Datasets:

common-pile
/

oercommons

Dataset card Data Studio Files Files and versions Community

Split (1)

train · 9.34k rows

id stringlengths 54 56	text stringlengths 0 1.34M	source stringclasses 1 value	added stringdate 2025-03-18 00:34:10 2025-03-18 00:39:48	created stringlengths 3 51 ⌀	metadata dict
https://oercommons.org/courseware/lesson/87689/overview	Code of Best Practices in Fair Use for OER The Educator's OER Development Anthology Overview This brief anthology was created to partially satisfy a certification course project requirement. Nonetheless, this resource may be useful to education practitioners seeking quick guidance on creating and using open educational resources in their instructional practices. It contains handbooks and guides on intellectual property rights and OER development practices that should provide some insights into this developing area of instructional support. Introduction Over the last 20 years, open educational resources (OER) have grown in prominence and stature across the international education landscape. Despite their growing acceptance, many professional educators are still unaware of OER. Even those who profess an awareness of their existence, few are able to explain how they benefit classroom learning and fewer still are able to articulate what challenges, issues, concerns, and best practices are involved in implementing OER in their courses. This anthology seeks to address these professional competency gaps by gathering together a handful of useful resources into a single collection for easy access and use. The sections are independent of each other, so readers are not restricted to a serial reading of the contents to build their understanding, but instead may jump from one part to another as they wish. The Educator's OER Development Anthology by Kenneth L. Carriveau, Jr. licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. Faculty OER Toolkit (2017) Faculty OER Toolkit Faculty OER Toolkit Shannon Moist Simon Fraser University Library and Simon Fraser University Teaching & Learning Centre BCcampus Victoria, B.C. Faculty OER Toolkit by Shannon Moist is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. The CC licence permits you to retain, reuse, copy, redistribute, and revise this book — in whole or in part — for free, providing the author is attributed as follows: Faculty OER Toolkit by Shannon Moist is used under a CC BY 4.0 licence. If you redistribute all or part of this book, it is recommended the following statement be added to the copyright page so readers can access the original book at no cost: Download this book for free at http://open.bccampus.ca This textbook can be referenced. In APA style, it should appear as follows: Moist, S. (2017). Faculty OER Toolkit. Victoria, BC: BCcampus. Retrieved from https://opentextbc.ca/facultyoertoolkit/ Visit BCcampus Open Education to learn about open education in British Columbia. Ebook ISBN: 978-1-77420-044-5 Print ISBN: 978-1-77420-043-8 Contents - Introduction - What is OER? - OER definition CC BY (Attribution) - Why use OER? - Types of OER (and where to find them) - Adopt/Adapt vs Creation - Adopt/Adapt vs Creation - Adaptation - Adoption - Evaluating OER - Licensing and Copyright - Copyright - Creative Commons Licensing - Combining CC Licenses - Creative Commons Alternatives - Attribution Statements - Keeping Track of Changes - Appendix - Accessibility and Usability - Versioning History 1 Introduction Introduction The Faculty OER Toolkit is intended as an introductory guide for faculty interested in incorporating Open Educational Resources (OER) into their teaching practice. Beginning with a definition of OER, reasons to use OER, and online collections of OER to use, the Toolkit also covers basic information about adapting, adopting, and evaluating OER. Additionally, there is information about licensing and copyright, including an explanation of Creative Commons licenses and attribution statements. Throughout the Toolkit, links are provided to more in-depth resources on topics including adopting open textbooks, adapting open textbooks, and ensuring OER are truly accessible for all users. Acknowledgments Thank you to Lauri Aesoph at BCcampus for authoring the B.C. Open Textbook Adaptation Guide and the B.C. Open Textbook Adoption Guide, both of which have been invaluable tools while compiling this resource. I What is OER? 1 OER definition Definition The term OER (Open Educational Resources) was first defined by UNESCO in 2002 as “any type of educational materials that are in the public domain or introduced with an open license” and can “range from textbooks to curricula, syllabi, lecture notes, assignments, tests, projects, audio, video and animation.” Creative Commons created the table below to compare different definitions of OER from various sources. Although many people think of OER and Open Education as generally referring to online-only material and courses, this is not the case. Many open textbooks, for example, are also available in hard copy, or can be printed if a user prefers. The 5 Rs of Openness As seen in the table above, OER differ from traditional educational resources in their licensing and permissions. Namely, the “open” aspect of OER can be defined by David Wiley’s 5R Framework. Retain the right to make, own, and control copies of the content Reuse the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video) Revise the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language) Remix the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup) Redistribute the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend) This material was created by David Wiley and published freely under a Creative Commons Attribution 4.0 license at: http://opencontent.org/blog/archives/3221 OER Myth busting Think OER are too difficult to find or complicated to use? Worried that they will take too much time and effort to implement? Concerned about copyright and intellectual property protection? The OER Policy for Europe has addressed many of these concerns on their OER Myth busting! site. Attributions The OER table at the top of this page has been copied from Creative Commons and is used under a CC BY 4.0 license. The 5R Framework on this page was retrieved from SFU’s Open Educational Resources research guide and is used under a CC BY 4.0 license. 2 Why use OER? Benefits of using OER As can be seen in the BCOEL (formerly BCOER) infographic below, there are many reasons to use OER, including increasing student retention and providing more relevant materials for your classes. Why Open Education matters The following video explains why the move to Open Education (and the use of OER) is so important. An interactive or media element has been excluded from this version of the text. You can view it online here: https://pressbooks.bccampus.ca/facultyoertoolkit/?p=87 Why Open Education Matters from Blink Tower on Vimeo. Faculty Perspectives on Open Textbooks In the following two videos, you will hear from faculty who are using open textbooks and some of the reasons why. An interactive or media element has been excluded from this version of the text. You can view it online here: https://pressbooks.bccampus.ca/facultyoertoolkit/?p=87 Why use open textbooks? Benefits for students from BCcampus on Vimeo. An interactive or media element has been excluded from this version of the text. You can view it online here: https://pressbooks.bccampus.ca/facultyoertoolkit/?p=87 What instructors say about open textbooks from BCcampus on Vimeo. Attributions The Faculty Perspectives on Open Textbooks section above from the BC Open Textbook Adaptation Guide by BCcampus and is used under a CC BY 4.0 international license. Download this book for free at http://open.bccampus.ca. 3 Types of OER (and where to find them) There are a multitude of OER out there to choose from, including textbooks, courses, multimedia, data, and supplementary materials. These can be found by searching regular search engines (like Google) by using certain keywords but it is much easier to find them through dedicated OER repositories or websites. The examples below are just a sampling of such repositories and websites. Repositories SOLR (Shareable Online Learning Resources) – This is BCcampus’ OER respository. Creative Commons Search – A repository of various types of media, including images, music, and videos. OER Commons – A large collection of a variety of types of OER, including textbooks, courses, and ancillary materials. MERLOT – “a curated collection of free and open online teaching, learning, and faculty development services contributed and used by an international education community.” OER Handbook for Educators – “a guide for those who are just getting started in the creation of open educational resources (OER).” Textbooks BCcampus’s BC OpenEd Resources page is a good place to start to find both general information about OER and a list of textbooks that have been “created…or…re-created from existing [OER] by BC post-secondary faculty, reviewed by B.C. faculty and made available under a Creative Commons license.” OpenStax – Supported by Rice University, OpenStax has a huge collection of open, peer-reviewed textbooks on a large variety of subjects. Project Gutenberg – A collection of tens of thousands of digitized books available for download; audiobooks are also available. AU Press – Athabasca University’s AU Press publishes open access journals and books with a focus on Canada, the North American West, and the Circumpolar North. Courses Khan Academy – A collection of instructional videos and practice exercises on topics including math, science, programming, history, English, economics, and standardized test prep. MIT OpenCourseWare – offers free access to almost all MIT course content Saylor Academy – a non-profit organization committed to providing free and open online courses Coursera – an educational platform partnered with dozens of prestigious universities and institutions (including MoMA, Stanford, Yale, the University of Toronto, and the University of London) Multimedia Creative Commons Search – A repository of various types of media, including images, music, and videos Vimeo – Videos with a CC license can be found through Advanced Search options Flickr: Creative Commons – Flickr is an “online photo management and sharing application” and many photos are available under CC licenses; Flickr allows searching by type of license. Supplemental materials Supplemental, or ancillary, OER materials can include lecture notes, lesson plans, PowerPoint presentations, assignments, and activities. PhET – Interactive math and science simulations with lesson plans and activities OER Commons – A large collection of a variety of types of OER, including textbooks, courses, and ancillary materials Other OER lists Many universities have research guides related to finding OER and that provide lists of various repositories and resources, so be sure to check your home institution. University of British Columbia Kwantlen Polytechnic University British Columbia Institute of Technology University of Northern British Columbia II Adopt/Adapt vs Creation 4 Adopt/Adapt vs Creation Why adaptation or adoption? Many educators feel driven to create the “perfect” resources for their classes and it can be difficult put aside that perfection and use other people’s creations. However, the number, variety, and quality of OER available freely is such that any educator should be able to find resources they can readily (with or without adaptations) put to use within their classrooms. And adaptation or adoption of OER will almost always be more efficient than creating teaching materials from scratch. Jan M. Pawlowski addressed one of the reasons behind this reluctance in his article, Emotional Ownership as the Key to OER Adoption. More resources For more complete information about and instructions on how to adapt an open textbook, please visit the BC Open Textbook Adaptation Guide by BCcampus. For more complete information about and instruction on how to adopt an open textbook, please visit the BC Open Textbook Adoption Guide by BCcampus. For a list of open textbooks that have been evaluated and are available for adoption and adaptation, please visit BCcampus’ OpenEd. 5 Adaptation For more complete information about and instructions on how to adapt an open textbook, please visit the BC Open Textbook Adaptation Guide by BCcampus. Adaptation The term “adaptation” is commonly used to describe the process of making changes to an existing work. Though we can also replace “adapt” with revise, modify, alter, customize, or other synonym that describes the act of making a change. The example below refers to adapting an open textbook but any OER (assignments, videos, lecture notes, diagrams, etc) can be adapted. In addition to cost savings to students, one of the biggest advantages of choosing an open textbook is it gives faculty the legal right to add to, adapt, or delete the content of the textbook to fit their specific course without obtaining permission from the copyright holder. This is possible because the copyright holder has already granted permission by releasing their work using an open — or Creative Commons — license. This type of license gives users permission to use and reuse, share, copy, retain and modify the textbook without consulting the author. Below are some examples of how an open textbook can be adapted by adding in your own Learning Objectives, Exercises, and Key Takeaways. Learning Objectives Type your learning objectives here. - First - Second Exercises Type your exercises here. - First - Second Key Takeaways Type your key takeaways here. - First - Second Reasons to adapt an open textbook One of the benefits of using an openly licensed textbook or other educational resource is that you are free to adapt it to fit your needs. In other words, you can adjust the educational resources to fit your course curriculum, not the other way around. Below are 10 more reasons adapting an open textbook might be for you: - Address a particular teaching style or learning style - Adjust for a different grade or course level - Address diversity needs - Meet a cultural, regional, or national preference - Make the material more accessible for people with disabilities - Add material contributed by students or material suggested by students - Translate the material into another language - Correct errors or inaccuracies - Update the book with current information - Add more media or links to other resources Attributions This chapter contains material from the B.C. Open Textbook Adaptation Guide by BCcampus is used under a CC BY 4.0 International license. Download this book from free from http://open.bccampus.ca. The “Reasons” above are adapted from fromWikiEducator. “Adapt” in OER Handbook for Educators (http://wikieducator.org/OER_Handbook/educator_version_one/Adapt) and Why Remix Open Educational Resources? created by Liam Green-Hughes, both used under a CC BY license. 6 Adoption The information in this chapter refers to adopting an open textbook but any OER (assignments, videos, lecture notes, diagrams, et cetera) can be adopted for classroom use (using many of the steps below). For more complete information about and instruction on how to adopt an open textbook, please visit the BC Open Textbook Adoption Guide by BCcampus. Adopt an open textbook If you are an instructor looking for an open textbook to assign to your class, here are some suggested ways to go about using a textbook from the BCcampus Open Textbook collection. First, we often get questions from people outside of British Columbia about whether or not they can use textbooks in our collection. The answer is yes. You don’t have to be from British Columbia to use our open textbooks. Open textbooks are not geographically limited. Anyone from Canada, the United States, or any other country in the world can use these resources. Using an open textbook for your class - Find the right textbook. Search the B.C. Open Textbook collection (http://open.bccampus.ca) - Review and evaluate to see if it matches your criteria and based on content, presentation, online accessibility, production options, platform compatibility, delivery options, interactivity, consistency between online and printed versions, and available ancillary material (test banks, PowerPoints, etc.) Suggested source for evaluating an OER: http://open.bccampus.ca/files/2014/07/Faculty-Guide-22-Apr-15.pdf - Decide if you want to use as is or modify it. One of the benefits of open textbooks is flexibility to modify and customize them for specific course designs as much or as little as you desire. If you want to make edits or append content, make sure the Creative Commons license allows for that (every CC license except the non-derivative license allows for modifications). If you are interested in modifying an open textbook, check out our section on how to modify an open textbook (http://open.bccampus.ca/open-textbook-101/adapting-an-open-textbook/) - Distribute to your students. There are a number of ways in which you can do this. - If you’re using a textbook from this site, provide the link to the textbook to your students. They will have the option to select which file type they would like to download, or they can purchase a low cost printed version from the BCcampus print on demand service. - Alternatively, you can download copies of the book and put them on another site. Some examples of where you could put your own copies of the book files are: - Your institutional LMS (Learning Management System). Load the book files into your Moodle, Desire2Learn, Blackboard or Canvas site and make the books available to your students via the LMS. - Use an online file sharing service like Dropbox or Google Docs. Upload a copy of the book files to Dropbox or Google Docs and send your student the link to that copy. - If you have a faculty website, put copies of the files on that website and send students to your website to download your copy of the textbook. - Approach your local institutional bookstore or print shop to see if they can make printed copies of the books available for your students. Many institutional print shops can create low cost printed versions of textbooks and make them available to students. Keep in mind that textbooks that have a specific non-commercial clause (CC-BY-NC) cannot be sold with a markup or at a profit. However, charging a modest cost-recovery fee for physical textbooks is considered reasonable. - Let us know. If you adopt an open textbook from this site, tell us about it. (https://open.bccampus.ca/adoption-of-an-open-textbook/) Faculty adoption information is important to the long term viability of the open textbook project. Plus we will add you to a mailing list to inform you of when the textbook is being modified or additional resources are available for it. Attribution This chapter contains material from the B.C. Open Textbook Adoption Guide by BCcampus is used under a CC BY 4.0 International license. Download this book from free from http://open.bccampus.ca. 7 Evaluating OER Evaluating OER The BCOEL Librarians have developed a useful guide to assist faculty with the open textbook and OER evaluation process. This Faculty Guide for Evaluating Open Education Resources has been released under a CC BY 4.0 International license. For more complete information about and instructions on how to adapt an open textbook, please visit the BC Open Textbook Adaptation Guide by BCcampus. For more complete information about and instruction on how to adopt an open textbook, please visit the BC Open Textbook Adoption Guide by BCcampus. For a list of open textbooks that have been evaluated and are available for adoption and adaptation, please visit BCcampus’ OpenEd. This list of textbooks has been reviewed by BC post-secondary faculty. III Licensing and Copyright 8 Copyright Copyright definition In Canada, copyright is defined as “sole right to produce or reproduce a work or a substantial part of it in any form” and it “provides protection for literary, artistic, dramatic or musical works (including computer programs) and other subject-matter known as performer’s performances, sound recordings and communication signals.” For more information about copyright, please contact your institution’s Copyright Office or Copyright Librarian. Copyright and Creative Commons Using a Creative Commons license does not negate copyright – it modifies the terms of copyright, allowing others to use a work with attribution, that is, while recognizing the intellectual property of the copyright holder(s). As Creative Commons states, “CC licenses are copyright licenses, and depend on the existence of copyright to work. CC licenses are legal tools that creators and other rights holders can use to offer certain usage rights to the public, while reserving other rights.” The video below discusses how Creative Commons licenses allow creators to modify copyright terms. An interactive or media element has been excluded from this version of the text. You can view it online here: https://pressbooks.bccampus.ca/facultyoertoolkit/?p=59 Creative Commons Kiwi from Creative Commons Aotearoa NZ on Vimeo. 9 Creative Commons Licensing Choose a license If you are adapting an existing open textbook, the adaptations you make will be released with whatever open license you choose, while the rest of the book will be released under the license of the original book. In other words, you need to respect the license of the original work. You cannot license what you do not create. You can only attach a CC BY (Creative Commons Attribution), or other open license to the parts of the book that you have created and are new. However, there is a “catch.” If the textbook you are adapting has a Share-Alike condition (CC BY-SA 4.0) stipulated, then you must release the entire book using the same license as the original book. Below are the symbols and definitions of each of the Creative Commons licenses. If you are unsure which CC license you would like to use, you can use the Creative Commons Choose a License tool. Attribution: CC BY This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials. Attribution-ShareAlike: CC BY-SA This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects. Attribution-NoDerivs: CC BY-ND This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you. Attribution-NonCommercial: CC BY-NC This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms. Attribution-NonCommercial-ShareAlike: CC BY-NC-SA This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms. Attribution-NonCommercial-NoDerivs: CC BY-NC-ND This license is the most restrictive of our six main licenses, only allowing others to download your works and share them with others as long as they credit you, but they can’t change them in any way or use them commercially. Attributions The Creative Commons license definitions and images listed on this page have been copied from Creative Commons and are used under a CC BY 4.0 license. 10 Combining CC Licenses Combining CC licenses When adapting an open textbook (or other OER), you may want to incorporate other people’s works into your adaptation. In order to do that, you must ensure that any existing licenses on the work you’re adapting or including are compatible with each other. For example, as explained in Chapter 9, the CC BY license is the least restrictive and is compatible with all of the other CC licenses. However, if you want to include a work that has a CC BY-SA license, you must use that same license with your adaptation (which may conflict with other licenses already attached to the work). Creative Commons provides more information about CC BY-SA license compatibility on this page. The Orange Grove repository’s video below further explains how CC licenses can be combined. An interactive or media element has been excluded from this version of the text. You can view it online here: https://pressbooks.bccampus.ca/facultyoertoolkit/?p=25 For further help, you can use the use the Creative Commons Choose a License tool or the Wiki/cc license compatibility chart, or contact your institution’s Library or Teaching & Learning Centre. Attribution The Creative Commons license definitions and images listed on this page have been copied from Creative Commons and are used under a CC BY 4.0 license. 11 Creative Commons Alternatives Alternative licenses While Creative Commons licensing is a well-recognized, straight-forward, flexible type of licensing that is strongly associated with OER, there are other types of open licensing available. GNU The GNU General Public License is a “free, copyleft license for software and other kinds of works.” Copyleft Copyleft is comparable to the Share Alike aspect of a Creative Commons license. Public Domain Works in the public domain are not copyrighted. Different countries have different copyright laws and lengths, however, which must be carefully checked. Creative Commons has tools that allow users to place their works in the public domain. Attributions The GNU General Public License version 3 logo is in the Public Domain. The Copyleft symbol by Zscout370 is in the Public Domain. The Public Domain logo has been copied from Creative Commons and is used under a CC BY license. 12 Attribution Statements Attributions Regardless of the Creative Commons license you choose for your OER, all CC licenses require at least an attribution to the original creator of the work (the “BY” part of a CC license). Below are some examples of how to create attribution statements for text and media. This attribution generator from Open Washington can also be a useful tool. Creative Commons also has advice about and examples of giving attribution. Examples of attribution statements All Creative Commons licenses contain an attribution (BY) clause. This means that you must include a statement that gives credit to, or attributes, the creator of the work from which you have borrowed, whether it’s text, an image, a video, or other item. If you have made a change, indicate that in your attribution statement. As far as how and where to place attribution statements for text or media taken from another source or sources, best practices state that you should place them at the bottom of each affected web page. Clearly mark all of these with a heading called: “Attributions”. Several attribution statements can be listed under this heading. Here are examples. Example of an attribution statement for adapted text This chapter is an adaptation of Natural Disasters and Human Impacts (on Open Geography Education) by R. Adam Dastrup and Maura Hahnenberger, and is used under a CC BY-SA 4.0 International license. Note: - The statement is clear, simple, and contains all elements required for a complete attribution: title of the work used, author(s), and license type. A link is provided to the original work, the home page of the website (this is optional), and the license type. - There is no need to name the adapting author in this statement. This information should either be included on the Book Info page as a main author OR if you want to indicate which author wrote/adapted which chapter, you can use the Chapter Author option at the bottom of each chapter/web page in Pressbooks. - If the book is to be CC BY licensed, then you will need to address the conditions dictated by the license for each resource you are using in your adaptation. At the bottom of the Chapter page in Pressbooks, there is an option to set the license type for that page which will override, for this page only, the overarching license chosen for the book on the Book Info page. - If the chapter contains some original material AND some material from another source, then rather than saying “This chapter is an adaptation of….”, say “This chapter contains material taken from….”. Example of an attribution statement for an adapted image Figure 1.2 Dog by David Locke is used under a CC BY 2.0 license. Modifications to this photo include cropping. Note: - The statement is clear, simple and contains all elements required for a complete attribution: title of the image, photographer, and license type, as well as a note of the changes made. A link is provided to the original work, the home page of the photographer (if available), and the license type. Attributions This chapter contains material from the BC Open Textbook Adaptation Guide by BCcampus and is used under a CC BY 4.0 international license. Download this book for free at http://open.bccampus.ca. 13 Keeping Track of Changes Provenance When adapting or adopting OER, it is imperative to track the provenance of the resources as they are modified and remixed. Keep a record of all changes and additions As the author, you retain copyright of all new material you create. This means that even if the new material you create is released under an open license, as the author, you will receive attribution for your contribution. As you edit and make changes (text and images) and/or add new material, such as a chapter or section within a chapter, keep a list so these additions/changes: - Can be included as part of the Copyright Notice - Can be accurately attributed to you, the author Minor changes, such as fixing grammatical or spelling mistakes, don’t need to be documented. If you add material from another openly licensed work to your adaptation, especially text, record the source and where it is used in your adapted version. This information is needed for the wording and placement of each attribution statement required for each open CC BY (Creative Commons Attribution) licensed work you use. For more information, see Attribution Statements. Provenance document examples Below are examples of provenance documents that could be used to track changes and attributions when adapting OER. The term “Collegial collections” can refer to resources adopted/adapted from a colleague or inter-departmentally – these resources are often openly shared within a faculty team (or department) but are not openly shared in an OER repository. \| File type \| OER \| “Collegial collections” \| \| OER provenance document \| Collegial Collections provenance document \| \| \| Word \| OER provenance document \| Collegial Collections provenance document \| Attribution This chapter contains material from the B.C. Open Textbook Adaptation Guide by BCcampus is used under a CC BY 4.0 International license. Download this book from free from http://open.bccampus.ca. “OER provenance document” by BCcampus is licensed under CC BY 4.0. “Collegial Collections provenance document” by BCcampus is licensed under CC BY 4.0. 1 Appendix - Accessibility and Usability The BC Open Textbook Accessibility Toolkit is a valuable resource for those who want to ensure that their OER are truly accessible for all students. Attributions B.C. Open Textbook Accessibility Toolkit by Amanda Coolidge, Sue Doner, and Tara Robertson used under a CC-BY 4.0 international license. Download this book for free at http://open.bccampus.ca 2 Versioning History This page provides a record of changes made to this toolkit. Each set of edits is acknowledged with a 0.01 increase in the version number. The exported files for this toolkit reflect the most recent version. If you find an error in this toolkit, please fill out the Report an Open Textbook Error form. \| Version \| Date \| Details \| \| 1.0 \| March 8, 2017 \| Toolkit is published. \| \| 1.01 \| June 27, 2019 \| Changed from Open Textbook theme to Clarke theme. \| \| 1.02 \| October 1, 2019 \| ISBNs added: Print and eBook. \| \| 1.03 \| February 18, 2020 \| Replaced incorrect link to AU Press in Types of OER (and where to find them). \| \| 1.04 \| June 10, 2020 \| Replaced outdated link to UBC OER LibGuide in Types of OER (and where to find them). \| Code of Best Practices in Fair Use for Open Educational Resources: A Guide for Authors, Adapters & Adopters of Openly Licensed Teaching and Learning Materials (2021) “Code of Best Practices in Fair Use for OER, available at auw.cl/oer is licensed under CC BY 4.0” This report developed by the Program on Information Justice and Intellectual Property at the American University College of Law is intended to assist authors and educational professionals assess how fair use exceptions allowed by U.S. Copyright Law can facilitate the use of copyrighted materials in open educational resources and similar no- and low-cost course materials. Authoring Open Textbooks Authoring Open Textbooks by Open Education Network is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. Authors: Melissa Falldin and Karen Lauritsen This guide is for faculty authors, librarians, project managers and others who are involved in the production of open textbooks in higher education and K-12. It includes a checklist for getting started, publishing program case studies, textbook organization and elements, writing resources and an overview of useful tools.	oercommons	2025-03-18T00:38:42.025711	11/10/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87689/overview", "title": "The Educator's OER Development Anthology", "author": "Kenneth Carriveau" }
https://oercommons.org/courseware/lesson/122044/overview	Measles Overview This is an informational poster on Measles the symptoms, treatment and resources.	oercommons	2025-03-18T00:38:42.044549	11/19/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122044/overview", "title": "Measles", "author": "Nicholas Burgess" }
https://oercommons.org/courseware/lesson/122473/overview	Notation,,,,,,Name-Rimpa paul,,Roll-11 (1) Notation and canons Overview Notation and canons Notation and canons Notation and canons	oercommons	2025-03-18T00:38:42.061334	12/03/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122473/overview", "title": "Notation and canons", "author": "Rimpa Paul" }
https://oercommons.org/courseware/lesson/82788/overview	Education Standards Digital Citizenship Lesson Repository (pdf) Digital Citizenship K-5th Grade Scope & Sequence Overview This sequenced collection, curated by Seattle Public School educators, contains openly-licensed Digital Citizenship resources for K-5 educators. Introduction As elementary teachers of library and technology, we recognize our students’ need to learn and apply positive digital citizenship. Especially now, more interactive online, we found ourselves wishing for a one-stop shop for a Digital Citizenship scope and sequence. We did not recreate the wheel: we researched and aggregated what we deemed the best lessons for Digital Citizenship, aligned them with current Washington State and ISTE standards, and sequenced them. In some instances, educators may choose from a few lessons on a single topic. Following our progression, students will be introduced to and revisit Digital Citizenship concepts via different contexts. In sum, elementary students, starting in kindergarten and ending in fifth grade, will explore and practice different aspects of digital citizenship in age-appropriate activities. Understanding that Best Practices underscore an interdisciplinary approach, we designed this lesson collection to enable collaboration among a school’s educators; we would neither expect nor recommend a single educator to teach these in isolation. K-5 Digital Citizenship Key Concepts and Scope and Sequence Digital Citizenship Key Concepts K-5 \| WA State Tech Standard \| Key Concepts \| Kindergarten - 5th Grade \| \| 2a \| Digital Footprint \| What you express online can be permanent \| \| 2a \| Digital Well-Being &Balance \| Balance with digital with non-digital activitie \| \| 2b \| Onlne Safety/Smarts \| Navigate safely and smartly online \| \| 2b \| Online Interactions \| Practice kindness for self and community \| \| 2c \| Respecting Intellectual Property \| Recognize and respect the creations/contributions of others \| \| 2d \| Privacy \| Personal versus private information \| Washington Educational Technology K–12 Learning Standards Digital Citizenship K-5 Scope and Sequence This chart shows content covered by the curated lessons for each of the concept areas. Note the progression of standards across the grade levels. \| K \| 1st Grade \| 2nd Grade \| 3rd Grade \| 4th Grade \| 5th Grade \| Digital Footprint \| What are digital footprints? \| Safety, responsibility, and respect online \| Our digital trail \| Online reputation \| Share information responsibly Data collection \| How posts affect reputation Positive footprints \| Digital Well-Being & Balance \| Media balance basics Managing choices in Digital Age \| How technology makes you feel \| Device free moments \| Balance digital life \| Informed media choices \| Personalized media plans \| Online Safety Smarts \| Practice safety on virtual fieldtrip Spotting advertising online \| Five online safety basics “Just Right” websites and apps Safe searching online Online reliability \| Positive digital citizenship Fact-checking the internet \| Seek help \| Bravery online Anti-phishing \| Report abuse \| Online Interactions \| Empathy \| Responsibility and respect \| Differentiate between positive and negative comments \| Positive words Tone online \| Navigate online bullying \| Say it nicely Recognize gender bias online \| Respecting Intellectual Property \| Take and give credit \| Explore fairness and credit \| Why and how to credit Credit those who inspire us \| Copyright and Fair Use Altering digital content \| Copyright and responsibility Respect ownership \| Identify copyright Fair Use concepts Citing sources \| Privacy \| Online “strangers” Three basic privacy and security rules Personal info basics \| Connect online safely Handle requests for personal info \| What to keep private Identify, analyze, and synthesize basic internet safety \| Private information Passwords \| Password security Personal vs private Privacy solutions \| Avoid clickbait Customize privacy settings \| Digital Citizenship K-5 Curated Lessons To view all lessons, download our editable Microsoft Word doc or PDF. Where provided by our sources, we include the following learning standards. Attribution and License Attribution Authors/Curators Anne Aliverti, Teacher Librarian, Seattle Public Schools Kristi Leland, Teacher Librarian, Seattle Public Schools LeAnn Miller, Teacher Librarian, Seattle Public Schools Nuzhat Mustafa, Technology Teacher, Seattle Public Schools Alicia Nygard, Teacher Librarian, Seattle Public Schools Amy Young, Teacher Librarian, Seattle Public Schools The Washington Educational Technology K–12 Learning Standards by the Washington Office of Superintendent of Public Instruction are licensed under a Creative Commons Attribution Non-Commercial 4.0 International License. The Washington Social Studies Learning Standards by the Washington Office of Superintendent of Public Instruction are available under a Creative Commons Attribution 4.0 International License. Digital Citizenship logo by Kim Love \| CC BY License Except where otherwise noted, this resource collection by Seattle Public Schools is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by Seattle Public Schools. This resource was made possible by funding from the Washington State Legislature and administered through the Washington Office of Superintendent of Public Instruction.	oercommons	2025-03-18T00:38:42.128770	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82788/overview", "title": "Digital Citizenship K-5th Grade Scope & Sequence", "author": "Anne Aliverti" }
https://oercommons.org/courseware/lesson/83611/overview	Hurricane STEM challenge Overview Students will be helping to design various pieces of preventing, or to help save others during a hurricane! Design Challenge Title: Hurricane STEM Challenge Author(s): Carlie Sartiano, Karla Jelonek, Marissa Armstrong \| Background and Question/Challenge:During this lesson, students will gain an understanding of the color-coded warning system used for natural disaster awareness and learn about the possible causes of flooding. They will discover action steps to prepare for natural disasters and prevent some of the possible negative effects afterward. Students will integrate and exhibit learning by creating a flood barrier and warning system as a model to protect a community from flooding. \| \| \| SDG Goal: 13: Climate Action - Take Urgent Action to Combat Climate Change and its Impacts. \| Why is this challenge relevant to students? This lesson is relevant to students because it covers a variety of geographic areas and topics. First, it covers the topic of weather. This could be adapted for younger and older grades. For younger grades, you can discuss the different types of weather. For older grades, you can discuss how the different types of weather affect areas and how you can help these areas. Students and their families will be better prepared to handle weather situations. \| \| Constraints/Criteria: Prior Knowledge of Students: Some groups may need more knowledge explained to them before completing a task. For example, some students may not have seen what a hurricane is or can do. These videos will provide examples hurricanes and show the effects that it can do in an area:Some students may also need vocabulary explained to them before completing a task. There is a list of vocabulary below in the section titled “Literature Connections.”Group students into 3 groups based on skill level. First group would attempt to design a house to withstand the winds of a hurricane. Second group would create a flood barrier and warning system. Third group would do the rain gauge and color coded warning system with the microserver. \| Materials: Operation Hurricane: https://samlabs.com/us/content/creators/creators-steam-kit/grades-2-3-k12-curriculum/operation-hurricane/ \| \| Math, Science, T&E, CS Standards:Math - Standard - CC.2.4.2.A.4Represent and interpret data using line plots, picture graphs, and bar graphsScience - Standard - 3.3.4.A5 Describe basic weather elements. Identify weather patterns over time. Technology and Engineering - Standard - 3.6.4.BKnow that information technologies involve encoding, transmitting, receiving, storing, retrieving and decoding. • Identify electronic communication methods that exist in the community (e.g., digital cameras, telephone, internet, television, fiber optics). • Identify graphic reproduction methods. • Describe appropriate image generating techniques (e.g., photography, video). • Demonstrate the ability to communicate an idea by applying basic sketching and drawing techniques. CSTA Standard - 1B-AP-16Take on varying roles, with teacher guidance, when collaborating with peers during the design, implementation, and review stages of program development.Collaborative computing is the process of performing a computational task by working in pairs or on teams. Because it involves asking for the contributions and feedback of others, effective collaboration can lead to better outcomes than working independently. Students should take turns in different roles during program development, such as note taker, facilitator, program tester, or “driver” of the computer. \| \| Problem Solving Practice(s)/Process(s): \| Coding Activities/Lessons: Introduction: Hurricane in a Bottlehttps://sciencing.com/make-hurricane-science-project-5373251.html Warm Up Slides:https://docs.google.com/presentation/d/1T1ePwT_EzH5Hu2_seWSoZ8tJBrdKLUusaVnq1k18Cuc/edit#slide=id.g527f0c10cf_0_0 Operation Hurricane Steps:https://docs.google.com/document/d/15S4WXHFw6ty3tQtu8Gt7I_Q1TIT8xl1VBCEZZ6IbYbI/edit (Pictures Included in Link)Create a system with a rain gauge and a color-coded, turning sign to keep track of rainfall in your region: \| STEM Career Connections: \| Literature Connections: \| \| Attachments/Student Handouts: Operation Hurricane Handouts: https://docs.google.com/document/d/1QZ-m9DLGSjsvkXEhQu3C3IZuiF8ch1FzV-cECzmobss/edit Hurricane Worksheets:https://www.superteacherworksheets.com/reading-comp/5th-hurricanes_WMWFT.pdf Hurricane STEM activity-https://carlyandadam.com/thecarlyandadam/hurricane-stem-challenge \| \| Additional Resources/Notes: \|	oercommons	2025-03-18T00:38:42.155657	Rachael Haverstick	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83611/overview", "title": "Hurricane STEM challenge", "author": "Carlie Sartiano" }
https://oercommons.org/courseware/lesson/122451/overview	Notation and canons Overview Notation and canons Notation and canons	oercommons	2025-03-18T00:38:42.174747	12/03/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122451/overview", "title": "Notation and canons", "author": "Rana Saha" }
https://oercommons.org/courseware/lesson/122565/overview	Notation Overview Notation Library classification Notation and canons	oercommons	2025-03-18T00:38:42.190253	12/04/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122565/overview", "title": "Notation", "author": "Joydip Besra" }
https://oercommons.org/courseware/lesson/43651/overview	Themes in Mary Shelley's Frankenstien Overview Image from Public Domain. No attribution required. Section 1 Image from Public Domain. No attribution required.	oercommons	2025-03-18T00:38:42.206017	01/11/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/43651/overview", "title": "Themes in Mary Shelley's Frankenstien", "author": "Faith Rechtenbach" }
https://oercommons.org/courseware/lesson/121729/overview	Corgi Cycles of Matter and Energy Transfer in Ecosystems Overview In this 3-lesson unit, students will explore how cycles of matter and energy transfer. They will understand how matter cycles through living and nonliving parts in an ecosystem, explore how energy flows, and understand the characteristics of matter cycles and energy flows in an ecosystem. Corgi Co-organize your learning CorgiCo-organize your learning \| Unit & Lesson Plans Cycles of Matter and Energy Transfer in Ecosystems Subject: Science Grade level: Middle School Guides: Question Exploration, Comparison Standards: NGSS, Common Core - ELA Introduction Thank you for your interest in Unit & Lesson Plans for the Corgi application! The units and lessons that follow are intended to be used in conjunction with Corgi, a free, digital tool developed with the principles of Universal Design for Learning (UDL). Each unit is aligned to national and/or state standards such as the Next Generation Science Standards or the Common Core Standards. Each lesson utilizes the 5E Instructional Model to guide implementation. Table of Contents What is included in this Unit? Universal Design for Learning (UDL) Suggestions Lesson 1: Movement of Matter and Energy in an Ecosystem Universal Design for Learning (UDL) Suggestions Lesson 2: Energy Flow Within and Outside of an Ecosystem Universal Design for Learning (UDL) Suggestions Lesson 3: Matter Cycles in an Ecosystem Universal Design for Learning (UDL) Suggestions Unit Plan Unit Synopsis In this 3-lesson unit, students will explore how cycles of matter and energy transfer. They will understand how matter cycles through living and nonliving parts in an ecosystem, explore how energy flows, and understand the characteristics of matter cycles and energy flows in an ecosystem. Learning Goal Students will understand how cycles of matter and energy transfer from producers to consumers, and decomposers. They will also understand the key elements of energy flow within and outside of an ecosystem and how the food chain is impacted. Finally, students will understand the similarities and differences in the movement of matter and energy through the ecosystem. Main Ideas - Atoms and molecules of matter cycle between the living and nonliving parts of ecosystems by transferring between producers, consumers, and decomposers. - Energy flow within and outside of an ecosystem occurs at every level. - Matter cycles within an ecosystem and energy flows through an ecosystem. Both move through an ecosystem via the same pathway, but are different in how they enter and exit a food chain. Standards Next Generation Science Standards: MS-LS2. Students who demonstrate understanding can develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. Disciplinary Core Ideas: LS2.B: Cycle of Matter and Energy Transfer in Ecosystems Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3) Common Core State Standards: ELA/Literacy - SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. What is included in this Unit? Several key pieces are included to help you build your own unit or support a unit you have already created. Each lesson in this unit contains: - Essential question for students - Key terms - Resources - Corgi guide - Universal Design for Learning (UDL) suggestions If you are interested in more structured units, you can explore the Corgi Unit library. Some of the other units contain the above mentioned components as well as a step by step scaffolding that follows the 5E model of science instruction. Please note that we do our best to maintain correct links to resources and materials. If a specific link is no longer working, please don't hesitate to contact us at corgi@cast.org. Lesson Plans \| Lesson 1 \| Movement of Matter and Energy in an Ecosystem \| Comparison Guide \| \| Lesson 2 \| Energy Flow Within and Outside of an Ecosystem \| Question Exploration Guide \| \| Lesson 3 \| Matter Cycles in an Ecosystem \| Question Exploration Guide \| Methods of Assessment Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability. Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding. Universal Design for Learning (UDL) Suggestions Universal Design for Learning (UDL) is a framework for teaching and learning that guides the design of inclusive, accessible, and challenging learning environments. The framework is grounded in three principles: - Design multiple means of engagement - Design multiple means of representation - Design multiple means of action and expression CAST’s UDL Guidelines were developed to support practitioners to apply these three principles to practice. While this unit was not explicitly designed through a UDL lens, UDL can be used as a tool to reduce existing barriers and increase access to the unit learning goal as well as to individual lesson goals. Below is an overview of how UDL might be applied to this unit. We’ll also offer more specific ideas for applying UDL at the end of each of the lessons associated with this unit. Anticipate Potential Barriers The UDL framework can support educators to reframe their understanding of barriers: from locating barriers within individual students to locating barriers within the design of the learning environment. Here we brainstorm potential barriers that learners may encounter in the design of the unit. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Are there barriers to engagement? (connection to students’ lives, location, grouping, noise level, etc.) The design of the unit/lessons may need to do more to spark students’ curiosity based on their unique interests, goals, and contexts. The design may need to better emphasize why the topics are meaningful and important to explore. The design may also need to more fully support students to make connections to their own lives, communities, and questions they care about. Are there barriers to the representation of content? (oral, written, etc.) These lessons consist of multimedia presentations with text, graphics, videos, and infographics. Some videos may need captions, or some captions don’t turn on automatically. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. Further, the content shares mathematical and scientific notation and complex mathematical relationships that may also act as barriers to students engaging with the ideas. Finally, several of the lessons contain non-interactive PDFs that do not allow students to highlight or make comments. Are there barriers to action and expression? (writing, speaking, planning, etc.) While the Corgi guides embed multiple options for students to share their ideas (text, images, and speech-to-text), it is important to anticipate barriers to students being able to express their ideas in other associated activities. Address Learner Variability Here we brainstorm ways to address the potential barriers described above. Again, please note that these approaches to reducing barriers and increasing access to the learning goals are just examples to get you thinking. We know that every context is unique. How will you address barriers to engagement? The Engagement Guidelines prompt us to consider the following questions when addressing barriers to engagement: - Are there options for choice, relevancy, and minimizing distractions? - Are there options for sustaining effort and persistence? - Are there options for supporting and developing self-regulation and self-assessment? Barriers to learners’ engagement and multiple pathways to engage students will be addressed through the supplementary resources, survey questions, and videos throughout each lesson. With regard to the anticipated barriers around supporting students to find meaning and relevance, consider creating spaces for students to make connections to their own lives, their communities, and issues that they care about. For example, students could explore the school yard to find examples of producers, consumers, and decomposers. Or, students could be encouraged to share an article from a local newspaper about issues affecting the community. We encourage you to collaborate with your students and co-design ways to address other barriers to engagement that may emerge throughout this unit. How will you address barriers to representation? The Representation Guidelines prompt us to consider the following questions when addressing barriers to representation: - Are there options for audio/visual/display of info? - Are there options to access language, math, and symbols? - Are there options to build background knowledge, construct meaning, and generate new understandings? The supplementary resources and videos have been constructed to offer multiple ways of representing information as well as the mixed media within each lesson/activity. With regard to captions that don’t turn on automatically, support students to learn how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students. With regard to the anticipated barriers around the lack of captions and transcripts, consider transcribing tools like Otter.ai, rev, and Express Scribe. Further, a free screen reader such as TextHelp Read & Write, ChromeVox, or NVDA can assist students with online articles. Finally, to reduce the barriers associated with non-interactive PDFs, consider free PDF tools such as Bit.ai and Jotform. We encourage you to collaborate with your students and co-design ways to address other barriers to representation that may emerge throughout this unit. How will you address barriers to action and expression? The Action and Expression Guidelines prompt us to consider the following questions when addressing barriers to representation: - Are there options for physical action? - Are there options for multiple communication tools? - Are there options for varying levels of support? - Are there options for goal setting, strategy development, and self-monitoring? The Action and Expression Guidelines can offer ideas for embedding varied ways for learners to communicate ideas, share understandings, and work toward goals in the associated activities throughout this unit. With regard to the anticipated barriers around physical action and physical space, consider encouraging learners to find learning spaces that work best for them (e.g. a quiet space, a space with natural lighting, etc.) and spaces that offer room to move or stand. We encourage you to collaborate with your students and co-design ways to address other barriers to action and expression that may emerge throughout this unit. Review the following link for a complete interactive overview of the UDL Guidelines. Lesson 1: Movement of Matter and Energy in an Ecosystem Essential Question How do matter cycles and energy flow impact an ecosystem? Key Terms Matter Energy Cycle Energy flow Ecosystems Resources Video: LS2B - Cycles of Matter and Energy Transfer Sample Corgi Guide: Comparison - Movement of Matter and Energy in an Ecosystem (To be able to view the guide you must be logged in to Corgi) Universal Design for Learning (UDL) Suggestions Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: The video “LS2B - Cycles of Matter and Energy Transfer” covers several topics related to matter cycles, both covered in elementary science and then in high school science. There are also moments when the video host references science standards and key teaching strategies. These make the video both long and certain portions hard to follow. - Addressing the barrier: This video can be used in many ways. The Matter Cycle portion of the video starts at 3:24 in the video. Each topic covered in the video is time stamped and shown in the “Key Moments'' section of the video. Also, the topics that are considered elementary topics can be shown as refreshers for background knowledge while the portions covered in upper secondary can be used as extension videos and topics. Lesson 2: Energy Flow Within and Outside of an Ecosystem Essential Question How does energy flow within and outside of an ecosystem? Key Terms Food chain Trophic level Energy flow Resources Video: Energy transfer in food chains Website: ‘Energy Flow: From Sunlight to Plants to Animals’ Sample Corgi Guide: Question Exploration - Energy Flow Within and Outside of an Ecosystem (To be able to view the guide you must be logged in to Corgi) Universal Design for Learning (UDL) Suggestions Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: The PBS Learning activity ‘Energy Flow: From Sunlight to Plants to Animals’ has several UDL features: it is a high interest activity, it is easily navigated with common accessibility tools, and supplemental materials are easily shareable. However, it does have background sound which may be distracting to students who are using screen readers. - Addressing the barrier: Students may want to turn off the background sound to reduce ambient noise in this activity. Lesson 3: Matter Cycles in an Ecosystem Essential Question How do atoms and molecules of matter cycle between the living and nonliving parts of an ecosystem? Key Terms Ecosystem Matter Food web Producers Consumers Decomposers Resources Video 1: How Ecosystems Work \| Biology \| Ecology Video 2: Producers, Consumers, and Decomposers \| Ecosystems Sample Corgi Guide: Question Exploration - Matter Cycles in an Ecosystem (To be able to view the guide you must be logged in to Corgi) Universal Design for Learning (UDL) Suggestions Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: Students could have trouble accessing the ‘Defender: Natural Selection’ activity either due to technology barriers or screen navigation tools. - Addressing the barrier: A similar or alternative activity should be considered. Potential barrier: - Anticipating the barrier: Natural selection can be a complicated topic; supporting students to make meaning of this key mechanism of evolution can be challenging. - Addressing the barrier: To help students better understand the process, try walking them through examples from the videos to make sure they understand. Additionally, it may be helpful to introduce local flora and fauna ( e.g. the food we eat, pets, dangerous bacteria, etc) as representative examples. Potential barrier: - Anticipating the barrier: The slide deck Biogeochemical Cycles and Energy Flow has useful information but the site is difficult to navigate and visually cluttered. It may present students with difficulty if they are left to navigate it on their own. - Addressing the barrier: This resource works well as a guided experience. It does contain a nice transcript at the bottom of the site.	oercommons	2025-03-18T00:38:42.252572	Unit of Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121729/overview", "title": "Corgi Cycles of Matter and Energy Transfer in Ecosystems", "author": "Lesson" }
