) Obtain and combine information from books and other reliable media to explain phenomena.
Crosscutting Concepts
Which Crosscutting Concepts will be a focus for investigating this topic/phenomenon?
(4-ESS1-1) (4-ESS2-2) Patterns - Patterns can be used as evidence to support an explanation.
(4-ESS2-1) Cause and Effect-Cause and effect relationships are routinely identified, tested, and used to explain change.
English Language Arts (ELA) Standards
How will I Integrate ELA Standards (which standard, what strategy…?)
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (4-ESS3-2)
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (4-ESS2-2)
W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources. (4-ESS1-1) (4-ESS2-1) (4-ESS3-1)
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (4-ESS1-1)
SL.4.1 Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts building on others’ ideas and expressing their own clearly.
L4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
Mathematics Standards
How will I Integrate Mathematics Standards?
MP.2 Reason abstractly and quantitatively. (4-ESS1-1) (4-ESS2-1)
MP.5 Use appropriate tools strategically. (4-ESS2-1)
Social Studies
GI.4.2 Investigate the physical and cultural characteristics of place, region, and people of the Northwest.
Phenomena
Students observe pictures and video of Dry Falls in Central Washington and begin to address these questions: “How did Dry Falls get here? Why are these steep rocky cliffs and little pools here?” How did they form?
Examples of regional place-based questions teachers might consider:
- What caused these high cliffs in the middle of the Washington landscape?
- Why are there large boulders in the field made of different materials?
- Why are there deep potholes created in the ground surrounding this area?
- What would cause the land to look like ripples when seen from above?
Phenomena Resources:
Communicating in Scientific Ways | OpenSciEd
Big Ideas
Which one of the ideas from the curriculum and the Standards now seems the most central - meaning they might help explain other ideas you’ve listed and explain a wide range of natural phenomena? You must use more than a name to express your idea, express it as a set of relationships. Explain your choice clearly enough so a colleague could understand why you made the choice you did.
- The effect of water on the landscape.
- The way areas such as Dry Falls look now may be very different from the way they looked long ago.
- The difference between slow water flow and massive water flow?
Lesson 1: What’s happening at Dry Falls?
Lesson 1: What’s happening at Dry Falls?
Anchoring Phenomenon Routine
Materials
- pear deck slides ________for student check-ins if wanted/needed
- pear deck/Google Slides “What Happened at Dry Falls? 1-5
- Science Notebooks or...
- I noticed.... recording sheet
- I wonder... recording sheet
- Chart Paper for class Noticings and Wonderings or digital whiteboard such as Jamboard
Preparation
- Set the clear learning target for the lesson and students will reach the goal: I understand how water shapes and changes the landscape. (You may choose to display the Learning Target Slide found at the end of the slide deck or create a chart displaying the target).
- Create a Noticing and Wonderings class chart or digital whiteboard such as Jamboard
- Create a chart to develop the Initial Class Consensus Model for the question: “How did Dry Falls get here? Why are these steep rocky cliffs and little pools here?” How did they form?
- Make 2 copies of each individual student “I noticed…” and “I wonder…” recording sheet for each student if you will use the sheets in lieu of science notebook pages
Vocabulary
- wonder-curious to know or understand something
- observe-to look at carefully and make note of everything we can see, hear, smell, taste or touch.
- notice-observing or paying attention to something
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- If using slides 80-81 have students check in with social emotional learning using the pictures of the dogs. Then the students will determine if they are in the present, past or future. A check in with students emotionally about their day and readiness to learn can allow them to prepare to learn and can provide the teacher with useful information about their ability to process information.
- Go over the learning target and how to reach the learning target. The students will have a
self-reflection after each lesson to determine how they are doing.
- Show the Anchor Phenomena question on slide 3: What Happened at Dry Falls? Generate interest by saying something like, “I saw this place in Washington recently and I just couldn’t understand how in the world this deep gouge with such steep rocky cliffs was just there right in the middle of our state...in an otherwise flat part of the landscape and how did that water get at the bottom?”
- Use Slide 4, either in the Pear Deck, where students can write observations digitally or, downloaded as a Powerpoint or use as Google slides. Remind students that when we observe we look carefully at or notice everything we can see, hear, smell, taste or feel about it. Today they will mostly observe by seeing what they can. Remind them that they will also be writing what they wonder about what they see. They will be writing their questions about what they observe.
- Engage students in observing the picture on Slide 4 and have them write individually what they notice and wonder about either digitally using the Pear Deck, on a science notebook page, or on the “I noticed….”recording sheet and the “I wonder…” provided. A simple Noticings and Wonderings T-Chart in Science notebooks can also work. (W.4.8)
- Allow time for students to share their noticings and wonderings with an elbow partner and add to their ideas by placing a line of learning below their writing and adding partner ideas below the line of learning.
Procedure 2
- Then proceed to slide 5 and engage students in observing the picture on the slide. Don’t reveal that this is a picture of the same place as the current day Dry Falls picture. Again have them write individually what they notice and wonder about either digitally using the Pear Deck, on a science notebook page, or on the “I noticed….”recording sheet and the “I wonder…” provided. (W.4.8)
- Allow time for students to share their noticings and wonderings for this picture with an elbow partner and add to their ideas by placing a line of learning below their writing and adding partner ideas below the line of learning.
- Then engage in a class discussion about what they noticed and wondered for each picture and record their ideas on a class chart or digital whiteboard such as Jamboard. (SL.4.1)
Formative Assessment Opportunity: note what students notice about the two pictures. Elevate ideas about:
- the pools and reasons why they might be there
- the cliffs being high and sharp
- the glaciers in picture 2
- the water appearing to move fast or strong
Record all wonderings and note wonderings with the class, as future questions that the class might reasonably be able to answer and perhaps ways we might find out answers.
Student Noticings and Wonderings might include:
Noticing Wondering
-I notice that there is water. -I wonder if that is snow
- I notice that there is land. - I wonder why there isn’t more water
-The sky is blue. in the second picture
-The land looks carved -I wonder why there are cliffs in the first picture
-The first picture has only puddles of water, -second picture has lots of moving water
and not the second
-ledges of rocks in the first picture and no -I wonder if there is a stream making the
ledges in the second picture pools
-Is this the same place?
-I see an island in the river on the second one -is all the water coming from that snow melting?
The water is rushing fast. -what made the cliffs in the first picture?
Good place to break if time dictates breaking the lesson into two days
Procedure 3
- Have students individually create an initial model of their thinking about how the steep cliffs and the deep pools may have formed in the center of Washington State. They can record this model in their Science Notebook. Encourage them to use words and pictures as they try to explain the phenomena.
- Give students time to share their models and thinking with elbow partners or table groups and encourage students to ask questions to clarify their partners’ thinking.
Procedure 4
- Convene the class in a Scientist Circle. Be sure they bring their individual models with them.
- Ask students to share their model and their thinking, explaining what caused the phenomena of the cliffs and pools at Dry Falls.
- Ask the Scientist Circle for what they feel should be in the class Initial Consensus Model and draw and write ideas as the discussion progresses. (if you printed the two Dry Falls pictures from Lesson 1 Resources, you may choose to paste them on the Initial Consensus Model Chart ahead of time and record whatever comments, symbols and explanations to surround the pictures.
- Check with the group frequently to see if students agree or disagree with whatever you record on the chart. Use question marks if there is some question about inclusion of various elements on the chart but you record those ideas anyway as this can be important for future lessons to confirm or exclude ideas.
- Listen for, but don’t confirm that the pictures are the same place many years apart. Note if any of the students come to the conclusion that they are actually the same place many years apart and acknowledge that that is an interesting idea.
Formative Assessment Opportunity: note the following during the consensus discussion and consider how to address these things in future lessons:
- ideas about things that might have changed the landscape such as the “snow”-glaciers in the second picture
- how water might affect the landscape
- where did the water come from and why isn’t it there now
- ideas or use of the word erosion that can be addressed in future lessons. Students may not have this word firmly or correctly in their vocabulary yet.
Student Samples for Lesson 1 Noticings and Wonderings:
Lesson 2: The Power of Water
Navigation and Investigation Routine
Materials
Day 1 of Lesson 2
- pear deck/Google Slides “What Happened at Dry Falls? Slides 6-11
- Chart paper for class Vocabulary or Word Wall or digital whiteboard such as Jamboard
- Chart Paper for class Driving Questions Board or digital whiteboard such as Jamboard
- Yellow stickies or same color slips of paper to write Driving Questions on
- Erosion Video: The Power of Water for Kids: How Erosion by Water Shapes Landforms for Children - FreeSchool (linked in slide deck)
- Science Notebook or
- copies of the WA OER Lesson 2 Erosion-The Power of Water handout https://docs.google.com/document/d/17p15qbwIfAazbrx5BmfvTlSvbQ1DG7ewTAIxJa6x90g/Copy
Day 2 of Lesson 2
- A small meat or lunchmeat type tray with sides for each group of 3 or 4 students
- 15-20 sugar cubes for each group of 3 or 4 students
- about a tablespoon of sugar or dirt for each group of 3 or 4 students
- a pipette/eyedropper for each group
- A turkey baster for each group (if turkey basters are unavailable students can just pour water from a small Dixie type cup all at once on the mode after dripping the water slowly to see what happens with a little slow water first
- 3 or 4 basalt or other solid rocks that kids could “wrap their hand around size” that students find and bring in (show them the size of the tray so they can see what will be too big
- Science notebook to record experiment observations, or Erosion Experiment recording sheet https://docs.google.com/document/d/14z3rQ-zAY_onThhC45SXzv3eN_72vwRD/copy
Preparation
- Create a class Vocabulary or Word Wall chart on paper or with a digital Whiteboard such as Jamboard. Place the vocabulary from the last lesson with a brief definition for each on the chart. Observe-what we can find out using our senses, Notice-observing, paying attention to, Wonder-questions we have about something that is unexpected, unfamiliar, or inexplicable to us. (L.4.4)
- Create a chart or a digital Whiteboard such as Jamboard where the class's Driving Questions can be posted. Leave room to add to the Driving Question Board throughout the lessons.
- Check video to see that it runs properly
- Run a copy for each student of Erosion-The Power of Water handout if not have students write in their science notebooks
- For Day 2 of Lesson 2 arrange a distribution line of the plastic trays, sugar cubes, tablespoons of sugar or dirt in little cups or baggies
- For Day 2 of Lesson 2 have students each bring in a rock that they can fit in their closed hand for their group.
- Have turkey basters ready or Dixie cups of water but withhold those until students have done the slow drip and faster squirt with the pipette. This will prevent a race to blast the model!
- Make student copy for each student , if using of Erosion Experiment recording sheet WA OER Lesson 2- Erosion Experiment.docx
- For teacher background purposes you may view the Erosion Experiment video to see how the Erosion Experiment might go.
Vocabulary
- landform-a natural feature of the surface of Earth created by forces that originate within Earth.
- landscape- all the visible features of an area of countryside or land.
- erosion-the wearing away and movement of rock, dirt, earth materials by natural forces such as water.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1
- View the Lesson 2 slide (slide 6) Ask students to brainstorm with an elbow partner what they think the word landform might mean. Have them offer up their partner ideas to the whole group.
- Share with them the definition of the word LANDFORM: A landform is a natural feature of the surface of Earth created by forces that originate within Earth.
- Ask them to brainstorm some landforms they know about where they live and in the state. They should come up with a list that includes common landforms such as: mountains, plateaus, valleys, canyons, hills, volcanic cones. They might also include rivers, lakes, deserts which is fine, although these are technically a feature of a landform. It is enough for them to understand that landforms are natural features of the land.
- Place the word on the Vocabulary or Word Wall along with the simple definition above. Ask students to notice that you have added some words from yesterday: Observe-what we can find out using our senses, Notice-observing, paying attention to, Wonder-questions we have about something that is unexpected, unfamiliar, or inexplicable to us. (L.4.4) Let students know that they will be using these words in their scientific work again today.
Procedure 2
- Tell students that we need to assemble our questions from the last lesson so that we can start to investigate to find answers to why this landform we are wondering about exists.
- Show slide 7 and give students the following directions:
- work with a partner or a table group to share questions they have from their noticings and wonderings as well as from the Scientists Circle/Initial Consensus Model discussion and find questions they have in common as well as one-of-a-kind questions
- on same-colored stickies or slips of paper record one question per stickie
- and no need to write the same questions multiple times.
- teams should record as many questions as they can in the time allowed
- Let them read their questions from their discussion to the whole class in round robin style and then post them on a physical chart or alternately, use a digital Whiteboard such as Jamboard. with the students participating, decide on categories that question might fall into such as “About the rocks/cliffs”, “the water in the bottom”, “the rushing river water”, “the white stuff/snow”
Sample Driving Question Board:
Procedure 3
- Have students draw a quick notice and wonder T-chart on the next clean left side page of their Science Notebook. Tell them that in a moment they will watch a video about erosion. At the end of the video they should have ideas about what erosion is.
- Then Show Slide 8 and Watch video about erosion and discuss the content of the video.
- After a discussion, have the students use their noticings and the class discussion to write about what they have learned from the video.
- Have them record the sentence starters in their Science Notebooks leaving space between each sentence starter or pass out the Erosion-The Power of Water handout. Use either the digital version or print out the paper version
Formative Assessment Opportunity: Use this writing as a formative assessment to have students show what they know about erosion. Look for:
- look for a beginning 4th grade explanation of what erosion is: The wearing away and movement of rock, dirt, earth materials by natural forces such as water. (wind also causes erosion but is not the focus of this unit)
- ice, water, tides, rivers, floods, or other water events that cause erosion
Good place to break if time dictates break for Day 2 of Lesson 2
Procedure 4
- Show slide 9 as you talk through the directions.
- Have student groups of 3 or 4 pick up a plastic tray (1 per group), sugar cubes (15-20 per group) and the sugar or dirt (1 baggie of about a tablespoon per group) and have them get their rocks so that each group has 3 or 4 rocks.
- Tell them that today the class will work in groups to see how a small amount of water affects the materials in the experiment when it travels slowly, a bit faster and how a large amount of water might affect the materials when it travels at a great speed. Tell them that in our model the rocks represent the basalt rocks at Dry Falls, the sugar cubes represent other types of rocks that are not as strong, and the sugar/soil represents soil at Dry Falls.
- Have students set up their model similarly to the picture below, allowing for other arrangements of the materials if they choose.
Erosion Experiment Model Set-up
- Show slide 10 and ask them to record what they observe for each water condition in pictures and worlds. This can be done in the Lesson 2
- When groups are ready, have them take the pipette full of water and first drip water slowly onto the rocks, the sugar cubes and then the sugar/dirt in the model. Ask them to discuss what they observe.
- Then have them squirt a pipette full of water a bit faster onto the rocks, sugar cubes and sugar/dirt and then discuss what they observe.
- Pass out the turkey basters or Dixie cup of water to each group. Now ask them to gush a baster of water on the model, once or twice and observe and discuss what happens. For teacher background purposes you may view this video to see how the Erosion Experiment might go.
Procedure 5
- Clean up the models and display slide 10 again and ask students to return to their science notebooks and write about what they observed in each condition with the rocks, the sugar cubes and the sugar/dirt. Ask them to write about how this might be different or similar to erosion they saw in the video. (W.4.8)
- Have a partner group discussion about what they observed in each condition with the rocks, the sugar cubes and the sugar/dirt. Ask them to discuss together about how this might be different or similar to erosion they saw in the video. Allow them to return to their initial written explanation and make additions and changes to their thinking. (SL4.1)
Formative Assessment Opportunity: Use this writing as a formative assessment to have students show what they know about erosion. Look for:
- look for them to add to their beginning 4th grade explanation of what erosion is: The wearing away and movement of rock, dirt, earth materials by natural forces such as water. (wind also causes erosion but is not the focus of this unit)
- ideas about how the speed and amount of water can affect the amount of erosion
- ideas about different materials behaving differently and eroding at different speeds
Student Samples for Lesson 2 Erosion Experiment:
Procedure 6
- Return to the Vocabulary/Word Wall and post the word erosion. Ask students to participate in a discussion to define erosion-The wearing away and movement of rock, dirt, earth materials by natural forces such as water. (L.4.4)
Home Learning Opportunity or for Centers/Stations
- Show slide 11 and let students know that they will have a chance to investigate more about erosion by viewing one of the videos from the slide. Make the linked slide available to students to use at home or, if face to face in a centers/stations format.