https://oercommons.org/courseware/lesson/104012/overview	Education Standards 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom Video AGuidetoUsingBigBooksintheClassroom (1) Birth to Age 5 Context Clues Template Course Syllabus EMERGENT LITERACY STUDY GUIDE FirstDayBingoGettoknowyourclassmates-1 (1) Framework for Effective Practice Age Birth to 5 Head Start Phases of Emergent Literacy Literacy for Pre-K Literacy Resource Binder Mini Lesson Template Oral Language Oral Language PA Equity Inclusion Toolkit Phonological Awareness Print Knowledge Quiz #3 Study Guide Emergent Literacy Read Aloud Planning Sheet Science of Reading Shift 1 Emergent Literacy SHIFT 3 Shift 4 Sold a Story Podcast Sold a Story Podcast with Section Debriefs STUDENT Copy of Chapter 1 Emergent Literacy STUDENT Copy of Chapter 6 Emergent Literacy STUDENT NOTES Chapter 7 Emergent Literacy STUDENT NOTES Chapter 7 Emergent Literacy Student Notes Emergent Literacy Chapter 3 Study Guide #2 Emergent Literacy Study Guide #4 Emergent Literacy Unraveling Scarborough's Reading Rope Vocabulary Ways to Support Struggling Readers Writing Centers Video Emergent Literacy Overview Emergent Literacy examines children’s language acquisition and early literacy development. Included are instructional models and strategies, research findings, curriculum design, assessment practices and the selection and use of children’s literature in the development of the necessary foundations for effective speaking, listening, reading and writing. Emergent Literacy Textbook Aligned Resources Emergent Literacy examines children’s language acquisition and early literacy development. Included are instructional models and strategies, research findings, curriculum design, assessment practices and the selection and use of children’s literature in the development of the necessary foundations for effective speaking, listening, reading and writing. Shifting the Balance TEXTBOOKS Burkins, J. & Yates, K. (2021). Shifting the balance: 6 ways to bring the science of reading into the balanced literacy classroom . Portsmouth, New Hampshire: Stenhouse Publishers. This book supplemented the main content of our course, which embedded the new structured literacy competencies into teaching and learning at a level that was not covered within the regular textbook. Head Start and Emergent Literacy The collaboration between Head Start and public education should stand strong. There is a strong correlation between students that attend a form of preschool and their academic success throughout the remainder of their formal education. Head Start is a resource that is incorporated into this Emergent Literacy class, as primary educators should be aware, and work alongside, Head Start programs. Print Knowledge What is Print Knowledge? Print knowledge includes: • letter names, ability to recognize and say the names of letters; • letter sounds, knowing the sound a letter represents; and, • concepts of print, understanding how print works. Phonological Awareness What is Phonological Awareness (PA)? The understanding that spoken language can be broken down into parts and the ability to manipulate those parts at the word, syllable, onset-rime, and phoneme levels. Onset is the part of a word that comes before the vowel and rime is the vowel and letters that follow. For example, in sun, /s/ is the onset, and /un/ is the rime. Phoneme is the smallest unit of sound in spoken words. For example, cat has three phonemes /k/ /ă/ /t/. PA is a heard or spoken skill and does not involve written words. Vocabulary What is Vocabulary? Vocabulary is knowing words and word meanings. It includes expressive vocabulary (words said or produced) and receptive vocabulary (words heard and understood). Oral Language What is Oral Language? Oral language is the system of words and word combinations used to communicate with others through speaking and listening. Oral language is the foundation on which all emergent literacy and later reading is built and supports children’s math, science, social, and self-regulation skills	oercommons	2025-03-18T00:38:42.308556	05/19/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104012/overview", "title": "Emergent Literacy", "author": "Jessica McCormick" }
https://oercommons.org/courseware/lesson/122696/overview	Communication Models in Information Retrieval Overview Information retrieval study can broadly be categorized into two portions; System centered research that centers on the systems perspectives of information retrieval counting retrieval algorithms, indexing, interface design, etc, and user-centered research that centers on the human information behavior and user-centered or cognitive approaches to the design of information retrieval systems. Numerous analysts have proposed these interactive models for information search and retrieval that put clients within the central part of the information retrieval system. Communication models in information retrieval Information retrieval research can broadly be categorized into two streams; System centered research that focuses on the systems aspects of information retrieval including retrieval algorithms, indexing, interface design, and so on, and user-centered research that focuses on the human information behavior and user-centered or. cognitive approaches to the design of information retrieval systems. Many researchers have proposed interactive models for information search and retrieval that place users in the central role of the information retrieval system. Some of the important human information and behavior models are discussed below: - Wilsons model- The problem-solving model proposed by Wilson proposes that information seeking emerges as a result of an information need seen by the client who in order to fulfill that requirement, make requests upon data sources and services. This comes about within the success or failure to discover significant information. In this model, the information need of the user is the foremost vital factor in originating and driving the whole information retrieval process. In any case, agreeing to Wilson a user's information need is nor a primary need but a secondary need which emerges but of needs of a more fundamental type; in order to meet these data needs the client is likely to meet diverse barriers. The essential need, which in turn creates the information need, may emerge from the role of the person in an environment, a lifestyle or a course of work. Wilson distinguishes three major types of barrier in the context of an information need: individual, role-related and environmental. While the fundamental principle and focus remained the same, Wilson created a modern HIB model in 1996 that proposes that information-seeking behavior is a goal oriented with the resolution of the problem, and possibly the presentation of the solution, as the goal. In moving through each of the stages of issue identification, problem definition; problem resolution and solution presentation. uncertainty and instability must be diminished through the interactions of the clients with the data sources. - Dervin’s Model- The sense-making approach of Dervin sets that clients go through different stages in making sense of the world. The first phase sets up the context for the information need, which she calls a situation. People find a crevice between what they understand and what they need to know in order to make sense of the current circumstance. These gaps are showed by formulation of questions. Thus, according to the sense-making approach, the HIB is implemented in terms of four constituent components: ● a situation in time and space, which defines the context in which an information problem emerges. ● A gap which recognizes the difference between the contextual situation and the desired situation. ● A result which is the consequence of sense making process. ● A bridge that is the means of closing the gap between the situation and the outcome. Marchionini suggests that the situation gap model of Brenda Dervin applies more to common human conditions than information seeking, but it has been adopted by researchers in data science and communications as a framework for studying the information-seeking process. Wilson says that the clarity of Dervin's model lies somewhat within the methodological results, since in connection to HIB, it can lead to a way of addressing that can uncover the nature of a risky circumstance, the degree to which information serves to bridge the gap of uncertainty, and the nature of the results from the use of information. Ellis’s model- According to Ellis, an information-seeking process has the mentioned stages: ● starting- starting the information-seeking process, e.g. when the client inquires a few learned colleague ● chaining- following links of citations in known material ● browsing- comprising some sort of undirected or semi-structured searching for information. ● differentiating- filtering the information received. ● monitoring- keeping track of advancements within the user's field of interest. ● extracting- selecting the relevant information from a source. ● confirming- checking the precision of information. ● finishing- conducting a final search. to complete the process. Information-seeking processes don't essentially follow these stages in strict pattern. According to Ellis, the detailed interrelation or interaction of the features in any individual information-seeking design will depend on the special circumstances of the information-seeking activities of the individual concerned at the time of looking for the information. Bates model- The Berry-picking model of information seeking proposed by Bates recommends that as a result of reading and learning from the information retrieved through the search process, users' information needs and inquiries ceaselessly shift. The berry-picking model also demonstrates that clients" data needs are fulfilled by a series of selections and bits of information found along the complete information search process, as opposed to the output of any particular search set. Kulthau’s model- Kulthau considered how students search for information as part of their process. Based on this, she proposed a model that involves seven stages: Ask: initiation Topic selection pre-focus exploration focus formulation Information collection search closure or presentation (writing). Wilson says that Kulthau's model is simpler than Ellis's model in drawing attention with the feelings related with the various stages and activities. Based on Kulthau's model, Vakkari proposes an assignment-based model that begins with a focus. Vakkari comments that the finding of a focus which is comparable to the hypothesis in research, is significant in any search process. At the starting, that is at the pre-focus stage the search remains undirected; once the focus has been developed, the search for data becomes more directed. - Ingwersen’s model- Ingwersen's model proposes that information search and retrieval is characterized by: a. an individual user's cognitive space, which is characterized by the work and interests of the user, the current cognitive state of the user, a problem or goal, uncertainty, and information needs and information behavior. b. the social or organizational environment, which is characterized by the domain, strategies or goals of the organization, and tasks and preferences. Wilson comments that Ingwersen's model has a close family resemblance to the models of information-seeking behavior, for example the two elements - 'user's cognitive space' and 'social organizational environment' resemble the elements of 'person in context' and 'environmental factors' in Wilson's model. - Belkin’s model- The episode model of Belkin centers on the activities carried out in an information search from scanning to looking inside the system of 'goal of Interaction', 'mode of retrieval' and 'resource considered'. The thought behind this model is that individuals commonly engage in different searching behaviors over a set of information retrieval sessions. According to Belkin's model any single information-seeking methodology can be portrayed according to its location within the four dimensions of 'scanning to searching', 'goal of interaction'., 'mode of retrieval' and 'resource considered'. - Saracevic’s model- In 1996 Saracevic proposed a stratified interaction model, and he modified it in 1997. The fundamental assumption of the stratified interaction model is that clients interact with information retrieval systems in order to utilize information and the utilization of information is associated with cognition and situational application. The major components within the stratified model are clients and computers, each with a host of other variables. The interface empowers a variety of interactions to be started, which can be conceived as a arrangement of processes happening in several associated levels or strata, cache involving different elements or specific processes. Like on the human side processes may be physiological (e.g. visual. tactile or sound-related). mental and cognitive; on the computer side they may be physical and symbolic, whereas the interface provides for an interaction on the surface level.	oercommons	2025-03-18T00:38:42.333499	12/06/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122696/overview", "title": "Communication Models in Information Retrieval", "author": "Shreya Chakraborty" }
https://oercommons.org/courseware/lesson/122695/overview	What is vocabulary control Overview Vocabulary control ensures consistent and efficient information retrieval by reducing ambiguity and variability in terminology. In a library, controlled vocabulary ensures standardization which helps in organizing and accessing large collection of information, such as books, articles or digital resources. - What is a vocabulary control? A controlled vocabulary represents an organized configuration of words and phrases employed to index content or retrieve it via browsing or searching; this typically encompasses both preferred and variant terms and delineates a specific scope (or describes a particular domain). The controlled vocabulary undertakes multiple functions: it usually records the hierarchical and associative relationships of concepts explicitly. Moreover, it establishes the extent and focus of each topic. In addition, (for word-based systems), the controlled vocabulary identifies synonyms and selects a preferred term from among them. For homonyms, it discerns the various concepts conveyed by that word or phrase. Vocabulary control assists in mitigating issues that arise due to the natural language inherent in the document’s subject. However, if vocabulary control is not exercised, different indexers or even the same indexer might employ varying terms for the same concept on different occasions when indexing documents related to the same subject and also utilize distinct sets of terms when searching for that same subject. This can, consequently, lead to a 'mismatch,' which thus adversely affects information retrieval. 2. What is the need of controlling vocabulary in Information Retrieval? - Controlled vocabulary (regularly alluded to as a standardized or organized lexicon) signifies a pre-defined list of terms utilized to list and recover data. This particular dialect is significant since it guarantees consistency, exactness and productivity in data recovery frameworks. Be that as it may, the execution of such vocabularies can be complex; it requires cautious thought of the terms chosen. In spite of the fact that it could appear constraining, this approach eventually upgrades the clarity of communication in different scholarly and proficient areas. ● Controlled vocabulary capacities as a pivotal bridge between human dialect and counterfeit dialect; be that as it may, it maintains a strategic distance from the inconstancy and uncertainty inalienable in normal dialect. Instep, controlled vocabularies are composed of standardized terms, equivalent words (which can upgrade understanding) and various leveled connections. This organized approach (which is fundamental) encourages the classification and organization of data. As a result, it gets to be less demanding for clients to look, find and comprehend data—this is especially imperative in complex areas. In spite of the fact that a few may contend that controlled vocabularies restrain expression, they really give clarity and consistency. ● By advertising a standardized dialect, it minimizes obstructions for clients who might have changing etymological foundations or levels of mastery in a particular space. In any case, this approach can in some cases ignore subtleties (which are basic) in communication. In this manner, in spite of the fact that it points to encourage understanding, it might accidentally streamline complex thoughts. Since of this, one must consider the trade-offs included when actualizing such a framework. ● Controlled vocabularies upgrade look exactness by decreasing commotion in look comes about. When clients utilize standardized terms to explore for data, the framework can absolutely coordinate those terms in the ordered substance. ● Interoperability could be a basic thought; controlled vocabularies offer a common dialect that can be shared and comprehended over different stages. This interoperability, be that as it may, guarantees consistent integration and the trade of data between frameworks. In spite of the fact that this cultivates a more associated and proficient data environment, it moreover presents challenges, since accomplishing such integration requires fastidious arranging and execution. A controlled vocabulary or full scientific classification is required to guarantee that machine-assisted or completely automated indexing is comprehensive, notwithstanding of what is to be recorded. Get to Developments is one of an awfully little number of companies able to assist its clients create ANSI/ISO/W3C-compliant scientific classifications to create data findable. What are the tools for vocabulary control Ans- Subject Heading List A vocabulary control gadget depends on a master list of terms that can be relegated to records. Such a list of terms is called 'List of Subject Headings'. A list of subject headings contains the favoured terms to be utilized within the cataloguing or indexing. It includes the following merits: ● Specific entry which is direct- The standards of particular and direct entry require that a record be assigned specifically beneath the foremost particular subject that precisely and accurately speaks to its subject content. ● Common Utilization - This guideline declares that the wording utilized to express a subject must be of widespread usage. In any case, the challenge emerges since dialect ceaselessly advances; this advancement can now and then obscure the commonality of certain words. ● Uniformity and Consistency- A single uniform term (one that's chosen from various synonyms) must be reliably applied over all records related to the subject. In the event that there exists variation of spellings of the same term or contrasting forms of the same headings, only one form is utilized as the heading. Consistency demonstrates that a term chosen based on predominant utilization can, end up obsolete as time advances. Because of this, a compilation of subject headings ought to reflect current wording. In such cases, it is basic that a subject authority record is kept up. Thesaurus It is an organized compilation of terms organized to improve the choice of index terms, as well as search terms. A thesaurus varies from a conventional authority list, such as Sear's List, since the terms are not essentially confined; in any case, they may be facilitated with other terms. The connections between the terms are clearly characterized by the use of the standard truncations: SN Scope Note UF Used For BT Broader Term RT Related Term SA See Also Classification Scheme - A classification scheme especially one that's both faceted and various leveled can successfully outline hierarchical, faceted and phase relationships; in any case, it frequently ignores other associative and equivalence connections. Each sort of classification scheme presents unmistakable preferences and is planned to address the particular organizational and retrieval needs of libraries. In spite of the fact that a few schemes exceed expectations in certain zones, they may not completely encompass all pertinent relationships, since this will constrain their generally utility. - Enumerative Classification Schemes: An enumerative library classification scheme is one in which all conceivable classes are listed based on particular characteristics. There exists a top-down approach; whereby, arrangement of subordinate classes are created and both basic and complex subjects are included. The advantage of this scheme is that the structure is delineated by the notation (as far as practicable). This strategy can be restricting since it may not account for each subtlety in certain subjects. In spite of the fact that the clarity is useful, it can in some cases obscure the complexity of the information being classified. - Faceted Classification Scheme: A faceted classification scheme is on a very basic level different in nature. Instead of essentially counting all the classes and their related numbers, it portrays the different facets (or viewpoints) of each subject or primary class. Besides, it offers a system for creating class numbers by means of facet analysis. This concept, which was presented by Dr. S. R. Ranganathan, has been utilized in his Colon Classification. The complexities of this method can be challenging to grasp, since it requires a nuanced understanding of how facets interact. In spite of the fact that it could seem complex at to begin with, many discover it useful in organizing data. - Analytico-Synthetic Classification Scheme: Analytico-Synthetic Library classification address a few issues inalienable in enumerative classification schemes. The basic concept of this approach is that the subject matter of a specific document will be dissected into its constituent components. Hence the classification scheme will be utilized to recognize notations for each individual component. These notations will be amalgamated in accordance with the established rules to define the ultimate class number. Thesaurofacet This concept has been defined by Jean Aitchison and others for the English Electric Company. It is, a faceted classification that's coordinates with a thesaurus. Thesauro-Facet comprises two areas: a faceted classification scheme and an alphabetical thesaurus. Terms appear twice-once within the schedule and once more within the alphabetical thesaurus; the association between these two areas is made through the notation or class number. The integration of these elements improves the usability of the framework, hence making it more proficient. In spite of the fact that it could seem complex at to begin , the organized approach helps in clarity. This strategy is especially important since it permits clients to explore through data consistently. What is a Classaurus It serves as a vocabulary control device (created by Dr. Ganesh Bhattacharya at DRTC) that coordinating features from both a faceted classification scheme and a conventional alphabetical thesaurus. This framework is an rudimentary category-based (or faceted) approach to hierarchical classification inside the verbal space, consolidating all the basic and adequate characteristics of a conventional information retrieval thesaurus. Whereas it points to encourage retrieval, challenges may emerge due to its complexity. In spite of the fact that it offers efficient organization, clients might discover themselves exploring through its perplexing layers, (which can be overpowering at times). What is the difference between natural language and artificial language What is the difference between natural language and indexing language • A natural language(utilized in day to day life ) comprises of a collection of codes along side their allowable expressions, which encourage the communication of thoughts in both discourse and composing. In differentiate, an indexing language serves a diverse reason: it comprises a set of codes and their passable expressions that are utilized to represent the content of records, as well as the questions postured by clients. Be that as it may, whereas both sorts of dialects utilize codes, their applications shift altogether. In spite of the fact that they share a few likenesses, the capacities they perform are unmistakable, since one centers on everyday communication though the other targets data recovery. This refinement is significant for understanding how dialect operates in completely different settings. • A natural language is considered “natural” since it creates spontaneously (or unreservedly) within the mouths of human creatures, totally devoid of any outside control. Alternately, an indexing language is regarded “artificial” in that it may depend on the vocabulary of a natural language; in any case, usually not always the case. In spite of the fact that its vocabulary might overlap, its language structure, semantics and orthography are on a very basic level unmistakable from those of a natural language. • A natural language serves as a medium for the communication of thoughts among human creatures in their ordinary lives. Indexing language, in any case, is made and utilized for a particular reason; that it represents the thought substance of documents, as well as the questions posed by clients. In spite of the fact that both sorts of dialect encourage interaction, they do so in uniquely diverse ways since their capacities diverge altogether. This distinction is pivotal when considering the appropriate setting for each sort of language utilization. • A natural language (which is inalienably free) permits for a need of control over synonyms and homographs. One concept may be spoken to by multiple terms; however, there's no standardization of these terms or words. Anyone can utilize any words or terms to express their thoughts (regardless of gender). On the other hand, an indexing language could be a controlled form of communication. There are limitations on the utilize of words and terms in this indexing language. Synonyms and homographs are controlled. Moreover, there exists a standardization of terms and words, meaning one concept is spoken to by as it were a single term. • Natural language (which incorporates auxiliaries such as prepositions and conjunctions) plays a pivotal part in passing on the exact meaning of a sentence. However, such auxiliaries are not present in indexing languages. The arrangement of terms, directed by the grammatical rules of an indexing language, combined with relational symbols (like role operators or indicator digits), is basic for passing on the precise meaning of a subject heading. In spite of the fact that this structure could seem unbending, it viably encourages communication. Because of these contrasts, understanding the subtleties of each sort of language becomes imperative.	oercommons	2025-03-18T00:38:42.361141	12/06/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122695/overview", "title": "What is vocabulary control", "author": "Shreya Chakraborty" }
https://oercommons.org/courseware/lesson/122852/overview	Corgi Earth’s Place in the Universe Overview In this unit, students will explore the place Earth has within our solar system. They will understand how the relationship between the Earth, its moon, and the sun cause a variety of phenomena we experience on Earth, such as day and night, the seasons, and eclipses. Corgi Co-organize your learning CorgiCo-organize your learning \| Unit & Lesson Plans Earth’s Place in the Universe Subject: Science Grade level: Middle School (Grades 6-8) Guides: Comparison, Cause & Effect, Question Exploration, Claim, Evidence, Reasoning (CER) Standards: NGSS, Common Core - ELA Introduction Thank you for your interest in Unit & Lesson Plans for the Corgi application! The units and lessons that follow are intended to be used in conjunction with Corgi, a free, digital tool developed with the principles of Universal Design for Learning. Each unit is aligned to national and/or state standards such as the Next Generation Science Standards or the Common Core Standards. Each lesson utilizes the 5E Instructional Model to guide implementation. Table of Contents What is included in this Unit? Universal Design for Learning (UDL) Suggestions Lesson 1: Solar & Lunar Eclipses Universal Design for Learning (UDL) Suggestions Universal Design for Learning (UDL) Suggestions Lesson 3: The Equinox & Solstice Universal Design for Learning (UDL) Suggestions Lesson 4: Daylight Saving Time Universal Design for Learning (UDL) Suggestions Unit Plan Unit Synopsis In this 4-lesson unit, students will explore the place Earth has within our solar system. They will understand how the relationship between the Earth, its moon, and the sun cause a variety of phenomena we experience on Earth, such as eclipses, the seasons, and day and night. Learning Goal Students will understand the relationship between the Earth, the sun, and the moon and how Earth’s place in the solar system allows us to view eclipses, gives us our seasons, and creates the equinox and solstice. Main Ideas - Eclipses are formed when the sun, moon, and Earth are in specific positions in space. The moon or the Earth blocks the sun's light and casts a shadow on the other. - On Earth, we experience temperature changes throughout the year called seasons. The hemisphere that is tilted toward the sun is experiencing summer, while it is winter in the hemisphere pointed away from the sun. - An equinox and a solstice are both caused because, as the Earth rotates on its axis, its tilt toward the sun changes throughout the year and changes the length of daylight experienced on Earth. Standards Next Generation Science Standards: MS-ESS1-1. Students who demonstrate understanding can develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. Disciplinary Core Ideas: ESS1.A: The Universe and Its Stars Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted. (1-ESS1-1) ESS1.B: Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described, and predicted. (1-ESS1-2) Common Core State Standards: ELA/Literacy - SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. What is included in this Unit? Several key pieces are included to help you build your own unit or support a unit you have already created. Each lesson in this unit contains: - Essential question for students - Key Terms - Resources - Lesson narrative that follows the 5E model of science instruction - Corgi guide - Universal Design for Learning (UDL) Suggestions This unit includes a step by step scaffolding that follows the 5E model of science instruction. Please note that we do our best to maintain correct links to resources and materials. If a specific link is no longer working, please don't hesitate to contact us at corgi@cast.org. Lesson Plans \| Lesson 1 \| Solar & Lunar Eclipses \| Comparison Guide \| \| Lesson 2 \| The Seasons \| Cause & Effect Guide \| \| Lesson 3 \| The Equinox & Solstice \| Question Exploration Guide \| \| Lesson 4 \| Daylight Savings Time \| Claim, Evidence, Reasoning Guide \| Methods of Assessment Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability. Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding. Universal Design for Learning (UDL) Suggestions Universal Design for Learning (UDL) is a framework for teaching and learning that guides the design of inclusive, accessible, and challenging learning environments. The framework is grounded in three principles: - Design multiple means of engagement - Design multiple means of representation - Design multiple means of action and expression CAST’s UDL Guidelines were developed to support practitioners to apply these three principles to practice. While this unit was not explicitly designed through a UDL lens, UDL can be used as a tool to reduce existing barriers and increase access to the unit learning goal as well as to individual lesson goals. Below is an overview of how UDL might be applied to this unit. We’ll also offer more specific ideas for applying UDL at the end of each of the lessons associated with this unit. Anticipate Potential Barriers The UDL framework can support educators to reframe their understanding of barriers: from locating barriers within individual students to locating barriers within the design of the learning environment. Here we brainstorm potential barriers that learners may encounter in the design of the unit. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Are there barriers to engagement? (connection to students’ lives, location, grouping, noise level, etc.) In general this lesson is designed to be highly engaging and draws connections to the natural phenomena that occurs in learners’ lives. These phenomena and connections may not always be explicit to students and as such instructors will need to develop scaffolding and bridging to the deeper understanding of the unit. This can be done with free writes, guided discussion questions, informal observations, guided notes, and learner created infographics. Each lesson within this unit contains specific examples that can be used. Are there barriers to the representation of content? (oral, written, etc.) These lessons consist of multimedia presentations with text, graphics, videos, and infographics. Some videos may need captions , or some captions don’t turn on automatically. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. Further, several of the lessons contain non-interactive PDFs that do not allow students to highlight or make comments. Are there barriers to action and expression? (writing, speaking, planning, etc.) While the Corgi guides embed multiple options for students to share their ideas (text, images, and speech-to-text), it is important to anticipate barriers to students being able to express their ideas in other associated activities. Address Learner Variability Here we brainstorm ways to address the potential barriers described above. Again, please note that these approaches to reducing barriers and increasing access to the learning goals are just examples to get you thinking. We know that every context is unique. How will you address barriers to engagement? The Engagement Guidelines prompt us to consider the following questions when addressing barriers to engagement: - Are there options for choice, relevancy, and minimizing distractions? - Are there options for sustaining effort and persistence? - Are there options for supporting and developing self-regulation and self-assessment? Barriers to learners’ engagement and multiple pathways to engage students will be addressed through the supplementary resources, survey questions, and videos throughout each lesson. With regard to the anticipated barriers around supporting students to find meaning and relevance, consider creating spaces for students to make connections to their own lives, their communities, and issues that they care about. For example, students could explore online resources to discover when the last solar and lunar eclipse occurred locally. We encourage you to collaborate with your students and co-design ways to address other barriers to engagement that may emerge throughout this unit. How will you address barriers to representation? The Representation Guidelines prompt us to consider the following questions when addressing barriers to representation: - Are there options for audio/visual/display of info? - Are there options to access language, math, and symbols? - Are there options to build background knowledge, construct meaning, and generate new understandings? The supplementary resources and videos have been constructed to offer multiple ways of representing information as well as the mixed media within each lesson/activity. With regard to captions that don’t turn on automatically, support students to learn how to use and turn on/off the closed caption option. Also, transcripts of the videos should be made available for students. With regard to the anticipated barriers around the lack of captions and transcripts, consider transcribing tools like Otter.ai, rev, and Express Scribe. Further, free screen readers such as TextHelp Read & Write, ChromeVox, or NVDA can assist students with online articles. Finally, to reduce the barriers associated with non-interactive PDFs, consider free PDF tools such as Bit.ai and Jotform. We encourage you to collaborate with your students and co-design ways to address other barriers to representation that may emerge throughout this unit. How will you address barriers to action and expression? The Action and Expression Guidelines prompt us to consider the following questions when addressing barriers to acting on ideas and communicating: - Are there options for physical action? - Are there options for multiple communication tools? - Are there options for varying levels of support? - Are there options for goal setting, strategy development, and self-monitoring? The Action and Expression Guidelines can offer ideas for embedding varied ways for learners to communicate ideas, share understandings, and work toward goals in the associated activities throughout this unit. With regard to the anticipated barriers around physical action and physical space, consider encouraging learners to find learning spaces that work best for them (e.g. a quiet space, a space with natural lighting, etc.) and spaces that offer room to move or stand. We encourage you to collaborate with your students and co-design ways to address other barriers to action and expression that may emerge throughout this unit. Review the following link for a complete interactive overview of the UDL Guidelines. Lesson 1: Solar & Lunar Eclipses Essential Question Why do solar and lunar eclipses occur? Key Terms Lunar Solar Resources Video: Eclipses: Crash Course Astronomy #5 Video: What's the difference between a solar and lunar eclipse? Website: NASA's Eyes: Eclipse 2017 Website: ‘What is an eclipse?’ Handout: Eclipses Sample Corgi Guide: Comparison - Solar vs. Lunar Eclipses (To be able to view the guide you must be logged in to Corgi) Lesson Narrative Engage: The instructor shares the agenda, learning goal, and assessment criteria with the class. The instructor shares a link to a blank Corgi Comparison Guide to each student via email or Google Classroom. The class reviews the Comparison Guide steps together. The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides. The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts: - Have you ever seen an eclipse? If yes, describe what it was like. - When an eclipse happens does everyone on Earth see the same thing? - How many types of Eclipses can you name? The instructor shares the video “Eclipses: Crash Course Astronomy #5’ with the class. The instructor divides the class into groups of 3-4 students. In small groups, the students complete the Corgi Guide by applying their understanding from the video. Explore: Option A: Use your district’s current curriculum and suggested activities accommodated to consider learner variability. Option B: Each student visits the website, ‘The path of an eclipse’ and explores the total solar eclipse that happened in 2017, and enters locations into the website to simulate and observe the phenomena from various points around the globe. Suggested locations: - Current/Home location - Boke, Guinea - Bolivar, Venezuela - Sydney, Australia - London, England - Moscow, Russia Have students record whether the locations are partial eclipse, full eclipse, or no eclipse and the date and time of the eclipse. Ask students why some locations are partial eclipse, why some are full eclipse, and why some show no eclipse. Have students predict other locations that may fall into one of the three categories and why. Explain: To develop an understanding of the differences between solar and lunar eclipses, the instructor shows the video ‘What's the difference between a solar and lunar eclipse?’ and posts the following inquiries for students to independently explore: - What is the alignment of the earth, moon, and sun during a SOLAR eclipse? - What is the alignment of the earth, moon, and sun during a LUNAR eclipse? - Predict which happens more frequently: lunar or solar eclipses? What supports your prediction? To further enhance students’ understanding of the differences between solar and lunar eclipses have students review the handout, ‘Eclipses’, and direct them to either independently or in small groups of 2-3 to complete the Corgi Guide, ‘Comparison’ with their new understandings. Elaborate: Use the Corgi presentation feature to create a slide deck and have learners present their thinking. Evaluate: Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability. Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding. Universal Design for Learning (UDL) Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: Solar and lunar eclipses may be a concept that learners are familiar with, but they may have never experienced one. - Addressing the barrier: The use of a website such as TimeandDate.com’s eclipse calendar can be used to highlight the rarity of each event and when it will occur in the next 10 years. Potential barrier: - Anticipating the barrier: The lesson consists of multimedia presentations with text, graphics, videos, and infographics that could present barriers. - Addressing the barrier: Select videos that have captions available. The videos may also need a written transcript so students can follow along for key ideas, vocabulary, and note-taking. A free transcript service, such as Otter.ai can be used to create a transcript. Potential barrier: - Anticipating the barrier: Differences between eclipses can be challenging to remember since they both involve the Earth, sun, and moon. - Addressing the barrier: Offer learners the opportunity to model what happens during each eclipse with objects they can move themselves. Lesson 2: The Seasons Essential Question How does the tilt of the Earth’s axis cause our seasons? Key Terms Revolution Hemisphere Resources Video 1: Earth's Tilt 1: The Reason for the Seasons Video 2: Reasons for the seasons - Rebecca Kaplan Website: SEPUP Seasons Interactive Handout: The Seasons Sample Corgi Guide: Cause & Effect - The Seasons (To be able to view the guide you must be logged in to Corgi) Lesson Narrative Engage: The instructor shares the agenda, learning goal, and assessment criteria with the class. The instructor shares a link to a blank Corgi Cause & Effect Guide to each student via email or Google Classroom. The class reviews the Cause & Effect Guide steps together. The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides. The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts: - How do we experience the seasons? - What do you think causes our seasons? - How do you imagine people in other parts of the world experience seasons? The instructor shares the video, ‘Earth’s Tilt 1: The reason for the seasons’ with the class. The instructor divides the class into groups of 3-4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the video. Explore: To develop an understanding of the causes of the seasons, the instructor directs each student to the website, ‘Seasons Interactive’ and posts the following inquiries for students to independently explore: - How many hours of daylight does Anchorage, AK receive in June? - What is the average daily temperature in Anchorage, AK in June? - What is the average daily temperature in Anchorage, AK in December? - Based on those findings, what season is it in Anchorage in June? - How many hours of daylight does Melbourne, Australia receive in June? - What season is it in Australia in June? How do you know? - Why do you think the amount of daylight in Anchorage, Melbourne, Quito, and Chicago is almost equal in the month of March? - Can you hypothesize what season it is in March in each of these four locations? The instructor reconvenes the class to recap the exploration and invites students to share their findings for each inquiry question. Explain: The instructor supports students to generalize their findings of the causes of the seasons by facilitating a discussion using the prompt: - “Based on what we observed in these four cities on Earth, we can generalize that the area on the Earth tilted toward the sun experiences the season of… and the area tilted away experiences...” The instructor directs students to complete Step 4-8 of the Corgi Guide, ‘Cause & Effect’ individually with their new understandings. Elaborate: Use the Corgi presentation feature to create a slide deck and have learners present their thinking. Evaluate: Option A: Use your district’s current curriculum and suggested assessment designed to consider learner variability. Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding. Universal Design for Learning (UDL) Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: Learners’ experiences with seasons will vary by context, so resources that focus on extreme seasons may not be relevant to all learners. - Addressing the barrier: Take time to brainstorm distinct features of seasons with learners that are unique to their geography. Learners can also share observations from other areas they have visited and think about why different areas experience seasons in different ways. Potential barrier: - Anticipating the barrier: While the Earth’s seasons are observable and can be used to connect learners’ prior memories and knowledge, there could be potential issues with connecting them to the scientific reason for their existence. - Addressing the barrier: Making explicit connections between the science behind the changes in season as a way to explain what learners observe can help minimize this barrier. Potential barrier: - Anticipating the barrier: Because we can’t feel the tilt of the Earth’s axis, this can be a very abstract concept to grasp. Students may default to the common misconception that seasons occur as a result of the Earth’s rotational path around the sun. - Addressing the barrier: Give learners the opportunity to model simulations of the Earth’s axis and sunlight, similar to the one presented in the video, to observe differences between direct and indirect sunlight. Lesson 3: The Equinox & Solstice Essential Question Why do our seasons have equinoxes and solstices? Key Terms Vernal Equinox Autumnal Equinox Summer Solstice Winter Solstice Resources Video: Equinoxes \| National Geographic Video: Governments Worldwide Consider Ditching Daylight Saving Time - Scientific American Video: Equinox vs Solstice Handout: Equinox and Solstice Sample Corgi Guide: Question Exploration - The Equinox & Solstice (To be able to view the guide you must be logged in to Corgi) Lesson Narrative Engage: The instructor shares the agenda, learning goal, and assessment criteria with the class. The instructor shares a link to a blank Corgi Question Exploration Guide to each student via email or Google Classroom. The class reviews the Question Exploration Guide steps together. The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides. The instructor invites students to share their background knowledge and facilitates a whole-class discussion using the prompts: - Why do the seasons change? - Do different parts of the world experience the same season at the same time? - Which season has the most hours of daylight? Which has the fewest? The instructor shares the video, ‘Equinoxes \| National Geographic’ with the class. The instructor divides the class into groups of 3-4 students. In small groups, the students complete Step 3 of the guide by applying their understanding from the video. Explore: Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability. Option B: Use the article Governments Worldwide Consider Ditching Daylight Saving Time by Diana Kwon posted on October 29th, 2020 from the Scientific American website to discuss and create a dialogue about Daylight Savings time and its importance in the modern-day. Have students read the article by developing a close reading protocol: - Read the text carefully to identify the explicit meaning and make inferences from it. - Identify the central ideas or themes and summarize the key details. - Analyze the connections within the text (between events, opinions, and evidence) and understand how they connect with each other. - Have students explore a side they feel strongest about and then collect supporting details for their opinion. - Have students share their views as a whole class, small group, or individually with the teacher. Explain: To develop an understanding of the differences between equinox and solstice, the instructor shows the video Equinox vs. Solstice and posts the following inquiries for students to independently explore: - What happens when the area in which you live tilts away from the sun? - Why is the Equator warmest? - When the Northern Hemisphere is pointing towards the sun, what season is the Southern Hemisphere? - What is an equinox? - If we are experiencing fall in North Carolina, what season might someone in Argentina (South America) be experiencing? To further enhance students’ understanding of the differences between solar and lunar eclipses have students review the handout ‘Equinox and Solstice’ and direct them to either independently or in small groups of 2-3 to complete the Corgi Guide, ‘Question Exploration’ with their new understandings. Elaborate: Use the Corgi presentation feature to create a slide deck and have learners present their thinking. Evaluate: Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability. Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding. Universal Design for Learning (UDL) Here we brainstorm potential barriers that learners may encounter in the design of the lesson. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: The concept of equinoxes and solstices may not be very present in learners’ lives, and the topic may not feel relevant. - Addressing the barrier: An introductory activity about different cultural traditions or facts surrounding solstices and equinoxes will help. contextualize the topics as happening to or having human meaning (e.g. All solstices and equinoxes happen to every human on the planet every year. As a result, humans have celebrated these times with structures like the pyramids or Stonehenge and with festivals such as Midsummer). Potential barrier: - Anticipating the barrier: The connection between the seasons and equinoxes and solstices may be new to students and comprehension of these topics could pose a challenge. - Addressing the barrier: Have students reflect on their experiences with “first” days of spring, summer, autumn and winter, and prompt them to talk through observations or memories they have. Then take time to identify explicit connections with the equinoxes and solstices. Lesson 4: Daylight Saving Time Essential Question Should the United States discontinue Daylight Saving Time? Why or why not? Key Terms Daylight Savings Time Resources Video: Daylight Saving Time 101 \| National Geographic Website: Daylight Saving Time - How Time Change Affects Sleep \| Sleep Foundation Website: Time change debate: Is it better to have extra sunlight in the a.m. or p.m.? : NPR (audio interview and transcript) Website: ‘Here’s Why Health Experts Want to Stop Daylight-Saving Time’ Website: Why Scientists Don’t Want to Make Daylight Saving Time Permanent Sample Corgi Guide: Claim, Evidence, Reasoning - Daylight Savings Time (To be able to view the guide you must be logged in to Corgi) Lesson Narrative Engage: The instructor shares the agenda, learning goal, and assessment criteria with the class. The instructor invites students to think of a time when changing the clocks affected them personally (e.g. felt very well-rested, got to see the sunrise, or ended up missing a party). Invite a few students to share, or have students share in small groups guided by the following prompts: - Does changing the clocks in the fall and spring impact your life? Why? - What are your initial thoughts on whether to keep daylight savings time or discontinue? The instructor shares a link to a blank Corgi Claim, Evidence, Reasoning Guide to each student via email or Google Classroom. The class reviews the Claim, Evidence, Reasoning Guide steps together. The instructor introduces the essential question and key terms to the class and directs each student to complete Step 1 and 2 in their guides. The instructor shares the video, Daylight Saving Time 101 \| National Geographicwith the class. The instructor divides the class into groups of 3-4 students. In small groups, the students discuss their claim and complete Step 3 of the guide by applying their understanding from the video. Explore: Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability. Option B: Use supplemental articles, online simulations or experiments, jigsaw routines, visual thinking routines, etc. to explore. The instructor invites students to explore one resource from each of the following groups to build their own understanding of daylight savings and standard time and build vocabulary for whole group discussion. The instructor invites the students to gather more pieces of evidence to support their claim: Read or listen to the resource below to learn more about DST: Choose one of these resources to explore the debate around DST and proposed changes: - Time change debate: Is it better to have extra sunlight in the a.m. or p.m.? - ‘Here’s Why Health Experts Want to Stop Daylight-Saving Time’’ - Time change poll: Americans don't like changing the clocks, but can't agree on a solution - Why Scientists Don’t Want to Make Daylight Saving Time Permanent The instructor reconvenes the class to recap the exploration and invites students to share their findings. Explain: To develop an understanding of all the sides of the debate on daylight savings time, the instructor directs each student to explore: - What are the benefits and drawbacks of discontinuing daylight savings time? - What are the benefits and drawbacks of continuing daylight savings time? The teacher directs them to either independently or in small groups of 2-3 complete the Corgi Guide, ‘Claim-Evidence-Reasoning’ with their new understandings. Option A: Use your district’s current curriculum and suggested activities designed to consider learner variability. Option B: Create a class discussion, debate, and allow students to choose which claim they support, as well as provide reasoning and evidence to back up their argument. Elaborate: Use the Corgi presentation feature to create a slide deck and have learners present their thinking. Evaluate: Option A: Use your district’s current curriculum and suggested assessment accommodated to consider learner variability. Option B: Select self-assessments, peer assessments, writing assignments, exams, etc. that allow students to reflect on their learning and demonstrate their understanding. Universal Design for Learning (UDL) Suggestions Here we brainstorm potential barriers that learners may encounter in the design of the lesson and how to address these barriers. Please note that these are just examples to get you thinking about the potential barriers in your own unique context. Potential barrier: - Anticipating the barrier: Working in groups may present a barrier for some students if they typically work independently or are unsure of their role in the group. - Addressing the barrier: Students can volunteer for a specific role or task, which can help to clarify their responsibilities and the ways they can contribute to the group’s work. Potential barrier: - Anticipating the barrier: Some students may not personally relate to Daylight Savings Time, which could create a barrier in engagement - Addressing the barrier: Consider asking questions that might connect with learners such as: - How would your day change if it was dark when school was over? - Would you have liked an extra hour of sleep this morning? - What would your reaction be if you saw the clock change from 1:59 am to 3 am? Potential barrier: - Anticipating the barrer: Students may want to search for images or videos to help them better understand daylight savings time, but their search may lead to an overwhelming amount of information. Students may face a barrier of too many options available online. - Addressing the barrier: Provide students with links to trustworthy websites that accurately describe the phenomenon. Direct them to choose resources from those websites.	oercommons	2025-03-18T00:38:42.444340	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122852/overview", "title": "Corgi Earth’s Place in the Universe", "author": "Lesson" }
https://oercommons.org/courseware/lesson/120376/overview	Best Practices for managing Disruptive Behavior Brag Board Example Building Relationships with students CKH: Social Contract Different Form of Brag Boards Example of a Cool Down Spot How a Teacher can Affect Behavior Inside the Classroom How One Teacher went about thinking of ways to create a calm down corner How Teachers Can Keep Up with Future Technology Trends https://truthforteachers.com/using-class-dojo-reinforce-positive-behavior/ https://web.seesaw.me/ https://www.actionforhealthykids.org/activity/calm-down-corner/ https://www.remind.com/ IRIS module: Behavior Management IRIS Module: Classroom Management IRIS Module: Supporting Students Motivating Factors of Blended Learning Positive Professional Practice Professional Development Behavior Management and Technology Integration in the Classroom Overview This is a template for an inquiry project in a senior level early childhood course. Purpose of the Project Behavior Management and Technology Integration in the Classroom Key Components of Behavior Management Understanding Behavior - Analyze reasons behind student behaviors and the impact of the environment. Establishing Clear Expectations - Develop and communicate clear rules, ensuring students understand the consequences. Positive Reinforcement - Use rewards to encourage desirable behaviors and track positive actions. Consistent Consequences - Apply consistent repercussions for inappropriate behavior, explaining the rationale. Integrating Technology in Behavior Management Behavior Tracking Apps - Monitor student behavior in real-time and analyze data for pattern recognition. Classroom Management Software - Facilitate communication with students and parents, including behavior reports. Introduction In today's schools, it's important to manage the classroom well so that every student can learn and succeed. As teachers, we often need to handle different student behaviors while keeping a positive learning space. Behavior Management is a plan to help students know what actions, attitudes, and beliefs are acceptable and unacceptable in your classroom. This includes things like classroom expectations, rules, routines, and encouraging positive behavior. When you have good behavior management, you can prevent problems before they happen and reward students for behaving well! In this module, we will look at key ideas of behavior management and share helpful techniques to positively influence student behavior. We will also see how technology can assist in these efforts, giving you useful tools to improve classroom interactions. Our goal is to provide you with practical tips and insights that you can use in your classroom. By the end of this module, you will understand effective behavior management practices and how to use technology to support your work, leading to better student engagement and success. The Importance of Behavior Management Promotes a Positive Learning Environment Effective behavior management creates a safe and respectful atmosphere where students feel valued, which can lead to improved academic outcomes. Examples of Why Behavior Management Creates a Positive Learning Environment: Clear Rules and Consistency: Having clear rules helps students understand what is expected of them, making the classroom feel safe and organized.Building Good Relationships: Good behavior management helps foster positive relationships between teachers and students, making it easier for everyone to participate and learn together.Helping Students Grow Emotionally: Teaching students about their feelings and how to manage them contributes to a friendly classroom environment where everyone can learn and improve. Improves Teacher-Student Relationships A strong behavior management framework allows educators to build trust and rapport with students, leading to better communication and collaboration. Two Key Points on How Behavior Management Improves Teacher-Student Relationships: Building Trust and Respect: Consistent rules help students feel secure and valued, fostering mutual trust and respect between teachers and students.Encouraging Open Communication: A well-managed classroom creates a safe environment where students feel comfortable sharing their thoughts and feelings, leading to better understanding and connection with their teacher. Reduces Disruptive Behavior Proactive behavior management strategies help minimize disruptions, allowing teachers to maintain instructional time and enhance learning. Two Key Points on How Behavior Management Reduces Disruptive Behavior: Clear Expectations and Consistent Consequences: Establishing clear rules and consistently applying consequences helps students understand what is acceptable behavior, discouraging disruptions.Positive Reinforcement and Engagement: Rewarding good behavior and keeping students engaged through interesting lessons reduces the likelihood of disruptive actions in the classroom. Understanding Behavior Management and Interventions The video emphasizes the distinction between behavior management plans and behavior intervention plans. The speaker highlights the importance of not only managing behavior but also providing interventions that equip students with the skills they need for self-management. Behavior Management Plans: These are designed for adults and outline the expectations, rules, and consistency required to manage student behavior effectively. They involve what educators will say, do, and implement to create a structured environment. Behavior Intervention Plans: In contrast, these plans are aimed at teaching children the necessary skills to manage their own behavior independently. The goal is for students to demonstrate appropriate behavior without constant adult intervention. 5 questions to ask yourself before disciplining a student! We get it, when a student is ignoring everything that you have asked and we can get very frusturated quickly.Here are some questions to ask yourself before taking action. Questions for Reflection: What specific behavior am I addressing, and what triggered it? - Understanding the context and triggers can help in addressing the root cause of the behavior. Have I clearly communicated the expectations and consequences to the student? - Ensuring that students are aware of rules and consequences is essential for fair discipline. Am I using a consistent approach to discipline with all students? - Consistency in applying rules helps maintain fairness and respect in the classroom. How can I approach this situation in a way that promotes learning and growth for the student? - Consider how the disciplinary action can be a teachable moment rather than just a punishment. Have I taken the student’s individual circumstances and needs into account? - Recognizing that each child is unique allows for a more compassionate and effective approach to discipline. Examples of Behavior Management Examples of Behavior Management Social Contracts Social contracts should be created within the first week of school. This involves students discussing how they want to be treated, how the teacher wants to be treated, and how they think conflicts should be resolved. The agreed-upon rules are displayed throughout the year, with every student signing the contract. Using social contacts can also include ambassadors. These students are expected to make sure any new student or guest who enters the classroom signs the contract because it is a whole classroom involvement. Cool Down Areas 2. Time-out or Cool-Down Areas: Designated spaces in the classroom where students can go to calm down when feeling overwhelmed or upset. These areas provide a quiet environment for reflection and emotional management, often equipped with comfortable seating, calming activities, and tools like stress balls and fidget toys. Classroom Rules and the "Stump" Strategy In the video, the teacher outlines two fundamental rules in their classroom: 1) Be safe and 2) Be kind. When students choose not to follow these rules, they have the option to go to a designated "stump," a safe place away from the classroom where they can reflect on their behavior. Stump Usage: - Students sit at the stump to think about their actions and are encouraged to take a few minutes for this reflection—about one minute for each year of their age (e.g., four to five minutes for four and five-year-olds). - If they sit too long, they may lose focus on the reason for their timeout. Consequences and Self-Regulation: - The teacher explains that the stump serves as a consequence for not being safe or kind, emphasizing that the student's choice led to this consequence. - Students are encouraged to think about what they did wrong and how they can improve. Emotional Support: - The stump also acts as a voluntary retreat for students who may be feeling sad, mad, or overwhelmed. They can go there independently to calm down and gather their thoughts. Overall, the stump functions both as a disciplinary measure and a supportive space for emotional regulation, promoting self-awareness and personal responsibility among students. Here are four important considerations for creating an effective calm down corner in the classroom: Considerations for a Calm Down Corner Location and Accessibility - Choose a quiet, low-traffic area of the classroom that is easily accessible to all students. The space should be inviting and away from distractions to help students focus on calming down. Comfort and Sensory Elements - Include comfortable seating options such as bean bags, cushions, or a soft rug. Incorporate sensory tools like stress balls, fidget toys, or calming visuals (e.g., soft lighting, calming images) to help students self-regulate. Clear Guidelines and Usage - Establish and communicate clear guidelines for using the calm down corner. Teach students when and how to use the space, emphasizing that it’s a resource for managing emotions rather than a punishment. Variety of Calming Activities - Provide a range of calming activities and resources. This can include books, coloring materials, mindfulness exercises, or breathing techniques that students can engage with while in the corner to help them regain composure. 3. Positive Reinforcement (Brag Boards): Use brag boards to celebrate student achievements and good behavior, creating a positive reinforcement system that encourages students to strive for excellence. Each color of a sticky note can have different meanings for example, yellow means following directions, blue means being safe, and pink means being responsible. After so many brags have been collected, there will be a reward. They can be as simple as a stinky feet carpet time where students can take off their shoes on the carpet (Which they love). There can be bigger rewards like a pizza party or a trip to the park. Some schools will work together as a whole, and after the entire school has collected so many brags, there will be a large reward for the whole school. Using Technology as Behavior Management Behavior Tracking Apps ClassDojo - Overview: ClassDojo is a popular classroom management app that allows teachers to track student behavior in real-time. - Features: - Real-time Feedback: Teachers can give instant feedback to students, rewarding positive behavior with points or "Dojo points." - Behavior Reports: The app generates reports that can be shared with parents to keep them informed about their child's behavior and progress. - Classroom Community: ClassDojo fosters a sense of classroom community by allowing students to share their accomplishments with their peers. - Benefits: It encourages positive behavior by making it visible and recognized, reinforcing good habits among students. Communication Tools Remind - Overview: Remind is a communication platform designed to facilitate communication between teachers, students, and parents. - Features: - Instant Messaging: Teachers can send messages to individual students or entire classes, keeping everyone informed about classroom behavior and events. - Multilingual Support: The app offers translation features, ensuring communication is accessible for non-English speaking parents. - Announcements: Teachers can share important updates, reminders, and achievements directly with parents. - Benefits: It fosters a strong home-school connection, allowing parents to stay engaged and informed about their child’s behavior and progress. Seesaw - Overview: Seesaw is a student-driven digital portfolio that enables students to showcase their learning and achievements. - Features: - Student Portfolios: Students can document their work and behaviors, allowing parents to see their progress and achievements. - Feedback Tools: Teachers can provide feedback and comments on student submissions, reinforcing positive behavior and accomplishments. - Parent Access: Parents can view their child's portfolio and receive updates, creating a transparent communication channel. - Benefits: Seesaw promotes student ownership of learning and behavior, while also keeping parents connected to their child's educational journey. By utilizing these tools and strategies, educators can effectively monitor and enhance student behavior while fostering strong communication with families and creating an engaging learning environment. Final Conclusion As we wrap up this course on classroom management, it’s crucial to recognize the significant role that effective management practices play in creating a positive learning environment. A well-managed classroom fosters not only academic success but also social and emotional growth, allowing students to feel safe, respected, and engaged. Through understanding and implementing rules, routines, and effective classroom management strategies, educators can establish a nurturing atmosphere that supports all learners. The skills and practices discussed throughout this course empower teachers to adapt to the diverse needs of their students, ensuring an inclusive environment where every student has the opportunity to thrive. As we move ahead, we can focus on improving our management practices. Our goal is to encourage a love for learning and create a classroom environment that values teamwork, respect, and personal growth. By prioritizing effective classroom behavior management, we are not only teaching but also helping our students prepare for the future with confidence. Let’s stay committed to making our classrooms places where students feel valued, empowered, and ready to reach their potential.	oercommons	2025-03-18T00:38:42.501106	chelsea partida	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/120376/overview", "title": "Behavior Management and Technology Integration in the Classroom", "author": "Fiona Jazexhiu" }
https://oercommons.org/courseware/lesson/97706/overview	Chapter 5 : SQL Server Analysis Layer Overview Prepared for the student community Exercise: Create a new Analysis Services Multidimensional and Data Mining project. Save as SSAS_Exercise1 in your folder. In this project, implement the following requirements: - Create a data source view named DSV_ssas_ex1 that includes the FactResellerSales, DimPromotion, DimEmployee, DimProduct and DimDate tables of the AdventureWorksDW database. - Create a dimension that has Date as the main table with English Month Name (as Month) and Calendar Year (as Year) as dimension attributes. - Deploy the project to the Analysis Server. Get a screenshot of your output for this task and save as Dep_SSAS_Firstname_ID in your folder. - Create a Key Performance Indicator (KPI) to visualize the company’s performance in terms of Order Quantity. A value must be generated based on the total Order Quantity. Refer to the following table. Use the Reversed Gauge to visualize the output. Get a screenshot of your KPI code and KPI output. Save these screenshots as KPICode and KPIOutput respectively in your folder. Order Quantity \| Value Generated \| More than 100000 \| 1 \| Equal to 100000 \| 0 \| Otherwise \| -1 \| - Use the cube to generate an output for each of the following business questions: - For English Month Name May and Order Date Calendar Year 2012 and 2014, how much Sales Amount and Extended Amount had been generated in May 2012,2014? Get a screenshot of your answer and save as Firstname_ID_actQ1 - For English Promotion Name Road-650 Overstock and Order Date Calendar Year 2012 to 2014), how much Total product Cost had been generated by each employee (Firstname and Lastname)? Get a screenshot of your answer and save as Firstname_ID_actQ2. Eercise Solution: Answer or Solution : Step1: Make ensure that to create the new analysis services Multidimensional and Data mining project, we have to use the software in the Sql server 2012[ sql server management studio and Sql server Data tools]. Step2: Open the Sql Server Data tools->select ->Business Intelligence, then it will show in the SCREEN1. Screen 1 Step3: Go to the File Menu->Choose the New Menu Item-> Choose the Project as shown in the SCREEN2. Screen 2 Step4: After choosen the new project ,it will show the below screen->Choose the Analysis Services->Select Analysis Services Multidimensional and Data mining->In the Template it will ask you the name of the project and Location- to keep the project to be stored. Screen 3 Step5: For Example-> AS PER THE EXERCISE-> I have named the project as SSAS-Exercise1 and place in my PC->DESKTOP-> in the created folder->sql and it is saved. SCREEN4 Step6: After created the Project->It will shows you the below screen->in that you can notice Solution explorer Window and Designer Page ->Refer the Screen5. Screen 5 - In the Solution Explorer Window –It will shows your Created Project[SSAS-Exercise1] and its object.In that Select the Data Sources item->Right click->It will show the New Datasource-> in the popup menu->Open it. - It will open the Data source wizard->Click the NEXT button. Screen 6 - Once click the Next Button –It will lead you to the window as below. Screen 7 D) In that-By default it will show already created connection [which I have highlighted in the Left hand side->Click the DELETE button -> to remove the connection. Click NEW button -> make the new Connection. E) It will show the Connection manager Window-> Copy and paste your Server Name from the Sql server management Studio. Then Select the DATABASE AS AdventureWorksDW [IN THE SCENARIO IT IS MENTIONED TO USE THE DATABASE].Then you may CLICK THE Test Connection-To make ensure the connection confirmation. Screen 8 F) After press the OK button –It will open impersonation information window. In that page –Choose the User service account as shown in the below screen-refer Screen 10.[Note make ensure that all the related services are in the running status-Refer-screen 9],then click the NEXT button. Screen 9 Screen10 G) In the completing the wizard window-> give the name of the Data source as per your exercise. Then click the button Finish. Screen 11 H) Finally Data Source will be created and it will show in the solution explorer as follows: Screen 12 Step 7: To create the Data Source View: - In the solution explorer window-> choose the Data Source View->Right Click-> Popup menu will appear->CLICK->New DATA SOURCE VIEW. - It will open the Data Source View Wizard window->Click NEXT-button. Screen 13 - It will shows you the below window ->To select the Data Source-Already created->then click NEXT button. Screen 14 - It will lead you to Select Tables AND views-window-As per the exercise-> Choose the FACTRESELLERSALES table move to included objects part-> as shown in the below screen. Screen15 - It will show as per the below screen-> screen 16-> click the add related tables-> shows all the related tables for the FACT table. You can selected the needed tables for the exercises, others you can unselect it. Screen 16 - As per the exercise, you need the tables are DIMEMPLOYEE, DIMPROMOTION , DIMDATE,DIMPRODUCT with FACTRESELLERSALES. Then click NEXT button. - It will open the Completing View Wizard window-> Give the name for the Data source view as per the exercise[ DSV_SSAS_EX1] Screen 17 - Click finish button .It will shows you as below screen18 Screen 18 Step7: Create Dimension - Select the Dimension in the Solution Explorer->Right click->choose the New dimension Screen 19 - Then it will lead to Dimension Wizard->Click Next button. Screen 20 - It will open the below window: Screen 21 - Choose the choice as USE AN EXISTING TABLE in the selection creation method->then click the Next Button. - It open the Specify source Information window as below: Choose the main table as DimDate,then Click NEXT button. Screen 22 - It will open the select Dimension Attributes window: - You can choose the calendar year-> attribute type-> regular-> in that DATE-> in side Calendar-> Year.As well for the month also[English month-> attribute type ->regular-> DATE->Caledar->month. Screen 23 Screen 24 Then press the OK button. vi.It will show the window –completing the wizard-as below: Then click FINISH button. Screen 25 Then it will appear as below: Screen 26 Step8: Cube creation - Select the Cube in the solution explorer window->right click->choose the New Cube. Then it will appear as below.Click the NEXT button Screen 27 - It will open the Cube wizard-as below. Choose the choice as Use existing tables,then click the NEXT button. Screen 28 - It will open the select Measure Group Tables window as follows-> choose the FACTRESLLERSALES Table, or click the Suggest button Screen 29 iv. Then click the NEXT button-It will shows the select Measures window.[unselect the keys] Screen 30 Click the NEXT button. In the next window [select existing Dimensions]it shows for the select existing Dimensions,then click NEXT button. Screen 31 In the next window[Select New Dimensions]-unselect the fact reseller sales,then click NEXT button. Screen 32 It will open the Completing the wizard window. Screen 33 Give the name of the Cube and click FINISH button. Cube is created as below Screen 34 Make ensure that in the Dimension and it tables -> your required attributes ,are selected for your business queries. For example in the dimPromotion[ attributes are: Englissh promotion Name IS SELECTED] AS SHOWN BELOW. Similarly –you have to select the needed attributes for the given business queries in the respective dimensions Screen 35 Then save the project. Select the project in the Solution explorer window->right click ->choose the properties->Deployment->Server-> enter the server name Screen 36 Again-> in the solution explorer-> in your project->< right click-> choose the Deploy. Screen 37 If it is successfully completed all the steps-> below screen will appear .[deployed successfully] Screen 38 In the Cube-> Select BROWSE-> IT WILL APPEAR AS BELOW. Screen 39 - FOR THE 5.1 business query->ANSWER AS FOLLOWS: [For English Month Name May and Order Date Calendar Year 2012 and 2014, how much Sales Amount and Extended Amount had been generated in May 2012,2014? Get a screenshot of your answer and save as Firstname_ID_actQ1] Screen 40 Next -> drag and drop sales amount, extended amount from the Measures to the designer as follows. It will show the result for the business queries. Screen 41 Similarly-you can do for the other business queries as below. For English Promotion Name Road-650 Overstock and Order Date Calendar Year 2012 to 2014), how much Total product Cost had been generated by each employee (Firstname and Lastname)? Get a screenshot of your answer and save as Firstname_ID_actQ2. Screen 42 KPI Question: - Create a Key Performance Indicator (KPI) to visualize the company’s performance in terms of Order Quantity. A value must be generated based on the total Order Quantity. Refer to the following table. Use the Reversed Gauge to visualize the output. Get a screenshot of your KPI code and KPI output. Save these screenshots as KPICode and KPIOutput respectively in your folder. Order Quantity \| Value Generated \| More than 100000 \| 1 \| Equal to 100000 \| 0 \| Otherwise \| -1 \| KPI code: Screen 43 KPI Output: Screen 44 ******************end************************	oercommons	2025-03-18T00:38:42.558552	senthilkumar Ramachandran	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97706/overview", "title": "Chapter 5 : SQL Server Analysis Layer", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/123021/overview	Education Standards REGULATORY PERSPECTIVES AND ADMET DATA SUBMISSION Overview This chapter the critical aspects of Absorption, Distribution, Metabolism, Excretion, and Toxicity (ADMET) in drug discovery and development, along with the regulatory frameworks that ensure the safety and efficacy of new therapeutics. It provides a comprehensive guide for students, researchers, and professionals in the pharmaceutical industry. The introduction highlights the importance of ADMET in drug development, detailing its role in optimizing drug candidates and meeting regulatory requirements. It also offers an overview of regulatory bodies like the FDA, EMA, and ICH, emphasizing their influence on pharmaceutical innovations. The core chapters dive into each component of ADMET: - Absorption, Distribution, Metabolism, Excretion, Toxicity The regulatory section explains the guidelines and frameworks for preclinical and clinical ADMET evaluation, including the structure of the Common Technical Document (CTD). Emerging trends, such as AI-driven predictions are discussed as transformative tools for the industry. REGULATORY PERSPECTIVES AND ADMET DATA SUBMISSION INTRODUCTION Pharmaceutical research and development (R&D) is, in fact, a complex process involving a great deal of risk. Preclinical and clinical trials, target identification, lead discovery and optimisation, and disease selection are some of the steps that make up the process. In recent years, there hasn't been a significant growth in the number of new pharmaceuticals licenced, despite the identification of a great number of active chemicals. In addition to non-technical obstacles including market dynamics and regulatory barriers, inadequacies in efficacy and safety are major contributors to the halt in medication approvals. These deficits are frequently associated with different toxicities and features related to absorption, distribution, metabolism, and excretion (ADME). Absorption, distribution, metabolism, and elimination (ADME) parameters are used to assess how well a medication passes through the body. A medication taken orally should be absorbed quickly and entirely via the digestive tract, reaching its target location precisely. It will not attach to passing serum proteins in a non-specific manner, nor will it interact with similar receptors. For the liver's transporters and enzymes, which eliminate or degrade foreign substances from the body in a completely predictable way, the perfect substance may serve as a substrate. In fact, it will impede them rather than encourage their activities. It also won't encourage them to act (in fact, it will suppress them). As a result, there is no likelihood that the breakdown of this perfect molecule will produce any harmful metabolites, and there is a good probability that the compound will have a suitable half-life and pass through the kidneys gradually without causing any damage. The ideal situation in which chemical compounds display the optimum mix of properties is uncommon in the actual world. A large number of substances are difficult to properly absorb from the stomach because only a small portion of them are able to enter the systemic circulation. After being ingested, these substances are dispersed throughout the body, eventually arriving at the targeted site of action, among other places. Furthermore, the hepatic metabolism of a considerable amount of ingested substances involves the action of enzymes such as sugar transferees and P450 oxygenases. These enzymes, often known as molecular "bouncers," help substances to be metabolised more easily and get ready to be expelled from the body. It's interesting to note that medications can also affect these enzymes' activity, occasionally making them function more effectively. As a kind of biological quality control, this metabolic process makes sure that only compounds that are useful are permitted to remain in the body. By dissolving potentially hazardous or non-nutritious substances that have entered the circulation, the liver serves as a gatekeeper. Basically, the guards of the gut, lungs, and other epithelial tissues may initially let items to pass through, but the liver's enzymatic functions serve as a last line of defence, controlling the body's interior environment and protecting against any dangers. Drug development is generally understood to include a drug's ADME characteristics in addition to its pharmacological characteristics (such as acting as a highly selective agonist or antagonist of a specific biological target, such as a receptor). This is the process of making a molecule as effective as possible as a medication. The T in ADMET stands for toxicology, which is the art of ensuring that a chemical produces no more damage than good. Although it is unlikely that a medicine that kills will be a good drug, the necessity to comply with regulations sometimes limits innovation in toxicology. In toxicology, the wide range of molecular, cellular, and whole animal testing are statutory and unchangeable, making it a "box-ticking" activity. It's not that the regulatory bodies don't want to examine ADME data as well; in fact, they're particularly curious about whether medications influence liver enzyme activity since this might affect drug-drug interactions. J Furthermore, a great deal of drug discovery is required for the present experimental approaches for ADMET assessment, which are still expensive and time-consuming. Medicinal chemists look for computational methods to anticipate the destiny of pharmaceuticals in organisms and to detect toxicity risks early in order to reduce failures. In animal testing, which is typically insufficient in the early stages when handling hundreds of chemicals. A vital element of the creation of medicines is ADMET (Absorption, Distribution, Metabolism, Excretion, and Toxicity). Predicting ADMET features is greatly aided by in silico models, which use computer techniques to mimic biological processes. These models facilitate the speedy screening of possible therapeutic compounds for ADMET traits by researchers before to committing to expensive and time-consuming in vitro trials. In silico models may predict several ADMET properties including solubility, permeability, metabolism, protein binding, and toxicity by using databases of molecular structures and computer methods. Early in the drug discovery process, these forecasts offer insightful information on the pharmacokinetic and safety characteristics of a molecule. Notwithstanding their usefulness, it's critical to understand that in silico models have drawbacks and could not always correctly represent actual biological systems. In medicinal chemistry, computational models are used to direct efforts into the appropriate chemical space, link, use, and expand experimental data, reduce the number of molecules that need to be synthesised, and achieve a desirable biochemical and/or physicochemical profile. For instance, a number of researches have examined the advantages of managing a compound's size, lipophilicity, and polarity characteristics in order to lower the chance of attrition. Computational drug development has greatly benefited by the availability of enormous volumes of data from university research groups and the pharmaceutical sector. A number of reputable, publicly available datasets are excellent sources for computational forecasting and analysis. By utilising cutting-edge computing tools to speed up the identification and development of new treatments, computational drug discovery has completely transformed the pharmaceutical research industry. Computational techniques help researchers to explore the huge chemical space, forecast drug-target interactions, and optimise lead compounds with desired pharmacological characteristics by utilising algorithms, molecular modelling, and large-scale data analysis. These techniques are essential at several phases of the drug development process, from lead optimisation and preclinical assessment to target selection and validation. In order to find possible drug candidates, virtual screening approaches enable the quick screening of millions of compounds. Additionally, molecular docking and molecular dynamics simulations aid in the clarification of the binding processes between medications and their targets. Additionally, the prioritisation of prospective drug candidates and the prediction of ADMET features are made easier by machine learning and data mining techniques, which allow for the extraction of insightful information from a variety of biological and chemical data sources. In the end, patients profit from computational drug discovery as it has drastically cut the time needed for drug development, decreased expenses, and raised the success rate of introducing new medications to the market. One of the biggest challenges in medication R&D is the coordinated optimisation of these interrelated factors. In order to achieve this goal, hitherto unheard-of efforts have been made to build tools for hit-to-lead and lead-optimization programmes that forecast PD and PK endpoints. In this regard, a large range of technologies, such QikProp, DataWarrior, MetaTox, MetaSite, and StarDrop, to mention a few, are now accessible for the prediction of ADMET. While safety concerns and loss of effectiveness are becoming more significant factors in medication R&D attrition rates, the influence of PK characteristics has diminished in the last ten years . This decrease is the result of improved PK control programmes that are being included into the research pipeline at an earlier stage. Fully integrated ADMET prediction platforms may easily weed out inappropriate compounds by aiming at numerous PK parameters at once. This lowers the number of synthesis-evaluation cycles and more costly late-stage failures. This is because patients now have access to safer and more effective treatment alternatives for a wider range of illnesses. Many data sets that can be utilised for computational predictions are now made accessible by university research organisations and the pharmaceutical sector. DrugBank, ChEMBL, BindingDB, PubChem, PDB, PDBbin, GtoPdb, Therapeutic Target Database, and ChemIDPlus are the most reputable and publicly available databases where this data have been stored. Through post-market monitoring programmes, the FDA keeps an eye on a drug's efficacy and safety even after it has been authorised. Globally, ADMET data facilitate communication and cooperation between regulatory bodies, pharmaceutical businesses, and research institutes in many nations and regions by acting as a common language in regulatory matters. Global drug development methods are made more transparent and consistent by harmonising standards and guidelines for ADMET studies, such as those set by the International Council for Harmonisation of Technical Requirements for Pharmaceuticals for Human Use (ICH). This facilitates the exchange of data created in many jurisdictions, optimises regulatory procedures, and improves underprivileged patients' access to novel medications. Every step of the FDA-supervised medication development and regulatory clearance process depends on ADMET data. The FDA maintains its commitment to safeguarding public health and making sure pharmaceutical goods fulfil strict requirements of safety and efficacy before they are made available to patients by carefully reviewing this data. Essential information about the drug candidate's safety profile may be found in ADMET data. They aid in identifying possible toxicity issues as well as evaluating any dangers related to distribution, metabolism, excretion, and absorption. The FDA works to guarantee that medications have a favourable safety profile and reduce the possibility of side effects in patients by assessing ADMET characteristics. ADMET data not only highlight safety concerns but also help determine the potential effectiveness of medication candidates. Drugs' therapeutic efficacy is influenced by several factors, including their distribution to target tissues, metabolic stability, and bioavailability. The FDA evaluates a medication candidate's likelihood of producing the intended pharmacological effects in patients by examining ADMET data. For new drug applications (NDAs), biologics licence applications (BLAs), and investigational new drug (IND) applications, the regulatory submission package must include ADMET data. The FDA uses ADMET data in conjunction with other preclinical and clinical data to assess products and make well-informed regulatory choices on labelling, post-market surveillance, and approval. Comprehending the ADMET profile of a potential medication candidate enables the FDA to recognise possible hazards and execute suitable measures to mitigate such risks. For example, the FDA may mandate further safety testing or enforce certain labelling requirements to alert patients and healthcare professionals to possible dangers if a medicine shows poor metabolic stability or severe toxicity in preclinical research. As part of the medication development process, the FDA advises sponsors on how to generate, analyse, and submit ADMET data. Sponsors can negotiate the regulatory pathway and expedite the approval process with the assistance of regulatory guidance materials, which set forth expectations for ADMET studies, data formats, and paperwork criteria. Through post-market monitoring programmes, the FDA keeps an eye on a drug's efficacy and safety even after it has been authorised. The FDA uses ADMET data from real-world use, pharmacovigilance reports, and current research to inform regulatory decision-making and medication review in the continuous effort to protect patient safety. Before approving drug candidates for marketing and usage in EU member states, the European Medicines Agency (EMA), which oversees the scientific assessment, oversight, and safety monitoring of pharmaceuticals inside the EU, evaluates their quality, safety, and effectiveness using ADMET data. Pharmaceutical companies give thorough ADMET data as part of the regulatory submission package when they submit marketing authorization applications (MAAs) or investigational new drug (IND) applications to the EMA. These records include a broad spectrum of research and evaluations that clarify the ways in which medications interact with biological systems and the possible effects they may have on human health. Drug candidates' pharmacokinetic characteristics—including their body's absorption, distribution, metabolism, and excretion—are evaluated by the EMA through the assessment of ADMET data. This assessment ensures that medications are safe and effective for patients by identifying the best dosage schedules, bioavailability, and possible drug-drug interactions. ChEMBL is a database that specialises in bioactivity information for substances that resemble drugs. It includes pharmacological annotations, biological activity data, and chemical structures taken from patents, scholarly publications, and other sources. ChEMBL is a useful tool for investigating the connections between biological activity and chemical structures, which helps identify possible therapeutic possibilities. For ligand-target interactions, experimental affinity data are available from BindingDB and PDBbind database. To assemble information on the binding affinities of small compounds to proteins, nucleic acids, and other biological targets, they gather data from additional databases, such as ChEMBL, and the scientific literature. BindingDB and PDBbind are useful tools for simulated screening studies and structure-based drug design. Comprehensive information on ligands, receptors, ion channels, kinases, and transporters may be found in GtoPdb, formerly known as IUPHAR-DB. It offers comprehensive information on the pharmacology, physiological significance, and function of these targets, along with details on signalling pathways, ligand binding sites, and potential therapeutic applications. Targets for therapeutic proteins and nucleic acids are the emphasis of Therapeutic target database (TTD) . It offers details on investigated and recognised targets linked to illnesses, pharmacological treatments, and pathways. Target-disease linkages, drug-target interactions, and therapeutic approaches may all be explored more easily with TTD's assistance, which helps find new drug targets and create tailored treatments. In fact, the National Library of Medicine's ChemIDPlus is primarily concerned with providing structural and molecular data about chemical substances. It provides a thorough repository for information about chemical compounds, including names, structures, characteristics, and legal and regulatory status. For the goals of chemical identification, structure search, and safety evaluation, ChemIDPlus is very helpful. The U.S. Food and Drug Administration (FDA) also maintains two publicly available databases, distinct tissues and organs, that are critical to pharmaceutical regulation and safety management. 1. Drug@FDA: The primary resource for information regarding medications that the FDA has approved is pharmaceuticals@FDA. Complete details are given on approved medication products, including over-the-counter, prescription, and biologics. Information on drug approvals that users could search for includes prescription labels, approval histories, safety alerts, and regulatory actions. Drugs@FDA is a useful resource for researchers, healthcare providers, and the general public seeking reliable information regarding FDA-approved pharmaceuticals. 2. FDA Adverse Event Reporting System (FAERS): Pharmaceutical firms, healthcare professionals, and consumers all report adverse events and prescription errors to the FDA. The FAERS database is created by compiling these reports. It is a crucial component of the FDA's post-market monitoring programme, which monitors the security of prescription drugs and medical equipment that are available for purchase. Drug safety regulations are made using FAERS data, which are also used to identify patterns in adverse event reporting and identify and evaluate any drug-related safety issues. The UCSF-FDA Trans Portal database provides a specialised platform for researching the intricate interactions between drugs and transporters—significant elements that impact drug absorption, distribution, and excretion. Pharmaceuticals must pass across biological membranes with the help of transporters, which has an impact on the pharmacokinetic properties and DDI potential of the drugs. Combining data on transporter expression, substrate selectivity, and inhibition profiles with the Trans Portal database allows researchers to predict and assess the potential for transporter-mediated DDIs. By concentrating on transporter pharmacology, we can better comprehend the variables that affect side effects and medication response variability, especially in patient populations who are more susceptible. The TransPortal database assists in identifying possible medication combinations that may present safety issues or necessitate dosage modifications to minimise unfavourable effects by clarifying the processes causing DDIs. Furthermore, the prediction models included into the TransPortal database enable researchers to anticipate ADMET properties and side effects associated with specific pharmaceutical compounds. These models make use of machine learning and computational techniques to offer significant insights into the pharmacological properties of drugs. This aids in giving the development of safer and more potent drug candidates first priority. A publicly available database of FDA-approved drugs, IDAAPM was developed as a useful resource for computational research and modelling. IDAAPM aims to bridge the gap by consolidating comprehensive data on licenced medications (small molecules and biologics) into a single repository. This information is sometimes missing from other databases of the same type and contains FDA application data, structures, molecular descriptors, ADMET characteristics and side effects, target, and associated bioactivity data. This website allows users to compare compounds and the chemical space where pharmaceutical molecules are located in order to review relevant data from diverse studies. This information is sometimes missing from other databases of the same type and contains FDA application data, structures, molecular descriptors, ADMET characteristics and side effects, target, and associated bioactivity data. This website allows users to compare compounds and the chemical space where pharmaceutical molecules are located in order to review relevant data from diverse studies. Users may mix and match different tools to create unique, intuitive workflows for automation thanks to the KNIME platform's modular approach to workflow management. USFDA An assessment of ADMET (Absorption, Distribution, Metabolism, Excretion, and Toxicity) data is a crucial step in the regulatory review and drug development processes, as part of the USFDA approval procedure. 1. Preclinical Study: The pharmaceutical industry carries out comprehensive preclinical research to evaluate the pharmacokinetic and toxicological features of a drug candidate prior to its advancement to clinical trials. This study evaluates the drug candidate's absorption, distribution, metabolism, and excretion in animal models in an effort to predict how it will behave in people. Toxicity studies are used to assess safe starting levels for clinical trials as well as any negative effects. 2. Clinical Study: When evaluating the safety and efficacy of a pharmaceutical candidate in clinical trials, ADMET factors are critical. Pharmacokinetic studies assess the drug's absorption, metabolization, clearance, and distribution in people; this data aids in the advice of dose and parameter tracking. Studies on pharmacodynamics link the effects of a medicine on target tissues and pathways with the treatment's result. 