Lesson 3 The Ice Age Mega Floods
Navigation, Investigation, Putting the Pieces Together, Problematizing Routines
Materials
Day 1 of Lesson 3
- pear deck/Google Slides “What Happened at Dry Falls? Slides 12-19
- Science Notebook or...
- Wa OER Mega Floods Initial Model Handout
- Aerial Views of Dry Falls: Dry Falls Floodscape by Bruce Bjornstad Dry Falls Floodscape (linked in slide 15)
- Ice Age Flood Simulation video: simulation video https://tinyurl.com/Ice-Age-Floods
Day 2 of Lesson 3
- Video “Questions and Thoughts” Class Chart
- Video PBS Nova S33E01 Mystery of the Megaflood - Full Episode
(https://vimeo.com/331335155 )
Preparation
- Copy the handout for each student if not doing it directly in the science notebook WA OER Mega Floods Initial Model Handout
- Queue up video Aerial Views of Dry Falls: Dry Falls Floodscape by Bruce Bjornstad Dry Falls Floodscape (linked in slide 15)
- Create a class chart of questions for the Nova Mystery of the Megaflood video as seen below. Only make the middle column, the orange and green columns are for teacher reference
- Queue up video PBS Nova S33E01 Mystery of the Megaflood - Full Episode
(https://vimeo.com/331335155 )
Class chart: Copy only the center column: Questions and Thoughts. Do not record the timestamp column (orange) or the Answer Ideas column (green). Those are for teacher reference purposes.
Stop at Timestamp | Questions and Thoughts | Key: Answer Ideas (don’t record ahead of time) |
|---|---|---|
Start
Stop at 10:10 | Why should rivers be ruled out as a way that the scablands were formed?
| Rivers would have had to move fast and be deep to carve out the wide deep canyons and also be slow at the same time to deposit layers of soil
Rivers could not make such big potholes
Rivers could not move such giant rocks |
Start at 10:10
Stop at 14:05 | How could the boulders get here?
Why did the evidence point to glaciers?
What was wrong with the glacier theory?
| Glaciers usually carry big boulders like this
Thes boulders were very large the rocks were not from the Dry Falls area
Glaciers did not go as far south as Dry Falls |
Fast Forward to timestamp 21:29 and start
Stop at 26:35 | What were the clues that showed that Lake Missoula existed?
| marks on rocks ripple marks 10/20 feet high looks like bottom of river/ gravel bar rocks in strange places ripples point to the scablands
|
Fast Forward to 34:33 and start
Stop at 36:55 | What Made Lake Missoula form?
What caused it to flow over Washington? | A glacier made an ice dam and the water backed up behind it
The ice dam cracked and broke apart releasing huge amounts of fast moving water |
Start at 35:55
Stop at 45:00 | How could potholes this big have formed?
How did the giant boulders, erratics, get all over the landscape? | Tornadoes of bubbles in the flood dug the holes in rock and soil
The rocks were carried by chunks of glacier ice that was carried by the flood water |
Vocabulary
- scattered -spread across an area in a non-pattern way
- scablands -area of Washington that has had soil scraped off leaving rock formations visible
- forces -push or pull on an object
- geologists -scientists that study rocks, minerals, and landforms
- evidence - observations, information, data that support a claim
- erosion-geological process in which earthen materials are worn away and transported by natural forces such as wind or water.
- glacier -a slowly moving mass or river of ice formed by the accumulation and compaction of snow
- flood-an overflowing of a large amount of water beyond what is normal
- fracture-a break or a crack
- collapse-fall down
- pressure-continuous physical force exerted on or against an object by something in contact with it.
** Continue to add words with definitions to the Vocabulary/Word Wall as they are used in the lesson and videos. (L.4.4)
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Remind students that we have been trying to find out what happened at Dry Falls that formed the area in such an interesting way. We also investigated erosion to see how water affects land and we found out that more water, moving fast can erode more quickly than less water or water moving slowly. Ask if there is anything more they want to add about erosion after viewing the videos for home learning.
Procedure 2:
- Say, “it seems like we need to find out if there was a lot of fast-moving water that eroded the landscape at Dry Falls.” Let students know that we can get some good information from video sources and observe things that we might not be able to see by doing an experiment.
- Have students prepare a page in their Science Notebooks like the WA OER Mega Floods Initial Model Handout or hand out a copy of the handout to each student. Tell students that modeling can really help us to think about what happened at Dry Falls.
- Show slide 13 so that students can examine each picture. Let them know that this is what most of the landscape in Central/Eastern Washington looks like today.
Procedure 3:
- Show Slide 14 and ask students to draw a model using pictures and words in the first box to show how they think Dry Falls might have looked before all of the erosion changed the landscape.
- Give students the opportunity to share their models and thinking with an elbow partner and add to their models if they want to.
- Say, “ and here is what it looks like now.” Then show the brief video Aerial Views of Dry Falls: Dry Falls Floodscape by Bruce Bjornstad Dry Falls Floodscape (linked in slide 15). “What could cause that much erosion?”
Procedure 4:
- Have students put their initial model aside and tell them that we are going to watch a short video that has a really interesting simulation that might help us.
- Explain that the simulation shows Washington State and something that happened thousands of years ago. Point out where Dry Falls is located on the map on Slide 16 and then show slide 17 with the simulation video https://tinyurl.com/Ice-Age-Floods and point out that approximate area on the video.
- Tell students to draw a quick Noticing and Wondering T-chart. Then play the video on Slide 17 to timestamp :28 seconds, 1:07 seconds, the end stopping at each of those timestamps so students can write their noticings and wonderings. Be sure to read the yellow box comments as they pop up on the screen and to have the class read through them all together at the end of the video.
Good place to break if time dictates break for Day 2 of Lesson 3
Procedure 5:
- Share with students that we are going to watch a video that might help us see some of these answers because we can’t observe them ourselves. We will stop the video from time to time to talk about what we all are seeing and record it on a class chart and point out the video Class Chart with questions recorded.
- Start the video and Start stop it at timestamp 10:10. Read the question and record student ideas. Elevate the answers that elevate ideas that reflect the Key answer ideas from the chart. (W.4.8)
- Proceed the same way through the video stopping at the timings indicated in the chart, skipping parts of the video as indicated. The entire video is very interesting but is around 50 minutes long, so skip those portions indicated in the chart as they aren’t as relevant to the understanding of the Mega Floods and how they eroded Dry Falls.
- Have students return to their models and complete the middle and final sections drawing and writing on their models.
- Give students the opportunity to share their models and thinking with an elbow partner and add to their models if they want to.
- Have students write their best explanation for right now at the bottom of the model handout. (W.4.8)
Formative Assessment: This student model can serve as a formative or summative assessment when each step is completed, and the explanation is written.
Look for:
- The initial model to show a flatter landscape without so much rock, cliffs or perhaps even the lakes
- Then revised with new information learned during the video and discussion. Such as lots of water rushing over the area and eroding away rocks and soil and finally, the landscape we see today.
- They should include the idea of lots of water, rushing fast over the Dry Falls area and carrying away rocks and soil. They should include the idea that harder rocks remained as did the lakes at the bottom. They could include the idea of lots of water being stored at Lake Missoula because it backed up behind a glacier ice dam.
Student Samples for Lesson 3 Model:
Lesson 4 Maps
Navigation Routine, Investigation Routine, Putting the Pieces Together Routine
Materials:
Day 1 of Lesson 4
- slides 20-26
- Niagara Falls video https://www.youtube.com/watch?v=kTOHJZY2VRE&t=86s
- The making of the mega floods simulation for Nick on the Rocks https://www.youtube.com/watch?v=xhUenP-BjZw&t=1s
- Google Earth Link to Dry Falls Washington.
- Dry Falls on Google Earth directions handout https://tinyurl.com/Google-Earth-procedure
Day 2 of Lesson 4
- Native Lands, Laguages & Treaties Map | Native-Land.ca | Our home on native land
- WA OER Indigenous Peoples’ Legend T-Chart https://docs.google.com/document/d/17j5jEe79eQSi7vaiIpCdsrTUQW_lQJy8/copy
- Indigenous Peoples’ Legend: Tsi-Laan (Deep Waters) from the Yakama People
Preparation
- Practice with Google Earth using the directions handout to be prepared to guide and trouble shoot students’ work. Decide if this is best as a demonstration, individual or partner activity.
- Queue up the Niagara Falls and mega flood videos to be sure they will run.
- Explore and practice with the Native Lands, languages and Treaties Map to understand what to highlight for students as you demonstrate.
- Make copies for each student of the Indigenous Peoples’ Legend T-Chart (if using instead of a science notebook page) and make copies for each student of the Indigenous Peoples’ Legend: Tsi-Laan (Deep Waters) reading.
Vocabulary
- Simulation- a computer model of something, especially for the purpose of study
- Indigenous-originally from a place; native
** Continue to add words with definitions to the Vocabulary/Word Wall as they are used in the lesson and videos. (L.4.4)
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Show Slide 21. Remind students that in our last few days we have learned a lot about the Ice Age Mega Floods and how they eroded the land of central and eastern Washington. Tell them that you have a couple of videos that are short but might give them an idea of the amount of water that we’re talking about.
- Show the Niagara Falls Video just up to timestamp 2:40. Explain that Niagara Falls is still flowing today in upper New York State. (if a map of the U.S. is available point out how far away Niagara Falls is by pointing to upper New York State.
- Ask students to talk with elbow or table partners about what they observed in the video. They should be mentioning the sound, the amount and speed of water, the spray from the Falls, the force or power of the water, etc.
Procedure 2:
- Say, “That’s a lot of water, isn’t it? And it seems to move pretty fast and with a lot of force. Now let’s look at a simulation of what the Ice Age Floods might have looked like”
- Show, The making of the mega floods simulation for Nick on the Rocks. you could just watch the last part of the video from timestamp 3:13, however, the discussion of the making of the simulation can spark a great discussion about the job of computer programmers viable and useful career. Highlight those kids who really enjoy computer work could do this kind of work.
- Ask students to again discuss with an elbow or table partners what they observed from the video. They should be mentioning the amount of the water, the speed of the water, etc.
Procedure 3:
- Show Slide 22 and explain to students that the class will do a little more learning about the Dry Falls area. The slide shows a map from the simulation of the Ice Age Floods seen previously. It could certainly be played again but the focus is on the fact that it is a map.
- Tell students that we will be using maps to understand the landscape in the Ice Age Floods area. The second map on Slide 22 is different, It shows us some of the landforms but also shows manmade features such as towns and dams. It also shows tribal lands. You can see the Confederated Tribes of the Yakama Nations, The Confederated Tribes of the Colville Reservation and the Spokane Tribe of Indians. All indigenous people who lived and traveled through the Dry Falls and Scabland areas.
- A third type of map seen on Slide 22 is Google Earth. Ask students to indicate if they have ever seen or used Google Earth. It is an interactive, computer map that can help us see the landscape in lots of different ways.
Procedure 4:
- Click on Slide 23. The spinning Earth picture is linked to Google Earth Link to Dry Falls Washington. Hand out the Dry Falls on Google Earth directions handout. Students can use this to navigate the Google Earth procedure, or the teacher can use it to do the step-by-step procedure as a demonstration or with students following along on computers.
- Demonstrate for students what they will see as they click or enter the link. Then work through the directions step by step or allow students to do that, to observe the Dry Falls and Scabland features and to have Google Earth calculate mileages.
- Engage students in some questions like the following as they work:
- “If you were to plan a trip to Dry Falls How long would it take you to get there?” “How far away is it from where you live?”
- “How far would it be to Niagara Falls?” “Could you get there as fast as you can to Dry Falls?”
- “Other places where erosion happened are the Grand Canyon, Arches National Park, John Day Oregon. What do those places look like on Google Earth?”
Formative Assessment: Observe students as they navigate Google Earth and provide direct assistance until they feel confident. Can they navigate to other areas such as those where erosion happens with ease? If not, it might be helpful to demonstrate for the class as they work, and verbally narrating your procedure to ensure they are seeing the various things on Google Earth.
Good place to break if time dictates break for Day 2 of Lesson 4
Procedure 4:
- Show students Slide 24 and remind them that we saw this map yesterday and talked about the tribal areas we might see in the Dry Falls area of Washington. Tell them that actually it can be challenging to put boundaries on tribal areas as Indigenous People moved throughout central and eastern Washington and didn’t identify just one area as their home like we might do today. Even though this map shows us an area for the Yakama that does not include Dry Falls, we know that they traveled and lived all over this part of Washington.
- Show Slide 25 and tell students that this map can maybe help us understand the traditional areas where Indigenous people lived a little better. Use the link to navigate to the interactive Native Lands, Laguages & Treaties Map | Native-Land.ca | Our home on native land. This probably works best as a demonstration as the map can be a little confusing. To focus the map on Dry Falls type in Dry Falls Visitor Center, Route 17, Coulee City, Washington 99115, United State in the search box in the upper left of the map. ( the map will zoom in to just Dry Falls/Coulee City so you will need to use the minus icon to zoom out. You will no longer see “Dry Falls” labeled but you will see “Coulee City” and that is very close by.)
- Click on the various colored areas and discuss with students that they overlap because Indigenous People lived in and moved about in areas with other tribes and groups of Indigenous People. The main tribes you should see are those shown on the slide: Moses/Columbia, Nespelem, Yakama , Syilx tmixʷ (Okanagan). These are linked on the slide, and each can lead you to more information about that group if you want to explore more.
- Now show Slide 26 and tell students that Indigenous People have other ways of knowing or understanding the landscape around where they lived. One story from the Yakama Nation is their explanation of how Coyote, created Dry Falls.
- Go through the directions from the slide to have students connect the legend to the landscape from the Ice Age Floods:
- Make a T-chart in your science notebook (or use the handout)
- Label the columns:
- Part of the landscape from the legend
- Where this is at Dry Falls/Scablands
- Read the Indigenous Peoples’ Legend: Tsi-Laan (Deep Water). You may want students to partner read or do a guided reading with the class depending on your students’ reading abilities and needs.
- Stop after each colored paragraph of the legend and ask students to note landscape features and what they might correlate to in the Dry Falls or Scablands landscape. These could be rocks, cliffs, rivers, pools/lakes, the great falls, etc.
As the class works through the legend, making notes have them discuss with partners, table groups or as a whole class what things they think correlate. (RL4.1)
Lesson 5 Written Assessment
Putting the Pieces Together Routine
Materials:
- slides 27-28
- Gotta Have It Checklist: https://docs.google.com/document/d/1tmko8TIFdW-3jnE8Xh9m2zN68-puu2NY/copy
- Science Notebook or paper for writing explanation
Preparation
- Make copies of the Gotta Have It Checklist for each student. Copy half as many sheets as students and cut the sheets in two as they are two per sheet.
Vocabulary
Make the Vocabulary/Word Wall available for students to reference as they do their writing. Remind them to use the words we’ve earned to remind them of what they want to write about.
Integration Points
- Look for integration points for English Language Arts and Mathematics within the procedures below. They will be noted in italics and dark blue.