3. New Drug Application Submission (NDA); Sponsors of new medications must provide a tonne of information on the drug's quality, safety, and efficacy—including ADMET data—when submitting an NDA to the FDA for approval. This includes comprehensive analyses of the benefits and drawbacks as well as data from pharmacokinetic studies, clinical trials, and preclinical research. The FDA evaluates the data submitted and decides if the drug meets the criteria for approval. 3. Risk Assessment and Mitigation: The USFDA carefully considers the risk involved with a pharmaceutical candidate based on the ADMET profile and other relevant data. This includes determining potential risks associated with changes in absorption, drug interactions, metabolic pathways, and organ toxicity. Risk mitigation strategies, such as dose adjustments, monitoring protocols, and labelling specifications, may be utilised to lessen these risks and ensure the drug is taken safely. 4. Post Marketing Surveillance: The USFDA monitors a drug's safety and effectiveness through post-market monitoring programmes long after it has been given regulatory authorization. Adverse event reporting systems, like the FDA Adverse Event Reporting System (FAERS), collect and assess adverse pharmaceutical responses in real time, including those related to ADMET features. This ongoing surveillance helps identify new safety issues by providing information to regulatory decision-makers on medication labelling, risk communication, and post-market regulatory actions. The U.S. Food and Drug Administration (FDA) establishes stringent requirements for the reporting of Absorption, Distribution, and Metabolism, Excretion, and Toxicity (ADMET) data as part of the regulatory approval process for new drug applications (NDAs). When pharmaceutical products are put on the market, they have to live up to these requirements in order to be high-quality, safe, and effective. To provide trustworthy ADMET data, sponsors must conduct extensive preclinical and clinical research over the course of the drug development lifecycle. In preclinical studies, sponsors must provide detailed information on the pharmacokinetic properties of the drug, including rates of absorption, distribution, metabolism, and excretion. Evaluations of potential toxicity risks, such as genotoxicity, carcinogenicity, and acute and chronic toxicity, should be a part of preclinical research. The ADMET dataset is expanded by clinical trials, which provide data on the pharmacokinetics and pharmacodynamics of medications that are unique to humans. Sponsors are required to provide data from Phase 1, Phase 2, and Phase 3 clinical studies, including pharmacokinetic profiles, bioavailability details, drug-drug interactions, and adverse event reports relating to excretion or metabolism. Before submitting the New Drug Application (NDA), sponsors compile a comprehensive bundle of ADMET data, which includes detailed reports on preclinical and clinical trials, research techniques, methodology, outcomes, and statistical analysis. In order to determine the safety and efficacy of the drug, FDA regulatory examiners closely review the submission, assessing the quality, reliability, and relevance of the ADMET data. FDA ADMET data reporting standards must be followed in order to get regulatory approval and ensure the successful marketing of pharmaceutical products in the US. Documentation In order to submit Absorption, Distribution, Metabolism, Excretion, and Toxicity (ADMET) data to regulatory agencies, such as the FDA in the US, a large number of documents providing detailed information on the pharmacokinetic and toxicological properties of the drug candidate must typically be created. While specific document requirements may vary depending on the regulatory jurisdiction and the stage of drug development, the following documents are commonly included in ADMET data submissions: 1. Study Protocols: Thorough procedures outlining the objectives, methodology, and plan of preclinical and clinical experiments conducted to evaluate ADMET properties. This includes protocols for in vitro experimentation, human clinical trials, and animal research. 2. Research Reports: - Preclinical study reports are comprehensive summaries of the findings from preclinical research, including in vitro and in vivo studies that evaluate the toxicity, excretion, metabolism, and absorption properties of a drug candidate. These articles must include comprehensive justifications for the study designs, conclusions, statistical analysis, and interpretations. - Clinical Study Reports: thorough reports that include a summary of the clinical trial results, including pharmacokinetic investigations, drug interaction studies, and safety assessments related to ADMET features. These reports should provide information on metabolism, excretion kinetics, bioavailability, absorption rates, and any observed adverse effects. 2. Analytical Techniques: List of analytical methods used to measure drug concentrations, metabolite profiles, and biomarkers in biological samples acquired during preclinical and clinical research. 3. Listings and Summaries of Data: comprehensive summary and tabular data listings of the ADMET data generated from preclinical and clinical studies. This includes summaries of pharmacokinetic parameters, metabolite profiles, and toxicity endpoints. 4. Integrated Summaries: Thorough analyses of pharmacokinetic and pharmacodynamic data that include conclusions from clinical and preclinical studies to provide a logical analysis of the drug's ADMET profile. 5. Plans and Reports for Statistical Analysis: Documents describing the statistical methods used to analyse the ADMET data, including sample size calculations, hypothesis testing, and confidence interval estimations, are plans and reports for statistical analysis. 6. Documentation of Quality Control and Assurance Measures: used to document quality assurance and control processes used in preclinical and clinical research to ensure regulatory compliance, data dependability, and integrity. 7. Regulatory Representations: copies of regulatory submissions that are part of the whole regulatory package, such as New Drug Applications (NDAs), Marketing Authorization Applications (MAAs), or Investigational New Drug (IND) applications that incorporate ADMET data. The Food and Drug Administration (FDA) has created a number of industry guidelines, including Title 21 part 58 Good Laboratory Practices for Nonclinical Laboratory Studies, Safety Testing of Drug Metabolites, In Vitro Metabolism and Transporter-Mediated Drug-Drug Interactions Studies, and Clinical Drug Interaction Studies — Study Design, Data Analysis, Clinical Implications. to train and guarantee the application of best practices in the assessment of a drug candidate's safety and effectiveness. Understanding a compound's metabolite-mediated toxicity and safety profile better will enable researchers to determine whether or not it can move on to later stages of preclinical and clinical testing, which will allow for the submission of an Investigational New Drug (IND) or New Drug Application (NDA). This is the fundamental purpose of all ADME/Tox studies. Despite the fact that every medicine is different, scientists may identify which ADME qualities should be assessed by using certain models and related tests that have been described by FDA guideline papers. For instance, entire hepatocyte models and liver microsomes are frequently utilised in ADME in vitro investigations; these models include metabolic enzymes like CYP450 and UDP-glucuronosyltransferase (UGT). These in vitro models are applicable to CYP inhibition and induction tests, for example. In vitro tests, such as CACO-2 or MDCK cell-based investigations, are used to assess intestinal permeability. Impact of ADMET on Drug Approval and Market Access It can take up to 12 years of study and more than $1 billion to find and develop a new pharmaceutical medicine. Early discovery, late discovery, preclinical, and clinical trials are the four main stages of the drug research and development process. Attrition is caused by a variety of causes, but two main ones are toxicity and efficacy. Only one chemical out of every 10,000 that enters the discovery process is thought to ever make it to market. This is not difficult to understand given that 89% of NCEs that get into clinical trials will fail and that 40% of NCEs that start preclinical safety investigations in animals will fail owing to toxicity. The most time-consuming phases of research, known as early and late discovery, can take six to eight years to complete. Comparatively, the preclinical and clinical investigations have the biggest financial expense. The process of developing new drugs may be greatly enhanced by early risk identification and reduction, since this increases efficiency and increases the likelihood of success. Early in the discovery process, when it is less expensive to discard chemical, toxicity-related concerns should be robustly identified as part of the new paradigm in drug discovery. The rigorous regulatory criteria that oversee the process of medication approval are designed to guarantee the quality, safety, and efficacy of pharmaceutical goods. This process requires the assessment of the ADMET properties, which are Absorption, Distribution, Metabolism, Excretion, and Toxicity. ADMET parameters are important for evaluating a drug's viability from preclinical stages to post-marketing monitoring. During preclinical development, a great deal of research is done in lab studies and animal testing to better understand the compound's ADMET profile. These investigations provide important insights about the chemical's pharmacokinetic behaviour, potential metabolic routes, and levels of toxicity. As clinical trials proceed, the characteristics of ADMET are then carefully evaluated to ascertain the medication's efficacy and safety in treating human patients. Phase 1 investigations look at distribution patterns, absorption rates, and metabolic pathways; Phase 2 and Phase 3 trials assess treatment efficacy and look for any negative effects related to excretion or metabolism. The New Drug Application (NDA) is filed to regulatory bodies together with substantial data on ADMET properties, manufacturing details, and clinical research outcomes. In order to make well-informed decisions on the approval of drugs, regulatory agencies such as the FDA in the US thoroughly review this data. The FDA's investigation includes a detailed analysis of the substance's pharmacokinetic profile, which includes its absorption characteristics, tissue distribution, metabolic stability, excretion pathways, and potential toxicity issues. Post-marketing monitoring programmes also keep a close eye on how drugs work in actual clinical settings, including any unanticipated side effects related to ADMET that may manifest. The capacity of a medicine to be licenced ultimately rests not only on its therapeutic efficacy but also on how well its ADMET profile aligns with safeguarding public health and patient safety. A medicine's eligibility for commercial usage depends in part on its ADMET (Absorption, Distribution, Metabolism, Excretion, and Toxicity) properties. Enhancing the design of potential medications is the goal of in silico ADME-PK modelling. The most often sought experimental end goals include transporter-mediated efflux, permeability, solubility, CYP inhibition, and metabolic stability. The majority of our group reported using a "global" model for these features, meaning that it included all internal data that was available in the training set, as opposed to a "local" model that was chemotype-specific. The sheer presence of high-quality models does not ensure success, even though they are necessary. The adoption and cultivation of an in silico culture throughout the organisation is necessary for models to have a genuine influence. This calls for a multidisciplinary approach including chemists, in silico scientists, DMPK scientists (both in vitro and in vivo), and to some degree management. The following are the ways that ADMET concerns affect market access and the medication Development process: 1. Drug Safety and Efficacy: ADMET characteristics have a direct impact on medication safety and efficacy. Throughout the medication development process, regulatory bodies like the European Medicines Agency (EMA) and the U.S. Food and medication Administration (FDA) demand thorough evaluations of ADMET profiles to make sure that possible candidates have appropriate safety profiles and therapeutic effectiveness. 2. Regulatory Approval: During the drug approval procedure, regulatory bodies assess the ADMET characteristics of medication candidates. Drugs with good ADMET profiles have a higher chance of being approved by regulators; on the other hand, substances with serious safety issues or inadequate pharmacokinetic characteristics can encounter obstacles or even rejection. 3. Clinical Trials: ADMET variables affect the planning and conduct of clinical trials. Prior to initiating clinical research, drug developers assess the pharmacokinetic properties of candidates to determine the optimal dosing regimes, assess potential medication-drug interactions, and anticipate adverse effects. 4. Time-to-Market and Cost: Early resolution of ADMET-related issues throughout the drug development process can reduce time-to-market and cost. A drug candidate with the best ADMET profiles has a higher chance of completing clinical trials without any problems, which leads to a speedier regulatory clearance and commercialization. 5. Market Access and Reimbursement: Payers and health technology assessment (HTA) organisations often consider the economic value and therapeutic advantages of medicines, which are influenced by their ADMET attributes, when making decisions regarding medication reimbursement. Medications with favourable ADMET profiles could be given preference when it comes to reimbursement options, which would increase sales and open up new markets. 6. Post-Marketing Surveillance: Monitoring the efficacy and safety of medications in the real world after they have been approved is crucial to guaranteeing patient safety. In order to support regulatory decisions and guarantee the continued safe use of pharmaceuticals, pharmacovigilance initiatives entail continuing monitoring of unforeseen safety issues, such as those pertaining to ADMET characteristics, and adverse drug reactions. European Medicines Agency (EMA) The European Medicines Agency (EMA) is the EU entity in charge of organising the scientific resources that member states have made available to it for the purpose of pharmacovigilance, oversight, and assessment of pharmaceuticals. In compliance with the provisions of EU legislation pertaining to medicinal products, the agency offers the best possible scientific advice to EU institutions and member states on any matter pertaining to the assessment of the efficacy, safety, and quality of pharmaceuticals for human or veterinary use. The EU's marketing practices for pharmaceuticals heavily rely on the Committee for Medicinal Products for Human Use (CHMP). In compliance with regulation (EC) No. 726/2004, the CHMP is in charge of drafting the agency's conclusions on all matters pertaining to pharmaceuticals for human use, including marketing authorization. The labelled indication is included in a description of product features that is a crucial component of the marketing authorization. Based solely on scientific standards, the CHMP evaluations ascertain if the medications in question satisfy the essential standards for quality, safety, and effectiveness as well as whether there is a favourable benefit/risk balance (in compliance with EU legislation, specifically directive 2001/83/EC). A marketing authorization may be stopped or withdrawn after it has been issued if it proves ineffective or if the benefit/risk ratio is deemed to be unfavourable. The agency is not in charge of evaluating pricing or cost-effectiveness concerns, nor is it in charge of deciding whether medications are available in EU or European Economic Area (EEA)–European Free Trade Association (EFTA) nations via their national health systems. The national government or the health authorities of each nation handle these matters. Chosen based on their qualifications and experience in the various areas of medication evaluation, the members and alternates of the CHMP (a chairperson, one member and one alternate nominated by each of the 27 member states, one member and one alternate nominated by Iceland and Norway, and up to five cooped members, selected from experts nominated by member states or the agency and recruited, when necessary, to provide additional expertise in a particular scientific area) are appointed to the committee. Organisations that advocate for patients or consumers do not have any members. Members who are appointed might not have any financial or other ties to the pharmaceutical business that might compromise their objectivity. The CHMP's working parties or scientific advisory groups may be tasked with specific responsibilities related to scientific evaluation or producing guidelines. Every month, the CHMP convenes at the EMA. As of right now, neither the agendas nor the minutes of the meetings are made available to the public. A press statement and meeting report are posted on the agency's website following every CHMP meeting. Moreover, descriptions of the positions reached on certain medications at each meeting are posted on the agency's website. The creation of scientific and regulatory guidelines for the pharmaceutical industry, collaboration with foreign partners on the harmonisation of medicine regulations, and support to companies conducting research and development are among the other significant activities carried out by the CHMP and its working groups. The purpose of the recommendations is to establish a foundation for the practical harmonisation of the ways in which the European Union member states and the EMA interpret and implement the specific standards outlined in the directives for the demonstration of quality, safety, and effectiveness. Before pharmaceuticals are allowed to be marketed in the European Union (EU), the European Medicines Agency (EMA) requires them to pass a thorough process that guarantees their efficacy, safety, and quality. Here's a broad rundown of the procedures involved: 1. Preclinical research is the process of collecting first information on a drug's safety profile and possible effectiveness through laboratory and animal trials. 2. Clinical studies: To evaluate a medication's safety and effectiveness in people, pharma manufacturers carry out clinical studies. Usually, these trials consist of three stages: Phase I: Small-scale studies to assess dose and safety in healthy participants. Phase II: Clinical trials using a greater number of participants to enhance safety and begin effectiveness evaluation. Phase III: Extensive studies with hundreds to thousands of participants to verify effectiveness, track adverse events, and contrast the medication with conventional therapies or a placebo. 3. Application for Marketing Authorization (MAA): The EMA receives an MAA from the pharmaceutical producer. This application contains extensive information from preclinical and clinical investigations about the drug's effectiveness, safety, and quality. 4. The Committee for Medicinal Products for Human Use (CHMP) of the European Medicines Agency (EMA) evaluates the MAA. They evaluate the information provided by the pharmaceutical company to ascertain if the medicine satisfies the required quality requirements and whether its advantages outweigh its drawbacks. 5. Approval Decision: The European Commission decides whether to allow the medicine to be marketed based on the CHMP's evaluation. The medication may be advertised and sold in the EU if it is authorised. 6. Post-Marketing monitoring: Drug safety is tracked by post-marketing monitoring even after approval. This entails gathering and evaluating information on the medication's efficacy and safety in practical applications. Depending on the kind of application (new drug application, generic application, etc.) and the particular regulatory pathway selected by the applicant, several papers are needed in Europe for medication approval. A marketing authorization application (MAA) filed to the European Medicines Agency (EMA) or national regulatory bodies within the European Union (EU) will, nonetheless, usually contain a few standard components. This is a broad collection of important papers that are frequently needed: 1. Common Technical Document (CTD): The CTD is an organised framework for providing data about the effectiveness, safety, and quality of pharmaceuticals. There are five modules in all. - Module 1: Administrative information. - Module 2: Summaries of quality, non-clinical, and clinical data. - Module 3: Quality data. - Module 4: Non-clinical study reports. - Module 5: Clinical study reports. 2. Chemistry, Manufacturing, and Controls (CMC) Information: Extensive details on the drug substance and drug product specifications, controls, and manufacturing process. 3. Non-Clinical Study Reports: Information gleaned from preclinical investigations assessing the drug's safety, pharmacology, and toxicity in animal models. 4. Clinical Study Reports (CSRs): Detailed reports of all carried out clinical trials, ranging from phase I to phase III investigations. CSRs include comprehensive details on trial design, patient demographics, safety information, effectiveness results, and statistical analysis. 5. Pharmacovigilance Plan: A document detailing the applicant's post-approval medication safety monitoring and management strategy, including adverse event reporting protocols. 6. A risk management plan (RMP) is a thorough strategy that outlines how to identify, describe, and reduce the risks that come with using a medicine. It also includes steps for risk assessment and mitigation. 7. SmPC, or the Summary of Product Characteristics, a record that contains all the pertinent information about a medication, such as its uses, dosage instructions, side effects, warnings, precautions, and pharmacokinetics. 8. Patient Information leaflet (PIL): A patient-only pamphlet with important details about the medication, how to take it, and any possible adverse effects. 9. Data on Quality Control and Batch Release: Details on testing done to guarantee the uniformity and calibre of every medicine batch as well as data on batch release testing. 10. Clinical development programme summaries, comprising an integrated examination of safety and effectiveness data from all clinical trials, are provided in the clinical overview and clinical summary. 11. Environmental Risk Assessment (if applicable): Evaluation of possible environmental concerns related to the production, application, and removal of the pharmaceutical product. Through the EMA, the centralised process is managed. A single licence that is recognised in all EU member states is issued by the European Medicines Agency Committee (EMA Committee), which is made up of representatives from each EU member state. This approval procedure is necessary for a number of pharmaceutical classes, such as those used to treat HIV/AIDS, cancer, diabetes, neurological diseases, autoimmune conditions, and viral infections. Each and every EU member state is allowed to set up its own procedures for authorising drugs that don't require a centralised procedure. Medications that have been approved for sale by a national procedure in one EU member state may be sold in another EU member state. Product makers in several EU states may submit their products for simultaneous approval if they are not yet licenced in any EU state and do not need an obligatory centralised process. There were 1,400 decentralised apps as of 2008, as opposed to 100 applications using the centralised approach. Currently, this method handles the vast majority of applications that are approved. In vitro models have been proposed by the European Medicine Agency as an alternative to animal research, including thorough guidance on how to comply with 3R alternative technique rules. The UK National Centre for the 3Rs has also provided ideas for creating non-animal technology, employing substitute methods, and raising awareness of the 3Rs. In 2010, the UK government also demonstrated a strong commitment to support the 3Rs strategy by reducing the use of animals as research models. Additionally, it has provided a method to reduce the in vivo resources as study models. Applying non-sentient materials to replace aware live vertebrates used in in vivo experiments is known as animal substitution. There are several strategies that have been put out to stop using animal models in research. These methods offer, at least in part, different approaches to testing the substances and medications. These technologies provide a number of benefits, such as cost effectiveness, time savings, and reduced need for human resources. Draft guidelines for reporting physiologically based pharmacokinetic (PBPK) assessments have been released by the FDA and EMA. The following parts should be included in PBPK research reports, per FDA guidance: - Executive Summary - Introduction - Materials and Methods - Results, Discussion, and Appendices. The intended contents of PBPK modelling and simulation studies that are part of regulatory submissions are outlined in the EMA guidelines. The guidelines are applicable to both internally developed platforms and platforms that are sold commercially. The FDA guidance does not address the suitability of PBPK studies for a given medicine or drug product, nor does it address methodological issues or best practices for conducting PBPK modelling and simulation. According to the EMA advice, high-impact PBPK analyses include those in which trial simulation findings have been used to advice medication labelling or as a foundation for requests to waive the need for clinical investigations. The FDA guideline provides a number of high-level activities, such as establishing the goal of a PBPK model, developing the model (including its structure, assumptions, and parameterization), validating the model, and the crucial step of applying the model to the intended use. The FDA advice spends a lot of time on how to utilise PBPK modelling to promote Quality by Design and product quality. References: - Ferreira LLG, Andricopulo AD. ADMET modeling approaches in drug discovery. Drug Discov Today. 2019; 24:1157–1165. - Kinch MS, Griesenauer RH. 2017 in review: FDA approvals of new molecular entities. Drug Discovery Today. 2018 Aug 1; 23(8):1469-73. - Hodgson J. ADMET—turning chemicals into drugs. Nature biotechnology. 2001 Aug;19(8):722-6. - Lai Y, Chu X, Di L, Gao W, Guo Y, Liu X, Lu C, Mao J, Shen H, Tang H, Xia CQ. Recent advances in the translation of drug metabolism and pharmacokinetics science for drug discovery and development. Acta Pharmaceutica Sinica B. 2022 Jun 1; 12(6):2751-77. - Rao VS, Srinivas K. Modern drug discovery process: An in silico approach. Journal of bioinformatics and sequence analysis. 2011 Jun 30; 2(5):89-94. - Kar S, Leszczynski J. Recent advances of computational modeling for predicting drug metabolism: a perspective. Current Drug Metabolism. 2017 Dec 1; 18(12):1106-22. - Cautreels W, de Vries M, Höfer C, Koster H, Turski L. Present and Future Significance of ADMET Profiling in Industrial Drug Research. Pharmacokinetic Profiling in Drug Research: Biological, Physicochemical, and Computational Strategies. 2006 Jan 13:467-79. - Khanna I. Drug discovery in pharmaceutical industry: productivity challenges and trends. Drug discovery today. 2012 Oct 1; 17(19-20):1088-102. - Howie LJ, Hirsch BR, Abernethy AP. A comparison of FDA and EMA drug approval: implications for drug development and cost of care. Oncology. 2013 Dec 1;27(12):1195 - Kashyap UN, Gupta V, Raghunandan HV. Comparison of drug approval process in United States & Europe. Journal of pharmaceutical sciences and research. 2013 Jun 1; 5(6):131. - Zeukeng MJ, Seoane-Vazquez E, Bonnabry P. A comparison of new drugs approved by the FDA, the EMA, and Swissmedic: an assessment of the international harmonization of drugs. European journal of clinical pharmacology. 2018 Jun; 74:811-8. - Legehar A, Xhaard H, Ghemtio L. IDAAPM: integrated database of ADMET and adverse effects of predictive modeling based on FDA approved drug data. Journal of Cheminformatics. 2016 Dec; 8:1-1. - Walsh G. Drug Approval in the European Union and United States. Pharmaceutical Biotechnology: Drug Discovery and Clinical Applications. 2012 Apr 18:257-67. - Lehmann S, Allard R, Boehler YB. The European Medicines Agency Clinical Data Website Enables Insights Into Clinical Development Timelines And Strategy. Open Access Journal of Clinical Trials. 2019 Oct 15:37-56. - Shaik AN, Khan AA. Physiologically based pharmacokinetic (PBPK) modeling and simulation in drug discovery and development. ADMET and DMPK. 2019 Feb 23; 7(1):1-3.	oercommons	2025-03-18T00:38:42.665192	12/13/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/123021/overview", "title": "REGULATORY PERSPECTIVES AND ADMET DATA SUBMISSION", "author": "Dr. kavita bahmani" }
https://oercommons.org/courseware/lesson/39423/overview	Awareness (Case Study) Awareness (Depression in Pakistani Women) Awareness (Introduction to Depression) Awareness (Major Depressive Disorders) Awareness (Symptoms) Chatrooms Open Learning- Drop in your Love Skills (Empowerment) Skills (Free Online Courses) Speak Out! Inspirational Stories Mental Health Education (Healing-Souls) Overview Healing Souls is designed to help young women living in the conflicted areas of Pakistan to cope out of depression. The resources will aware as well as empower them with skills on mental health for their well-being. Section 1 Healing Souls is designed to help young women living in the conflicted areas of Pakistan to cope out of depression. The resources will aware as well as empower them with skills on mental health for their well-being.	oercommons	2025-03-18T00:38:42.688843	12/13/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/39423/overview", "title": "Mental Health Education (Healing-Souls)", "author": "MUNIR SADRUDDIN" }
https://oercommons.org/courseware/lesson/123093/overview	lesson 1-Exercise 3 listening Lesson 1 : livestock animals -WORKSHOP (CURIPOD code:384783) Lesson 2- exercise1 listening Lesson 4- Activity 1 Video Livestock animals (kAHOOT GAME) Livestock Terms GAME (QUIZZIZ) On The Farm Crossword Puzzle Unit 1—livestock farming at SENA Overview Unit Objectives At the end of the unit, students should be able to talk about problem solutions, using technical words., about livestock animals. \| livestock farming at SENA Unit Objectives At the end of the unit, students should be able to talk about problem solutions, using technical words., about livestock animals. - At the end of the unit, students should be able to participate in real farm(field) work scenarios. - At the end of the unit, students should be able to Take an active part in problem-solving, around Livestock feed and health issues. FUN SPOT FUN SPOT	oercommons	2025-03-18T00:38:42.714065	12/16/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/123093/overview", "title": "Unit 1—livestock farming at SENA", "author": "NADIA REYES POLO" }
https://oercommons.org/courseware/lesson/95389/overview	Digital Farmington - Taverns of Colonial Farmington Genealogy Today - Licensed Ordinaries Gettysburg College - The Tavern in Colonial America Instructor's Copy - Barwick's Ordinary Vocab Lesson John Lewis Krimmel - The Village Tavern - 1813-1814 Link - 3D Bone Die from Barwick's Moving North Carolina - The Ordinary OFFLINE Version - Barwicks Ordinary Gallery Student's Copy - Barwick's Ordinary Vocab The Story of Barwick's Ordinary The Village Politicians - John Lewis Krimmel - c1819 Virtual Art Gallery - Barwick's Ordinary Vocab Vocab Matching (Genial.ly - Online Only) Vocabulary - Introducing Archaeology Terms YouTube - Magic and Mystery at Smith-St. Leonard YouTube - The Archaeology of Smith-St. Leonard YouTube - The People of Smith-St. Leonard Barwick's Ordinary - An Introduction to Archaeology Vocabulary Overview Students are introduced to archaeology vocab through the case of "Barwick's Ordinary," a historic tavern, gathering place, home, and center of business in 1700s Maryland. Students are briefly introduced to the story of the ordinary then explore a 3D "art gallery" with scans of artifacts from the site as well as maps, surveys, and drone photographs. Internet access is currently required. Paintings by John Lewis Krimmel help illustrate how things may have looked. An extension is to conduct some more detailed reading into the role of ordinaries, a ubiquituous feature of the European colonies in America. There are 3 activities to "meet" Barwick's, followed by 2 summative activities. Introduction This lesson was designed as the start of an "Intro to Archaeology" class for high school students (especially 11th and 12th graders) by instructor Bill McGowan of SMCPS Virtual Academy and Theo, a student from PHS, in collaboration with Jefferson Patterson Park and Museum. The lesson is centered on expectations for Maryland Social Studies students, including a writing component; however, ordinaries were common features across Colonial America so it can readily be remixed. The lesson sequence is as follows: - Warm-up, in which students view a historic painting of a scene in a tavern and predict what objects archaeologists may be able to find after 225-250 years. - Exploration Activity 1, in which students learn the story of Barwick's Ordinary and the role of ordinaries in Colonial America - Exploration Activity 2, in which students explore what was found at Barwick's in a virtual art gallery and are introduced to some important vocabulary terms - Summative Matching Activity, in which students match the terms to exemplar objects from Barwick's - Summative Writing Activity, in which students write the story of Barwick's in their own words and incorporating the learned vocabulary terms This lesson introduces Barwick's Ordinary, a historic tavern, gathering place, home, and center of business in Caroline County, Maryland in the late 1700s. While learning about the history of the site and what has been found there, you'll be introduced to basic terms important to understanding archaeology. Activities incorporate 3D scans (from photogrammetry) of artifacts, maps from drones, as well as other tools of the trade! Jefferson Patterson Park and Museum is indebted to instructor Bill McGowan of SMCPS Virtual Academy and Theo, a student from PHS, for helping lead the creation of this material. Activity: Warm-Up As an activator/warm-up, have students view the painting The Village Tavern (high resolution copy attached). This scene was painted by John Lewis Krimmel sometime around 1813 or 1814--Krimmel was a noted genre painter from Philadelphia. This is a style where artists paint scenes of everyday life of ordinary citizens, so his rendition of this tavern shows what he took to be an "average" encounter. The woman and child in the center are supposed to be trying to bring the husband/father home from drinking, a message about temperance and alcohol. Newspapers are common in the tavern and on the back wall, befitting taverns' status as places to get news. A mail carrier is coming through the door, as taverns were common locations to pick up mail. After students view the painting, have them respond by telling you: - What "things" in the scene would they expect archaeologists to be able to find 225-250 years after the scene occurred? - Which "things" wouldn't archaeologists be able to recover? Why not? View the painting The Village Tavern by John Lewis Krimmel (high resolution version attached). Made in 1813 or 1814, this painting is of a type known as a genre painting and is supposed to show an "everyday" moment in ordinary peoples' lives--in this case, an everyday moment in an American tavern. Take a few minutes to study the painting closely, then discuss with your class what "things" in this scene you would expect archaeologists would be able to recover 225-250 years after the actual scene occurred? Which "things" wouldn't they be able to recover? Why not? Activity: The Story of Barwick's Ordinary Share the story of Barwick's Ordinary (student section, above, also attached) with your students. Introduce the students to the 3D model of the bone die that was found during excavations (linked in the resources from the site SketchFab--requires an internet connection). How do they explain that archaeologists found a die, but that Barwick's license specifies there was to be no gaming? How do they explain that archaeologists found a number of Native artifacts above the remains of the ordinary? (The working explanation is that when dirt was moved during construction, it already contained these artifacts, then when the dirt was later moved over the remains of the site, it meant the artifacts were deposited above the tavern--not that they support evidence of substantive cultural exchange between Native peoples and the colonizers.) Additional resources for students to explore are attached/linked. These include 3 videos on life at a contemporary residential site from Jefferson Patterson Park and Museum (Smith's-St. Leonard), an additional painting by John Lewis Krimmel showing politicians meeting in a tavern--a type of scene that was very likely found at Barwick's and which includes a figure students may recognize from memes (the politician pointing at his hand, see knowyourmeme.com/memes/angry-man-pointing-at-hand), and several articles on the role of ordinaries in the early US. These articles may also be used as an extension activity. Extension--The Role of Ordinaries: Rather than having all students read the same article or all of the articles linked, consider having them divide into small groups and each group read one article on ordinaries and their importance in Colonial America. Then have each group summarize their article, note what they learned about ordinaries, and as a class discuss the similarities and differences from the articles. Further Extensions: Ordinaries and the Native Population As an important meeting place, ordinaries like Barwick's played a role in helping the European colonizers establish familiar lives in new lands. Native artifacts have been found at the excavations of Barwick's. Have students consider how ordinaries may have helped the colonizers displace the Native peoples already living in America and how/if Native peoples may have interacted with ordinaries. Ordinaries and the African-American/Black Population Have students conduct research on ordinaries and race in the colonies—would free African-Americans have had access to the same ordinaries as the White population? Would enslaved persons have been seen in the ordinary? If not, where would they have met? This lesson employs works by John Lewis Krimmel, a noted genre painter from the early 19th century; other works from Krimmel include racist caricatures of African-Americans, a practice which students could consider as to how it reflects on race in the colonies and early United States. Barwick's Ordinary is an archaeological site in Caroline County, Maryland along the Choptank River near the modern town of Denton. The ordinary, or tavern, was part of a small complex of buildings that included a ferry, tobacco warehouse, and courthouse, and the entire complex served as the first county seat for Caroline County. By 1774-1776, James Barwick was innkeeper on the site. He received a license to operate a tavern on November 24th, 1775. The license tells us that he also lived in the ordinary and includes the instructions that Barwick would "not suffer loose idle or disorderly persons to tipple [drink alcohol, especially to excess], game [gamble], or commit any disorders or other irregularities in his said Ordinary." A 1774 court order reveals what liquors at taverns in Caroline County would have cost: “The court agrees to the following rates of liquors (and tavern rates) until August Court of 1775: -West India Rum 13 shillings, 4 pence per gallon -Country Brandy, 8 shillings per gallon -Strong Beer, Country Brewed, 4 shillings per gallon -Every gill of New England Rum or Country Brandy with Muscavada sugar to make same into punch and so pro rata, 8 pence -Every Lemon or Seville Orange, 6 pence -Hot Diet with small Beer or Cider, 1 shilling -Cold Diet with Ditto, 10 pence -Horse stablage with sufcient fodder for one horse one night, 6 pence -Oats and Indian Corn each 6 shillings per bushel” Around 1783, Barwick seems to have given over managing the ordinary to a man named Benjamin Denny. Further records indicate that by 1795 the entire site was being used for agricultural uses. Activity: What was found at Barwick's? We recommend modelling how to visit, navigate, and interact with the virtual gallery so students understand how to connect the objects in the gallery to the vocabulary terms listed below. Start with a few broader terms before moving on. The full list of terms and their definitions is attached. The gallery (made in ArtSteps) requires a constant internet connection and can be tempermental, so a backup/offline version is forthcoming as of August 2022. Each 3D model in the virtual art gallery is matched to a vocabulary term. Clicking an object reveals the term and accompanying definition to match. The following table lists the connections: \| Term \| "Thing" \| Connection \| \| survey \| Ground penetrating radar results \| GPR was used to survey the excavation site prior to any digging to help identify if something was present, where, and what it might be. \| \| site \| Map of site \| Archaeologist's working at Barwick's kept this map of the site to help track where excavation was occurring and infer connections. \| \| stratigraphy \| Photogrammetry of Feature 7 \| Feature 7 exhibited clear stratigraphy when excavated, with one soil layer made very clear thanks to thermal modification--a likely hearth. \| \| feature \| Drone photo of Feature 3 \| Feature 3 included a number of soil stains and embedded bricks, an arrangment indicative of a small structure with subsurface storage pits. \| \| artifact \| George II "halfpenny" \| This halfpenny was made, used, and changed by humans, making it an excellent example of an artifact. \| \| attribute \| Tobacco pipe bowl fragment with maker's mark \| One tobacco pipe bowl fragment found at Barwick's had a clear maker's mark on it—an attribute of the larger artifact. \| \| incongruous \| Cord-marked pottery \| While there was a Native presence at the site before Barwick's, Native artifacts found thus far are above the remains of the Ordinary which suggests they are an incongruity caused by later processes when considered in context of the site's full history. \| \| lithic \| Madison projectile point \| Lithic is a root word indicating something relating to stone; archaeologist's characterize artifacts made from stone as "lithics." \| \| sherd \| Rhenish stoneware sherd with partial "G" monogram \| Ceramics/pottery are rarely preserved whole and their individual pieces are known as sherds. \| \| patent \| Bone die \| Land patents are a type of grant conferring legal ownership of the land. In the maze of patents and court cases relating to Barwick's, we find a reference to there being no "gaming" on site, which makes explaining this die a bit tricky... \| \| photogrammetry \| 3D Model of site \| The process of taking 2D photographs and converting them into a 3D model with a specialized computer program is photogrammetry. This view of the site is mostly flat because the land is mostly flat, but piles of dirt hint that ther are 3-dimensions. \| \| grid \| Photo of grid at site \| A string grid helps archaelogists record where artifacts and features were found. \| \| excavation \| Drone photo of excavation in progress \| Excavation is more than just digging—it is methodical and involves a series of processes which can be glimpsed around this open feature. \| \| context \| Composite image of 6 artifacts, a photo of a feature, stratigraphy, and site model \| Context is the orientation of artifacts and features, their proximity, arrangement, and so on. It helps form a complete picture that is clearer than just looking at an artifact in isolation. \| \| organic \| Drilled megalodon tooth \| Unlike lithics, organic remains come from something once living, even if it is now fossilized. \| \| trowel \| Photo of trowel \| Slightly different than the usual garden tool, archaeologist's trowels are distinctive flat-bladed hand tools. \| Attached is a link to a virtual "art gallery." Visit the gallery and virtually explore it--included in it are artifacts found at Barwick's Ordinary during excavations as well as information on some of the method sused to learn about the site before, during, and after excavation. Each included object corresponds to a vocabulary term useful to understanding the practice of archaeology. For example, in the gallery, you can find objects that correspond to the following terms: - Site - Excavation - Artifact - Feature - Stratigraphy Clicking on an object reveals its corresponding term and a definition of that term. Summative Activity: Matching Basic Archaeology Terms The first summative activity is to match the terms from the previous activity and found in the virtual gallery to the corresponding objects illustrating the term. This activity is powered by an interactive on the service Genial.ly (internet connection required). An offline version, using PowerPoint is also available, though enterprising students can easily look ahead with that version. The PowerPoint version does offer better accommodation for screen readers and other assistive devices. When a student has correctly answered all of the questions, they will receive a "secret" code to report. The code is the name of a cow that was given to the children of the land's owner in 1669 as a gift from their step father when he married their mother. Attached below is a link to an interactive “Genial.ly,” (internet connection required, PowerPoint available for offline use), with a complete list of the terms and objects found in the virtual art gallery. After exploring the gallery, visit the interactive and test your knowledge of the terms and their meanings. At the end of the interactive, you’ll receive a “secret code” to report to your instructor. Summative Activity: Sharing the Story of Barwick's Ordinary In this final summation, students will write the story of Barwick's Ordinary in their own words, based on the history and archaeology they have been exposed to. The length of this story can vary to fit your classroom, but students should have a number of terms to include--we're using 7-8 in the first version of this activity. This final activity is a writing one, where you will tell the story of Barwick's Ordinary yourself based on its recorded history and the archaeology you've been introduced to. As you write your telling of the story, be sure to include 7-8 of the terms you've previously learned.	oercommons	2025-03-18T00:38:42.761832	History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95389/overview", "title": "Barwick's Ordinary - An Introduction to Archaeology Vocabulary", "author": "Arts and Humanities" }
https://oercommons.org/courseware/lesson/123020/overview	Coughs colds pneumonia poster Overview Who is the poster for? Educators of many kinds, parents & children aged 10-14. • Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups etc. • Is it enough for children to learn the messages? The messages are designed to be ‘doorways’ to discussion & action. They are for children to understand & use, not just to memorise. • Why are the faces of the people on the poster multi-ethnic? Children for Health has a global audience, so we use multi-ethnic faces on our posters. • How do I use the messages? Be creative! Focus on one topic for a week, month or term! • What is the Rainbow Stick? When a child learns & shares a message & returns with a story about how they shared that message, a teacher or other adult rewards the child with a strip of coloured fabric to tie to their stick. Children for Health has 100 messages & every child can leave primary school holding their Rainbow Stick with 100 coloured ‘ribbons’ tied on it showing everyone that they know 100 health messages. Who is the poster for? Educators of many kinds, parents & children aged 10-14. • Where might it be used? Schools, at home, health clinics, children’s clubs, religious groups etc. • Is it enough for children to learn the messages? The messages are designed to be ‘doorways’ to discussion & action. They are for children to understand & use, not just to memorise. • Why are the faces of the people on the poster multi-ethnic? Children for Health has a global audience, so we use multi-ethnic faces on our posters. • How do I use the messages? Be creative! Focus on one topic for a week, month or term!	oercommons	2025-03-18T00:38:42.781115	12/13/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/123020/overview", "title": "Coughs colds pneumonia poster", "author": "Clare Hanbury" }
https://oercommons.org/courseware/lesson/74095/overview	Inside Out Personality Islands Overview Students will create their own personality Islands like Riley had in the movie "Inside Out". After creating their Islands students will give a brief description of why they choice that island. Emotional/Mental Health Inside out personality Islands - What Are Your Personality Islands? By the time she turned 11, Riley had formed five personality islands: Family Island, Friendship Island, Honesty Island, Hockey Island, and Goofball Island. Each island is vividly depicted in the movie. It's your turn to create your Islands. - What are your FIVE personality islands? Create a google slides that containts your 5 personality Islands. Attach personal pictures or find pictures online that will enhance the slide. - Write a brief description of why you choice to pick each Island and what it means to you!	oercommons	2025-03-18T00:38:42.799149	10/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74095/overview", "title": "Inside Out Personality Islands", "author": "Brandon Page" }
https://oercommons.org/courseware/lesson/78284/overview	Education Standards Kahoot! Overview My 7th and 8th grade students have been preparing for a book competition that will take place towards the end of the school year, similar to Battle of the Books. They have been divided into groups of 6 and are required to read 2 of the 6 preselected books. While reading the books they take notes using Google Classroom. Each student is assigned a color when note taking. I wanted a fun way for them to study for the competition. Each member will be creating a Kahoot game about one of their books they had to read and share with their group. Lets play Kahoot! My 7th and 8th grade students have been preparing for a book competition at the end of the school year, similar to Battle of the Books. They have been divided into groups of 6 and are required to read 2 of the 6 books. While reading the books they take notes using Google Classroom. Each student is assigned a color when note taking. I wanted a fun way to study for the competition. Each member will be creating a Kahoot game about one of their books they had to read and share with their group.	oercommons	2025-03-18T00:38:42.817597	03/17/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78284/overview", "title": "Kahoot!", "author": "AmyJo Murphy" }
https://oercommons.org/courseware/lesson/92540/overview	How would you feel and need if....... Overview Expressing needs is linked to identifying and expressing feelings. The activity's objective is to enable children to express feelings first and foremost to be able to identify and express their needs. Expressing needs and wants Brainstorm some common scenarios that might elicit different feelings. A few examples: - “Your grandma picked you up after school and took you to get ice cream.” - “Your classmate spilled paint on your drawing.” - “Your mom yelled at you.” - “Your brother wouldn’t let you have a turn on the swings.” Put the scenarios in a hat and pass the hat around the circle or small group while you play music. When you stop the music, the child left holding the hat should pick out a scenario (you can help read it for the child if they can’t yet read). Then ask the child to describe how they would feel if the scenario happened to them and what would they need at that moment. Activity Materials \| 1 \| Hat \| \| Depends on the no. of students \| Pieces of paper to write the scenarios on \|	oercommons	2025-03-18T00:38:42.831400	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92540/overview", "title": "How would you feel and need if.......", "author": "Special Education" }
https://oercommons.org/courseware/lesson/60787/overview	Education Standards Me3 Career Exploration Program Lesson Overview Counselors use a career planning tool called Me3 from Arizona State University with high school students. Me3 Program This is a technology based lesson focused on career exploration. I have used this with 9-12 graders in college studies classes as well as throughout the school to explore college majors and careers. Icebreaker: Have students stand up, introduce themselves, and tell the class what they would like to do after high school and where they would like to go to college. Have students navigate to Me3 ASU Career and Major Planning App and Sign Up. https://webapp4.asu.edu/eadvisorhs/app Be sure to preview the site to anticipate any technical difficulties that may arise. Students take the Career Interest Survey & the Majors Game and complete the guiding worksheet as they go. Counselor floats as students complete the survey and interact indivdiually with them.	oercommons	2025-03-18T00:38:42.852624	12/16/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60787/overview", "title": "Me3 Career Exploration Program Lesson", "author": "Janet Buchhammer" }