Procedures
Procedure 1:
- Show Slide 27 and remind students that when we started to study Dry Falls, we were trying to find out what caused this unique landform in the middle of Washington state.
- Show Slide 28. Let students know that today they will be writing their explanation of what happened at Dry Falls that formed it. Remind them of the two pictures that we first saw and thought about when we began to think about the phenomena of Dry Falls.
- Show students the Gotta Have It checklist and review each item on the checklist.
- Remind students that they should use what they have learned so far to write a two-paragraph paper/essay about “What happened at Dry Falls?” using their notes in Noticing and Wondering charts, models, other notes they have written, as well as the class charts and Vocabulary/Word Wall in writing their explanation.
- Give students some sentence starters that could be helpful in their writing to transition from one idea to another, such as:
- I used to think but now I think…..
- The evidence that changed my mind is……
- This evidence supports my claim……
- The reason why I think Dry Falls was formed by…
- Both pictures show....
- Give students time to write the explanation about what formed Dry Falls and the Scablands. (W.4.8) (W.4.9)
Summative Assessment: This final lesson provides a summative assessment opportunity.
Possible Rubric:
- The writing has a topic sentence that introduces the subject of your writing. It makes a claim about what happened to form Dry Falls that includes the idea that :
- Dry Falls was formed by the process of erosion.
- The erosion was fast and caused by Ice Age floods
- include at least three examples of supporting evidence from videos, maps, pictures and experiments/investigations such as:
- sugar cubes dissolved/fell apart quickly with lots of water moving fast
- the video about Mega floods showed how all that water came down across Washington to make the Scablands including Dry Falls when an ice dam broke letting water out of Lake Missoula
- tornadoes in the water carved potholes with tiny bubbles
- On Google Earth the Scablands showed that erosion washed away soil and rocks
- the pictures of Dry Falls show bare rock cliffs and small lakes at the bottom and this must have happened suddenly with lots of water
- the erosion video showing what happens with water erosion
- in your explanation be sure to talk about erosion, Scablands, water and other factors that the evidence showed you,
- include your reasons for thinking that the evidence supports the claim you made,
- write your concluding statement (summarize your claim and reasoning in one sentence. For example: “In conclusion……..” or “As you can see….”)
Appendix: Lesson Resources
Pear Deck/Google Slides for Unit: https://docs.google.com/presentation/d/1_SpnFg4YKZ9xT2uGv6IIoRDGhm1iZ-bL3JMGrHR0V2g/copy
Unit Resources For Student Self-Assessment:
The slides below are Slides 30-34 at the end of the slide deck and may be used for students to self assess emotional status and readiness to learn in each lesson. Insert them where you choose in your copy of the slide deck.
Lesson 1 Resources
Lesson 1, Resource 1: Dry Falls picture for Noticing and Wondering
Lesson 1, Resource 2: Dry Falls Artist Painting from Dry Falls Visitor Center Sun Lake-Dry Falls State Park
Lesson 1, Resource 3: I noticed….recording sheet
Name _____________________________
Date _______________________________
SCIENCE NOTEBOOK PAGE -I noticed …….
Draw or write what you notice about the pictures in the space below
|
I noticed _________________________________________________
_________________________________________________________
_________________________________________________________.
Lesson 1 , Resource 4: I wonder….recording sheet
Name ______________________________
Date _______________________________
SCIENCE NOTEBOOK PAGE - I wonder…….
Draw or write what you wonder about in the space below
|
I wonder _________________________________________________
_________________________________________________________
_________________________________________________________.
Lesson 2 Resources
Lesson 2, Resource 1
Erosion Video: The Power of Water for Kids: How Erosion by Water Shapes Landforms for Children - FreeSchool (linked in slide deck)
Lesson 2, Resource 2
Erosion-Power of Water recording sheet link
What Happened at Dry Falls?
Lesson 2
Name: ___________________________
Date: ___________________
Erosion - The Power of Water
Erosion is: ___________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
One fact I learned about erosion is ________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Another fact I learned about erosion is _____________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Finally, the most interesting thing I learned about erosion is ____________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Lesson 2, Resource 3
Erosion Experiment Recording Sheet link
What Happened at Dry Falls Lesson 2 Erosion Experiment
Name _____________________
Date ______________________
“What happened to the materials?”
Slow erosion
| Fast erosion | Combination |
Explain what you observed happening to the rock, sugar cubes and sugar or dirt in each scenario?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Lesson 3 Resources
Lesson 3, Resource 1
WA OER Mega Floods Initial Model Handout
Initial Model
Name: _____________________________ Date:_____________________________
Develop an initial model to explain “What effects of erosion by water or ice changed the landscape of the scablands over time?
- Show what you think was happening to the land ( How did the potholes form?)
- Use pictures, symbols, and words to help explain what caused these changes to happen over time.
What do you think happened in this system that would help explain what caused this kind of event?
| |
|
|
|
How Dry Falls Looked before Erosion | During the Ice Age Megaflood | After the Ice age Megaflood |
What do you think happened at Dry Falls that would help explain what caused the landscape to look the way it does?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Lesson 3, Resource 2
Aerial Views of Dry Falls: Dry Falls Floodscape by Bruce Bjornstad Dry Falls Floodscape https://youtu.be/cfR-T-ZOKvo (linked in slide 15)
Lesson 3, Resource 3
Ice Age Flood Simulation video: simulation video https://tinyurl.com/Ice-Age-Floods
Lesson 3, Resource 4
(https://vimeo.com/331335155 )
Lesson 4 Resources
Lesson 4, Resource 1
Niagara Falls video https://www.youtube.com/watch?v=kTOHJZY2VRE&t=86s
Lesson 4, Resource 2
The making of the mega floods simulation for Nick on the Rocks https://www.youtube.com/watch?v=xhUenP-BjZw&t=1s
Lesson 4, Resource 3
https://docs.google.com/document/d/1fzJLWu27fHh_aonew0JqrYe7jBQyuYdAdKNkk2RA8Cw/copy
Lesson 4 Resource 4
WA OER Indigenous Peoples’ T-Chart https://docs.google.com/document/d/17j5jEe79eQSi7vaiIpCdsrTUQW_lQJy8/copy
Lesson 4, Resource 5
Indigenous Peoples’ Legend TSI-LANN (Deep Water)
Lesson 5 Resources
Lesson 5, Resource 1
Name: ____________________
Date: _____________________
Gotta Have It Checklist
What Happened at Dry Falls?
Write an explanation of what happened to form Dry Falls. Be sure you:
--have a topic sentence that introduces the subject of your writing and states your claim about what happened to form Dry Falls, --include at least three examples of supporting evidence from videos, maps, pictures and experiments/investigations, -- in your explanation be sure to talk about erosion, Scablands, water and other factors that the evidence showed you, -- include your reasons for thinking that the evidence supports the claim you made, --write your concluding statement (summarize your claim and reasoning in one sentence. For example: “In conclusion……..) |
|
oercommons
|
2025-03-18T00:38:41.725446
|
Environmental Science
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83626/overview",
"title": "Fourth Grade Elementary Science and Integrated Subjects-What Happened at Dry Falls?",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/106307/overview
|
Education Standards
Telling Time Powerpoint
Telling Time Song Video
2nd Grade Telling Time
Overview
Overview:
This lesson includes instructions, a video, a short story, PowerPoint, and an image. The students will practice with the teacher using the PowerPoint to go over the analog clock, minute hand, hour hand, and practice telling time. After completing the PowerPoint, the students will practice with a small analog clock.
Math
Overview:
This lesson includes instructions, a video, a short story, PowerPoint, and an image. The students will practice with the teacher using the PowerPoint to go over the analog clock, minute hand, hour hand, and practice telling time. After completing the PowerPoint, the students will practice with a small analog clock.
Instructions:
- Watch video about clocks
- Read short story about clocks
- Complete powerpoint as a whole class of examples of reading a clock
- Distribute clocks.
- Have the students show various times on their clocks. (Have them do times that are part of their day. Example: recess, lunch, computer time, etc.
The students will be sitting at the carpet. The teacher will play the video about clocks. Once the video is complete, the teacher will then read the short story about telling time. This will get their minds working and thinking about time. The teacher will go over the important characteristics of a clock using the PowerPoint. Then, the teacher can call up students to complete the examples on the PowerPoint for practice. They will go over it whole group. After the PowerPoint is complete, the teacher will pass out individual clocks to each student. They will practice going over parts of their day by moving the minute hand and hour hand on their clock.
Resources used on OERCommons:
- https://oercommons.org/courseware/lesson/100536/overview
- https://www.uen.org/lessonplan/view/5693
|
oercommons
|
2025-03-18T00:38:41.753386
|
07/05/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106307/overview",
"title": "2nd Grade Telling Time",
"author": "Kelsie Laird"
}
|
https://oercommons.org/courseware/lesson/84292/overview
|
Budgeting
Overview
Brief explanation of a budgeting warm up exercise leading into the lesson.
Introduction to budgeting Lesson
Grade 9-12 (all other material is linked)
SWBAT create a realistic budget.
Vocab: Budget, Deduction, Fringe benefits Gross Pay, Expenditure, Discretionary Income
Hook/ Intro activity: Create a Powerpoint with different peoples houses, their vehicles, and "toys". Label the houses with numbers and vehicles/toys with letters. Have the students get out a peice of paper and group the house they think belongs with the vehicle & "toys". (I am using my real families houses and toys so that I have real knowledge to backup the situations) Talk to a couple groups and ask them what they grouped together and why. Then show the kids the real answers. Ask the students if they were surprised. Then talk about how the 3 families have different budgets and priorities which is why their possetions are all in different conditions and some have more than others.
Groups of 2
Pictures: (I am not including my pictures because I think it is way more affective for you to use people that you have background knowledge about. However, below are the 3 situations that I will be talking about.)
My in laws house-(2 incomes no kids at home) (Fram income, and Mail carrier) boat-rzr-pickup... 1800's house not in great shape, F350 Jacked up Dually with Road Armor Bumpers & custom paint job, 1 of 1 speed boat, 2018 two seater RZR- house paid off, truck paid off, boat paid off, RZR not paid off, (50ish)
My house- (2 incomes 3 young kids) (Teacher and salaried employee) my car-husbands truck- our rzr... Nicer house, Large shop, Medium sized shop, 2015 Ford Expedition, 2001 F150, 2019 four seater RZR - House not paid off, 2015 not paid off, rzr not paid off (30's)
My moms- (1 income No kids at home) (Nurse) House, Truck, and car, Nicer small house, 2012 F150 basic model- House paid off, car paid off (50's)
Activities in the unit: (Got a lot of resources below for NGPF)
(Large gropu) Priorities: What Does the Average Household Spend Money On? Analyze the image on the worksheet to answer the questions on this Data Crunch.
-Discuss how these differences in what we spend our money on relate to those pictures earlier.
-What is wealth Video
- Needs Vs Wants Video
Worksheet Work through page 1 and 2 together and give the rest for homework.
Discussion question: ( Choose one of the following to respond to with a minimum of 3 sentences)
-Why is it important to create a budget?
-What is wealth and how does it relate to budgeting?
-What are my needs and wants and how do they fit into my budget?
-What would you need to know in order to tell if this classmate’s family is actually wealthy?
How do you think keeping a budget can impact your overall wealth?
-When deciding if you should buy something, what can you ask yourself to determine if the item is a need or want?
-Why do you think people spend so much money on their wants despite the financial costs?
I am utilizing the McGraw Hill Personal Finance book by Kooper Dlabay and Hughes!
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oercommons
|
2025-03-18T00:38:41.769154
|
07/28/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/84292/overview",
"title": "Budgeting",
"author": "Brittney Patterson"
}
|
https://oercommons.org/courseware/lesson/80764/overview
|
Education Standards
Media Literacy Portfolio
Overview
This project would consist of students learning that their digital footprint can be used to assess their learning, ethics and habits. Students will be analyzing social media types and incidents that have occurred with social media. This includes social media's impact on news, research and above all personal choices and representation. Each student will be creating a digital portfolio with a technology representation of themselves that they would want others to see them as. This portfolio would include goal setting charts, goal planning, examples of quality work areas of education and areas of interest that they are curious about or would like to learn from. This portfolio would follow the students through middle school and continue to the high school level as part of their senior portfolio and graduation requirements from the Eatonville School District. This piece is intended to demonstrate that media placed in digital format is a representation of you and your work. Students can use this for their benefit and to be taken as a 21st century learner.
Media Literacy / Digital Citizenship Portfolio
Lesson Plan and Resources
Social media has become more than just a tool for teenagers to communicate with each other or parents to communicate about their children's exploits. We see now more than ever, that media silos, public officials, educational institutions and more use social media to communicate philosophy, information and more. Today potential employers, colleges and other establishments use social media to preview candidates, Individuals use social media to target others for advertising, or other intentions. In short, social media and the presence or lack thereof is now the calling card or new personalized business card in the 21st century. This project will plant the roots of a digital footprint and its potential uses in a safe environment where mistakes and evaluation can occur. Middle school age students begin to establish their identities in various ways. As educators we can help them by guiding them into a proper and safe way to communicate that identity both with private and friend to friend communication and public communication.
This project is essential to other educators as well. In a world where the career opportunities for the modern student will change at a faster rate than ever, the skills to have a personal and professional presence, to identify misinformation from others, and navigate digital media will be essential. Many school related learning experiences focus on knowledge that needs to be gained, so that it can be applied. This project allows students to demonstrate their knowledge and market themselves to the world on their merits, interests, and goals.
Summary:
This project would consist of students learning that their digital footprint can be used to assess their learning, ethics and habits. Students will be analyzing social media types and incidents that have occurred with social media. This includes social media's impact on news, research and above all personal choices and representation. Each student will be creating a digital portfolio with a technology representation of themselves that they would want others to see them as. This portfolio would include goal setting charts, goal planning, examples of quality work areas of education and areas of interest that they are curious about or would like to learn from. This portfolio would follow the students through middle school and continue to the high school level as part of their senior portfolio and graduation requirements from the Eatonville School District. This piece is intended to demonstrate that media placed in digital format is a representation of you and your work. Students can use this for their benefit and to be taken as a 21st century learner.
Summary Sheets of Lessons:
Estimated timeline.
| Lesson | Tech Component | |
| 1 | Goal Setting--What do you want to accomplish?https://docs.google.com/document/d/1F1y2VNeTPq2inDFJaZJG2iBHCYRGSJGjKvTcruo-XKU/https://share.nearpod.com/4bufE1GnuebFolder: https://drive.google.com/drive/folders/1KMPCeqeWA1BZayd4TgKvLezuB7Gu4WXz?usp=sharing | Portfolio Lesson one Video:How to make / Name / Turn in Portfolio |
| 2 | Social Media and Its Impact on Teen Mental Healthhttps://docs.google.com/document/d/1mnRBQ2OURXT4hJU8zVZq0o17Be3jfMKjkqsfHBiwg7Ihttps://share.nearpod.com/rKIg4e5Jbfb | Portfolio Lesson Two Linking Pages / Creating New ones |
| 3 | Sextinghttps://share.nearpod.com/cXtB6yOtrfb | Portfolio Lesson Three: Adding Content |
| 4 | Digital Media and Your Brainhttps://share.nearpod.com/2vJV4DLYsfb | Portfolio Lesson Four: Final touches and turn in |
| 5 | Cyberbullying & Hate Speechhttps://share.nearpod.com/aI5mkvDatfb | Portfolio Final ExampleClick Here Use for kids to look at. |
| 6 | Your Digital Footprinthttps://share.nearpod.com/PjpMjxbYsfb | |
| 10 | Finalize Portfolio For Review |
Counselor Crossover Support:
A process from learning to practice with multiple levels of support for students in an MTSS model distinctly wide.