https://oercommons.org/courseware/lesson/93586/overview	Education Standards OER Journal Entry Rubric Mini Lesson: Photographs - Building Classroom Culture Overview This is a two part mini lesson. It uses individual and group photographs to help students develop a sense of individuality and community within the classroom. This lesson provides a physical and visual representation of students within their class community. Students will see themselves as individuals who are part of a whole. For students who do not feel as though their individuality is valued, they have a tactile representation of their inclusion as individuals who are part of the group. For another mini lesson like this, go to Mini Lesson: Snack Mix - Building Classroom Culture in ELD and/or Mixed Classrooms LESSON DESCRIPTION Mini Lesson: Photographs - Building Classroom Culture in ELD and/or Mixed Classrooms Author of the Lesson: Jane Aleksey Lesson Summary/Overview: This is a two part mini lesson. It uses individual and group photographs to help students develop a sense of individuality and community within the classroom. This lesson provides a physical and visual representation of students within their class community. Students will see themselves as individuals who are part of a whole. For students who do not feel as though their individuality is valued, they have a tactile representation of their inclusion as individuals who are part of the group. LESSON GOALS AND OBJECTIVES Alignment and Objectives ELP Standards: Standard 2 - An ELL can participate in grade appropriate oral & written exchanges of information, ideas, & analyses, responding to peer, audience, or reader comments & questions. ELP Standards: Standard 4 - An ELL can construct grade appropriate oral & written claims & support them with reasoning & evidence. ELP Standards: Standard 7 - An ELL can adapt language choices to purpose, task, & audience when speaking & writing. Language (ELP) Objectives: Students will discuss and make a written reflection analyzing themselves as an individual and part of a whole. Supporting Academic Language Language Functions: summarizing information, informal Language Modalities: productive speaking and writing Vocabulary: portrait, group photo, shot, take a picture, individual, whole Syntax or Sentence Structure(s): Past and present tense, productive language around feelings and importance - When I had my individual picture taken, I felt _______. - When I had my picture taken as a group, I felt _______. - I feel ___ seeing myself in a group shot. - It is important we have both because … - We need both because … Discourse: Personal Reflection LESSON PREPARATION Considerations Prerequisite Knowledge and Skills: This lesson is accessible to all students who permit their picture to be taken. Instructional Materials Resources, Materials, and Technology required or recommended for the lesson: - A cell phone or camera - Student Journals - Printed pictures of individual students and one of the whole class. Many big box stores such as Target and Walmart allow for rapid photo development. Color pictures could also be printed at your school. Make sure the big group photo is big enough for the individual photos to fit around. Learning Supports Socio-emotional supports: Providing all students with pictures allows for all students to participate. One of the benefits of this lesson is the physical picture. Some students have rarely seen a printed picture of themselves. Developing everyone’s picture creates inclusion. For a cheaper option, pictures can be printed on a color printer. Cultural & Linguistic Responsiveness: There are some cases when students do not want their picture. In these cases, make sure students know the images are for classroom use only. Instructional Supports Differentiation: This lesson includes sentence starters and an option to make a pictorial representation of their thoughts and opinions. Emerging English speakers can use more supports. More advanced students should try not to rely on supports. The journal entries are assessed using a rubric to assist learners in knowing what is expected. L1 Supports: Photographs Word Wall with images of each key vocabulary words and writing in Spanish and English. Other languages could be added. L2 Development: Photographs Word Wall and Sentence Starters help students develop their skills in English. Images show a learner the meaning. Sentence starters help a student get started correctly in their target language. LESSON PROCEDURES Anticipatory Set/Motivation/Hook Time: Two 15 minute lessons Teacher Does/Students Do: Day 1 - Teacher introduces the topic: Today we will be taking pictures. We all need to take one picture as an individual (portrait) and another one as a whole (group photo). - Take individual photos of students. Different options include: - A classroom photo booth - Utilize the photography, yearbook, or newspaper students at your school - Go in pairs or small groups and let students have their picture taken in front their favorite part of school - Take a group photo as a whole. Use a camera timer or ask a colleague. - Journal Questions Day 1: Questions and Sentence Starters. Write or make a picture. Assess using a Journal Entry Rubric: How did you feel having your portrait taken as an individual? When I had my individual picture taken, I felt _______ because... How did you feel having a group photo taken? When I had my picture taken as a group, I felt _______because... - Share out: Share your answers with an elbow partner in your L1 or L2. If there is time, select example answers and share as a class. - Before the next class, develop the pictures or print them with a color printer. The group picture should be big enough for all the smaller pictures to fit around. Post the group picture in the middle and the portraits around the group photo. Day 2 - Bring the students attention to the new photo collage wall art in the classroom. - Journal Question Day 2: Questions and Sentence Starters. Write or make a picture. Assess using a Journal Entry Rubric: How does it feel to see yourself in the group photo? I feel ___ seeing myself in a group shot because… How does it feel to see yourself in the group photo? It is important we have both because … - Discussion: Share what you wrote about. If you drew your answer, show your response. - Answers should include ideas around the fact that we are all individuals and we will bring our individuality to the group. - Discussion Question: What other ways can teachers show they care about you as students? ASSESSMENTS Formative Assessment Content: Check for understanding of students understanding the idea of part and whole. Language: Check for use of individual, whole, and feelings around photos. Plans for Summative Assessments - Exit Ticket: Sentence Starters Why do we need both a portrait and group photo for our classroom? We need both because … - Consider synthesizing the responses and adding the written words on stickies to the photo collage wall art. - The journals can be assessed using a rubric. Rubrics allow students to understand what is expected and how to improve. They also assist in assessing in a more objective manner. EXTENSIONS Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments: - Journal or Discussion Questions: - What other whole or group are you part of? What does it mean? (ie. family, soccer team, club, worker, etc.) - What other examples from the world can you think of where individuals are part of a whole (ie. a bee in a hive, tomato in a salad, etc).	oercommons	2025-03-18T00:38:42.890988	Jane Aleksey	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93586/overview", "title": "Mini Lesson: Photographs - Building Classroom Culture", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/83372/overview	Creating Questions in Aiken format - Copy Creating questions in Aiken format for bulk upload in Moodle Overview Creating questions in Aiken format for bulk upload in Moodle Creating questions in Aiken format for bulk upload in Moodle - Please use notepad to create questions. - The question must be all on one line. Please do not press enter to go to next line. Let the question go long. - Each answer must start with a single uppercase letter, followed by a period '.' or a bracket ')', then a space. - The answer line must immediately follow, starting with "ANSWER: " (NOTE the space after the colon) and then giving the appropriate letter. - The answer letters (A,B,C etc.) and the word "ANSWER" must be capitalised. - You have to save the file in a text format. Don't save it as a Word document or anything like that. - Always save your text file in UTF-8 format (most text editors, even Word, will ask you). Here is an example of the format: In general, human beings are A. perfect communicators B. good communicators C. indifferent communicators D. poor communicators ANSWER: D The word communication is derived from communis (Latin) which means A. message B. common C. oral speech D. community ANSWER: B	oercommons	2025-03-18T00:38:42.912230	07/09/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83372/overview", "title": "Creating questions in Aiken format for bulk upload in Moodle", "author": "sushumna Rao" }
https://oercommons.org/courseware/lesson/62136/overview	Occurence Short video summary Unit powerpoint taken by student for this lesson only use 9-12 USCT 28th Division Youtube Video Indiana Studies Overview Here are two lesson plans that I wrote for Indiana Studies. One of them is on the USCT 28th Infantry from Indiana and the other is about reading An Occurance at Owl Creek Bridge, by Ambrose Bierce. The USCT 28th Divivsion USCT 28th Division Lesson Plan for Grade 8, Indiana Studies Prepared by Ms. Marot OVERVIEW & PURPOSE Indiana may not have had slavery, but they certainly struggled with racial equality within the state and within in the armed forces. The USCT 28th Division is one of the first colored infantry of the war. Inside this lesson we are going to talk about How the war affected these men that served on the Homefront. ESSENTIAL QUESTION Do students understand what the USCT 28th Colored Division is and why were they important? EDUCATION STANDARDS IS.1.7 Analyze how the Civil War affected men, woman, and children on the homefront. Explain how those on the homefront helped with war effort. OBJECTIVE 75% of students can identify what effect the Civil War had on the homefront of the war. MATERIALS NEEDED Hoosiers and the American Story section 4.3 Powerpoint with discussion question Notebook Notes USCT 28th Division youtube video HOOK/BELL RINGER I will get my students attention by asking them the first question that we have. GUIDED PRACTICE I will start the students by getting there books out and putting up the questions so the students understand what they should be taking notes over. When I feel that the students have been given enough time, I will check and see if the students need more time. Then I will lead an in-class discussion over what we took notes over. After our in-class discussion if time allows we are going to watch a YouTube video. At the end, we will do a simple thumbs up thumbs down assessment. I do: I read, took notes and wrote discussion questions that will help students look for important terms when they take notes. We do: We will both actively discuss the reading by answering the questions I wrote. You do: They will answer the questions on there own and they will each evaluate what they have written down to see if it’s correct based on our discussion. EVALUATION At the end of our lesson, I will be using a simple hands up hands down check for understanding. GOALS At the end of our lesson, I hope students see that the USCT Colored troops were able to start paving the way to Civil Rights in both Indiana and in the USA. An Occurance at Owl Ridge Creek Occurrence at Owl Creek Bridge Lesson Plan for Grade 8, Indiana Studies Prepared by Ms. Marot OVERVIEW & PURPOSE Hoosier Ambrose Bierce, who we talked about yesterday wrote authored a piece called “An Occurrence at Owl Creek Bridge.” Today we are going to read this important piece from the Civil War hoosier. ESSENTIAL QUESTION Can students correctly understand the text of Occurrence at Owl Creek Bridge? EDUCATION STANDARDS 6-8.LH.1.1: Read and comprehend history/social studies texts within a range of complexity appropriate for grades 6-8 independently and proficiently by the end of grade 8. OBJECTIVES 55% of students will be able to understand what happens in this classic story. MATERIALS NEEDED A copy of An Occurrence at Owl Creek Bridge Youtube video ACTIVITY I am going to start the students of by reading the article, an Occurrence at Owl Creek Bridge. I am going to give about 20 minutes, then I am going to ask the students where they got to, and we are going to read the text together as a class. After we finish reading the Occurrence at Owl Creek Bridge, the students are going to answer some questions over the piece in a group. I do: I print off and read part of the story of An Occurrence at Owl Creek Bridge. We do: Together we will read the story aloud. You do: Students will read part of the story on there own and then discuss. EVALUATION Students are going to answer questions about the Occurrence of Owl Creek Bridge. GOALS Throughout this lesson, I hope that students can make the relation of the author that we learned about the day before to the this article and realize this is a primary source.	oercommons	2025-03-18T00:38:42.939552	02/02/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62136/overview", "title": "Indiana Studies", "author": "Caroline Marot" }
https://oercommons.org/courseware/lesson/67667/overview	Class of 10th Semester Overview The slide show that covers both audio and video dealing with human rights in armed conflict International Human Rights	oercommons	2025-03-18T00:38:43.001392	05/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67667/overview", "title": "Class of 10th Semester", "author": "Dr. Jasneet Walia" }
https://oercommons.org/courseware/lesson/118404/overview	Videos on Binomial Multiplication Overview Explore Binomials in this free video unit. It is comprised of 6 lessons with 7-8 short videos in each lesson. Featuring the reasoning of Grade 10 students, the unit moves beyond the procedure of FOIL by exploring the “why” behind multiplication of binomials. The videos provide a foundation for the Common Core State Standards about performing operations on polynomials. Showing these videos can help students become more comfortable operating binomials by grounding the operations in real-world contexts. https://mathtalk.sdsu.edu/wordpress/mathtalk-for-students/multiplying-binomials-unit/	oercommons	2025-03-18T00:38:43.014585	07/25/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118404/overview", "title": "Videos on Binomial Multiplication", "author": "Joanne Lobato" }
https://oercommons.org/courseware/lesson/85262/overview	Network issue and solution Overview Are you struggling with internet breakdown? If you are using your friend’s Wi-Fi to find out how to fix the internet, you are exactly where you should be. This is a complete guide about resolving the issues that break down the internet connection. Network issue and solution Humanity today relies on the internet for many daily chores. It is being used everywhere if it is home, offices, and restaurants, etc. We feel back to the 90s when the internet is not there. Are you struggling with internet breakdown? If you are using your friend’s Wi-Fi to find out how to fix the internet, you are exactly where you should be. This is a complete guide about resolving the issues that break down the internet connection. But before you start some serious troubleshooting, notice few things. The first is to look at the Wi-Fi icon on your device. If it is showing that you are connected then something is wrong with your access to the internet. The problem could be with an internet connection. Or perhaps Wi-Fi itself is not working properly. Click the Wi-Fi icon and find internet connection maps. You can check whether your computer is picking up the signal and connecting to the internet. Click on any stage of connection to perform troubleshooting. If that fails, the modem or router could be the culprit. Try plugging directly to the router. If it works, the problem is with the Wi-Fi and not the internet. Also, check if you have all the correct passwords or permissions. If the internet is working but you doubt the speed of connection, try Speed Test. It is an excellent tool that will let you know the actual speed of your connection. If the problem continues, then we have to do some serious troubleshooting. Here are some ways for it. 1. Try Another Device: If Wi-Fi is not connecting to your device, then try any other device available. If it works, it means the problem is with your device. Sometimes, we connect multiple devices with the same internet connection. Bandwidth and speed both suffer in that case, which results in total loss sometimes. Take the following steps if you realize that your device is the problem. - Ensure that the device Wi-Fi is turned on. There should be a button that turns the Wi-Fi on or off in case of a computer. If your computer’s Wi-Fi is off, switch it on, and connect again. In a smartphone, go to settings and turn the Wi-Fi on. - If the issue persists, reboot your device. Sometimes, a reboot can fix your problems. It allows the device to refresh itself. - If the issue still occurs after restarting, make sure you are signing in to the correct network. Also, remember to enter the correct password. While entering the password make sure that the caps lock isn’t on. - After trying these methods if the issue is still unsolved then turn off your firewall and other security features. If the issue gets solved after turning it off then the issue is with your firewall. Consult technical support to determine the issue. Make sure you don’t browse the internet without firewall protection. 2. Take a look at your router: You must know the icons on your router. If you want to get information about this, you should consult the user manual. You must check the icon that designates connection to the internet. If the light is not working, the Wi-Fi is not giving you an internet connection. If it is on, then the internet service is not available. Try restarting your router as it could be a minor bug. Just a quick reboot is enough to fix it. Follow these steps while restarting your router: First, unplug your router. If the router has a battery backup, then temporarily remove the battery. Wait for 30 seconds to 1 minute, and then plug the router again. This will solve the problem. Move to the next step if it does not help. 1. Reconnect to your Wi-Fi: Here is another thing to remember. The place where you keep your Wi-Fi should not be cluttered. It prevents signal propagation. So de-clutter the place now. Your router and modem should be in an open space. Remove anything sitting at the top of it or even next to it. It should not be blocked. Even the thick walls can mess with signal quality. After cleaning the mess, try reconnecting to your Wi-Fi. If it does not help, it is time to move to the next step. 2. Scan for Viruses It is likely but still possible that the virus affects Wi-Fi. Perform a complete scan for any potential malware or virus. The virus can heavily affect your ability to connect with the internet. Today, we even have operating systems with the virus scanner included. But if you do not have one, there is always the option to download the applications that do a nice job. 3. Get in Touch with Your Service Provider Let’s suppose that your router indicates the connection, but you still can not get on the internet. Your computer will most probably say something like, ‘No Connection’. If that is the case, then your providers are struggling with some unexpected obstacles. Call them and let them know that you cannot connect the internet. The operator may let you go through all the troubleshooting process and you end up discovering that there is an outage in your area. Strictly follow any instructions given to you and stay in touch with your providers. Hopefully, working with well-trained professional operators will restore your connection. However, outages are pretty common in many countries. If the outage is the problem, be mentally ready to left blank for few hours. Many providers compensate their customers for the outage by reducing the bills. Don’t hesitate to ask for this if you have suffered from an outage. No doubt, you pay the full charges for continued internet.	oercommons	2025-03-18T00:38:43.036945	Qasim Nawaz	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/85262/overview", "title": "Network issue and solution", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/109133/overview	CLP SAC Consensus Building Strategy Steps.docx CLP SAC Handout.docx Structured Academic Controversy Overview Civics Learning Project Resources: Introduce the concept of “Civil Discourse”, emphasizing that it focuses on conversation to enhance understanding. To help students think about the concept, pose questions, such as: ● What does a person engaged in a conversation look and sound like? ● What is the difference between conversation and debate? ● What should a successful classroom discussion look and sound like? Civic Learning Program Resources: Structured Academic Controversy One of the most important, and at times, most challenging aspects of incorporating current events into the classroom is fostering a civil dialogue amongst students. As polarization seems to be growing each year, the practice of holding a discourse with folks who hold different, and at times, conflicting views is becoming an ever more important skill to practice. There are a number of ways to introduce and encourage respectful discussion in classrooms, most of which begin with foundational work by the class in setting a respectful culture of inclusion. This activity focuses on one way to introduce and encourage civil discourse.	oercommons	2025-03-18T00:38:43.056627	Amit	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109133/overview", "title": "Structured Academic Controversy", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/97895/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	2025-03-18T00:38:43.078318	10/13/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97895/overview", "title": "Idioms", "author": "Aruzhan Nurlanova" }
https://oercommons.org/courseware/lesson/88191/overview	PHILOSOPHY OF EDUCATION IN EUROPEAN COUNTRIES Overview This content talks about a synthesis of several readings done on the Educational Structure and Philosophy of Education in Italy. PHILOSOPHY OF EDUCATION IN ITALY Did you know that different countries follow different kinds of Philosophy of Education? One of the European countries that caught my attention the most is ITALY. Here's a synthesis report about Philosophy of Education in Italy. I focused my discussion in this video on the PRINCIPLES OF REGGIO EMILIA APPROACH. Enjoy the attached video below.	oercommons	2025-03-18T00:38:43.094755	11/21/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88191/overview", "title": "PHILOSOPHY OF EDUCATION IN EUROPEAN COUNTRIES", "author": "JEREMIAH ANGELO MARTINEZ" }
https://oercommons.org/courseware/lesson/58039/overview	Adding a Resource to a Hub Using Lesson Builder Overview Step-by-step instructions on adding a resource to a hub using lesson builder. Join a Hub Working Group Find a working group on a Hub (in this case Start Here: Make-IT Place Group) Select Lesson Builder from the Contribute to this Group drop down menu Ensure your resource is truly OER. - If you are the creator of the content, please make sure that there are no copyrighted items within your work. You may link to another website without violating copyright, but you may not have any content that is under another copyright contained within your resource. - If you are remixing, or sharing another OER, please make sure the item is in the public domain or otherwise openly licensed. For information on the Creative Commons copyrights, please see the Creative Commons website. If you have questions, you can contact info@oercommons.org and the team at OER Commons can help clarify the resource's copyright status. Add your content You can either write your content out completely using the steps/tasks as outlined in the tool, or you can import from Google Docs or Microsoft OneDrive. If your resource has additional attachments such as PDFs or PowerPoints associated with it, you can attach them directly to the step in Lesson Builder. Add Coauthor Add a coauthor(s) if your resource is a group effort. Describe your resource Once you've completed the content and authoring portion of your resource, please provide some descriptions for it so other users can find it. Several fields are required, for example you must fill out either education level or grade. You must also indicate the type of license this resource will have. For more information on the types of licenses, please see the Creative Commons Licensing tool.	oercommons	2025-03-18T00:38:43.110878	09/13/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/58039/overview", "title": "Adding a Resource to a Hub Using Lesson Builder", "author": "Alexandra Houff" }
https://oercommons.org/courseware/lesson/63791/overview	INTRODUCTORY LESSON TO PERSONAL FINANCE Overview What is Personal Finance? A great question to start off a lesson on managing and maintaining money. Have each student write down their idea of what they think Personal Finance means. You will be surprised at the different answers and ideas that students will come up with. Have students share some of their thoughts they may have on the subject of personal finance and how it determines their future success. High School students need a good understanding on how to management their money because a lot of these students have started to work part time jobs. Personal Finance LEARNING OBJECTIVES: Each student will learn the principles of money management and maintaining a balanced budget. STANDARDS: - Explain the major purposes of budgets. - Identify various types of income and expenses. - Develop a personal budget What is Personal Finance? A great question to start off a lesson on managing and maintaining money. Have each student write down their idea of what they think Personal Finance means. You will be surprised at the different answers and ideas that students will come up with. Have students share some of their thoughts they may have on the subject of personal finance and how it determines their future success. High School students need a good understanding on how to management their money because a lot of these students have started to work part time jobs.	oercommons	2025-03-18T00:38:43.129371	03/07/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63791/overview", "title": "INTRODUCTORY LESSON TO PERSONAL FINANCE", "author": "Lisa Osborn" }
https://oercommons.org/courseware/lesson/62444/overview	Olykoeks Overview Discover the history around delicious doughnuts. Olykoeks by Sue Larson Pascoe Most people have eaten doughnuts. Have you ever wondered where the first doughnuts were made? Who thought up the idea of a fried bread with a hole in the middle? No one knows for sure who made the first doughnuts. Some people think that doughnuts probably began in the 1800s. In Denmark, people made “olykoeks” or “oily cakes.” A cook would not want to waste any scraps of food. Leftover pieces of bread dough were put into hot oil and fried. Olykoeks were tasty on the outside, but uncooked in the middle. That made the middle of the cakes soggy. Her name was Elizabeth Gregory. She replaced the soggy center with spices and nuts. Elizabeth’s son, Captain Gregory, did not like nuts, so he punched out the center. The outcome was the first hole in a doughnut. Others think that Captain Gregory saw holed pastries in Europe. They think he brought that idea back to America. Some people say that the mother of a New England sea captain made the first real doughnut. Her name was Elizabeth Gregory. She traded the soggy center with spices and nuts. But Elizabeth’s son, Captain Gregory, did not like nuts, so he punched out the center. The outcome was the first hole in a doughnut. Others think that Captain Gregory saw holed pastries in Europe. They think he brought that idea back to America. During World War I, homesick American soldiers in Europe were served doughnuts. Brave women volunteered to make the doughnuts. They were called “Doughnut Girls.” Doughnut Girls wore helmets and uniforms. They often worked in dangerous conditions. The women made doughnut cutters out of a large can with a smaller can inside it to cut out the hole. They could set up a pot of hot oil to fry the dough almost anywhere. Doughnut machines were invented in the 1920s. Machines made doughnuts faster and easier than before. Still, many people preferred to make their favorite doughnuts at home. Today, doughnuts are available in many places. Most people have a favorite kind. You might like sugar-glazed doughnuts, doughnuts dipped in chocolate, or doughnuts covered in sprinkles. Maybe you prefer doughnuts that don’t even have holes, like maple bars, twisted cinnamon, or jelly-filled doughnuts. Then again, you might just like to eat the doughnut holes. Yum! Credits:	oercommons	2025-03-18T00:38:43.148375	02/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62444/overview", "title": "Olykoeks", "author": "Kristin Robinson" }
https://oercommons.org/courseware/lesson/93503/overview	Climate Science 4.0: Supporting Student Thinking through The Crosscutting Concepts Overview This course is aligned to the Next Generation Science Standards K - 12. It promotes the use of the Crosscutting Concepts to improve student sense-making. Climate Science 4.0: Supporting Student Thinking through The Crosscutting Concepts In this FREE Canvas Course, participants learned strategies for the practical application of the seven Crosscutting Concepts to improve student sense-making with scientific concepts. In the context of this course, the strategies will be applied to a climate science topic. The design for this course was based on feedback from Washington State's nine Regional Science Coordinators and Science Fellows. It was delivered to grade-banded cohorts working together with the guidance of Emeritus Science Fellows.	oercommons	2025-03-18T00:38:43.160726	06/07/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93503/overview", "title": "Climate Science 4.0: Supporting Student Thinking through The Crosscutting Concepts", "author": "Scott Killough" }
https://oercommons.org/courseware/lesson/83641/overview	Solar Power Strawbees/Micro:bit Lesson Overview This lesson goes along with a unit in which students will be studying specific countries. Students will identify an area of need in their country and create a solar device to help power a solution to that need. Design Challenge Title: Powering Equality Author(s): Andrea Fellows \| Background and Question/Challenge: Each of you are studying a country in Africa. One of Africa’s biggest issues right now is to reduce inequality among countries. This means that each of your countries has an area of need: improved sanitation, access to healthcare, access to clean water, access to food, etc. A first step to solving these needs is providing access to affordable, reliable, and sustainable energy in all areas of the country you are studying. Today you will be creating a light sensing solar panel that can be used to provide power. When finished, decide what type of device your solar panel will primarily power in your country that will help solve a major need specific to your country. If time, design and build the device it will power. \| \| \| SDG Goal: 10. Reduce inequality among countries7. Affordable and clean energy6. Clean water and sanitation \| Why is this challenge relevant to students? Our class will be studying continents at the beginning of the year this year. Our first continent is Africa. When researching the SDG’s for Africa, one of the major goals is #10: reduce inequality within and among countries. Serious issues include child mortality and lack of access to sanitation. One potential piece to solve these issues is access to cheaper yet sustainable energy sources. \| \| Constraints/Criteria: Students will work in small groups to create the solar device due to limited Strawbees kits available. Students will work together to build the device as well as to code the microbit. Students can choose to divide parts of the project based on their interests. Extension activity will be based on student individual areas of study. \| Materials: StrawbeesServo MotorMicro:bitsComputersStudent HandoutsPaper and other design materialsExtension activity: Classroom design supplies such as cardboard, markers, tape, etc. Additional Micro:bit and Sam Lab kits \| \| Math, Science, T&E, CS Standards:3.4.10.C2. Analyze a prototype and/or create a working model to test a design concept by making actual observations and necessary adjustments.3.4.10.C2. Analyze a prototype and/or create a working model to test a design concept by making actual observations and necessary adjustments.3.4.10.A2 Interpret how systems thinking applies logic and creativity with appropriate comprises in complex real-life problems.3.4.10.A3 Examine how technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function.3.4.10.E3 Compare and contrast the major forms of energy: thermal, radiant, electrical, mechanical, chemical, nuclear and others.CC.2.4.HS.B.5 Make inferences and justify conclusions based on sample surveys, experiments, and observational studies. \| \| \| Problem Solving Practice(s)/Process(s): Design Thinking ● Discovery● Interpretation● Ideation● Experimentation● Evolution The engineering design process ● Define the problem● Generate/Brainstorm Ideas● Select a solution● Testing and evaluation● Present the solution \| Coding Activities/Lessons: \| STEM Career Connections:Solar: \| Literature Connections: \| \| Attachments/Student Handouts: Solar device design idea/inspiration: https://learning.strawbees.com/activity/create-a-light-sensing-plant-with-bbc-microbit/Sunlight sensor code: https://microbit.org/projects/make-it-code-it/sunlight-sensor/Servo motor code: Shake in Dark Sample CodeStudent Handout: Student Solar Device HandoutStudent Reflection: STEM Student Reflection Rubric: STEM Rubric.pdf \| \| \| Additional Resources/Notes:To complete this project I will need the Strawbees light sensor attachment. \|	oercommons	2025-03-18T00:38:43.189772	Electronic Technology	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83641/overview", "title": "Solar Power Strawbees/Micro:bit Lesson", "author": "Cultural Geography" }
https://oercommons.org/courseware/lesson/83686/overview	Engaging in Argument from Evidence Overview The following resources represent the final projects from a group of middle and high school teachers. The participants attended a four-day virtual training in June of 2021 where they were immersed in the seven-step Argument-Driven Inquiry process. The projects are in varying degrees of completion. Argument-Driven Inquiry's 7-Step Process for Engaging in Argument from Evidence Funding for this endeavor provided by the Washington State Climate Science Proviso	oercommons	2025-03-18T00:38:43.207320	07/19/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83686/overview", "title": "Engaging in Argument from Evidence", "author": "Scott Killough" }
https://oercommons.org/courseware/lesson/62322/overview	2.DS.2020.CoreOutcomes 3.DS.2020.AskingAnswering Building Capacity DS.2020 Data Slam Agenda Plan Do Study Act DS.2020 Using Evidence to Build Narrative DS.2020 Advanced Analytics - Data Slam Overview Materials for reference for or February 11-12, 2020 "Advanced Analytics for CW Administration Data Slam" PowerPoints PowerPoints for February 11-12, 2020 "Advanced Analytics for CW Administration Data Slam" Exercises and Agenda Exercises and Agenda for the February 11-12, 2020 "Advanced Analytics for CW Administration Data Slam"	oercommons	2025-03-18T00:38:43.229650	Northern Academy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62322/overview", "title": "Advanced Analytics - Data Slam", "author": "Data Set" }
https://oercommons.org/courseware/lesson/115438/overview	AP World History Syllabus Overview The course is designed for students to develop a greater understanding of global processes and interaction between all human societies. The course follows a thematic approach which will highlight the nature of international continuities and changes, their causes and consequences, and comparisons among major societies. The course emphasizes relevant factual knowledge in conjunction with interpretive issues and many types of historical evidence. Beginning with the start of civilization, focusing on the past millennium, the course builds on an understanding of cultural, institutional, and technological precedents that influence developments throughout history. The course begins with the rise of civilizations and extends through the modern world. Attachments The attachment for this resource is a sample syllabus for an AP World History course. About This Resource The sample syllabus included here was submitted by a participant in a one-day workshop entitled, "Hot Topics in World History" for world history teachers hosted by the Alliance for Learning in World History. This was a draft document that may subsequently have been revised in light of feedback and discussion during the event. This resource was contributed by David DiSanti, a history educator, Freeport High School.	oercommons	2025-03-18T00:38:43.247409	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115438/overview", "title": "AP World History Syllabus", "author": "Syllabus" }
https://oercommons.org/courseware/lesson/20794/overview	Oregon Science Project Hybrid Module #2 - Talk & Equity - (Team Grants Pass) Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students Why Is Science Talk Important? Individual Work C On Your Own: Components: Readings, visuals, and survey response to prepare for Task #2 Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective discussion with a small group in Task #2 Questions driving our work together in this module: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Students' attitude, motivation, and identity grealy impact how, and if, they participate productively in science in the classroom. The impact of these traits on student learning vary greatly K-12. Research also shows that it is the teacher's framing of the classroom that is essentail for promoting students' feeling of belonging and participation necessary for them to share their ideas and make their thinking public. "I can do science." "I want to do science." "I belong." Please click on the resources below that best relate to your practice and interests. As you engage with them, think about how you frame your classroom to promote productive participation for your students, and what is needed to include more students. You will need to use these resources to complete Survey #1 at the end of this task below. Once you have completed that survey, you can proceed to Task #2. Primary Resources to Complete this Task What Does Science Talk in the Classroom Look Like? c Components: Grade-appropriate video examples and resources (NO SURVEY) Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective group discussion "Instruction can be designed in ways that foster a positive orientation toward science and promote productive participation in science classrooms. Such approaches include offering choice, providing meaningful tasks and an appropriate level of challenge, giving students authority over their learning while making sure their work can be examined by others, and making sure they have access to the resources they need to evaluate their claims and communicate them to others." - Taking Science to School. Questions from prior work continues to drive your discussion and should be considered as you engage with the materials below: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Please select the grade level that is most relevant for your practice and watch all video segments and engage with any readings or articles. Be ready to bring your observations and questions to your small group discussion in Task #4. As you engage, make connections to your own practice and your vision for increased productive participation by more of your students. Primary Grades Upper Elementary Talk Moves Primer (read pages 7-11) Secondary Discourse Primer (read pages 5-14 paying attention to "discourse moves") There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task. How Do We Increase Student Science Talk? How Do We Show Others? . On Your Own: Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." - Resources, Framing, and Transfer Please read this short blog post comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding of what they are learning in science as envisioned by the NGSS. Look at these norms and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation. Please read the first pages of a relevant grade and/or core idea storyline below in preparation to think about a relevant task to create and analyze that could provide opportunities for productive participation by students by engaging them in NGSS practices. Remember, the task should be very small requiring only 10-20 minutes of work by students. Any larger grain size of task and the task analysis is no longer a useful tool. We are having you use the storyline as a tool because it covers the core ideas of your grade(s) and lets us connect to our ideas of hands-on explorations. You are also welcome to go further into the documents and work from a performance expectation, but the task for this must be at a very small grain size in comparison to the gigantic performance expectations. We will be creating this task together on 2/14. NGSS Storylines	oercommons	2025-03-18T00:38:43.269202	02/06/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/20794/overview", "title": "Oregon Science Project Hybrid Module #2 - Talk & Equity - (Team Grants Pass)", "author": "Carly Anderson" }
https://oercommons.org/courseware/lesson/90466/overview	Resources (2)-Letter Sounds (resource video, slideshow task) Worksheets (task) Letter Sounds Lesson Overview A lesson plan for prek to first grade for identifying letters and letter sounds using OER for two resources that support the lesson and two tasks for the students to complete. Identifying Letter Sounds Colton Pennel PreK Lesson Plan Open Educational Resources Objective: The students will work to identify the sounds of each individual letter. Oklahoma Academic Standards: PK.2.PWS.2 Students will name a majority of uppercase and lowercase letters. PK.2.PWS.3 Students will produce some sounds represented by letters. Procedure: I will first remind and discuss that each individual letter has a sound that represents it. The students will watch and participate in an interactive video where they will follow along and identify the sounds of each letter with the video. The students will then complete a fun interactive online game where they will match pictures of objects to the letter based on the sound. Now the students will complete a few worksheets where they will find the missing letters, find the letter sound, and trace the letters. For a bit of fun and comprehension the students will watch the video from the first step again. The last step of the lesson is for the educator completing an evaluation of the whole class. Slides will be put on the smart board where we as a class will go through each letter and match the sound to the object shown (such as “a for apple”). Assessment Materials: The worksheets which were completed independently by each student. The completion of the group work using the slideshow.	oercommons	2025-03-18T00:38:43.290236	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90466/overview", "title": "Letter Sounds Lesson", "author": "Assessment" }
https://oercommons.org/courseware/lesson/91354/overview	- - Middle School PE - PE - PLU - Physical Education - SHAPE Washington - Tchoukball - Wa-hpe - License: - Creative Commons Attribution - Language: - English - Media Formats: - Downloadable docs, Text/HTML Education Standards Learning Domain: 1: Motor skills and movement patterns Standard: Apply pivots, fakes, and give-and-go during modified game play. Learning Domain: 1: Motor skills and movement patterns Standard: Demonstrate defensive-ready position, with weight on balls of feet, arms extended, and eyes on midsection of the offensive player. Learning Domain: 1: Motor skills and movement patterns Standard: Perform defensive positioning while moving without crossing feet in small- sided game play. Learning Domain: 1: Motor skills and movement patterns Standard: Apply defensive positioning while moving without crossing feet during modified game play. Learning Domain: 1: Motor skills and movement patterns Standard: Demonstrate mature pattern in a throw (underhand and overhand) for accuracy. Learning Domain: 1: Motor skills and movement patterns Standard: Perform a throw (underhand and overhand) with mature pattern for distance and accuracy during small-sided game play. Learning Domain: 1: Motor skills and movement patterns Standard: Apply a throw (underhand and overhand) with mature pattern for distance and accuracy during modified game play. Learning Domain: 1: Motor skills and movement patterns Standard: Demonstrate a catch with mature pattern from a variety of trajectories using different objects. Learning Domain: 1: Motor skills and movement patterns Standard: Perform a catch with mature pattern with hands or an implement in small-sided game play. Learning Domain: 1: Motor skills and movement patterns Standard: Apply a catch with mature pattern with hands or an implement in modified game play. Learning Domain: 1: Motor skills and movement patterns Standard: Demonstrate passing and receiving with hand, foot, or implement with competency while moving and changing direction and speed. Learning Domain: 1: Motor skills and movement patterns Standard: Perform passing and receiving with hand, foot, or implement with competency (including leading pass) while moving and changing direction and speed in small- sided game play. Learning Domain: 1: Motor skills and movement patterns Standard: Apply passing and receiving with an implement with competency (including leading pass) while moving, changing direction and speed and/or level in modified game play. Learning Domain: 1: Motor skills and movement patterns Standard: Demonstrate shooting on goal or target with power and competency. Learning Domain: 1: Motor skills and movement patterns Standard: Perform shooting on goal or target with power and accuracy in small-sided game play. Learning Domain: 1: Motor skills and movement patterns Standard: Apply shooting on goal or target with power and accuracy in modified game play. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Demonstrate at least one of the following offensive tactics to create open space: move to open space without the ball; use a variety of passes, pivots, and fakes; use the width and length of the field or court on offense. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Demonstrate at least two of the following offensive tactics to create open space: move to open space on and off the ball; use a variety of passes, pivots, and fakes; use the width and length of the field or court on offense; create open space by staying spread out on offense; cut and pass quickly. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Apply at least three of the following offensive tactics to create open space: move to create open space on and off the ball; use a variety of passes, pivots, and fakes; use the width and length of the field or court on offense; create open space by staying spread out on offense; cut and pass quickly; use give-and-go; use fakes off the ball. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Demonstrate reducing open space on defense by staying on the goal side of the offensive player. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Apply concepts of reducing open space on defense by staying on the goal side of the offensive player and anticipating the speed of the object or person for the purpose of interception or deflection. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Demonstrate transitions from offense to defense or defense to offense by recovering quickly. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Demonstrate transitions from offense to defense or defense to offense by recovering quickly and communicating with teammates. Learning Domain: 2: Concepts, principles, strategies, and tactics Standard: Apply transitions from offense to defense or defense to offense by recovering quickly, communicating with teammates, and capitalizing on an advantage. Learning Domain: 4: Personal and social behavior Standard: Exhibit personal responsibility by using appropriate etiquette, demonstrating respect for facilities, and exhibiting safe behaviors. Learning Domain: 4: Personal and social behavior Standard: Exhibit responsible social behaviors by cooperating with classmates, demonstrating inclusive behaviors, and supporting classmates. Learning Domain: 4: Personal and social behavior Standard: Demonstrate rules and etiquette during physical activities and games. Learning Domain: 4: Personal and social behavior Standard: Demonstrate knowledge of rules and etiquette by self-officiating physical activities and games. Learning Domain: 4: Personal and social behavior Standard: Apply rules and etiquette as an official for physical activities and games. Learning Domain: 4: Personal and social behavior Standard: Demonstrate cooperation in a small group during physical activity. Learning Domain: 4: Personal and social behavior Standard: Demonstrate cooperative skills by establishing rules and guidelines for resolving conflicts. Learning Domain: 4: Personal and social behavior Standard: Use cooperative skills and strategies that promote team or group dynamics. Learning Domain: 4: Personal and social behavior Standard: Use physical activity and fitness equipment appropriately and safely with teacher guidance. Learning Domain: 4: Personal and social behavior Standard: Independently use physical activity and fitness equipment appropriately and safely. Learning Domain: 4: Personal and social behavior Standard: Identify specific safety concerns associated with physical activity and fitness equipment. Learning Domain: 5: Value of physical activity Standard: Apply strategies for overcoming individual challenges in a physical activity setting. Learning Domain: 5: Value of physical activity Standard: Use positive strategies when faced with a group challenge. Learning Domain: 5: Value of physical activity Standard: Apply strategies to overcome challenges in a physical activity. Learning Domain: 5: Value of physical activity Standard: Demonstrate importance of social interaction by following rules and encouraging others in various physical activities and games. Learning Domain: 5: Value of physical activity Standard: Demonstrate importance of social interaction by avoiding trash talk and playing in the spirit of activities and games Learning Domain: 5: Value of physical activity Standard: Demonstrate importance of social interaction by asking for help and helping others in various physical activities and games. SHAPE Washington Middle School Tchoukball Overview This tchoukball unit is for middle school (grades 6, 7, 8) and meets a variety of grade specific outcomes in standards 1, 2, 4, and 5. Description Overview: This tchoukball unit is for middle school and meets a variety of grade specific outcomes in standards 1, 2, 4, and 5.	oercommons	2025-03-18T00:38:43.360785	Unit of Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91354/overview", "title": "SHAPE Washington Middle School Tchoukball", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/67665/overview	Class of 10th Semester Overview The slide show that covers both audio and video dealing with human rights in armed conflict International Human Rights	oercommons	2025-03-18T00:38:43.378147	05/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67665/overview", "title": "Class of 10th Semester", "author": "Dr. Jasneet Walia" }
https://oercommons.org/courseware/lesson/108368/overview	Curriculum Development Curriculum Development Overview Curriculum Development is one of the major topics in the field of education. This is an umbrella term used to describe the overall plan of a programme. Curriculum – Definition Curriculum – Definition Curriculum – Definition Curriculum – Definition Curriculum Development Curriculum Development is the step by step process used to create positive improvements in educational institutions. Curriculum development can be defined as the step-by-step process used to create positive improvements in courses offered by a school, college or universityCurriculum development can be defined as the step-by-step process used to create positive improvements in courses offered by a school, college or universityCurriculum development can be defined as the step-by-step process used to create positive improvements in courses offered by a school, college or universityCurriculum development can be defined as the step-by-step process used to create positive improvements in courses offered by a school, college or university	oercommons	2025-03-18T00:38:43.398187	09/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108368/overview", "title": "Curriculum Development", "author": "Sathya Paul" }
https://oercommons.org/courseware/lesson/94803/overview	الكتب الطبية Overview يهدف الموقع الى التعرف الى الوسائل الطبية كيفية استخدام الوسائل الطبية معرفة الادوات الطبية معرفة الاجهزة الطبية معرفة اهمية الاجهزة الطبية الصفحة الرئيسية الكتب الطبية مرحبا بكـــــم في موقع الكتب الطبية إعداد/ غزلان سفيان إشراف د/ أنور الوحش الموضوعات أسماء الكتب الطبية لكل مستويات الطب البشري في كلية الطب \| من نحن نحن طلبة الدفعة التاسعة قسم تكنولوجيا التعليم والمعلومات المستوى الثالث شعبة المعلومات كلية التربية جامعة إب. المواضيع Level 1 \| Level 2 \| Level 3 \| Level 4 \| Level 5 \| Level 6 \| Level 7 \| Level 1 ♦ Level 1 ANATOMY Gray's atlas anatomy Netter atlas human anatomy Snell clinical anatomy Grant atlas anatomy Anatomy Dr. Sameh doss (Egyptian book) Anatomy Dr. IHAB Eddin (Egyptian book) PHYSIOLOGY Ganong's medical physiology Guyton Human physiology Essential medical physiology Physiology Kasr ayni (Egyptian book) Physiology Dr. Magdy sabry (Egyptian book) Physiology Dr. Nagi Eskander (Egyptian book) HISTOLOGY Junqeira's basic histology Atlas Histology Textbook of Histology Histology kasr Ayni (Egyptian book) Histology Dr. Zakaria (Egyptian book) BIOCHEMISTRY Textbook of Biochemstry Lippincott Illustrated biochemistry Oraby 1 biochemistry (Egyptian book) Biochemistry Dr. Mahmud (Egyptian book) ENGLISH English 101-102 Level 2 Level 2 ANATOMY Gray's atlas anatomy Netter atlas human anatomy Snell clinical anatomy Grant atlas anatomy Anatomy Dr. Sameh doss (Egyptian book) Anatomy Dr. IHAB Eddin (Egyptian book) PHYSIOLOGY Kaplan USMLA physiology BRS human physiology Ganong's medical physiology Guyton Human physiology Essential medical physiology Physiology Kasr ayni (Egyptian book) Physiology Dr. Magdy sabry (Egyptian book) Physiology Dr. Nagi Eskander (Egyptian book) HISTOLOGY Junqeira's basic histology Atlas Histology Textbook of Histology Histology kasr Ayni (Egyptian book) Histology Dr. Zakaria (Egyptian book) BIOCHEMISTRY Textbook of Biochemstry Lippincott Illustrated biochemistry Oraby 2 biochemistry (Egyptian book) Biochemistry Dr. Mahmud Ettaweel (Egyptian book) EMBRYOLOGY Lang man embryology Embryology Dr. sameh doss (Egyptian book) Embryology Dr. Ihab Eddin (Egyptian book) Ethics Dr. lecturers Medical History Dr. lecturers Level 3 ♦ Level 3 INTERNAL MEDICINE Davidson self-assessment in medicine Davidson essentials of medicine Danish internal medicine Internal medicine Dr. Ahmed Mawafi (Egyptian book) Internal medicine Kasr Ainy (Egyptian book) PATHOLOGY Rapid review pathology Rubin pathology Robbins and Cotran pathology basis Atlas gross pathology Pathology Kasr Ainy (Egyptian book) Pathology Dr. Sameh Doss (Egyptian book) MICROBIOLOGY Lippincott microbiology Microbiology and immunology Murray medical Microbiology Kaplan USMLE microbiology Clinical microbiology PARASITOLOGY Markell and Voges medical parasitology Paniker's parasitology Medical parasitology Essentials of medical parasitology Atlas of medical parasitology SURGERY Set up to surgery Schware's principles of surgery Kaplan USMLE Surgery Recall Surgery Dr. Ali haseeb books series (Egyptian book) Surgery Kasr ainy books series (Egyptian book) Matary surgery books series PHARMACHOLOGY Basic of clinical pharmacology Rapid review of pharmacology Lippincott pharmacology Pharma guide Dr. Dahshan (Egyptian book) Pharmacology Dr. Abdulmutaal (Egyptian book) Community medicine Dr. lecturers of epidemiology Level 4 ♦ Level 4 INTERNAL MEDICINE Harrison's principles of internal medicine Kumar and Clark's clinical medicin Davidson self-assessment in medicine Davidson essentials of medicine Danish internal medicine Internal medicine Dr. Ahmed Mawafi (Egyptian book) internal medicine Kasr Ainy (Egyptian book) Dr. Shafay internal medicine (Egyptian book) SURGERY Baiy and love surgery SRB's manual of surgery Set up to surgery Schware's principles of surgery Kaplan USMLE Surgery Recall Surgery Dr. Ali haseeb (Egyptian book) Surgery Kasr ainy (Egyptian book) Matary surgery books series GYNAECOLOGY Essentials of gynecology Gynecology Dr. Faruk haseeb (Egyptian book) Gynecology Kasr ainy (Egyptian book) OBSTETRICS Essentials of obstetrics Obstetrics Dr. Faruk haseeb (Egyptian book) Obstetrics Kasr ainy (Egyptian book) PEDIATRICS Self-assessment of Pediatrics USMLE pediatrics Baby Nelson pediatrics Netter's pediatrics Hutchson's pediatrics Nelson essentials of pediatrics Nelson textbook of pediatrics Level 5 ♦ Level 5 ENT Essentials of ENT ENT Musaed (Egyptian book) Ophthalmology Essentials of Ophthalmology Zagazeeg University Ophthalmology (Egyptian book) Radiology Radiology principles Radiology Dr. Ali haseeb (Egyptian book) Radiology Dr. M. Swaillem (Egyptian book) Dermatology Dermatology Dermatology-made-easy-eboook-front-age Dermatology Dr. M. Swaillem (Egyptian book) Dermatology Kasr Ayni (Egyptian book) Intensive Care Unit (ICU) Level 6 ♦ Level 6 Osteology Level 7 Level 7 Doctor Guide Emtyazology	oercommons	2025-03-18T00:38:43.428217	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94803/overview", "title": "الكتب الطبية", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/15745/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 Matrix of NGSS Crosscutting Concepts Reasoning Triangle Science Flowchart (Dynamic) Science Flowchart (Static) Survey #1: HR Why Teach Science ? Survey 2 Survey 3 Survey 4A Survey 4B Survey 5 Survey #6 Survey #7 Team Hood River-Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity Overview The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Why Teach Science? Why Teach Science? - Task 1: Why Teach Science? - Task 2: How Science Works - Task 3: Science as Process - Task 4: The Process of Science in the Classroom - Task 5: Making Thinking Visible through productive discourse in the NGSS classroom - Task 6: Equity in the Framework & NGSS-inspired classroom "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" - Optional Resource: Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015) Estimated time: 10 minutes Components: survey response to statements about teaching science Instructions Open Survey #1 Rank the five different reasons listed that ague for why we should teach science K-12. One you have completed this survey you will see all of the other participants' responses who have completed it before you. How Science Works How Science Works - Task 1: Why Teach Science? - Task 2: How Science Works - Task 3: Science as Process - Task 4: The Process of Science in the Classroom - Task 5: Making Thinking Visible through productive discourse in the NGSS classroom - Task 6: Equity in the Framework & NGSS-inspired classroom "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 Instructions Before your start the video, be sure to prepare to listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence Open "Science Flowchart (Dynamic)" Think about how the video and the flowchart relate to one another. How is this view of science similar or different from your previous views? Opens "Appendix F: NGSS Practices" - Could 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. Open "Matrix of NGSS Crosscutting Concepts" - Could each NGSS Crosscutting Concept 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. Open "Survey #2" and respond the prompts about the process of science as explored in this video. In your responses be sure to include: - Material from the video (quotes, ideas, stories, claims, etc.) - Language from the Science Flowchart - Open up "NGSS Practices" to help you compare and contrast professional science and classroom science. - Open up "Matrix of Crosscutting Concepts" to help you compare and contrast professional science and classroom science. - Submit your survey Science as Process Science as Process - Task 1: Why Teach Science? - Task 2: How Science Works - Task 3: Science as Process - Task 4: The Process of Science in the Classroom - Task 5: Making Thinking Visible through productive discourse in the NGSS classroom - Task 6: Equity in the Framework & NGSS-inspired classroom "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, 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. Individual Instructions - Open "Appendix A" and skim the other learning shifts. - Identify two different conceptual shifts on the list that you would like to explore further. - Read the text below each of your chosen shifts Open "Survey #3" and respond to the prompts about the NGSS shifts you chose to read about. The Process of Science in the Classroom The Process of Science in the Classroom - Task 1: Why Teach Science? - Task 2: How Science Works - Task 3: Science as Process - Task 4: The Process of Science in the Classroom - Task 5: Making Thinking Visible through productive discourse in the NGSS classroom - Task 6: Equity in the Framework & NGSS-inspired 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 minutes Components: video, reading, survey response Watch the video below and listen for the role of phenomena in the Framework and NGSS inspired classroom. Read the brief statements below. Read the brief statements below the video about phenomena. Open Appendix E: Progressions within NGSS - Read the first page - Find your grade or grade band in document and explore the Disciplinary Core Ideas covered in the NGSS vision Open and complete survey 4A and 4B (they are each just 2 questions). In each survey: - Select if the statement is a phenomena or NGSS Disciplinary Core Idea - If you think it's a phenomenon, utilize the Reasoning Triangle to justify your ideas - Once you submit your response, you will see all previous responses and reasoning Making Thinking Visible through Productive Discourse in the NGSS Classroom Making Thinking Visible - Task 1: Why Teach Science? - Task 2: How Science Works - Task 3: Science as Process - Task 4: The Process of Science in the Classroom - Task 5: Making Thinking Visible through productive discourse in the NGSS classroom - Task 76: Equity in the Framework & NGSS-inspired classroom "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 ELEMENTARY VIDEOS HIGH SCHOOL VIDEOS Individual Instructions Read "Developing and Using Models - A Snippet from the NRC Framework" 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 Open Survey #5 below. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling Equity in the Framework & NGSS-Inspired Classroom Equity in the Framework & NGSS-Inspired Classroom - Task 1: Why Teach Science? - Task 2: How Science Works - Task 3: Science as Process - Task 4: The Process of Science in the Classroom - Task 5: Making Thinking Visible through productive discourse in the NGSS classroom - Task 6: 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 Open "Chapter 11: NRC Framework" and skim the chapter by scrolling through it online. Choose a part(s) of the chapter that you are interested in reading and find relevant for your practice or your context. Prepare to respond to these questions in the survey. - Find three things you have learned (keep reading and exploring the text until you find three things new to you) - Look for two things you found very interesting and would like to discuss with your group. - Come up with one question you have about equity in the NGSS classroom. Each participant opens Survey #6. Once you hit submit, choose to see the previous responses and, as a group, at our next meeting, we will have a chance to discuss how they were similar or different than your own responses. Watch the video below. As Oregon Science Project NGSS Teacher Leaders, you are an advocate for science, especially an advocate for science in elementary (even if you do not teach elementary students). 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. Think about the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students. Open Survey #7 and reflects on the prompt and submit your response. Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking.	oercommons	2025-03-18T00:38:43.480122	Module	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/15745/overview", "title": "Team Hood River-Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity", "author": "Physical Science" }
https://oercommons.org/courseware/lesson/56204/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 Click on the link and take the quiz. or	oercommons	2025-03-18T00:38:43.502016	07/17/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/56204/overview", "title": "Ellis Island Revisited", "author": "Sue Peterson" }
https://oercommons.org/courseware/lesson/82728/overview	Community Building Facilitator Guide (pdf) Community Building Synchronous Learning Slide Deck Community Building Synchronous Learning Slide Deck (PPT) Community Building Synchronous Training Overview Community Building is an interactive synchronous training for teachers. It explains the importance of a classroom community and the positive effect it has on student learning. It provides many examples and opportunities for teachers to think about their class communities and how to strengthen them. This is a facilitator guide for the Community Building synchronous training. Slide Number \| Information \| Slide 2-Create an Answer Garden \| Video shows how to create an Answer Garden for the presentation. Delete this slide and save a link to Answer Garden to share with participants in a later slide. \| Slide 3-Would You Rather \| How does this build community? - note that community building is humanizing Click on the link to access the Would You Rather game. Presenter can copy the game and adjust the questions based on the audience. \| Slide 5-Share Answer Garden created earlier \| *Make sure you created your Answer Garden beforehand. Introduce the Answer Garden and use this time as more independent thinking and processing. Participants should add a word or two to the Answer Garden. As a group you will process this more on slide 9. \| Slide 6-Community Norms \| Make sure to drive the message that it is important not to have rules… to build and foster classroom community you need clear agreed upon expectations. #1-4 - norms for this session #5 - we will talk more about the “talking piece” later in the presentation \| Slides 7 and 8-Diversity & Inclusion Asks… Equity and Social Justice Responds... \| Review this slide as questions to ask before setting norms, procedures or other... \| Slide 9-Back to the Answer Garden Time Goal - 30 minutes into presentation \| Keep in mind the diversity, inclusion and Equity chart. How does this build community? \| Slide 10-Loose and Tight Community Customs \| Consider letting teachers spend a bit of time looking at this lesson on the difference between laws and customs. How Do Rules and Traditions Shape Communities? Article Link What is a Law? What is a Custom? PDF Link Stress that you are building customs. Customs change and adapt, but at the root remain the same. \| Slide 11-Loose and Tight Examples \| How does this build community? Set up breakout rooms \| Slide 12-Hand Signals \| How does this build community? Examples of expectations: \| Slide 13-Accountable Talk \| Accountable talk takes place when there is a meaningful conversation focused on a topic/book. It is important all participants add to the conversation so it grows and deepens the understanding of the group \| Slide 14-I’ll Take It...I’ll Toss It (Ice Breakers) \| Ask participants to add Ice Breakers into the chat. Discussion - how do they work with these guidelines How does this build community? \| Slide 15-Story Time Time Goal - 50 minutes into presentation \| Link to article: Storytelling Honors Student Experience Call on a few volunteers to share their example \| Slide 16-Create Flipgrid \| Create a Flipgrid to model a Flipgrid debate. After creating the link, delete this slide. \| Slide 17-Flipgrid Debate Time Goal: 1 hour into presentation \| Set a time limit for this activity. Recommend about 10 minutes. Tell participants to choose 1-2 videos to respond to by finding one way you agree and one way you disagree or could challenge their thinking. Make sure everyone gets a response by responding to those without responses before responding to someone with 1-2 responses. If someone has 3 or more responses, find someone else to respond to. \| Slide 18-Fish Bowl Reflections \| Video: 2 minutes Online Teaching Adaptation: Fishbowl Video Link \| Slide 19-Jigsaw/Expert Groups \| Video: 6 minutes Jigsaw Video Link A Jigsaw or Expert Groups provides more structure for younger students, ELLs, and struggling readers. After introducing the idea of a Jigsaw, click video to load the 6 minute video demonstrating Jigsaw in an in-person elementary classroom. Ask for volunteers to discuss the question under the video. \| Slide 20-Fishbowl-Your Turn Time Goal: 90 minutes into presentation \| Time on slide: 10 minutes How does this activity build community? Presenter has options here. Could ask for volunteers to model a fishbowl discussion. Could use breakout rooms to have small group discussions. \| Slide 21-Choose One, Create, and Delete This Slide \| Create a Padlet or Jamboard using one (or more) questions on the next slide. Then delete this slide. \| Slide 22-Padlet Reflection \| Give them time to answer questions on Padlet and then discuss. Note that Jamboard is another example of a technology you can use. How does this activity build community? \| Slide 23-Closing Circle Cutting for time - if enough time, add back in. \| The circle should go in the order you choose. The easiest way is as people enter the meeting type their names on a list. When you get to this point you have already gathered names on a list. If you are using Teams you can go by the participants list. Another way to do this online is to have the speaker “pass” their item and name someone else they see on their screen to “pass” to. \| Slide 24-It’s Your Turn Time Goal - 15 minutes for activity, finish with 15 minutes left \| If short on time, could discuss the previous questions and ideas for ways to utilize these tools immediately, but skip the creating step For larger groups - use breakout rooms for sharing \|	oercommons	2025-03-18T00:38:43.534616	Stephanie Prosser	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82728/overview", "title": "Community Building Synchronous Training", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/73725/overview	Constructing a Paragraph Overview Choose ONE prompt from the list below to be the topic of a paragraph you will write over the course of this assignment. In each step, you will complete one or two steps in the writing process until you have written a complete and polished paragraph. Choose ONE of the following prompts: 1. An Ideal Friend: What qualities make someone a good friend? Think of past experiences with friends, both good and bad, and discuss the qualities of an ideal friend. 2. An Admirable Person: We all have people we admire. They might be family members or friends. They might be singers, dancers, or actors. They might even be fictional characters. Whom do you admire most and why? Make sure you include their name and the specific role they play or impact they have in your life (i.e. a coach, a teacher, a neighbor, a friend, a basketball player, etc.) 3. An Ideal Trip: What is your dream vacation? Think of all the things you know or imagine about the place you would like to visit. Explain why you would like it and elaborate on your reasons. The purpose of this assignment is to break down the steps of the writing process to help guide students through constructing a paragraph. Through this process, students will learn to write and produce a well-polished paragraph that includes a topic sentence, details and support, and unity and coherence using transitional phrases.	oercommons	2025-03-18T00:38:43.547084	10/21/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73725/overview", "title": "Constructing a Paragraph", "author": "Melissa Daley" }
https://oercommons.org/courseware/lesson/61414/overview	food chain : in the ocean Overview learning about the food chain in the ocean unit 1 sun _ octopus - shark -	oercommons	2025-03-18T00:38:43.568157	01/09/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61414/overview", "title": "food chain : in the ocean", "author": "samah als" }
https://oercommons.org/courseware/lesson/103071/overview	Climate Change Overview TBD Getting Started Module Learning Objectives - The learner will be able to define climate change. - The learner will be able to differentiate between climate and weather. - The learner will be able to give examples of the causes of climate change. - The learner will be able to identify signs of climate change. Needed Materials The learner will need the following materials: - Tablet, laptop, or other similar device - Ability to open PDFs, PPTs, and Youtube videos (with audio) - Climate Chronicle (unit journal) - Writing utensil Estimated Completion Time This module will take learners approximately 1 hour to complete. Glossary of Terms Adaptation: Taking actions to avoid, benefit from, or deal with current and future climate change. Adaptation can take place in advance (by planning before an impact occurs) or in response to changes that are already occurring. Atmosphere: A mixture of nitrogen, oxygen, carbon dioxide, and other gases that surrounds the Earth. The atmosphere is critical to supporting life on Earth. Biofuel: A type of fuel produced from plants or other forms of biomass. Examples of biofuels include ethanol, biodiesel, and biogas. Carbon: A chemical element that is essential to all living things. Carbon combines with other elements to form a variety of different compounds. Plants and animals are made up of carbon compounds, and so are certain minerals. Carbon combines with oxygen to make a gas called carbon dioxide. Carbon dioxide: A colorless, odorless greenhouse gas. It is produced naturally when dead animals or plants decay, and it is used by plants during photosynthesis. People are adding carbon dioxide into the atmosphere, mostly by burning fossil fuels such as coal, oil, and natural gas. This extra carbon dioxide is the main cause of climate change. Carbon footprint: The total amount of greenhouse gases that are emitted into the atmosphere each year by a person, family, building, organization, or company. A person’s carbon footprint includes greenhouse gas emissions from fuel that he or she burns directly, such as by heating a home or riding in a car. It also includes greenhouse gases that come from producing the goods or services that the person uses, including emissions from power plants that make electricity, factories that make products, and landfills where trash gets sent. Climate: The average weather conditions in a particular location or region at a particular time of the year. Climate is usually measured over a period of 30 years or more. Climate change: A significant change in the Earth’s climate. The Earth is currently getting warmer because people are adding heat-trapping greenhouse gases to the atmosphere. The term “global warming” refers to warmer temperatures, while “climate change” refers to the broader set of changes that go along with warmer temperatures, including changes in weather patterns, the oceans, ice and snow, and ecosystems around the world. Drought: A period of unusually dry weather lasting long enough to cause serious shortages of water for ecosystems and human use (such as drinking water and agriculture) in the affected area. Ecosystem: A natural community of plants, animals, and other living organisms and the physical environment in which they live and interact. Emissions: The release of a gas (such as carbon dioxide) or other substance into the air. Energy: The ability to do work. Energy comes in many forms, such as heat, light, motion, and electricity. Most of the world's energy comes from burning fossil fuels to produce heat, which can then be converted into other forms of energy, such as motion (for example, driving a car) or electricity. Ethanol: A type of alcohol that can be produced from different forms of biomass, such as agricultural crops. Ethanol can be burned as a fuel, often by blending it with gasoline. Fossil fuel: A type of fuel that forms deep within the Earth. Examples of fossil fuels include coal, oil, and natural gas. Fossil fuels are created over millions of years as dead plant and animal material becomes trapped and buried in layers of rock, and heat and pressure transform this material into a fuel. All fossil fuels contain carbon, and when people burn these fuels to produce energy, they create carbon dioxide. Geothermal energy: Heat from inside the Earth. People can use geothermal energy to heat buildings or produce electricity. Global climate: The average climate around the world. Global warming: An increase in temperature near the surface of the Earth. Global warming has occurred in the distant past as the result of natural causes. However, the term is most often used to refer to recent and ongoing warming caused by people’s activities. Global warming leads to a bigger set of changes referred to as global climate change. Greenhouse gas: Also sometimes known as “heat trapping gases,” greenhouse gases are natural or manmade gases that trap heat in the atmosphere and contribute to the greenhouse effect. Greenhouse gases include water vapor, carbon dioxide, methane, nitrous oxide, and fluorinated gases. Habitat: The place or environment where a plant or animal naturally lives and grows. Heat stroke: A medical condition that results from being exposed to high temperatures. A person’s body temperature rises rapidly and he or she is unable to cool down by sweating. Heat wave: A long period of abnormally hot weather, typically lasting for several days. Magma: Hot, melted rock under the Earth’s crust. Magma becomes lava when it is released through a volcano or other methods. Methane: A colorless, odorless greenhouse gas. It occurs both naturally and as a result of people’s activities. Methane is produced by the decay of plants, animals, and waste, as well as other processes. It is also the main ingredient in natural gas. Natural gas: A fossil fuel that is an odorless, colorless gas. Natural gas consists of 50 to 90 percent methane. Nitrous oxide: A colorless, odorless greenhouse gas. It occurs both naturally and as a result of people’s activities. Major sources include farming practices (such as using fertilizers) that add extra nitrogen to the soil, burning fossil fuels, and certain industrial processes. Nonrenewable resource: A natural resource that cannot be produced, regrown, or reused fast enough to keep up with how quickly it is used. Fossil fuels such as coal, oil, and natural gas, for example, take millions of years to develop naturally. Thus, their supply for people to use is considered nonrenewable. Ozone: A gas made up of three atoms of oxygen bonded together. High in the atmosphere, ozone naturally shields the Earth from harmful ultraviolet radiation that comes from the sun. Closer to the Earth’s surface, ozone is a pollutant that is formed by other pollutants that react with each other. Ozone is also a greenhouse gas. Passive solar heating: The use of windows, building materials, and other features to take advantage of sunlight to heat the inside of a building. Permafrost: Soil or rock that is frozen year-round. Permafrost can be found in many parts of Alaska, northern Canada, and other countries near the Arctic Ocean. Even though the soil at the surface of the Earth may not be frozen during the warmer months, a layer of permafrost may exist several feet below. Positive feedback loop: A process in which one change leads to another, which then causes even more of the original change. In climate change, a positive feedback loop occurs when warming causes changes that lead to even more warming. For example, as the Earth gets warmer, the amount of ice that covers the Arctic Ocean is shrinking, which leaves more open water. Ice reflects a lot of sunlight back into space, while the open ocean is dark and absorbs more of the sun’s energy, making the Earth warmer. Thus, melting ice causes the Earth to absorb more energy from the sun and become even warmer. Precipitation: Rain, hail, mist, sleet, snow, or any other moisture that falls to the Earth. Rain gauge: An instrument that measures the amount of rain that has fallen in a particular place. Regional climate: An average of the weather in a particular area over many years. Regional climate influences which kinds of plants and animals can live in a particular area. Factors that influence regional climate include latitude, landforms, nearby bodies of water, and circulation patterns in the ocean and the atmosphere. Renewable resource: A natural resource that can be produced, regrown, or reused fast enough to keep up with how quickly it is used. Wind, tides, and solar energy, for example, are in no danger of running out and can be consumed by people virtually forever. In contrast, fossil fuels such as coal take millions of years to develop naturally and are considered nonrenewable. Smog: Air pollution caused by chemical reactions of various pollutants emitted from different sources. Ozone is one of the main ingredients of smog, and it can harm people’s health. Solar energy: Energy from the sun, which can be converted into other forms of energy such as heat or electricity. Solar panel: A device that can convert energy from the sun into energy for people to use. Some types of solar panels convert sunlight directly into electricity. Others use sunlight to heat water, which can then be used to provide heat or hot water to a building. Solar thermal technology: A system that uses sunlight to heat water or create steam, which can then be used to generate electricity. Subtropics: The parts of the Earth immediately north and south of the tropics. The southern part of the United States is considered subtropical. Thermal expansion: The increase in volume of a material as it gets warmer. For example, water expands as it is heated, causing each drop of water to increase in size. In the ocean, thermal expansion is one cause of rising sea level. Tidal power: A form of renewable energy generated from the natural rise and fall of the ocean. Tides: A variation in the surface level of the oceans caused by the gravitational pull of the moon and sun. Tides fluctuate between high and low twice a day. Tropics: The parts of the Earth near the Equator, which are very warm all year long because they receive a lot of direct sunlight. Uranium: A heavy, naturally radioactive, metallic element that is used to produce nuclear power. Water vapor: Water that is present in the atmosphere as a gas. Water vapor is a greenhouse gas and plays an important role in the natural greenhouse effect. Clouds form when extra water vapor in the atmosphere condenses to form ice, water droplets, and precipitation. Weather: The condition of the atmosphere at a particular place and time. Some familiar characteristics of the weather include wind, temperature, humidity, atmospheric pressure, cloudiness, and precipitation. Weather can change from hour to hour, day to day, and season to season. Wetland: An area of land that is periodically saturated with water, which influences the types of plants and animals that can live there. Wetlands include swamps, marshes, bogs, and other similar areas. Wind turbine: A machine that converts energy from the wind into electricity. The wind spins a set of blades connected to a generator. Learning Activities Warm-up Activity Before we dive into studying climate change, open your Climate Chronicle. This Chronicle will serve as sort of journal for you as you progress through these activities. You will periodically be asked to follow along in or answer prompts in your Chronicle, so keep it nearby. Warm-up activity: Open your Climate Chronicle and find the Climate Word Search activity. Search for some of the concepts that we'll be examinig in this module. What is Climate Change? Climate change is a hot-topic right now. You hear about it on the radio, on the news and TV shows, at school, and even on social media. But what's all the fuss? What exactly is a climate and what's changing about it? And why should we care? Watch this brief video for a quick introduction to Climate Change The Fight for Planet Earth: An Exploration of Climate Change & Urban Gardening Climate change is a complicated and nuanced issue. But we're never too young to start learning about the challenges our planet is facing. And it's never too late to start implementing changes that will help to preserve Earth's resources and protect its inhabitants. Work your way through the interactive presentation linked below and learn more about the climate and ways we can combat global warming, like urban gardening. Click here to Fight for Planet Earth Accompanying activity: Follow along and respond to the prompts in your Climate Chronicle. Climate vs. Weather Differentiating between climate and weather can be confusing. A lot of the same words are associated with both an area's climate and it's day-to-day weather patterns. While weather and climate may be related, they are not the same. Read the article linked below to learn more about how climate differs from weather. Click here to read Weather or Climate: What's the Difference (National Geographic) Accompanying activity: After you're done reading, find the Climate vs. Weather activity in your Climate Chronicle. For each prompt, circle weather that is an example of a climate or a description of an area's weather. Human Contribution to Climate Change Understanding the impact of humans on climate change can be overwhelming. But it doesn't have to be. The impact of humans on the environment can be simplified down into a three-step series of events, as shown in the diagram below. Accompanying activity: Find the same diagram in your Climate Chronicle. Recall what you learned from the Interactive Presentation to correctly label Steps 1, 2, and 3 on the diagram in your Chronicle. Meet the Greenhouse Gases You've studied how humans produce gases referred to as Greenhouse Gases, which in turn trap heat. But gases are we specifically talking about? And what are they all about? Accompanying activity: Meet the Greenhouse Gases and label their corresponding pictures in your Climate Chronicle. Click here to meet the Greenhouse Gases Fighting Against Climate Change You're just one individual. You might be thinking there's nothing you can do to slow down and combate the climate changes our planet is facing. But you're wrong! Even as a kid, there's a lot that you can do on your own that can make a big difference in slowing down the climate crisis. Accompanying activity: Follow along and respond to the prompts in your Climate Chronicle. Assessment Assessment It's time to show what you learned and earn a Climate Advocate Badge! Directions: Access the Climate Change Module Quiz and answer the six questions that follow. If you receive a passing score of 85% or higher, you'll receive the Climate Advocate Badge to add to your digital badge collection! Be sure to submit your name at the end of the quiz in order to receive credit. References and Additional Resources Center for Climate and Energy Solutions: Climate Basics for Kids National Geographic: Weather or Climate: What's the Difference? PBS Digital Studios: I'm Only One Kid... US Environmental Protection Agency: Causes of Climate Change US Environmental Protection Agency: A Student's Guide to Global Climate Change (For instructor-view only) World Wildlife Fund: The Climate Change Quiz	oercommons	2025-03-18T00:38:43.617567	Interactive	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103071/overview", "title": "Climate Change", "author": "Diagram/Illustration" }
https://oercommons.org/courseware/lesson/103069/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 Overview Test Main Test or	oercommons	2025-03-18T00:38:43.644158	04/22/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103069/overview", "title": "Resource Title Ex", "author": "Colbe Wilson" }
https://oercommons.org/courseware/lesson/80653/overview	Four Course Gluten Free Meal Overview Recipes Arugula and Fennel Salad with Dijon Vinaigrette Zucchini Fritters with Charmoula Sauce Roasted Chicken with a Sweet Potato, Poblano Gratin Chocolate Chestnut Truffle Cake Arugula and Fennel Salad with Dijon Vinaigrette Zucchini Fritters with Charmoula Sauce Roasted Chicken with a Sweet Potato, Poblano Gratin Chocolate Chestnut Truffle Cake Four Course Gluten Free Meal Arugula and Fennel Salad with Dijon Vinaigrette Zucchini Fritters with Charmoula Sauce Roasted Chicken with a Sweet Potato, Poblano Gratin Chocolate Chestnut Truffle Cake Notes: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Arugula Fennel Salad with citrus, pumpkin seeds and a Dijon Vinaigrette 1-2 bunches arugula or a package of baby arugula 1 fennel bulb sliced thin 2 citrus (oranges, grapefruit) segmented as shown in class Salt and pepper to taste Vinaigrette (you’ll have enough for multiple salads) In a jar mix together the following ingredients: 1 cup of grape seed oil ½ cup of your favorite light vinegar (champagne or apple cider vinegar works great) ¼ cup agave or maple syrup 2 Tbsp. Dijon mustard Salt and pepper to taste Procedure: In a large bowl spoon a few spoonfuls of vinaigrette and toss with arugula and fennel. Zucchini Fritters 3 zucchini grated 3 sprigs green onions thinly sliced 2 cloves garlic minced 6-7 leaves of fresh herbs of your choice minced 3-4 Tbs rice flour 1 tsp baking powder Salt and pepper to taste Enough oil for frying (grapeseed or safflower oil works well) 1 egg, whisked to bind the fritter together Procedure: - Sprinkle the grated zucchini lightly with salt and let stand for a few minutes. Squeeze the excess water out in a strainer. Set aside. - Combine the rest of the ingredients with the drained zucchini. - Coat a sauté pan with enough oil to cover the bottom of the pan and heat up until the oil dances in the pan when you test with a wooden spoon. - Spoon fritters into the pan, making sure not to overcrowd the pan. Fry on each side until golden brown. - Serve with Charmoula sauce. Charmoula Sauce ½ bunch fresh cilantro chopped ½ bunch fresh Italian parsley chopped 5 garlic cloves ½ lemon juiced 2 tsp. salt 1 ½ tsp. ground cumin ¼ tsp. cayenne ½ cup Olive Oil Procedure: 1.Purée all sauce ingredients except oil in a food processor or blender. With motor running, add oil in a slow stream. Serve over steamed fish. Roasted Chicken 1 whole bird 2 Tbsp butter room temperature 3-4 sprigs of your favorite herbs minced and mixed into butter Salt and pepper to taste Grapeseed oil for spreading on bird 1 lemon quarted 1 onion quartered Butcher twine Procedure: - Separate the skin from the breast meat gently and put herb butter under the skin of bird. - Rub oil on outside of bird and salt and pepper, place lemon and onion in the body cavity. - Truss the bird as shown in class. - Place bird on a rack in a sheet pan and roast on 375 for about 1 ½ hours or until temperature reads 165 degrees in the thick part of the thigh. Sweet Potato Gratin with Poblanos 2 large poblanos roasted 4-5 sweet potatoes peeled and sliced ½ cup grapeseed oil 6-7 sprigs fresh thyme, coarsely chopped 1 onion thinly sliced 4 cloves garlic minced 2 sprigs fresh oregano coarsely chopped ½ cup heavy cream ¾ cup sour cream 8 ounces goat cheese (optional) Procedure: - Roast poblanos over an open flame to char, then put in a metal bowl and cover with plastic wrap. - On a sheet pan, oil the sliced sweet potatoes lightly and put in a 400 degree oven for 20 minutes. Set aside - In a sauté pan, combine the onions, garlic, thyme and oregano and cook over moderate heat, stirring occasionally until the onions have softened. Add the poblanos and cook for about 5 more minutes. Add the heavy cream and let thicken slightly. Remove from heat and add the sour cream, salt and pepper. - In a baking dish or casserole pan, layer cream mixture, dollops of goat cheese and sweet potato in layers. Finish with goat cheese on top. - Put back in the oven and cook on 400 until bubbling…about 20 minutes. Chestnut and Chocolate Truffle Cake Serves 12-14 ½ pound fresh peeled chestnuts (you can find frozen and vacuum packed) 1 cup whole milk 1 tsp vanilla extract ½ pound bittersweet chocolate, chopped 10 ounces (2 ¼ sticks) unsalted butter ½ cups superfine sugar 4 large eggs, separated 3 Tbsp brandy Procedure: - Simmer the chestnuts in the milk over low heat for about 10 minutes, until they are soft. Remove from the heat and stir in the vanilla - Melt the chocolate and butter in a double boiler or in a heatproof bowl placed over a pan of gently boiling water. - Blend the chestnuts and mild to a puree in a food processor. Add the sugar, melted chocolate and butter, egg yolks and brandy and blend until smooth. - In a mixer, beat the egg whites in a large bowl until they form stiff peaks. Fold into the egg whites, the chocolate and chestnut mixture. - Line a 9-inch spring form pan with foil and butter the foil, then pour in the batter. - Bake in a pre-heated 325 oven for 30-35 minutes, until just set but still slightly wobbly in the center. The cake with firm as it cools - Serve with whipped cream on top or with ice-cream.	oercommons	2025-03-18T00:38:43.688617	05/20/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80653/overview", "title": "Four Course Gluten Free Meal", "author": "Melinda Casady" }
https://oercommons.org/courseware/lesson/85038/overview	SMART project Overview SMART project SMART Intro A synergy between a humanoid robot and a personal mobile device as a novel intervention tool for children with Autism Spectrum Disorder -SMART project- Erasmus+ project KA2-Cooperation for Innovation and the Exchange of Good Practices KA203-Strategic Partnerships for higher education Applied at National Agency for European Educational Programmes and Mobility Duration Starting date 01.09.2018 Ending date 15.08.2021 SMART partners Partners - University Children’s Hospital-Skopje, Macedonia - University of Hertfordshire-Hatfield, UK - Faculty of Education and Rehabilitation Sciences-Zagreb, Croatia - Faculty of Computer Science and Engineering-Skopje, Macedonia - Beit Issie Shapiro-Amutat Avi-Ra'anana, Israel University Children’s Hospital (UCH)-Skopje, Macedonia UCH is a tertiary level public health institution (highest level of health care in the country), providing specialized outpatient and inpatient health care for children, at national level for all acute and most difficult chronic illnesses. Department of psychophysiology-UCH, is highly specialized in early diagnostics and treatment of developmental disorders, with special interest on Autism Spectrum Disorders. We have trained staff in up to date diagnostic tools and early intervention treatments for children with autism. UCH is leader of the SMART project. University of Hertfordshire (UH)-Hatfield, UK UH is among the most successful new universities in the UK: innovative, enterprising and business facing, with a truly international student community of over 24 000, including more than 3 800 international students from over 100 different countries. UH has a strongly interdisciplinary team including roboticists, biologists, cognitive scientists, mathematicians and computer scientists. The group has particular expertise in Social Robotics, Human-Robot Interaction as well as Robot Learning, Learning by Observation, Cognitive Technology, Biological Systems, Artificial Intelligence, Emergence of Language and Communication, and Evolutionary Computation. Faculty of Education and Rehabilitation Sciences (FERS)-Zagreb, Croatia FERS is the oldest and largest university in Croatia. Centre for Rehabilitation, within FERS, is an educational and clinical unit for 20 years and provides expert assessment, diagnostic, individual and group therapy and counseling for people with disabilities, their families and community. Center’s services are provided for newborns to school-age children, especially for ASD ones, by experts in educational rehabilitation, psychology, speech and language pathology. Through the interaction of science, practice and teaching, the Center became a place of clinical excellence. They have expertise in use of ADOS-2 and ADI-R, augmentative and alternative communication, PECS and ABA. Faculty of Computer Science and Engineering (FCSE)- Skopje, Macedonia FCSE is the largest, most prestigious faculty in the field of computer science and technologies in Macedonia and among the largest faculties in the region. FCSE holds an extensive experience in creating Apps for large systems, mobile devices, design and creation of animated sequence for mobile Apps and other computer based applications, utilizing Internet based programming and handling different forms of on-line data exchange, storage and processing with the help of designing data spreadsheets for the particular occasion. In the last 5 years, FCSE's specialized Laboratories for Intelligent systems and Cognitive robotics, where special attention has been given to programing and using robots, human-computer and especially human-robot interaction for specific target groups. Beit Issie Shapiro-Amutat Avi-Ra'anana, Israel Beit Issie is Israel’s leading organization in the development and provision of innovative therapies and services for children with disabilities and plays a leading role in promoting the inclusion of people with disabilities in the society. The organization is staffed by professional from different disciplines like occupational therapists, speech therapists, educational technology specialists, and more, who are experts at integrating technology into different environments including educational frameworks, therapeutic environments and in the home. Great consideration is given to the specific needs of the individual and of their family. In addition, through many partnerships, Beit Issie works to promote the development of accessible products and Apps and provides consultation and professional guidance to technology companies and App developers. SMART project Project’s aims Project's general aim is to improve joint attention, social and communicational skills of the children with autism. Furthermore, aim is to raise the awareness for the children with autism and the daily difficulties they face. Project’s objective The objective of the SMART project is to develop and practically use intervention protocol through use of humanoid robot and complementary Apps for personal mobile device as a novel intervention tool for children with autism. Context • Autism is a lifelong disability that affects people's world perception and interaction with others. Its defined as deficits in social communication and interaction and restricted/repetitive patterns of behavior/interests/activities • There is no “cure” for autism • Affects 1% of the population (7.5m European citizens) • It is a disabling condition with difficulties in independent living, self-care, educational and employment prospects. Almost half of the individuals will have intellectual impairment and never develop speech • However, there is a range of interventions for enhancing the learning and development • Any intervention should focus on developing child’s social skills, as it has been shown that social competence is a predictor of long-term outcomes for individuals with autism • Children with autism should receive psychosocial intervention as a first-line treatment and this should include play-based strategies, which will have impact on their ability to gain the most from other interventions and improve their long-term outcomes • Without appropriate intervention, autism can lead to family breakdowns, mental illness and family members becoming lifelong caregivers • Communication deficits, as one of the core deficits in children with autism, are also present in communication between the child and his therapist • There are promising results in the use of robots in supporting the social and emotional development of children with autism. Using robots as social mediators to engage children in tasks, allows for a simplified, predictable and reliable environment e. g. having predictable rules has been shown to be important in promoting prosocial behaviors • This is a study of feasibility and proof of concept, in using a robot in conjunction with Apps for a personal mobile devices as a novel intervention tool for children with autism The project activities involve: • review of the ongoing and previous efforts in the field of socially assisted technology • selection of participating children and introduction to the individual characteristics of each child • finding out the expectations and experience of the parents and the therapists • setting up tools for measuring and evaluating of project’s results • creating robot software scenarios for KASPAR • creating complementary Apps for personal mobile devices • testing the effects from their use through interaction with the children in clinical, educational and home settings • multiplier events, transnational meetings and training activities • writing and publishing scientific papers SMART Kaspar In this project we used KASPAR, a humanoid social robot The robot has been developed through more than a decade’s research by the University of Hertfordshire’s world-renowned Adaptive Systems Research Group Kaspar can: • Act as a social mediator, helping children to better interact and communicate with adults and other children • Help children to explore basic emotions • Use a range of simplified facial and body expressions, gestures and speech to interact with children and help break social isolation • Respond autonomously to touch, using sensors on its cheeks, arms, body, hands and feet, to help children learn about socially acceptable tactile interaction • Engage in several interactive play scenarios to help children learn fundamental social skills such as imitation and turn-taking skills that children with autism can find very challenging • Engage pairs of children to help develop and improve collaboration skills • Enable cognitive learning by playing games involving personal hygiene or food (Kaspar can hold a comb, toothbrush or spoon) • Engage children in confidence building activities by jointly singing a song or drumming Case studies are showing promising results in enhancing communication and social interaction skills in children with autism. Those case studies reported improvements in children’s behavior, suggesting benefits of KASPAR mediated interventions. But main goal of using KASPAR is to transfer those gained skills in the interventions in real communication with people. Kaspar’s App Innovativity SMART project is a new and highly interdisciplinary initiative combining robotics, ICT and other disciplines like cognitive sciences, developmental psychology, pedagogy, human-machine interface and others, in order to open a dedicated possibility for technologies to meet the needs of children with autism. Using the humanoid robot in conjunction with complementary Apps for personal mobile devices has never been tried before. It is a novel approach designed to support and stimulates children with autism in acquisition of skills beyond intervention sessions i. e. in daily life context. For the first time, KASPAR was used in the clinical settings. SMART results Results We conducted literature review on the use of robots and apps as intervention tools for children with autism. The scientific literature presents an increasing number of studies conducted in recent years that explore the use of robots in the education and therapy of children with ASD. Over the years, many deferent types of robots have been used for these purposes, e.g. creature/cartoon like robots, mobile robots, animal-like robots and humanoid robots. Although the robotic platforms vary in terms of their appearance and behavior, they have been shown to evoke pro-social behaviors in many children with ASD, help developing skills to assist in communication and social interaction. Several surveys show that the use of humanoid robots as intervention tools for children with autism have found that Social robots act as behaviour eliciting agents for imitation, eye-gaze, joint attention, turn-taking, self-initiation, tactile interaction, emotion recognition, vocalisation and language etc. all of which may promote sensory, motor, cognitive emotional and social development. We also did a research on the parent’s needs and problems regarding their children with autism, experienced in daily life. Majority of the parents had concerns about the child’s development before the age 3, but received services much later. Majority of them had serious frustrations in finding those services, had financial difficulties in dealing with the child’s autism and had serious difficulties in dealing with the challenging behaviors. We also interviewed professionals from the field about the use of assistive technology. Some of them had education and use assistive technology but very small number use robots. Apps are much common in use for the children with autism. Project partners developed and improved a set of approximately 10 different Kaspar's play scenarios which were used in the interventions with the children with autism. Each play scenario or game, was associated to a particular aspect of the intervention, targeting and supporting the development of children's abilities through interactions with the robot Kaspar. The play scenarios were developed in collaboration with psychologists, clinicians, educators and IT, all developed against relevant educational and therapeutic objectives in five key developmental areas (i.e. sensory development, communication and interaction, cognitive development, motor development and social and emotional development) and been exported to the App for mobile device. This intervention achieved certain positive shifts in eight of eleven measured developmental domains, such as Communication functions and means, Turn taking, Imitation, Language skills, Play, Attention and Daily life skills. The three categories that had inconsiderable improvement are Vocalization and speech, Cause and effect and Coping skills. Based on the measurements before and after the use of Kaspar and complementary app, there is an improvement primarily in the domains of language, imitation and communication skills and attention. The App that we have developed was easy to use for the parents and the children, had clear settings, children enjoyed in using it, met their needs, has fun and playful elements and they will recommend the app to their friends. Furthermore, we interviewed the professionals who used Kaspar and app in this project. They think that the use of Kaspar in the therapy sessions meets the needs of the children. They also find that using Kaspar is easy to learn to handle with. Finally, the therapists would recommend the use of Kaspar to their colleagues (mode=4). Regarding the app design, participants rated the feature with high values and they rate it as useful. For more information you can visit our web site www.smartporject.mk, our fb page https://www.facebook.com/smartprojectweb, and linkedin profile at https://www.linkedin.com/in/project-smart. Application is visible at https://smart.finki.ukim.mk/ and video of the sessions in which Kaspar and app were used are visible at following links https://vimeo.com/576731743 and https://www.youtube.com/watch?v=-XKOFMs4j9I Project results can be found at this link https://smartproject.mk/results/ If you need further information, you can contact our Project leader Prof. Tatjana Zorcec at tzorcec@gmail.com	oercommons	2025-03-18T00:38:43.732775	08/15/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/85038/overview", "title": "SMART project", "author": "Tatjana Zorcec" }