Outline / Interventions / Lessons:
https://docs.google.com/document/d/1ba2mJwQCTEd_ox7oVdVKR8qqskPiB4Rjy9HoCQOn4WI/edit?usp=sharing
Folder of Resources:
https://drive.google.com/drive/folders/1GHlOJGGV8JXy0MESSt-JCbhqD4PVVzPL?usp=sharing
|
oercommons
|
2025-03-18T00:38:41.799093
|
Travis RUsh
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80764/overview",
"title": "Media Literacy Portfolio",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/109623/overview
|
Forensic Science Overview Just try your best Forensic Science Assignment PPTX King Arthur_ Fact or Fiction Download
|
oercommons
|
2025-03-18T00:38:41.824400
|
10/25/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109623/overview",
"title": "Forensic Science",
"author": "Michael Acosta"
}
|
https://oercommons.org/courseware/lesson/78969/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: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Learning Domain: Mathematical Practices
Standard: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Learning Domain: Mathematical Practices
Standard: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
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: Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Cluster: Mathematical practices
Standard: Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Cluster: Mathematical practices
Standard: Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
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
|
2025-03-18T00:38:41.861502
|
Washington OSPI OER Project
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78969/overview",
"title": "Mathematically Productive Instructional Routines (MPIR)",
"author": "Barbara Soots"
}
|
https://oercommons.org/courseware/lesson/72115/overview
|
DIGESTIVE SYSTEM
Overview
Human Digestive system includes Gastrointestinal Tract and other accessory parts like the liver, intestines, glands, mouth, stomach, gallbladder. There are 6 main functions of the Human Digestive System Process: Ingestion, Motility, Secretion, Digestion, Absorption, Excretion. The food that you eat gives you not only the required energy and nutrients to the body but also is used for cell growth and repair.
PROCESS
Human digestive system, the system used in the human body for the process of digestion. The human digestive system consists primarily of the digestive tract, or the series of structures and organs through which food and liquids pass during their processing into forms absorbable into the bloodstream. The system also consists of the structures through which wastes pass in the process of elimination and other organs that contribute juices necessary for the digestive process.
Structures And Functions Of The Human Digestive System
The digestive tract begins at the lips and ends at the anus. It consists of the mouth, or oral cavity, with its teeth, for grinding the food, and its tongue, which serves to knead food and mix it with saliva; the throat, or pharynx; the esophagus; the stomach; the small intestine, consisting of the duodenum, the jejunum, and the ileum; and the large intestine, consisting of the cecum, a closed-end sac connecting with the ileum, the ascending colon, the transverse colon, the descending colon, and the sigmoid colon, which terminates in the rectum. Glands contributing digestive juices include the salivary glands, the gastric glands in the stomach lining, the pancreas, and the liver and its adjuncts—the gallbladder and bile ducts. All of these organs and glands contribute to the physical and chemical breaking down of ingested food and to the eventual elimination of nondigestible wastes. Their structures and functions are described step by step in this section.
Mouth and oral structures
Little digestion of food actually takes place in the mouth. However, through the process of mastication, or chewing, food is prepared in the mouth for transport through the upper digestive tract into the stomach and small intestine, where the principal digestive processes take place. Chewing is the first mechanical process to which food is subjected. Movements of the lower jaw in chewing are brought about by the muscles of mastication (the masseter, the temporal, the medial and lateral pterygoids, and the buccinator). The sensitivity of the periodontal membrane that surrounds and supports the teeth, rather than the power of the muscles of mastication, determines the force of the bite.
Mastication is not essential for adequate digestion. Chewing does aid digestion, however, by reducing food to small particles and mixing it with the saliva secreted by the salivary glands. The saliva lubricates and moistens dry food, while chewing distributes the saliva throughout the food mass. The movement of the tongue against the hard palate and the cheeks helps to form a rounded mass, or bolus, of food.
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The lips and cheeks
The lips, two fleshy folds that surround the mouth, are composed externally of skin and internally of mucous membrane, or mucosa. The mucosa is rich in mucus-secreting glands, which together with saliva ensure adequate lubrication for the purposes of speech and mastication.
The cheeks, the sides of the mouth, are continuous with the lips and have a similar structure. A distinct fat pad is found in the subcutaneous tissue (the tissue beneath the skin) of the cheek; this pad is especially large in infants and is known as the sucking pad. On the inner surface of each cheek, opposite the second upper molar tooth, is a slight elevation that marks the opening of the parotid duct, leading from the parotid salivary gland, which is located in front of the ear. Just behind this gland are four to five mucus-secreting glands, the ducts of which open opposite the last molar tooth.
The roof of the mouth
The roof of the mouth is concave and is formed by the hard and soft palate. The hard palate is formed by the horizontal portions of the two palatine bones and the palatine portions of the maxillae, or upper jaws. The hard palate is covered by a thick, somewhat pale mucous membrane that is continuous with that of the gums and is bound to the upper jaw and palate bones by firm fibrous tissue. The soft palate is continuous with the hard palate in front. Posteriorly it is continuous with the mucous membrane covering the floor of the nasal cavity. The soft palate is composed of a strong, thin, fibrous sheet, the palatine aponeurosis, and the glossopalatine and pharyngopalatine muscles. A small projection called the uvula hangs free from the posterior of the soft palate.
The floor of the mouth
The floor of the mouth can be seen only when the tongue is raised. In the midline is a prominent, elevated fold of mucous membrane (frenulum linguae) that binds each lip to the gums, and on each side of this is a slight fold called a sublingual papilla, from which the ducts of the submandibular salivary glands open. Running outward and backward from each sublingual papilla is a ridge (the plica sublingualis) that marks the upper edge of the sublingual (under the tongue) salivary gland and onto which most of the ducts of that gland open.
The gums
The gums consist of mucous membranes connected by thick fibrous tissue to the membrane surrounding the bones of the jaw. The gum membrane rises to form a collar around the base of the crown (exposed portion) of each tooth. Rich in blood vessels, the gum tissues receive branches from the alveolar arteries; these vessels, called alveolar because of their relationship to the alveoli dentales, or tooth sockets, also supply the teeth and the spongy bone of the upper and lower jaws, in which the teeth are lodged.
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oercommons
|
2025-03-18T00:38:41.880753
|
09/05/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72115/overview",
"title": "DIGESTIVE SYSTEM",
"author": "Mrs.NIVETHA. B"
}
|
https://oercommons.org/courseware/lesson/53493/overview
|
IO2- English course - behavioral interrventions
IO2 - Italian course - ABA - FBA_en
IO2 - Italian course - school-laws_en
IO2_Italian_course SEBD
IO2 - Portugal course - Evidence-based interventions - BIP_en
IO2 - Romania course - PBIS - challenging behaviours_en
IO2 - Romania course - school-laws_en
Behave Learning Materials
Overview
Learning Materials for the Teachers Training Course of the Behave project
Short Term Mobility Program in Italy
Learning materials of the Short Term Mobility in Italy for the Behave project
During the BEHAVE project, 5 learning course in mobility for teachers has been held about Behavior Management Models. The course held in Italy was focused on the following topics:
- Applied Behaviour Analysis (ABA): stimulus, response, operant and respondent behavior
- Behaviour, Environment, Context
- Consequences control behaviour
- Assessment in Applied Behaviour Analysis (ABA)
- Operational definition of behaviour
- Direct observation and behavior measurement
- Functional Behaviour Assessment
The file contains all the materials used during the training course released as Open Educational Resources.
Moreover, an overview of the educational system in Italy describing the full inclusion system and how the Italian school addresses the diversity of needs of all learners is also provided in a separate file.
The third file includes an examination of the meaning of the term "social, emotional, and behavioural difficulties" (SEBD) and of the related intervention models.
Short Term Mobility Program in Portugal
Resources used during the learning activities of the BEHAVE project in Portugal. The file contains the following topics covered during the course:
- Legislative framework in Portugal
- Instructional Planning and Strategies: antecedent-based approach, consequence-based approach, or by teaching replacement behaviours.
- Evidenced-based interventions: specific strategies to address behaviours of concern in classroom
- Creating positive learning environments
- Development Behavioral Intervention Plan (BIP)
Short Term Mobility Program in UK
Resources used during the learning activities of the BEHAVE project in United Kingdom. The file contains the following topics covered during the course:
- behavioural interventions for students with challenging/disruptive behaviours;
- projection of negative feelings
- counter-transference
- projective identification
- executive functions
- defence or flight and fight mode
- top ten teaching strategies
Short Term Mobility Program in Romania
Resources used during the learning activities of the BEHAVE project in Romania.
The main file contains the following topics covered during the course:
- Positive Behavioral Interventions and Supports (PBIS)
- Challenging behavior
- Rules for defining behavior to be operationally defined
- Functional Behavioral Assessment
- Most common functions of behavior
- Competing Behavior Analysis
- An overview of the educational system in Romania is also provided in a separate file.
Short Term Mobility Program in Belgium
Due to the Corona virus outbreak, the partnership provided teachers with an online course offered in asynchronous mode via Moodle instead of the face-to-face course in Belgium. The course is accessible from the address: https://md.pa.itd.cnr.it/. It offers the following 4 required educational videos and 1 optional:
- Belgian Educational System: a video about the educational system in Belgium, including compulsory and special education made by UCLL (Melane Van-Oort Hall and Dima Bou Mosleh);
- Behavioral Assessment: a video about the Social Emotional Behavioral Difficulties, Applied Behavior Analysis and behavior assessment made by Istituto Tolman (Federica Compagno);
- Single Case Design and Effect Size of a Treatment: a video explaining the main concepts about the single case research design methodology implemented in the BEHAVE application made by UNIPA (Isabella Giammusso);
- The BEHAVE application: a video describing the main features of the BEHAVE application made by ITD (Gianluca Merlo and Antonella Chifari)
- Bonus track: why a child (and adults) misbehaves? This video, made by ADDISS, unveils the main psychological processes underneath the occurrence of problem behaviors (Colin McGee).
|
oercommons
|
2025-03-18T00:38:41.911382
|
Special Education
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/53493/overview",
"title": "Behave Learning Materials",
"author": "Social Science"
}
|
https://oercommons.org/courseware/lesson/64440/overview
|
Education Standards
Understanding Geological Time
Overview
This leson in intended as an inroduction to the following standard:
MS–LS4–1
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.
Understanding Geological Time
It should be made clear that there are many different ways that students can take this assignment in many different ways. This is a free learning oprotunity for students to investigate and figure out what changes Earth has expeienced over it's vast hisory. This assignment does not focus on the specific changes in life, but rather how life and environments have changed. The end goal, is that students will understand that as environments changes, llife will change in response.
Pick one of the websites below. Each site is listed with a short description. You will need to decide which site will better help you understand the Geological Timescale that scientists use to illustrate the vast history of Earth and the types life that has evolved over millions of years.
Your Goal for this Exploration:
You should be able to answer the following questions regardless of which site you choose.
- Write, “Precamrian” at the top of the next blank page in your journal.
- Look at the Precambrian Era. Describe four events that took place during this era.
- Pick three examples of plant or animal life from the Precambrian Era. One from the beginning, one from the middle, and one from the end. Describe the three types of animal/plant life that developed during the Precambrian Era. What are they and what characteristics did they have?
- Look over the information you have from the Precambrian Era. How has life changed over time? What reasons can you give for these changes?
- Repeat steps 2 through 4 for the Paleozoic, Mesozoic, and Cenozoic eras.
- What have you learned about mass extinctions? How have they changed our planet over the past 4.6 billion years?
Here is an example of what your journal can look like. You will use four pages in your journal. Title the fist page "Understanding Geological Time" Then start with Precambrian.
Uncovering Earth's Vast History
You will use these sites to conduct your research. Your main goal is to learn about how environments and life has changed over Earth's history. Using this information, you will try to figure out how the two are connected and what events may have caused those changes.
When done, you will be communicating/sharing your results with your peers.
Assessing The Standard
Now that you have a fairly good understanding of Earth's Geological History, we are going to take a look at proving what you know. The first assessment we have is a simple Jepordy game. This assessment is meant to be played in class setting and can be editited to fit your classroom needs. It is a great way to formativly assess what you students know, and if they are ready to move on on the final assessment.
The secord type of assessment is more of a sumative assessment. In this assessment students are tasked with create a new future environment of Earth. More information about predicted future environments can be found here: Future Is Wild
By now, students should have learned that environments have changed, the events that can cause these changes, and how life responds to these changes. These main ideas for the basis of this sumative assessment project.
|
oercommons
|
2025-03-18T00:38:41.936055
|
03/26/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64440/overview",
"title": "Understanding Geological Time",
"author": "John Newman"
}
|
https://oercommons.org/courseware/lesson/80290/overview
|
Fashion Design: Sketching Basics
Overview
Through this lesson, students will learn the basics of fashion sketching (illustration) and how to create a croquis sloper. This lesson contains interactive H5P videos, teacher demonstration videos, and 2 assignment examples.
This lesson was written in accordance with Utah State Standards for Fashion Design Studio.
Sketching Basics Lesson
This lesson includes resources and assignments used to teach how to create a croquis sloper and how to create a basic fashion illustration.
This lesson was written in accordance with Utah State Standards for Fashion Design Studio.
Croquis Sloper Assignment
Make Your Own Croquis Sloper
Learning Objective: Students will create a croquis sloper
The word croquis in French means simply "sketch". In fashion, the term refers to a quick sketch of a figure. A Basic Croquis can and should be the template by which you base & trace all of your sketches as a beginning illustrator.
For this assignment, you will be watching the videos below that show you how to draw a croquis and then sketching your own design of a croquis (either a woman or a male version). You do not need to complete both genders, just choose one. You were provided with printed croquis slopers in your fashion kits. However, I would also like you to expand your skillset & create one that you can also use as a template throughout the semester. All you will need is paper, a pencil, a ruler, and a sharpie.
Women's Croquis
Men's Croquis
To turn in this assignment:
- Take a picture of your finished croquis using the built-in camera on your computer or you may also use a cell phone/camera and load your picture to your computer.
- Click Add Submission
- Drag and drop the image file into the File Submissions box
- Click Save Changes
Sketching Basic Demo Video
Sketching Basics
Watch this video as your teacher walks you through how to use all of the supplies in your kit to create an awesome fashion illustration.
Click Here if you need to access the Croquis templates that were in your kit and the video.
Click Here if you need to access the Design Details templates that were in your kit and the video.
Practice Sketch Assignment
Practice Sketch Assignment
Learning Objective: Students will Identify why we wear clothes and explore the fundamentals of fashion.
For this assignment, you will be using the croquis templates from your kit, the croquis you created this week, and the design details templates found in your kit to create your first practice fashion sketch. You are free to sketch your model wearing whatever you would like.
You must follow these rules:
- The sketch must be completed on tracing paper provided in your kit
- The sketch must be colored using the colored pencils provided in your kit. No crayon or marker allowed.
- Remember that you are a beginner and your sketches won't be perfect. Just try your best!
Here are a few examples of practice sketches:
CLICK HERE to see the example portfolio if needed
To turn in this assignment:
- Take a picture of your finished sketch using the built-in camera on your computer or you may also use a cell phone/camera and load your picture to your computer.
- Insert your picture into your Google Site under the "Sketches" Page.
- Create a label for your picture that says "Practice Sketch Week 1"
- Click Publish in the upper right-hand corner of your Google Site. Remember, you must re-publish each time you edit your site
- Click on the Paperclip copy icon in the upper right-hand corner
- Click Copy link
- To submit your assignment, return to this page and click Add Submission
- Paste the link to your Google Site into the Online Text box (ctrl+v)
- Click Save Changes
|
oercommons
|
2025-03-18T00:38:41.954777
|
05/12/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80290/overview",
"title": "Fashion Design: Sketching Basics",
"author": "Shanna Haws"
}
|
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