https://oercommons.org/courseware/lesson/45482/overview	How a Project Manager manages Costs Overview How a Project Manager manages Costs The raw material purchased at step one became the cost of goods sold when the client accepted the completion of the job. When the entry was made for the cost of goods sold and the finished goods inventory another entry would be made to record the sale (debit Accounts Receivable and credit Sales). At this stage labor and overhead costs have not been considered.	oercommons	2025-03-18T00:38:43.744204	01/20/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/45482/overview", "title": "How a Project Manager manages Costs", "author": "Mike lowrey" }
https://oercommons.org/courseware/lesson/112475/overview	Education Standards Control_Demand_Support Identifying_Your_Sources_of_Stress Internal_External_Stressors-2 Learn_to_Say_No Letting_Go Professional_Interventions-2 Signs_Symptoms_Checklist Wheel_of_Life_Exercise Compassion Fatigue Overview Compassion Fatigue Introduction “Self-care is not selfish. You cannot serve from an empty vessel.” – Eleanor Brownn. Course Introduction The course is designed to help you understand where you personally stand in terms of experiencing Burnout, Compassion Fatigue, and Vicarious Trauma. Once you have completed the assessments, the course aims to help you navigate and manage these conditions by teaching you resilience techniques. “Take care of your body. It’s the only place you have to live.” – Jim Rohn, author and motivational speaker. Disclaimer This course targets issues related to how work affects you. While working through the material, you may experience powerful feelings and reactions. This course is not meant to substitute for psychological counselling or medical care. If you’re feeling vulnerable at any time, it is best to work through the course with the help of a Mental Health Professional. If you suspect that you are suffering from clinical depression or PTSD, immediately seek help from a Mental Health Professional. Overview The course emphasizes helping learners understand burnout, compassion fatigue, and vicarious trauma. It also provides assessment tools to determine one's mental, emotional, and physical status and guidelines on managing one’s personal needs. Outline The course is divided in 8 Sections: - Course Introduction - The Cost of Caring - Risks of caring - Professional Quality of Life - Signs and Symptoms - Detection: Getting Real - Interventions - Prevention - References Learning Objectives After this course, participants should have: - An understanding of Burnout, CF and VT - Do self-assessments and understand where they personally stand concerning these conditions and the importance of self-assessment. - The ability to recognize these conditions in colleagues - The tools to manage these conditions in themselves - Creating awareness of these conditions The Cost of Caring “The capacity for compassion and empathy seems to be at the core of our ability to do the work and at the core of our ability to be wounded by the work.” — C. Figley Introduction Helping professionals have the vital task of meeting their clients' and patients' physical and/or emotional needs. In general, this can be an extremely rewarding experience. It is a calling, a highly specialized work, unlike any other profession. Unfortunately, these highly skilled and rewarding professions can take their toll due to increasingly stressful work environments, heavy caseloads and dwindling resources, cynicism and negativity from co-workers and low job satisfaction, leaving workers drained and traumatized. According to Eric Gentry, Ph.D., LMHC, an internationally recognized disaster and clinical traumatology leader, CF is the sum of VT plus Burnout. VT + Burnout = CF Burnout Burnout is a commonly used term when helpers feel exhausted by their work. The World Health Organization (WHO) states: “Burn-out is a syndrome conceptualized as resulting from chronic workplace stress that has not been successfully managed.” Burnout is a response to prolonged or chronic job stress and is commonly characterized by three main dimensions: exhaustion, cynicism, and feelings of decreased professional ability. In other words, you feel exhausted, start to hate your job, and feel less capable of doing your job. It is often tricky for people to recognize burnout in themselves, as there is a thin line between chronic stress and slipping into burnout. Top 10 signs you are suffering from burnout - You’re so tired you now answer the phone “Hell.” - When your friends call to ask how you’ve been, you immediately scream, “Get off my back!” - Your garbage can is your inbox. - You wake up because your bed is on fire but go back to sleep because you don’t care. - You have so much on your mind you’ve forgotten how to pee. - Visions of the upcoming weekend help you make it through Monday. - You sleep more at work than at home. - You leave for a party and instinctively bring your briefcase. - Your phone exploded a week ago. - You think about how relaxing it would be if you were in jail right now. —Anonymous Compassion Fatigue (CF) CF is the physical and mental exhaustion and emotional withdrawal experienced by those who care for sick or traumatized people over an extended period of time. Unlike burnout, which is caused by everyday work stresses, compassion fatigue results from taking on the emotional burden of a patient's experience. Elizabeth Bach-Von Valkenburg describes Compassion Fatigue as "The emotional residue of working with suffering clients." CF refers to the deep emotional and physical exhaustion that helping professionals/workers can develop throughout their careers. It is a progressive deterioration of everything that keeps us connected to others: our empathy, hope, and compassion for others and ourselves. When we are suffering from compassion fatigue: - we start seeing changes in our personal and professional lives - we can become disheartened and progressively bitter at work - we may contribute to a toxic work environment - we are more prone to clinical errors - we may violate client boundaries - may become disrespectful towards our clients. - We become short-tempered with our loved ones and feel constant guilt or resentment at the never-ending demands on our personal time. CF is an occupational hazard, which means that almost everybody in a helping role will ultimately develop a certain degree of CF, varying in severity. It can happen to the most dedicated people in the helping field. Charles Figley, the father of CF, has called compassion fatigue a “disorder that affects those who do their work well.” The level of compassion fatigue that a helper experiences can vary from one day to the next, and even very healthy helpers with optimal work/life balance and self-care strategies can experience a higher than normal level of compassion fatigue when they are overloaded. We do not develop compassion fatigue because we did something wrong—we develop it because we care!” We cannot walk through water without getting wet. We cannot do this work without being affected by it.” - Naomi Remen Burnt-out, worn down, fatigued, and traumatized helpers tend to work harder and more. This results in an exacerbation of their condition and can lead to serious physical and mental health difficulties. Vicarious Trauma (VT) VT, also known as secondary trauma, is the gradual change or disruption of a helper’s inner thought process, beliefs, feelings/emotions, images and spirit as a result of repeated exposure to other’s traumatic experiences. Tend Academy describes VT as follows; “Vicarious trauma (VT) and Secondary Traumatic Stress (STS) are frequently used interchangeably to refer to the indirect trauma that can occur when we are exposed to difficult or disturbing images and stories second-hand.” Laurie Anne Pearlman and Karen Saakvitne coined the term Vicarious Trauma to define the seriously altered worldviews that workers experience when working with trauma and/or trauma victims. Workers detect that their beliefs about the world have changed and are probably impaired. Although these traumatic events are not happening to us, we find it hard to free ourselves from traumatic images and stories. Pearlman and Saakvitne explain, “It is not something clients do to us; it is a human consequence of knowing, caring, and facing the reality of trauma.” VT does not happen overnight and is not caused by a single traumatic event; it is a cumulative process; we are talking about the hundreds or even thousands of exposures to other people’s trauma we have experienced. PTSD In this course, we will not be dealing with PTSD, but it is important to understand the differences and similarities between PTSD and VT. According to the Mayo Clinic: “Post-traumatic stress disorder (PTSD) is a mental health condition that's triggered by a terrifying event — either experiencing it or witnessing it.” Three main types of symptoms characterize the disorder: Re-experiencing the trauma through intrusive distressing recollections of the event, flashbacks, and nightmares. Emotional numbness and avoidance of places, people, and activities that are reminders of the trauma. Increased arousal, such as difficulty sleeping and concentrating, feeling jumpy, and being easily irritated and angered. PTSD versus VT Both these conditions are mental health disorders caused by trauma, PTSD by direct trauma and VT secondary exposure to trauma. As described above, with PTSD, the re-experiencing of the trauma transpires through intrusive distressing recollections of the event, flashbacks, and nightmares. The symptoms of VT are much more subtle and often seen as normal by the person experiencing these symptoms. Intrusive symptoms in VT include: Thoughts and images related to a client’s traumatic experience Work/client issues infringe upon personal time Assessing Risk. You are not alone. Dr Linda Duxbury, an accomplished researcher, writer, and speaker on work/life balance, studied role overload in healthcare. She defines it as having too many competing demands and too many roles (too much work, too little time). Following are a few of her findings: 3 in 5 healthcare workers suffer from role overload 1 in 4 employees were planning to leave the jobs for a job where they have greater control over their work hours and more respect, not higher salaries 1 in 3 staff members missed work due to emotional and physical fatigue Duxbury also found that healthcare workers are in a poorer state of physical and mental health than staff surveyed in other sectors of the population. In healthcare, 59% report high levels of stress, 36% report high levels of depressive moods and 1 in 5 poor physical health. The Risk of Helping We must be realistic about the risks innate to our work as helpers; only by acquiring the necessary knowledge can we be aware of possible dangers and identify and prevent them in ourselves and those around us. The risks may be quite subtle. Compassion fatigue and burnout develop over time. Compassion fatigue educator Francoise Mathieu (2011) noted, “We are not referring to the most difficult story you have ever heard; we are talking about the thousands of stories you don’t even remember hearing.” In general, risks come from client behaviour and issues, work conditions and personal factors: Client Issues Client behavioural issues such as chronic depression, extreme anxiety, resistance, dependency, anger and volatility. Client medical issues, such as chronic or terminal illness and chronic pain. In current circumstances, high mortality rates and dealing with anxious next of kin. Working Conditions Office Politics Documentation demands Heavy caseloads Lack of administrative support Working in an organization that places a high demand on staff and a low priority on staff satisfaction or fulfillment Inadequate training Professional isolation may occur due to organizational structure, limited peer support and poor self-care. Personal Risk Factors Taking your work home with you Connecting self-value to the outcome of your clients/patient The continuous strain of hearing stories of sadness and struggle. Symptoms are amplified in those with a great deal of non-work stress in your personal life. Factors that raise the risk: The secondary trauma was an act of human cruelty rather than accidental or Impersonal. Longer exposure to the trauma of others Several other stressors occur in the helper’s life at the time of the secondary trauma exposure. Personal trauma history (60% of helpers have a history of trauma) Lack of social support (this makes helpers four times more likely to experience compassion stress and two and a half times more likely to experience physical illness) Helper is anxiety-prone or habitually negative. Idealistic expectations of the ability to help others without consequence to self Working in isolation Download "Checklist: Assessing Risk" Why do caregivers neglect self-care? Many helping professionals take great care of others but aren’t as attentive about taking care of themselves. We may not always practice what we preach and are guilty of: “Do as I say, not as I do.” A few reasons for this imbalance: You may be unable to identify your distress level due to a lack of time for reflection. Your distress may manifest in disguised ways (headaches leading to a search for a physical or medical explanation rather than a psychological one). You may falsely attribute what is going on or what you need. You may recognize the need for self-care, but due to limited time and multiple demands on your time, you may think that improved self-care is not feasible. You may hold beliefs which get in the way of appropriately prioritizing self-care activities. However, many who suffer do not reach out to peers or seek professional help. This may be because of dysfunctional beliefs regarding the need or appropriateness. Typical examples of these kinds of dysfunctional beliefs include: Not recognizing the severity of their distress Not permitting themselves to seek help Feeling that since they are helpers, they should be able to help themselves Experiencing a sense of shame, failure or stigma if they acknowledge having issues By seeking help, you are acting in the client's and your best interest; we should be more concerned about healthcare providers who need help but don’t seek it. Insufficient self-care may result in: Crippling personal distress Impaired relationships Moral and spiritual issues Impaired professional behaviour, including ethical violations Professional Quality of Life Measure (ProQOL) bu Dr. Beth Hudnall Stamm developed the Professional Quality of Life Measure (ProQOL). Ownership of the ProQOL has been transferred to the Center for Victims of Torture. "Professional quality of life is the quality one feels concerning their work as a helper. Both the positive and negative aspects of doing your work influence your professional quality of life. People who work helping others may respond to individual, community, national, and even international crises. They may be healthcare professionals, social service workers, teachers, attorneys, police officers, firefighters, clergy, transportation staff, disaster responders, etc. Understanding the positive and negative aspects of helping those who experience trauma and suffering can improve your ability to help them and your ability to keep your own balance." proqol.org. It is important to note that this is not a diagnostic tool; instead, it will indicate where you are regarding Compassion Fatigue, Vicarious Trauma and Burnout. The ProQOL is the golden standard of all BO, VT and CF assessments and is essential to this course. Complete the ProQOL assessment and calculate your scores before continuing to the next module. Download the assessment by clicking on the link at the top of the page. Signs & Symptoms The Maslach Burnout Inventory (Maslach, Jackson & Leiter, 1996) describes three aspects of burnout: - Emotional exhaustion (“I feel emotionally drained by my work”) - Depersonalization (“I worry that my job is hardening me emotionally”) - Reduced personal accomplishment (“I don’t feel that I’m positively influencing other people’s lives through my work”) The Burnout Measure (BM) developed by Pines and Aronson (1978) measures the following: - Physical exhaustion (feeling tired or rundown) - Emotional exhaustion (feeling depressed or hopeless) - Mental exhaustion (feeling disillusioned or resentful)” (Teater and Ludgate., 2014, p.14) Tables 1.1 & 1.2 are examples of CF/Burnout symptoms (Finley 2002, p.15 Detection - Getting Real The Green Cross “Standards of Self-Care Guidelines” stipulates: “First, do no harm to yourself in the line of duty when helping/treating others. Second, attend to your physical, social, emotional, and spiritual needs as a way of ensuring high-quality services for those who look to you for support as a human being.” Read the above paragraph again; it is so important! There are two levels on which Burnout, CF and VT should be addressed: - On an Organizational and Professional level and - On a Personal level This course will focus on the personal level and how to help yourself and your colleagues. (We are designing a course for managers and supervisors to deal with the organizational and professional level; this course will be available soon). “The professional work centred on the relief of emotional suffering of clients automatically includes absorbing information that is about suffering. Often it includes absorbing that suffering as well.” (Figley,1995, p.2) The Management Plan outlined in this course is a combination of the work of Francois Mathieu, Compassion Fatigue and Vicarious Trauma educator, Canada; Martha Teater, International Compassion Fatigue educator and consultant; John Ludgate, Licensed Psychologist; Eric Gentry, Traumatologist; Charles Figley. In her book The Compassion Fatigue Workbook, Francois Mathieu suggests four steps to deal with and overcome CF and VT, namely: - Taking stock of your stressors - Enhancing your self-care and work/life balance - Developing resilience skills - Committing to implement change You should have your Burnout, VT, and CF scores by now. This module will focus on you and what you need now. Take Stock of Your Stressors Take Stock of Your Stressors Specialists in the field all agree that to learn strategies to deal with these conditions, it is of the utmost importance that you are willing to take an honest look at yourself. 1. Complete the "Signs & Symptoms of Compassion Fatigue and Burnout" assessment 2. Complete the "Identifying Your Sources of Stress" 3. Complete the "How Many Burnout/Stress Factors Do you Have?" assessment 4. Complete the "How Much Control, Demand, and Support is Present In Your Situation" assessment 5. Complete the "Identifying Your External and Internal Stressors" assessment Take Stock of your Physical Well-Being A body scan exercise is a simple way to become aware of your body in the present moment. It is also very effective in relaxation training and stress reduction. I know medical staff! You are so busy that you ignore your body pain and discomfort; most of us, myself included, think that if we ignore it long enough, it will go away. We all know it won’t; we get used to it, and it becomes our new normal. Check out body-scan exercises available online; here is a modified version. - Lie in a quiet, peaceful room, close your eyes and focus on breathing. - Focus on what is happening in your body. Slowly work your way down from the top of your head to your feet, isolating each body part. Focus on how every part feels now. - Remember to keep breathing, and if your mind wanders, gently bring it back. - When you are done, take three slow, deep breaths through your nose and gently open your eyes. Take Stock and Limit Your Trauma Inputs At the beginning of this module, we talked about limiting your trauma input; now, let us take stock of your daily trauma input. - Starting at home, what do you do first thing in the morning? Watching morning news on TV? Listening to the radio or reading the paper? Note how many disturbing images, difficult stories, or actual photos of dead or maimed people you come across. - What do you do on your way to work? - Now, look at your work. Not counting direct client work, how many difficult stories do you hear, whether in a case conference, around the water cooler, debriefing a colleague, or reading files? - What do you do on your way home? Do you listen to the news on the radio? - Once you are at home, do you watch TV at night? What do you watch? If you have a spouse who is also in the helping field, do you talk shop and debrief each other? Recognizing the amount of trauma information we unconsciously absorb during the day is important. We do not necessarily need to hear about these disturbing stories in graphic detail. We must create a “trauma filter” to protect ourselves from this information overload. Now that you have taken stock remember what you have discovered. In the module on Developing Resilience Skills, we will teach you techniques to improve your current state. - ` Intervention Caring professionals are often so consumed with caring for others that they do not take care of themselves. Leave Your Work at Work Working with suffering individuals makes it hard to leave your work behind when going home. However, it is of the utmost importance and requires an intentional and deliberate transition home. Following are some ideas that may help you in this regard: - Before leaving work, make sure all your work is done and what is not done is handed over to the next shift - Say goodbye to your colleagues, signifying the end of your workday - Take a moment and focus on what you did well today - Use your commute home to begin thinking of home and what the evening might hold - Pick a geographical spot and decide that once you pass that spot, thinking of work is done - Deliberately take off your nametag and leave it in the car - Change out of your work clothes as soon as you get home - Play with your children or your pet - Go for a walk or sit outside and feel the elements Self-Care and Work/Life Balance If you don't take care of yourself right now, the consequences in the long run can be devastating, not only for you but for your family and career. Self-care and work/life balance are key to recovering from and preventing CF. close Remember, self-care is not something we figure out once and for all; it is a process that constantly changes as our needs change. Paying close attention and continuously making changes to your lifestyle is essential. WHEEL OF LIFE EXERCISE This exercise aims to raise awareness and allow you to plan and prioritize goals. Balance should be assessed over time. Regular check-ins can give insight into behavioural patterns, track goals, and make adjustments as needed. I recommend doing the Wheel of Life monthly or more often if needed and always comparing it to the previous wheels. Complete the "Wheel of Life" exercise. Now, let us return to your completed wheel of life. Take a few minutes to review the categories and your score on each. After doing the previous modules, do you have to adjust your original scores? If so, rescore, but remember to score what comes to mind and not think about it too much. Your filled-in parameters represent your wheel of life. On a piece of paper, write down your responses to the following questions: - Are you satisfied? - Are there any surprises? - How do you feel about your life as represented by your wheel? - How much time do you currently spend on each category? - What would a ten look like in each category in your current circumstance? - Which category needs your immediate attention? - How can you make space for making changes in these categories? - What help and support do you need to make these changes? Look at your answer to question no. 7. prioritize these categories and ask yourself if there is one thing you can do to make a change. I know life is busy and stressful, but ask yourself, ‘What is the smallest step I can take to get started?’ Remember, a 1% change is better than nothing. Complete the "Self-Care Check-In" exercise. Solitude “In the super-connected world, it has never been more important to create solitude for ourselves. Being ALONE with ourselves is essential for us to find happiness and joy, because it’s only when we’re alone that many of us can be - and see - our true selves” Mathieu, (2014). In an online article, Mathieu explains that other people will always need something from us, and only when we are alone can we take off our social masks and be fully ourselves. Unfortunately, solitude is not something we are taught, and for many of us, being alone is associated with loneliness. There is a big difference between loneliness and solitude; loneliness is where you feel alone and disconnected from others, and you can feel lonely in a crowd. Solitude, on the other hand, is a choice we make to reconnect with ourselves, and connecting with ourselves can be very empowering. Benefits - Self-knowledge. “Solitude is at the heart of all self-knowledge because it is when we are alone that we learn to distinguish between the false and the true, the trivial and the important” Unknown - Disconnecting from the busy allows us to be creative - Solitude allows you to disconnect from what others think and feel about you and what you’re doing, and you can completely and utterly please yourself - Solitude is energizing. “I have to be alone very often. I’d be quite happy if I spent from Saturday night until Monday morning alone in my apartment. That’s how I refuel” Audrey Hepburn - Solitude gives you the space and privacy to process life’s problems and difficult emotions and can result in clarity - Solitude allows you the space you need to gather your strength, conquer your demons, and learn to love yourself - It allows you to appreciate the small things and be truly grateful - Solitude gives you the space to notice what is and what is not working in your life and give you the answers you need - In taking the time to be alone, you are confirming that you are worth it, and this instills confidence and builds up self-esteem. Finding Stillness - Don’t use every spare minute to cram your mind with more information - Stop rushing from one thing to the next - Take the opportunity between tasks and appointments to pause - Take a break between your personal life and your work life - Find stillness at the start of the day at lunchtime and the end of the day - Have a short break when you get yourself a cup of coffee - Just pause for no reason whatsoever - Take a break from social media Developing Resilience Skill Stress resilience is the ability to recover from stress, upsets, and setbacks. Resiliency skills can be learned and developed with the right tools and training. Deep Breathing Benefits Breathing is a function we all perform naturally and with little conscious awareness or effort. Deep breathing involves focusing on the breathing process. Attention and effort are brought to each breath, allowing the belly and ribcage to completely fill with each inhalation, followed by complete exhalations, letting the air out. Breathing exercises are typically easy to learn and can quickly help decrease nervousness. The exercises can also provide a cleansing effect, making you feel more relaxed, refreshed, and energized. Deep breathing is often the foundation for many other relaxation techniques, such as progressive muscle relaxation (PMR), meditation, and visualization. Chest breathing, which doesn’t allow for full, complete breaths, is often associated with increased feelings of anxiety. Taking fuller breaths allows you to feel calmer and in control. Breathing exercises can help decrease an accelerated heart rate and relieve muscle tension. They also clear the mind of anxious, fearful, and negative thoughts. Watch this video: For a more detailed version, watch video 2 A Deep Breathing Exercise Deep breathing only requires a quiet environment and a few minutes of your time. The following are steps to a simple deep breathing exercise: - Begin comfortably with a straight spine, such as sitting upright in a chair or lying on your back. - Close your eyes or look down to assist in reflecting inward and focusing. - Start to notice your breath. Are you breathing in and out of your chest? Are you breathing rapidly or slowly? - Keep your shoulders relaxed and still, and begin to breathe with intention. Inhaling deeply and slowly through your nose, your center expands as you fill your body with breath. Gradually exhale through your mouth, letting all the stale air out. - Continue to focus on your breath, noticing how your center rises and falls with each breath you take. Repeat for five to 10 more cycles of breath. - As you breathe deeply, notice how you feel throughout your body. Are there areas that feel tenser than others? With each exhalation, imagine that your body releases stress and tension. - Before ending your exercise, take a few moments to notice how you feel physically, mentally, and emotionally. Focusing on your breath during a stressful situation is not as easy. To get the most out of deep breathing, it is important that you practice regularly and at times when you are not feeling anxious or stressed. If practiced often, you can utilize this technique during stressful situations. Always focus on shifting from chest to abdominal breathing when practicing deep breathing. Take deep breathing exercises slowly and stop if you feel worse. Pick a time to practice exercises that suit your lifestyle, but aim to work on your breathing for at least five to 10 minutes daily. Self-Awareness Self-awareness is a thought process whereby you focus on yourself: how are you doing physically, mentally and emotionally? Being self-aware will help you to tune into your feelings and behaviour as well as your feelings toward others. Self-awareness is paramount for choice and control. If your thoughts and feelings operate outside of self-awareness, they control you. If you want to control them, the first thing to do is practice self-awareness, which would enable you to pause and consider before choosing, deciding and acting. Self-awareness is the foundation of all other resilience and emotional intelligence skills. Situational self-awareness It is a process that can help you understand where you're at and what you need to do. In other words, it allows you to match your current actions to your internal standards and identify whether you need to adjust. Dispositional self-awareness Focusing on and reflecting on one's psychological processes and how they affect one's experience and relationships with others. There are many ways to practice self-awareness; for this course, I have chosen the least time-consuming yet very effective methods to kickstart your self-awareness journey. Mindful Meditation Technique - Find a quiet space where you won’t be disturbed. Sit on a chair or the floor with a straight back and neck. - Make a conscious effort to focus on the present moment and your breathing. Inhale through your nose for three counts and exhale through your mouth. Pay attention to the air filling your lungs and focus on releasing tension as you exhale. - Don’t think about the past or the future; allow yourself to be in the moment. - Pay attention to your thoughts, acknowledge them and release them as you exhale. - Return to the present moment. - Don’t be too hard on yourself if your mind wanders; gently bring your attention back to your breathing. - Start aiming for a minute or so and work up to longer periods. Guided Imagery: Grounding Technique Psychotherapist Dr. Sarah Allen states: “One of the tools I teach my clients to utilize when they feel anxious is called Grounding. When your mind is racing, grounding brings you back to the here-and-now and is very helpful in managing overwhelming feelings or anxiety. It is a great way to calm down quickly. Grounding means bringing your focus to what is happening to you physically, either in your body or in your surroundings, instead of being trapped by the thoughts in your mind that are causing you to feel anxious. It helps you stay in the present moment instead of worrying about things that may happen in the future or events that have already happened, but you still find yourself going over and over them in your head.” Grounding Chair Technique - Sit in a comfortable chair with your feet flat on the ground and press your back into the back of the chair. - Close your eyes and focus on your breath. Breathe in slowly for the count of three, then out slowly. - Bring your mind’s focus to your body. Feel the contact between your body and the chair’s surface. If the chair has arms, touch it and be aware of the texture. Press your arms down the length of the chair arm, and notice how your hands hang off the end. If your chair doesn’t have arms, touch the material on the seat. - Next, push your feet into the ground. Imagine the energy draining down from your mind, down through your body, and out through your feet into the ground. As the energy drains from your head, feel how each part of your body becomes heavy as it moves down to your feet and into the ground. Go to drsarahallen.com for more grounding techniques. Low-Impact Debriefing Debriefing is an important part of our work. Ask yourself the following questions: After/during a hard day at work, do you debrief all over your colleagues? Do your colleagues share graphic details about their day with you? Can you still debrief without using graphic details? When working with difficult things, it is a normal reaction to want to debrief with someone to ease a bit of our burden. Returning to others for validation and support is healthy, but there is a right way. Two kinds of debriefing: - The informal debriefing occurs impromptu in the staff room, cafeteria or the water cooler. The main problem with informal debriefing is that the listener rarely has a choice in receiving this information. Sharing graphic details can spread vicarious trauma to others and may cause a climate of cynicism and hopelessness in the workplace. - The formal debriefing is scheduled ahead of time. The problem with formal debriefing is the lack of immediacy; with difficult situations, helpers need to talk about it to somebody then and there. Another problem is the lack of satisfactory supervision caused by time constraints, the skill level of the supervisor, the quality of your relationship with them, trust,etc. Low Impact Debriefing Laurie Pearlman and Karen Saakvitne developed a strategy to lessen the contamination of helpers during informal briefings called limited disclosure, which later became known as Limited Impact Disclosure (LID). Over the past decade this strategy has proven to be very effective. Here are four key steps of LID: - Self-awareness - Fair warning - Consent - Low impact debriefing 1. Increased self-awareness First, you must look at how your briefing looked over a typical work week and note all the formal and informal debriefings you were involved in. Note the amount of detail you relayed and received and in what manner it was done in a formal way or just informally. Now, ask yourself what is the most helpful in dealing with difficult stories. 2. Fair warning It is important to give the listener a fair warning before telling a difficult story. If the listener has been warned, they will be better prepared to deal with the information and will find it less traumatic. 3. Consent After warning the listener it is important to ask their permission to continue, you could say I need to debrief. Is this a good time? This allows the listener to decline. 4. Limited Disclosure Once you have consent from the listener, it is time to decide how much or little information to share. “I suggest imagining you are telling a story starting on the outer circle of the story, the least traumatic information, and slowly moving in towards the core, the very traumatic information at a gradual pace you may, in the end, need to tell the graphic details or you may not depending on how disturbing the story has been for you.” Francoise Mathieu (2012). P. 102 Laughter “Humor is mankind's built-in coping mechanism that distracts us from the difficulty of the situation we are living in and allows us to release some built-up tension. It's a type of mental armour that allows us to manage the unmanageable.” Linda Star (2020). Humour can result in a reduction of tension and a re-interpretation of events or situations. It has been proved that a dispositional sense of humour lessens the effects of stress; people with a good sense of humour do not experience fewer stresses; they are just less upset by the stress they experience (Martin and Lefcourt, 1983; Nevo, Keinan, & Teshimovsky-Arditi, 1993; Nezu, Nezu & Blissett, 1998). Although human suffering is not funny, it is important to remember the old saying, “Laughter is the best medicine.” Humour helps us regain our sense of power in a powerless situation and helps us connect with others. Science suggests that humour may be just what we need to ease the overwhelming fear, anxiety, grief, and even loneliness many of us experience daily. Benefits of Laughter As mentioned above, human suffering is no laughing matter. Still, we all need to find a way to cope with the dangers and limitations we face and the risk it poses in developing serious mental health consequences. Some of the benefits of laughter are: - The activation of important feel-good hormones in the brain and a reduction of stress-related hormones such as cortisol. - Increasing the number of antibody-producing cells enhances T-cells, which are at the core of all adaptive immunity and help tailor our immune response. This is associated with a stronger immune system. - Research indicates that humour benefits both a person's physical and psychological state. Studies show that humour has the ability to provide pain relief, improve positive emotions, regulate stress, disengage from distress, and improve interpersonal communication. According to the Association of Applied and Therapeutic Humor, people experience a 39% reduction in stress just by anticipating humour, Elizabeth Scott, (2020). Ways to Incorporate Humor in Your Life Laughter is a free and easy stress management tool that can be used by just about anyone to lighten the mood and improve mental health. Here are some ways to add a little humour into your life during this challenging time: - Subscribe to Funny YouTube Channels - Watch Comedians Online - Share Old Stories - Tell Jokes - Play Games - Laugh at Yourself Affirmation Positive affirmations are a great tool for reprogramming your unconscious mind from negative thinking to positive. The idea is to take positive statements of what you would like to embody and repeat them enough to be part of your way of thinking and your world outlook. Positive affirmations help us to reduce stress, change our thinking, and stay motivated. Tips for Writing Personalized Positive Affirmations Look at your intentions. Think about what you are trying to create in your life. Create statements. Once you get an idea of what you’re aiming for, try to put that idea into a few simple statements that reflect the reality of what you want to create. Phrase the statements as if they are already true, not as if you would like them to be true. Remember to make them positive. When making positive affirmations, be sure they’re positive. This means saying what you want to see and experience, not what you don’t want to see and experience. Be realistic. Your subconscious mind can benefit from positive affirmations that stretch and expand your perspective, but when your affirmations are unrealistic, your "inner judge" steps in and negates the affirmations. Get Inspiration from others. Google affirmations of what you are trying to create. Tips for Introducing Positive Affirmations in Your Life Once you’ve compiled your statement collection, here are some fun ways to introduce positive affirmations into your life. - Repetition is the most popular way to use affirmations' power. Repeat them mentally regularly during the day. Repeating them out loud is even more effective because you hear them more clearly. - Make a recording and play it while you are doing your daily activities. Use a calm voice and play your favourite soothing music in the background. - Use post-its. Placing them around the house to give yourself positive messages throughout the day. - Self-hypnosis increases the effectiveness of affirmations. This is a way to imprint them into your subconscious, thinking much more quickly than repeating them in your normal conscious state. Well-thought-out positive affirmations can help you get into a better state of mind and build resilience and enjoyment in your life. That's a lot of benefits for a relatively low time investment. Meditation The benefits of meditation, according to The Mayo Clinic, includes: - Giving you a new way to look at things that cause stress. - Building skills to manage your stress. - Making you more self-aware. - Focusing on the present. - Reducing negative feelings. - Helping you be more creative. - Helping you be more patient. - Lowering resting heart rate. Give it time: Meditation takes practice and a lot of it. Start Small and Work Up to Longer Sessions: Begin slowly with a 5-minute session. Once you are comfortable, increase the time until you can comfortably meditate for 30. With practice, this type of meditation becomes easier and more effective. You will come out of a meditation session feeling relaxed and refreshed, ready to face the rest of your day. Track your time and set goals: It is easy to lose track of time while meditating; in the beginning, a minute might feel like a lifetime. This can cause you to worry about all sorts of time issues. These thoughts defeat the purpose of clearing your mind;to combat this, use a timer. There are many apps available; I would recommend Calm. Professional Interventions For some individuals, the level of distress reaches an unsustainable level of severity where professional help may be desirable or even necessary. “Surveys have shown that up to 60% of professional helpers may experience clinical depression at some time in their lives, which is significantly above the rates found in the general population (Epstein &Bower, 1997). Additionally, these authors report that one in four will experience suicidal thoughts, and one in 16 will make suicide attempts. Moreover, divorce rates are significantly higher for mental health professionals” Teater & Ludgate (2014) p.110. When is professional help indicated? According to Teater and Ludgate: - When self-directed or other less intensive efforts have not reduced significant levels of distress. - When symptoms are severe and continuous, they impact personal, social and occupational functioning. - When safety becomes an issue associated with clinical depression, hopelessness, demoralization or reckless, self-destructive behaviour. - When trusted colleagues, peers, family or friends are worried enough to suggest the need for professional interventions. Complete the "Professional Interventions" exercise. Prevention “Do you recall Remen's quote that it’s unrealistic to expect that we can walk through water and not get wet? On the surface, that appears to be true. Of course, we’ll get wet if we walk through water. That seems like a no-brainer. However, it is possible to stay dry while walking through water. We can do that if we are protected. If we anticipate that we’ll be walking through water, we can prepare for it. We can wear a wet suit, we can put on fishing waders, or we can pull on rain boots. We can be surrounded by water and not end up waterlogged if we have a solid self-care plan in place.” Teater & Lugate (2014), p.115. This is the perfect analogy as far as I’m concerned. As mentioned before, the key strategies for reducing CF and VT in helping professionals are: - Strong social support at home and work - Increase self-awareness - Good self-care - Better work/life balance - Job satisfaction - Rebalancing caseload and workload reduction - Limiting trauma input - Attending regular professional development and ongoing training This holds true in prevention as well. Early warning system Developing an early warning system allows you to track your emotional and physical depletion levels by implementing the tools and strategies learnt in the previous module to get yourself back on track. You must do regular check-ins, and it is recommended that you schedule one once a week and make it a habit. Go back to the module on signs and symptoms and make a list of the symptoms that are appropriate to you; once you’ve identified them, make a list with a scale from 0 to 10, 0 being the best you have ever felt and 10 the worst you have ever felt. Over time, you will learn to identify what a 0 to a 10 looks like for you personally and when it is time to intervene. Think of your warning system as a traffic light; only you can figure out which numbers are associated with which colour. Learn to Say "No" Complete the "Learn to Say No" exercise Helpful Tips &Techniques for Saying "No" Helpful Tips: - Tell the truth: ALWAYS find a way to be truthful. There's nothing worse than being caught in a lie. But you can leave out information (like that you could reschedule an appointment, so you are available) to protect your "No"… - Timing can be everything: No does not mean "No forever.” Sometimes, you need time or circumstances to be right. So, don't allow yourself to be pressured into giving a response if you're not ready. Sometimes, you need time to figure out if it's a "No," a "Not now," or a "Never." - Stay firm: People who are used to relying on you saying yes will try to persuade you. Don't get drawn into the discussion. Just repeat your No and have phrases ready. "I'm unavailable," "I can't right now," or "I have other commitments.” Helpful Techniques: SIMPLE 1. A simple "No, but thanks for asking/thinking of me." SOMETHING ELSE 2. A simple "I’m already doing ________ / have a dentist appointment." BUY YOURSELF TIME – when unsure how you feel or need time to prepare a response 3. "I'm away from my desk right now. Can I let you know once I have my diary in front of me?" 4. "I'm just in the middle of something/a tight deadline. Can I get back to you tomorrow/next week?" DEFERRAL - good for other people's problems and issues 5. "I'm crazy busy this week/month. Can it wait until next week/month?" TRANSFER - good for maintaining relationships and still being helpful 6. Suggest who else could do it, "I know John loves that kind of thing." 7. "I don't feel comfortable/have enough experience to help you with that, but Sarah might be able to." RETURNING THE NO - good for those who take advantage of your good nature! 8. "I can't do it right now - but I could show you how for yourself." REQUESTING PRIORITY - good for dealing with your boss/when you're at work! 9. Ask for the priority. "Which one do you think I need to focus on first?" OR "If I do this, what would you like me to stop working on?" PRIORITISING YOURSELF - stay in control of your life and feel good about yourself! 10. "I’d love to help, but I'm focusing on ________ (this report) right now." OR "I don’t have time for anything except ________ (this project/my family) at the moment." Letting Go “Two Buddhist monks return to their monastery after the rains. They reach a swollen river, and in front of them is a beautiful woman in a delicate silk kimono, distressed because she cannot cross the river by herself. The older monk scoops her up and carries her safely to the other side, and the two monks continue in silence. Later, as the monks reach their destination, the younger monk finally bursts out, having fumed for the last 5 hours, "How could you do it? We're not allowed to touch a woman!” The older monk, surprised, replies, "I put her down 5 hours ago, but you are still carrying her with you." Unknown. - As with the younger monk in the story, the things we hold onto (e.g., feelings of anger, hurt, and guilt) cloud our minds and prevent us from fully enjoying life. Whatever you're holding onto, it's probably bothering you much more than anyone else. - Letting go usually involves some form of forgiveness or acceptance - whether it's of yourself, someone else, a situation or even an unknown third party. - Letting go doesn't mean we condone a situation or behaviour; it's about lightening OUR load. When we let go of whatever bothers us, we free ourselves and reclaim that energy. - You don't need to know how to let go; you must be willing. While you can't change the past, you can learn from it and change how you feel going forward. - Remember - whatever you find hardest to let go of is probably what you need to let go of the most… Complete the "Letting Go" exercise Energy Drainers What is draining your energy? To determine what might be limiting you right now, write down what you are putting up with at home and at work on a piece of paper. Pick one action to take immediately (now or in the next few days). Now that you’ve bought what is draining your energy into your awareness, you’ll naturally begin to fix and resolve them. Remember that clearing the things that drain us (whatever they may be) frees up energy to do what we want and need to do. A good way to start would be to make a list: Action___________________________________ By When ________________________________ Building Resilience An important way to prevent CF and increase compassion satisfaction is to work on building resilience. Resilience is the ability to return to one’s old normal. Things that you can work on to help build your resilience: - Resourcefulness - Social support - Compassion with healthy detachment - Having vision, goals, and purpose - Altruism - Emotional hardiness and flexibility - Humour - Optimism and hope - Flexibility, open-mindedness and adaptability - Healthy, strong self-esteem - Spirituality - Willingness to seek meaning in stressful events Vicarious Resilience There are powerful and positive aspects of being around people who hurt. Just as we can experience vicarious trauma, we can also experience vicarious resilience. Our empathetic engagement with suffering people is not always negative. We can experience positive transformation and empowerment through watching others and how they respond positively through trying times. We can develop an enhanced sense of hope and meaning and find a greater ability to put our stressors into perspective. A grateful diary is a great tool, specifically after a hard day. References Bach-Van Valkenburgh, E. https://www.centerforebp.case.edu/client-files/events-supportmaterials/conf2016cebp-E2-valkenburgh.pdf Blackett, G. Stress Resilience Blueprinthttps://www.stressresilientmind.co.uk/articles/five-key-stress-resilience-skills Brinck, I. (2001). An outline of a theory of person-consciousness: Three kinds of self-awareness (2001-09-05) Lund Philosophy Preprints Borritz, M., Rugulies, R., Bjorner, J., Villadsen, M., Mikelson, O.A., & Kristensen, T. (2006). Burnout among employees in human service work; Design and baseline findings. The PUMA study. Journal of Public Health, 34, 49-58. Centre for Victims of Torture. https://www.proqol.org Chodron, P. (1994). Start where you are: A guide to compassionate living. Boston: Shambhala Press, Inc. Fisher, J. (2013). Overcoming trauma related shame and self-loathing. WI: PESI Healthcare. Figley, R. (2002). Compassion fatigue: Psychotherapists’ chronic lack of self-care. Journal of Clinical Psychology,58, 1433-1441. Freudenburger, H. (1983). Burnout: The high cost of high achievement. Norwell, MA: Anchor Books Gentry, E, J. (2020). Compassion Fatigue Prevention & Resiliency: Fitness for the Frontline (Digital Seminar) Lefkowitz, S. (2020). Nurses in the COVID-19 Pandemic: Work and Home Strategies to Reduce Your Stress, Fear and Frustration (Digital Seminar) Kabat-Zinn, J. (2005). Coming to our senses: Healing ourselves and the world through mindfulness. New York: Hyperion Books. Lederer, D., & Hall, M. (1990). Instant relaxation: How to reduce stress at work, at home and in your daily life.London, U.K.: Crown House. Mathieu, F. (2013). Achieve more why do you need stillness to be productive the hppts//www.coachingtoolcompany.com Mathieu, F. (2014). Solitude: 9 powerful reasons to spend time with you! hppts//www.thecoachingtoolcompany.com Mathieu, F. (2011). The compassion fatigue workbook: Creative tools for transforming compassion fatigue and vicarious traumatization. New York: Routledge. McCann, L., & Pearlman, L.A. (1990). Vicarious traumatization: A framework for understanding the psychological effects of working with victims. Journal of Traumatic Stress, 3, 131-149. Saakvitne, K.W., & Pearlman, L.A. (1996). Transforming the pain: A workbook on vicarious traumatization. New York: Norton Professional Books. Sinclair, S., Raffin-Bouchal, S., Venturato, S.,Mijovic-Kondejewski, J., Smith-MacDonald, L. (2017). Compassion fatigue: A meta-narrative review of the healthcare literature https://doi.org/10.1016/j.ijnurstu.2017.01.003 Skovholt, T.M., & Trotter-Mathison, M. (2011). The resilient practitioner: Burnout prevention and self-care strategies for counsellors, therapists, teachers and health professionals (2nd ed.). New York: Routledge Press. Stamm, B.H. (2003). Secondary traumatic stress: Self-care issues for clinicians, researchers and educators. Eau Claire, WI: PESI Healthcare. Teater, M., & Ludgate, J. (2014). Overcoming compassion fatigue: a practical resilience workbook. WI: PESI Healthcare. Villines, Z. (2020). Mental Health Awareness Month: Health Care Workers’ Mental Health and COVID-19. https://www.goodtherapy.org/blog/health-care-workers-mental-health-and-covid-19	oercommons	2025-03-18T00:38:44.057162	02/10/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112475/overview", "title": "Compassion Fatigue", "author": "Ruth Lourens" }
https://oercommons.org/courseware/lesson/61941/overview	Digital photography instructional videos by Michelle Marusek How To Create Super Slide Shows National Arts Standards Oh Snap! Taking Better People Photos Overview In this lesson middle and high school students in grades 6-12, students will learn the basics of composing portraits of friends, this is designed to gain maximum engagement in the lesson. Following a basic photography lesson students will take four types of portraits to post and critique. Students will take a final photo at end of course, an improved shot of one prior image. All will be posted in an ePortfolio. Taking Great Portraits: Principles of Photography for Grades 6-12 Lesson: Middle and high school students, grades 6-12, will learn the Rule of Thirds and 3 Types of Balance as guides for composing portraits of friends. A GCF digital photography course and Beginning Digital Photography YouTube videos will provide basic knowledge of lighting, exposure, and composition. A formative quiz follows to help learners determine areas of further study if needed. The proper use of lighting, such as the principle of the Golden Hour and various types of natural, ambient and artificial lighting, will be stressed for the most pleasing color balance for taking portraits. No flash photography will be used as students are tasked with making adjustments on their camera for any lighting conditions they encounter. Formative Assessment: At the end of the lesson, in a shared Google Slide wiki, students will submit their four photos along with a self-critique. To help students design their slides a resource has been provided by Sara Wendorf and Kelly Brennan on how to create super slide shows, geared toward grades 5 and up. Having the students post their work in a Google Slide show offers the experience of putting an ePortfolio together, as well as commenting on our own and others' work. Once their own work is posted each student will provide constructive critique and comment on at least one other student's work. Students will apply the photography lighting and composition principles they have learned as they analyze and describe their own and others' work. Summative Assessment: A final assignment at the end of the course will challenge the students to retake one photo from the four previously submitted to improve upon. Students are encouraged to review the peer comments and critiques from their peers to determine if there are any constructive ideas that may help them improve their final image. The final image will be submitted with a description of the process they used to retake the photo and a self-critique and analysis of the result. As in the prior formative assessment students are tasked with responding to at least one other student's work. The National Core Arts Standards are fully represented in this lesson: Creating, Performing, Presenting, Producing, Responding and Connecting. They are your friends, of course you want them to look their best in your photos! What can you do to make that happen? Let's get started! - First, we'll eye some good solid composition tips, tricks, and rules. - Then, we'll shed light on the best way to illuminate the human figure. - Lastly, we'll focus on some solid camera settings for capturing your subject, then...Snap! - Let's get started! Learning Objective: At the end of this module students will be able to take four distinct types of photos, one each of Formal Portrait, Candid Portrait, Detail Portrait, and Environmental Portrait using ambient lighting only, no electronic flash. The proper use of the Rule of Thirds or the design principle of Balance will be evident in the photos. Digital cameras or Smart phones are acceptable for use. Standards: The National COre Arts Standards: https://www.nationalartsstandards.org/ Source: Title photo: Photo by Zachary Nelson on Unsplash	oercommons	2025-03-18T00:38:44.085534	Module	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61941/overview", "title": "Oh Snap! Taking Better People Photos", "author": "Interactive" }
https://oercommons.org/courseware/lesson/92729/overview	Mini lesson Overview Migrating birds lesson for vocabulary. Migrating Animals Vocabulary understanding Reading Mini-Lesson Name: John O’Neill Lesson Title: Migrating Animals Vocabulary understanding LINK TO FIRST MINI-LESSON Lesson Objectives List 1-2 objectives that you want your students to achieve \| \| Materials List and link the materials for this lesson. \| Materials & Links: Protecting-Migrating-Animals \| Introduction (Activate prior knowledge/schema.) 3 mins \| “Remember how/when…..” Try to write down and use your prior knowledge of migrating animals? Does anyone have examples they would like to share? What animals do we see daily that are migrators? \| Presentation of the Material (What task will students do while you are reading?) 10 mins Listening & Writing \| “As you listen, I want you to…” As you listen to the article try to identify three main ideas, additionally, write down any words or phrases that were unknown to you or you were unfamiliar with. With each word try to take a guess at what the word means by using evidence and context clues in the text. \| Teach the Lesson (How are you going to connect what you read with your content?) 10 mins Scaffolding \| “Watch me as I….” Pick out words or phrases that I find challenging to myself, and I will try to use context clues in order to figure out the meaning of the word or phrase. \| Active Learning (What practice activity will students complete to apply what you just presented?) 10 mins Speaking/Engagement \| “Now is your opportunity to try…” Volunteer your findings of the main ideas and words that you found were challenging. What were some of the main points of the article? What did you think were difficult words or phrases? \| Connect (How will you connect the picture book to the main lesson? What will they read that will connect to the book?) 5 mins Reading & Reflection \| “Read this and complete a…” Now that we have a better idea of what the main points of the article and the more challenging phrases and definitions go back over, lets read the article one more time and we will see if we all better understand it this time around. \| Assessment (What activity will students complete to demonstrate their understanding?) 7 mins Evaluation \| “Let’s see how well you understood by …” going over the definitions of we picked out and seeing them on a “thinglink” \| It is so important to improve the skills of childhood literacy in order to help prepare them for secondary literacy. Students that start reading from a young age have improved vocabulary and general understanding of literacy. In addition, students that do not engage in adapting their childhood reading are far more likely to face literacy struggles growing up. According to readingpartners.org , “poor educational outcomes are linked to other negative consequences, such as poverty, unemployment, illness, and crime.” This shows how valuable early literacy is in promoting a promising future for students. This short article includes a picture and links to some of the words that may be challenging. In addition, the article has a video for context. The video transcript reads the article out loud and gives easy to follow along visuals or migrating animals. This would be a good alternative to help encourage struggling readers to read and get into different topics they need to read about. References “Three important reasons why we can't ignore early literacy,” January 8, 2018, By: Madeline Hatcher (https://readingpartners.org/blog/three-important-reasons-cant-ignore-early-literacy/) “Why is Early Literacy Important?” By: Raising Readers (https://www.raisingreaders.org/understanding-early-literacy/why-is-early-literacy-important/)	oercommons	2025-03-18T00:38:44.105208	05/15/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92729/overview", "title": "Mini lesson", "author": "John O'Neill" }
https://oercommons.org/courseware/lesson/104141/overview	Education Standards Adapted Hiking Adapted Hiking Adapted Hiking Adapted Hiking Overview These lessons show how to modify and adapt Hiking for a inclusive classroom Adapted Hiking These lessons show adaptations and modifications to the Hiking Unit. Adapted Hiking These lessons show how to modify and adapt to make an inclusive classroom.	oercommons	2025-03-18T00:38:44.131587	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104141/overview", "title": "Adapted Hiking", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/103170/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in Test or	oercommons	2025-03-18T00:38:44.151688	04/25/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103170/overview", "title": "IV. Optimal Seasons", "author": "Eddie Brasher" }
https://oercommons.org/courseware/lesson/92451/overview	Acute Mountain Sickness Overview The following web linked module is an instructive learning interaction on Actue Mountain Sickness. Students will learn how to identify the signs and symptoms of altitude sickness, acclimatization and the importance of barometric pressure, and safety strategies to prevent AMS. A teacher guide for additional classroom interaction is also included. Acute Mountain Sickness Teacher Guide and Module Link Acute Mountain Sickness Module Welcome to the Acute Mountain Sickness online module for middle and high school health students. This module is designed to teach students about AMS; what it is, the various degrees of illness, how to recognize it, what to do, and how to prepare for a high altitude adventure. Table of Contents \| 3 \| Introduction and background material \| \| 4 \| Discussion Questions \| \| 5 \| Scenario Cards for Summative Assessment with Rubric \| \| 9 \| Student Project with Rubric \| \| 12 \| Student Handout Infographic \| \| 13 \| Student Guided Notes Page \| This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Introduction and Background Information Background Information: Acute mountain sickness referred to as AMS is a type of altitude sickness that can affect anyone at high altitudes and results from the reduced air pressure and lower oxygen levels. The symptoms of this illness can range from mild to severe, life threatening symptoms. Anyone experiencing moderate to severe symptoms should descend immediately. Proper acclimatization or allowing the body time to adjust to the reduced air pressure and lower oxygen levels can help prevent AMS. This module will take learners through an interactive experience where they will learn more about AMS and the signs and symptoms associated with altitude sickness, steps for acclimatization, as well as safety and treatment strategies. USBE Health Education Standards: STRAND 3: SAFETY AND DISEASE PREVENTION (SDP) - Standard HI.SDP.2: Demonstrate how to apply thoughtful decision-making in health-related situations (for example, substance use, vehicle safety, sun safety, recreational safety, firearm safety, physical activity, nutritional choices). - Standard HII.SDP.2: Develop strategies for safety-related or emergency situations (for example, vehicle safety, recreation safety, firearm safety, seizure, stroke, cardiac event). Useful Links: Cleveland Clinic - Acute Mountain Sickness Medline Plus - Acute Mountain Sickness CDC High-Altitude Travel and Altitude Sickness Discussion Questions These are several questions that the teacher may choose to use with the class before and after students complete the online module. Before Starting Module: - Has anyone ever heard of Altitude Sickness or Acute Mountain Sickness? - Why would it be important to learn about this illness? - What do you know about this topic? After completing Module: - What is something new that you learned? - Do you think you could safely identify and treat someone with AMS symptoms? - What is the number one thing to do if you suspect someone is suffering from AMS? - What other questions do you have about this topic? Scenario Cards Use these scenario cards as a summative assessment. Students can work in groups or individually to answer their scenario. Ask students to compose a claim, site evidence, and provide reasoning for how they would solve the problem presented. Grading Rubric \| Objective \| 1 \| 2 \| 3 \| \| Recognize and Describe Symptoms of AMS \| Learner can not recognize mild, moderate, or severe symptoms of AMS \| Learner can recognize mild, moderate or severe but is not able to describe these symptoms of AMS \| Learner can recognize and describe mild moderate or severe symptoms of AMS \| \| Identify appropriate treatment of AMS \| Learner is not able to devise a treatment plan based on symptoms of AMS \| Learner can identify some treatment options for symptoms of AMS \| Learner can correctly identify and select all appropriate treatment options for AMS \| \| Create a safety plan \| Learner is not able to develop a complete safety plan for spending time at high elevation \| Learner develops an incomplete safety plan for spending time at high elevation \| Learner develops a complete safety plan for spending time at high elevation \| Student Project Idea Scenario Example: One evening a group of friends in Los Angeles (305 ft in elevation) met to talk about their upcoming hike to Mount Timpanogos in Utah. They looked at some maps, discussed how far up they would hike each day, and identified some potential spots to camp. They also decided to bring their cell phones, a satellite phone, and a GPS radio with them. One hiker emailed the final plan to everyone, who in turn emailed it to their loved ones. The hikers flew to Salt Lake (4500 ft in elevation) on Sunday and checked into a hotel. Monday morning, they all had a good breakfast and started on their hike. They climbed 2000 feet and set up camp. Everyone was pretty tired and one person started to feel nauseous, but after they had rested a while and had some dinner, they felt okay. Tuesday morning they climbed 2000 feet. One of the hikers started to get a little dizzy, and one was nauseous and threw up, so they descended 500 feet to camp for the night, just in case. They used a pulse oximeter on each hiker and found they were all getting enough oxygen and their heart rate was okay. Wednesday morning, the hiker who was dizzy felt much better, as did the hiker who threw up. He figured it was probably food poisoning, or something he ate, because he felt just fine now, and so did everyone else. They now were at approximately 8,000 feet in altitude so the group took a rest day. They sat around the campfire and every so often, took short walks to explore their surroundings and take pictures. Thursday morning, one of the hikers woke up with a headache. His oxygen was borderline okay. Even though they had not made it to the top, they descended 2500 feet and the hiker felt a little better. Friday morning, his headache was worse, and he was now complaining he couldn’t breathe well. Since these were signs of a severe altitude sickness, they immediately began their descent and used their satellite phones to contact medical personnel. They were connected with a team who happened to be training nearby. They met up on the trail and treated him with oxygen as they continued their descent and then took him to the hospital. Grading Rubric \| Objectives/Criteria \| 1-Below Mastery \| 2-Approaching Mastery \| 3-Mastery \| \| Scenario \| The project contains a scenario, but it is not related to a high altitude activity. \| The project contains a scenario related to high altitude activities, but is not very realistic. \| The project contains a well thought out realistic scenario based on a high altitude activity. \| \| Symptoms: Recognize and Describe Symptoms of AMS \| Project identifies less than three potential symptoms \| Project identifies at least three potential symptoms: one mild, one moderate, and one severe. \| Project identifies at least six potential symptoms: two mild, two moderate, and two severe. \| \| Treatments: Identify appropriate treatment of AMS \| Project contains no information about how to treat each symptom. \| Project contains some information about how to treat some symptoms. \| Project discusses how to address each symptom presented.. \| \| Create a safety plan: Acclimatization Measures and Safety Strategies \| The project mentions minimal details about acclimatization and only one safety strategy (ROCK, pulse oximeter, or communication devices) \| The project contains some details about acclimatization and at least two safety strategies (ROCK, pulse oximeter, or communication devices) \| The project includes rich details about acclimatization measures and all safety strategies (ROCK, pulse oximeter, and communication devices) \| All About Altitude \| Use this Guided Notes Page to help you remember the important details about hiking at altitude. \| \| List the symptoms of mild altitude sickness: \| \| List the symptoms of moderate and severe altitude sickness: \| \| If I increase my elevation by over 8,000 feet in a single day I need to: \| \| What is a ROCK Solid plan of action for preparing for a hike?ROCK \| \| If I am feeling poorly, what is the best plan of action? \|	oercommons	2025-03-18T00:38:44.188402	05/03/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92451/overview", "title": "Acute Mountain Sickness", "author": "Lora Gibbons" }
https://oercommons.org/courseware/lesson/87586/overview	Education Standards Using Digital Tools-2nd Grade Using Digital Tools for a Purpose & How Computers Work- grade 2 Overview This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose. Using Digital Tools for a Purpose & How Computers Work Overview This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose. Grade Second grade Duration Two Lessons, 20 minutes each Standards and Learning Objectives Washington State Ed Tech Standards - 1.a. With guidance from an educator, students consider and set personal learning goals and utilize appropriate technologies that will demonstrate knowledge and reflection of the process. - 1.b. With guidance from an educator, students learn about various technologies that can be used to connect to others or make their learning environments personal and select resources from those available to enhance their learning - 1.c. With guidance from an educator, students recognize performance feedback from digital tools, make adjustments based on it and use age-appropriate technology to share learning. - 1.d. With guidance from an educator, students explore a variety of technologies that will help them in their learning and begin to demonstrate an understanding of how knowledge can be transferred between tools. - 3.a. With guidance from an educator, students use digital tools and resources, contained within a classroom platform or provided by the teacher, to find information on topics of interest. - 5.a. With guidance from an educator, students identify a problem and select appropriate technology tools to explore and find solutions. English Language Arts - CCSS.ELA-LITERACY.W.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. - CCSS.ELA-LITERACY.SL.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. - CCSS.ELA-LITERACY.RL.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Washington State Computer Science Standards - 1A-01: Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use. - 1A-03: Describe basic hardware and software problems using accurate terminology. Lesson One: How Computers Work & Coding Materials - Laptops - Account names and passwords - Headphones Formative Assessment Observe to students to make sure they can navigate the coding game successfully. Procedure: Digital Citizen Identity Video about how the internet works (4-5 minutes) - Digital Citizen Identity, DQ Institute, August 2017, (Length: 4:12 minutes) Demonstration & Discussion (5 minutes) - Ask students what happens every time a picture or some information is sent through the internet. (It gets broken up into lots of little packets.) - Ask students what can happen when not all of the packets of information make it to your computer at the same time. (Videos can lag, or things can take a long time to load.) - Ask students who remembers some things that can get in the way of computer signals traveling through the air. (walls, appliances, furniture.) - Explain that computers are also trying to follow our directions when they perform commands using a coding language so they can understand what we want them to do. Explain that you will be practicing some coding today. - Demonstrate the following two coding games on the Smart Board. The coding games will need to be previewed so that you are able to demo each one for the students. These can be played now if time permits, or used during Coding Week in December. Minecraft has an intro video you can play for students. Lesson Two: Using an Application for a Purpose (Sora) Materials - Laptops - Headphones - Chart Paper - Checked out Sora book - Physical copy of chosen picture book Formative Assessment Observe students to make sure they can navigate to Sora and check out a read-along book. For the secondary activity make sure they can create a Word document, rename it, insert an image and table. Procedure: Preparation (before class arrives) - Choose a physical book to read (possibly a commonly known fairy tale) - Find a similar book in Sora under the Read Along books and check it out. Read-Aloud & Discussion (10-15 minutes) - Read the physical book you have chosen. - Demonstrate how to navigate to Sora from HelloID, expand the menu of Read-Along books, choose one, and check it out. Demonstrate where to find their shelf once it is checked out. - Play the Sora Read-Along version of the story you have chosen on the Smart Board. - Discuss what the students noticed was the same and different about the two stories. (You may want to write down some simple answers on a piece of chart paper divided into two sections.) Activity (5-10 minutes) - Have students log in to their own laptops and access Sora. - They need to find and check out at least one Read-Along book. Optional Secondary Lesson (10-15 minutes, probably on a different day) - Remind students of the two stories you read before. Show them the chart you made. - Demonstrate how to navigate to HelloID, Office 365, Word, and open a new blank document. - Demonstrate how to do the following: Rename the Document, recognize the mountain icon that stands for image under the Insert Tab and insert a picture from Bing online, Insert a Table using the same ribbon, type text in the table, use the Shift and CapsLock buttons, use the backspace and delete buttons, use the Undo icon if you make a mistake. Optional Secondary Activity (5-10 minutes) - Have students log in, open HelloID, Office 365, and a new document in Word. - They need to insert one image representing the stories you read, insert a table (See example below,) and begin to type the similarities and differences from your chart in their table. Image by Jenny Banker	oercommons	2025-03-18T00:38:44.236296	shaelynn charvet bates	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87586/overview", "title": "Using Digital Tools for a Purpose & How Computers Work- grade 2", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/89015/overview	Multiplication Project Overview Show what you know about the standard algorithm! 5th Grade - Unit 4 Multiplication 1. Create a multiplication problem for you to solve. Make sure it is a 2 by 1, 3 by 1, or 4 by 1 multiplicatio problem. 2. Solve the problem using the standard algorithm. 3. Using a digital presentation tool of your choice, answer these three questions about your problem. - Walk us through the steps of your problem. How did you solve this and how do you know your answer is correct? - How would you help someone who is stuck and doesn't know where to start? - How would you make your problem more challenigng for someone who is understanding the standard algorithm? Suggested Presentation Tools: Google Slides, Google Jamboard, Vimeo, Canva, etc.	oercommons	2025-03-18T00:38:44.249051	Interactive	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89015/overview", "title": "Multiplication Project", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/87997/overview	THE LAKE ERIE ECOSYSTEM RHYME AISD Overview THE LAKE ERIE ECOSYSTEM RHYME AISD ENGLISH LAKE ERIE—A HISTORY AND ECOSYSTEM RHYME This is the history of Lake Erie from early colonial times to the present with an emphasis on ecology.	oercommons	2025-03-18T00:38:44.265485	11/18/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87997/overview", "title": "THE LAKE ERIE ECOSYSTEM RHYME AISD", "author": "Robert Majure" }
https://oercommons.org/courseware/lesson/64592/overview	Writing a Conclusion Overview This collabarative lesson is meant to specifically teach a class of middle schoolers how to write the conclusion to an essay. The lesson inclues a definiton of a conclusion, a review of introductions, and an activity for wiriting a conclusion with a group. Lesson Plan Title: Brain-Based Learning :Writing A Conclusion Miranda Ebeling Unit: Survivor Research Subject: ELA 6- English Language Learners Grade: 6 Lesson Objective(s): SWBAT \| Assessments:Formative: Group concluding paragraphsSummative: Concluding paragraph of research paper \| \|\|\| ELL/SPED & Brain-Based Strategies: \| Technology Tools: Word Processor (Google Docs)Google Slides presentation \| \|\|\| Materials: \| \|\|\|\| \| State Standards: CCSS.ELA-LITERACY.W.6.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CCSS.ELA-LITERACY.W.6.2.FProvide a concluding statement or section that follows from the information or explanation presented. \| \|\|\|\| \| Time \| Materials \| Strategy \| Lesson Directions \| \| Prior to lesson: \| \|\|\|\| \| 10 minutes \| PresentationStudent notebooks \| Strategy: Relate to prior learning \| Introduction: \| \| \| 20 minutes \| Student notebook \| Direct Instruction & ModelingStrategy: Chunking \| Lesson: \| \| \| 15 minutes \| Expo MarkersPainter’s tape Slide of model paragraph \| Brain Based Strategy and ELL strategy: Group work \| Practice \| \| \| 15 minutes \| Brain Based Strategy: Movement and Socialization Gallery walk and discussion \| Check for Understanding: \| \|\| \| 20 minutes \| Writing time and individual feedback \| Conclusion: Say: Now that you have taken time to practice with a group, write (type) the final paragraph of your essay. Use the best parts of today’s models to make sure you develop all three parts of a good conclusion! \| \|\| \| Assessment Goal:Students will write a conclusion that sums up the purpose and content of their essay. \| Assessment: Final paragraph of research paper \| \| Resources: \| \| Gonzalez, J. (2014, December 11). 12 ways to support english learners in the mainstream classroom. Cult of Pedagogy. Retrieved from. www.cultofpedagogy.com/supporting-esl-students-mainstream-classroom/Lynch, M. (2019, May 29). Brain-based strategies for your classroom. The Tech Advocate. Retrieved from https://www.thetechedvocate.org/brain-based-strategies-for-your-classroom/ \| Instructor Notes: Groups can also write on large sheets of anchor chart paper if you do not have tables to write on	oercommons	2025-03-18T00:38:44.291069	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64592/overview", "title": "Writing a Conclusion", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/23335/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 war of 1812 or	oercommons	2025-03-18T00:38:44.318195	05/16/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/23335/overview", "title": "war of 1812", "author": "Katherine Hammill" }
https://oercommons.org/courseware/lesson/105180/overview	PROCESS-BASED AUTHENTIC ASSESSMENT Overview Process oriented performance based assessment evaluates the actual task performance. It does not emphasize on the output or product of the activity. This assessment aims to know what processes a person undergoes when given a task. PROCESS-BASED AUTHENTIC ASSESSMENT Subject: Technology and Livelihood Education: Home Economics Grade Level: Grade 10 Topic: RETIREMENT LIVING AND SENIOR CARE INTENDED LEARNING OUTCOMES \| : At the end of the lesson the students with 80% of accuracy should have: - To explore various careers, and discover how earning a leadership and management - To recognize and manage communication challenges with older patients, including hearing impairment, low vision and impaired cognition - To provides solutions and training for dedicated professionals caring for seniors and those in assisted living communities. ASSESSMENT TASK: - To perform the proper care of senior citizen INSTRUCTIONS: Materials: Costumes, Props Process/ Mechanics: - Perform the ways of caring senior citizen - Form 5 members each group - Present it through role play Tips & reminder: - Asking the right questions will help you make up your mind and find the retirement community that best fits your lifestyle. Assisted living provides the right balance between supportive care and modern senior living options. Time Frame: - Half of the day (8AM-11:30 AM) Submission: - The submission due date will be communicated by the teacher or facilitator. RUBRICS: Instructions: Teachers or facilitators will use this rubric to assess and provide feedback on students’ performance in demonstrating appropriate and nutritious menu or recipe. - The rubric should be dissiminate to the students before the assessment will begin, - The rubric will be use to assess and finalize the overall student performance - The submission due date will be depend to the teacher or facilitator. - Teachers should explain the rubric and its components and criteria to the students - Students should enlightened themselves with the rubric, and understanding the criteria and expectations for each component (HOLISTIC RUBRIC) CRITERIA \| WEIGHT \| EXCEPTINAL(10) \| ADMIRABLE(7) \| ACCEPTABLE(5) \| ATTEMPTED(1) \| Understanding The topic \| 40% \| Factual Information is accurate Indicates a clear understanding of topic \| Factual information is mostly accurate Good Understanding of topic \| Factual Information is somewhat accurate. Fair Understanding of topic \| Information Is inaccurate Presentation Is off topic \| Cooperation \| 30% \| -Accept ideas of others able to comprise -All members contribute \| -Accepts most ideas without negative Comment: able to compromise -Some Members contribute. \| -Unwilling To compromise -Few Members Contribute \| -Group does not work Together -One person does all the work \| Presentation \| 30% \| -Show confidence -Informative -Entertaining engages to audience -Speaks Loudly and clearly -Appropriate use of body language \| -Show some confidence -Presents some information -Engages audience -Can be heard -Some use of body language \| -Unsure of responsibility -Somewhat informative -Engages audience intermittently -Hard to hear -Some movement \| -Portrayal stalls -Lacks information -Audience bored -Mumbles -Body language is lacking, inappropriate \| REFERENCES: (APA, categorized, alphabetical) Online Sources: https://www.nia.nih.gov/health/residential-facilities-assisted-living-and-nursing-homes Books: Journals PREPARED BY: VELAYO, KENNETH (kenneth.velayo@ctu.edu.ph) May 2023 This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.	oercommons	2025-03-18T00:38:44.383484	Kenneth Velayo	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105180/overview", "title": "PROCESS-BASED AUTHENTIC ASSESSMENT", "author": "Assessment" }
https://oercommons.org/courseware/lesson/75937/overview	Padlet for Teachers Overview The resource will help the teachers in creating padlet and how to use padlet in teaching learning process. About the Padlet Padlet is a free digital tool for teachers as well as students which can be accessible through mobile app also. It is also called as notice board in general. Created content can be shared and used for collabarative work. Create your own padlet using the following resource material which explains step by step procedure to create.	oercommons	2025-03-18T00:38:44.401136	12/24/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75937/overview", "title": "Padlet for Teachers", "author": "Gundupagi Manjunath" }
https://oercommons.org/courseware/lesson/80693/overview	Education Standards How to change state of matter demo MatterPropertiesandChangesCompleteUNITthGrade-1 CHANGE OF STATE OF MATTER Overview In the previous lesson, we learnt about the properties of a solid, liquid and gas matter/ material. in this lesson you will learn how some materials can be changed from a solid, liquid and gas by heating or cooling the material. Grade 4 NS & Tech Change of state of matter lesson Lesson description In this lesson, students will learn about the three main states of matter: solid, liquid, and gas. They will learn about how matter can change between these states and how this relates to particle theory. What is a change of state? Explanation; Start the lesson by watching the video with the learnerson how to change state of matter. Explain to learners how matter can change state by heating or cooling (pause and explain and discuss each change of state). Allow learners to take the online quiz to so that they can check themselves whether they understood the concepts learnt so far and clarify any misunderstanding. It is important to take the quiz first before sharing it with learners, so that you can explain how to take the quiz and any other concepts that are not mentioned in the video. Most materials or matter can change from one form to another form. This is called a change of state. The states of matter are solid, liquid and gas. A change of state happens when a liquid such as water to a solid such as ice, or when a gas such as water vapour changes to a liquid such a water. You can change a state of materials by heating or cooling the solid, liquid or gas. Practical demonstration Below is a powerpoint presentation of how to carry out the experiment of changing a solid to liquid and gas. After watching this presentation, complete the online worksheet given about the changes of states and submit for marking and feedback.online worksheet	oercommons	2025-03-18T00:38:44.424542	05/22/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80693/overview", "title": "CHANGE OF STATE OF MATTER", "author": "nompumelelo bukhali" }
https://oercommons.org/courseware/lesson/100408/overview	RFI Syllabus TCAT OER Overview Ready for Industry™ (RFI) is a resource that includes 5 self-paced courses that create a bridge between standard education and the knowledge needed to succeed in industry, targeted at late high school, early post-secondary and/or workforce. RFI Syllabus Sledzinski TCAT Program: TCAT Fastrack to Success Class Number: Class Name: Ready for Industry Length: 100 Hours (15-20 hours per course, students may choose more than one) Class Description: Ready for Industry™ (RFI) is a resource that includes 5 self-paced courses that create a bridge between standard education and the knowledge needed to succeed in industry, targeted at late high school, early post-secondary and/or workforce. The 15-20-hour courses address the industries below. Outlines of the courses follow. ➢ Introduction to RFI ➢ Construction ➢ Healthcare ➢ Information Technology ➢ Logistics ➢ Manufacturing Prerequisites: Student Email Account Entry Level Skill-Sets/Standards: Students should have proficiency with basic personal computer skills including using a mouse/keyboard, Use a web-browser to open and navigate web pages, Basic operating system functions to support saving and printing files.. Textbook (s), Supplementary and Related Instructional Materials: None Required Textbooks: None Supplementary Materials: Supplemental textbook materials will be provided when assigned. Online references and training materials will be used extensively for this course. Instructional Materials: Delivery of the Workplace Skills lessons will be presented primarily through the Ready for Industry Online Learning Management System (LMS). Students will be provided with a username/password to access the class content. Browse to the web address below to log in. http://web.readyforindustry.com/ - Class Outline: Ready for Industry consists of an introduction and 5 industry focused courses. Complete the Introduction to RFI and choose at least 1 of the 5 courses to complete. Unit \| Topics \| Assignment Reference \| Resource \| \| \| \| \| Introduction to RFI \| \|\|\| 1 \| An Introduction to the Industries \| \| \| Overview of Construction \| \| \| \| Overview of Healthcare \| \| \| \| Overview of Information Technology \| \| \| \| Overview of Logistics \| \| \| \| Overview of Manufacturing \| \| \| \| Construction \| \|\|\| 1 \| Section 1: Introduction to Construction \| \| \| Introduction to Architecture \| Workplace Skills \| KeyTrain \| \| Introduction to Construction \| Workplace Skills \| KeyTrain \| \| Construction Industry Terminology \| Workplace Skills \| KeyTrain \| \| 2 \| Section 2: Working in Construction \| \| \| Major Steps in Constructing a House \| Workplace Skills \| KeyTrain \| \| Fundamentals of Building Construction \| \| \| \| Standard Operating Procedures for Construction \| \| \| \| Project Management Systems & Software \| \| \| \| OSHA Safety Regulations in Construction \| \| \| \| Construction Site Safety Rules \| \| \| \| Construction Best Practices \| Workplace Skills \| KeyTrain \| \| Quality Issues and Defects in Construction \| Workplace Skills \| KeyTrain \| \| 3 \| Section 3: Exploring a Career in Construction \| \| \| Structural and Civil Engineering Careers \| Workplace Skills \| KeyTrain \| \| Construction Site Managers \| Workplace Skills \| KeyTrain \| \| Carpenters \| Workplace Skills \| KeyTrain \| \| Construction Electricians \| \| \| \| HVAC Technicians \| \| \| \| Construction Plumbers \| \| \| \| Commercial and Residential Painters \| \| \| \| Heavy Equipment Operators, Metal and Ironworkers \| \| \| \| Landscape Architects \| \| \| \| Urban Planners \| \| \| \| Solar and Wind Technicians - Green Technologies \| \| \| \| 4 \| Section 4: Current Issues in Construction \| \| \| Lack of Skilled Labor \| \| \| \| Increase in Building Materials Costs \| \| \| \| Increase in Customer Demand \| \| \| \| Regional Construction Issues - Western United States \| \| \| \| Regional Construction Issues - Eastern and Southern United States \| \| \| \| Green Construction \| \| \| \| Energy Conservation \| \| \| \| Urbanization and Smart Communities \| \| \| \| Smart Portfolio Management \| \| \| \| Prefabrication in Construction \| \| \| \| Prefab Logistics, Onsite Installation and Build \| \| \| \| Configuration and Structural Design \| \| \| \| Strategic Sourcing and Procurement \| \| \| \| 5 \| Section 5: Looking for a Career in Construction \| \| \| Focusing on the Top Construction Careers \| \| \| \| Education Pathways for Construction Careers \| \| \| \| Writing a Resume for Construction Careers \| \| \| \| Finding a Job in Construction \| \| \| \| Preparing for a Construction Career Interview \| \| \| \| 6 \| Section 6: Workplace Expectations in Construction \| \| \| Employer Expectations \| \| \| \| Working as a Team in Construction \| \| \| \| Time Management in Construction \| \| \| \| Self-Management \| \| \| \| Healthcare \| \|\|\| 1 \| Section 1: Introduction to Healthcare \| \| \| What is Healthcare? \| \| \| \| The Importance of Healthcare to Society \| \| \| \| Where Healthcare Professionals Work \| \| \| \| Major Categories of Healthcare \| \| \| \| 2 \| Section 2: Working in Healthcare \| \| \| The Language of Medicine \| \| \| \| Basic Anatomical Terms \| \| \| \| Terms Related to Conditions and Diseases \| \| \| \| Terms Related to Medical Equipment \| \| \| \| Terms Related to Medication Administration \| \| \| \| Terms Related to Medical Procedures \| \| \| \| Terms Related to Patient Status \| \| \| \| Terms Related to Health Insurance \| \| \| \| Basic Medical Abbreviations \| \| \| \| Soft Skills Needed in Healthcare \| \| \| \| Importance of Critical Thinking \| \| \| \| Attention to Detail \| \| \| \| Empathy & Emotional Stability \| \| \| \| Professionalism in Healthcare \| \| \| \| Basic Communication Strategies \| \| \| \| Key Principles in Patient Interactions \| \| \| \| Safety & Infection Control in Healthcare \| \| \| \| Preventing Healthcare Acquired Infections \| \| \| \| Healthcare Privacy (HIPAA) \| \| \| \| Healthcare Quality \| \| \| \| Legal Issues Affecting Healthcare \| \| \| \| Patient Rights \| \| \| \| Medical Ethics \| \| \| \| 3 \| Section 3: Exploring a Career in Healthcare \| \| \| Careers in Medicine - Physician \| \| \| \| Careers in Nursing \| \| \| \| Careers in Pharmaceutical Science \| \| \| \| Careers in Clinical/Diagnostic Services \| \| \| \| Careers in Emergency Medical Services \| \| \| \| Careers in Home Health/Hospice \| \| \| \| Careers in Dental Sciences \| \| \| \| Careers in Therapeutics \| \| \| \| Careers in Medical Rehabilitation \| \| \| \| Careers Related to Healthy Lifestyles \| \| \| \| Other Healthcare Fields \| \| \| \| 4 \| Section 4: Current Issues in Healthcare \| \| \| Skepticism of the Healthcare Community \| \| \| \| The U.S. Healthcare Insurance System \| \| \| \| Drivers of Healthcare Costs in the U.S. \| \| \| \| Recent Trends in U.S. Mortality Rates \| \| \| \| Prevention of Medical Errors \| \| \| \| Availability of Healthcare in the U.S \| \| \| \| State of U.S. Public Health Infrastructure \| \| \| \| Workforce Crisis in U.S Healthcare \| \| \| \| Telemedicine in the U.S. \| \| \| \| 5 \| Section 5: Looking for a Career in Healthcare \| \| \| Focusing on the Top Healthcare Careers \| \| \| \| Education Pathways for Healthcare Careers \| \| \| \| Writing a Resume for Healthcare Careers \| \| \| \| Finding a Job in Healthcare \| \| \| \| Preparing for a Healthcare Career Interview \| \| \| \| 6 \| Section 6: Workplace Expectations in Healthcare \| \| \| Employer Expectations \| \| \| \| Working as a Team in Healthcare \| \| \| \| Goal Setting & Time Management in Healthcare \| \| \| \| Self-Management \| \| \| \| Information Technology \| \|\|\| 1 \| Section 1: Introduction to Information Technology \| \| \| What is Information Technology? \| \| \| \| The importance of Information Technology in Society \| \| \| \| Common IT Devices and Terminology - Personal Computing \| \| \| \| Common IT Devices and Terminology - Networking, Clouds and the Internet \| \| \| \| Common IT Devices and Terminology - Industrial Computing Applications \| \| \| \| 2 \| Section 2: Working in Information Technology \| \| \| IT Architecture in a Company \| \| \| \| Data Backup and Recovery \| \| \| \| Understanding Saas and PaaS vs. Internal Platforms \| \| \| \| User Security Profiles \| \| \| \| Information Security Policies \| \| \| \| Identity Theft Protection \| \| \| \| Cyberattacks and Ransomware \| \| \| \| Security Incident Response Plans \| \| \| \| Software Needs in Business \| \| \| \| Basic Coding Concepts \| \| \| \| Software Development \| \| \| \| Web Development \| \| \| \| Information Security Management Systems \| \| \| \| 3 \| Section 3: Exploring a Career in Information Technology \| \| \| Software Developers \| \| \| \| Web Developers \| \| \| \| Data Management \| \| \| \| Cybersecurity \| \| \| \| Hardware Design and Maintenance \| \| \| \| Customer Service and Support \| \| \| \| 4 \| Section 4: Current Issues in Information Technology \| \| \| Data Security \| \| \| \| Cloud Computing \| \| \| \| Internet of Things (IoT) \| \| \| \| Data Privacy \| \| \| \| Social Media \| \| \| \| Smart Automation Technology \| \| \| \| Software Architecture \| \| \| \| Skills Gaps in IT \| \| \| \| Globalization and E-Commerce \| \| \| \| Virtual Reality & Augmented Reality \| \| \| \| Blockchain Technology \| \| \| \| 3D Printing \| \| \| \| Machine Learning (ML) & Artificial Intelligence (AI) \| \| \| \| Biometrics \| \| \| \| 5 \| Section 5: Looking for a Career in Information Technology \| \| \| Focusing on the Top IT Careers \| \| \| \| Education Pathways for IT Careers \| \| \| \| Writing a Resume for IT Careers \| \| \| \| Finding a Job in IT \| \| \| \| Preparing for an IT Career Interview \| \| \| \| 6 \| Section 6: Workplace Expectations in Information Technology \| \| \| Employer Expectations \| \| \| \| Working as a Team in IT \| \| \| \| Time Management in IT \| \| \| \| Self-Management \| \| \| \| Logistics \| \|\|\| 1 \| Section 1: Introduction to Logistics \| \| \| The Logistics Industry and Logistics Management \| \| \| \| The Logistics Industry - Elements of Logistics Management \| \| \| \| The Importance of Transportation, Distribution and Logistics in Society \| \| \| \| Key Logistics Terms \| \| \| \| Concepts of Logistics - Materials Management to Physical Distribution \| \| \| \| Primary Modes of Transportation \| \| \| \| 2 \| Section 2: Working in Logistics \| \| \| Working in Transportation: What is a Supply Chain? \| \| \| \| Supply Chain Management \| \| \| \| Life Cycle of a Load \| \| \| \| Types of Logistics Options \| \| \| \| OSHA Requirements for Transportation and Logistics \| \| \| \| Safety Hazards in Logistics \| \| \| \| The Importance of Insuring a Load \| \| \| \| Transportation Risks \| \| \| \| Criminal Activities and Terrorism \| \| \| \| Cybersecurity and Transportation Infrastructures \| \| \| \| Common Quality Issues in Logistics \| \| \| \| Factors to Measure Logistics Service Quality \| \| \| \| Quality Control Programs \| \| \| \| 3 \| Section 3: Exploring a Career in Logistics \| \| \| Industrial Truck and Tractor Operators \| \| \| \| Cargo and Freight Agents \| \| \| \| Distribution Workers and Managers \| \| \| \| Distribution Operations Managers \| \| \| \| Stockers and Order Fillers \| \| \| \| Production Planner/Manager \| \| \| \| Warehouse Laborers \| \| \| \| Freight, Stock and Material Movers \| \| \| \| Logisticians \| \| \| \| Logistics Analysts/Engineers \| \| \| \| Supply Chain Manager \| \| \| \| Shipping, Receiving & Inventory Clerks \| \| \| \| Transit Drivers \| \| \| \| 4 \| Section 4: Current Issues in Logistics \| \| \| Fleet Costs - Insurance, Fuel & Maintenance \| \| \| \| Driver Shortage & Retention \| \| \| \| Government Regulations – Loads, Weight & Driver Time \| \| \| \| Traffic Management \| \| \| \| Effects of Economic Conditions and Competition \| \| \| \| Automated Supply Chain Processes \| \| \| \| Implementing Technology Strategies \| \| \| \| Self-Driving Trucks and Drones \| \| \| \| Automated Freight Matching \| \| \| \| Vehicle-to-Vehicle Communication \| \| \| \| Remote Diagnosis \| \| \| \| Vehicle-to-Infrastructure Communication \| \| \| \| 5 \| Section 5: Looking for a Career in Logistics \| \| \| Focusing on the Top Logistics Careers \| \| \| \| Education Pathways for Logistics Careers \| \| \| \| Writing a Resume for Logistics Careers \| \| \| \| Finding a Job in Logistics \| \| \| \| Preparing for a Logistics Career Interview \| \| \| \| 6 \| Section 6: Workplace Expectations in Logistics \| \| \| Employer Expectations \| \| \| \| Working as a Team in Logistics \| \| \| \| Time Management in Logistics \| \| \| \| Self-Management \| \| \| \| Manufacturing \| \|\|\| \| Section 1: Introduction to Manufacturing \| \| \| \| Introduction to Manufacturing \| \| \| \| The Importance of Manufacturing in Society \| \| \| \| Manufacturing Careers Overview \| \| \| \| Common Manufacturing Industries \| \| \| \| Common Manufacturing Types \| \| \| \| Manufacturing Processes & Terminology: Forming, Molding, Machining \| \| \| \| Manufacturing Processes & Terminology: Assembly & Finishing \| \| \| \| Manufacturing Processes & Terminology: Continuous Processes \| \| \| \| Section 2: Working in Manufacturing \| \| \| \| Three Key Concepts to Production Management \| \| \| \| Common Manufacturing Processes \| \| \| \| Robotics in Manufacturing \| \| \| \| Food Manufacturing \| \| \| \| Working with Perishable Materials \| \| \| \| Fabrication vs. Assembly \| \| \| \| Warehousing in Manufacturing \| \| \| \| Production Planning \| \| \| \| Modern Assembly Lines \| \| \| \| Purchasing and Lead Times \| \| \| \| What is OSHA? \| \| \| \| OSHA Regulations and Hazard Communications \| \| \| \| Common PPE Equipment \| \| \| \| Manufacturing Safety: Ergonomics, Falls, and Respiratory Hazards \| \| \| \| Manufacturing Safety: Lockout/ Tagout, Machine Guards, and Motorized Equipment \| \| \| \| What is Lean Manufacturing? \| \| \| \| What is Six Sigma? \| \| \| \| What is Total Quality Management (TQM)? \| \| \| \| Section 3: Exploring a Career in Manufacturing \| \| \| \| Maintenance and Repair Technicians \| \| \| \| Welders \| \| \| \| Machinists \| \| \| \| Manufacturing Painters \| \| \| \| Mechanics \| \| \| \| Testing and Non-Destructive Testing Technicians \| \| \| \| Industrial Electricians \| \| \| \| Plumber and Pipefitters \| \| \| \| Press Technicians \| \| \| \| Robot Operators \| \| \| \| Production & Process Engineers \| \| \| \| Quality Assurance Technicians \| \| \| \| Logistics & Inventory Control Specialists \| \| \| \| Health, Safety & Environmental Control Specialists \| \| \| \| Section 4: Current Issues in Manufacturing \| \| \| \| Introduction to Manufacturing Challenges \| \| \| \| Supply Chain Resilience and Smart Factories \| \| \| \| Labor Unions \| \| \| \| Cost Increases & Disruption in Transportation \| \| \| \| Reshoring, Outsourcing, Offshoring \| \| \| \| Green Manufacturing Strategies \| \| \| \| Smart Manufacturing \| \| \| \| Advancements in Manufacturing \| \| \| \| Section 5: Looking for a Career in Manufacturing \| \| \| \| Focusing on the Top Manufacturing Careers \| \| \| \| Education Pathways for Manufacturing Careers \| \| \| \| Writing a Resume for Manufacturing Careers \| \| \| \| Finding a Job in Manufacturing \| \| \| \| Preparing for a Manufacturing Career Interview \| \| \| \| Interview Skills \| \| \| \| Section 6: Workplace Expectations in Manufacturing \| \| \| \| Employer Expectations \| \| \| \| Working as a Team in Manufacturing \| \| \| \| Time Management in Manufacturing \| \| \| \| Self-Management \| \| \| \| Conflict Resolution \| \| \| \| Personal Development and Lifelong Learning \| \| \| - Academic Assessment and Evaluation: A. Testing Procedures _____ % of Grade The specific evaluation process through which levels of achievement are determined. Evaluation methods should be reflective of the stated Expected Student Learning Outcomes of the course. Testing procedures should include the number and type of test (discussion/objective, cumulative/non-cumulative, etc.) B. Laboratory / Shop Expectations _______% of Grade Experiments, reports, etc. Laboratory experiments should be tied directly to specific academic activities to reflect theoretical concepts of the course. C. Field Work ______% of Grade Library papers, surveys, interviews, practicum, attendance at suggested/required events, etc D. Other Evaluation Methods _______% of Grade Off-campus evaluation processes, standardized testing, computer applications, etc. E. Bonus Points/ Extra Credit Per Task – (+/- 5 Points) Extra credit such as reports, projects, acting as a shop assistant ect… F. Penalties Example: Any incomplete portions of a required assignment, or turning in an assignment after the assigned due-date will be subject to points being deducted on the basis of a maximum of points for each incomplete required objective, and a maximum of (-5) points deducted for each day overdue. G. Academic Grading Scale 94 – 100(+) A Mastery of Learning Objectives and Skills 87 – 93% B Competent Knowledge and Skills 80 – 86% C Passable Knowledge with Minimal Skills 73 – 79% D Unsatisfactory Knowledge and Skill Abilities 0 – 72% F Failure to Reach Acceptable Knowledge or Skill Abilities Students are required to archive their completed unit assignments and the various unit exercises and projects for the duration of their enrollment in the (program name) program. Example Academic Assessment and Evaluation section for the Technology Foundations Class Syllabus: A. Unit Level Exam(s) (Units 1-3) – 100% 100% of each unit grade (Units 1-3) is based on a unit Level examination (Levels 3, 4 and 5). Examinations are delivered through a computer-based delivery system (KeyTrain LMS) and given in a varied format. The minimum competency score for each Level exam is 80% as demonstration of passing the Level objectives. Unit objectives can be reviewed and exams will be re-taken as a requirement to meet the minimum competency score for all unit objectives. B. Penalties Any incomplete portions of a required assignment, or turning in an assignment after the assigned due-date will be subject to points being deducted on the basis of a maximum of points for each incomplete required objective, and a maximum of (-5) points deducted for each day overdue. C. Academic Grading Scale 94 – 100(+) A Mastery of Learning Objectives and Skills 87 – 93% B Competent Knowledge and Skills 80 – 86% C Passable Knowledge with Minimal Skills 73 – 79% D Unsatisfactory Knowledge and Skill Abilities 0 – 72% F Failure to Reach Acceptable Knowledge or Skill Abilities Students are required to archive their completed unit assignments and the various unit exercises and projects for the duration of their enrollment in the CIT program. - Policies: (Do not remove this section from your class syllabus!) Details specific to all Technology Center policies as well as each policy listed can be found in the current revision to the TCAT Knoxville Institutional Catalog and Student Handbook online at https://tcatknoxville.edu/current-students/student-handbookcatalog (You will need to reference your institutions online catalog and student handbook) - Attendance: The nature of the programs at the Tennessee Colleges of Applied Technology is such that it is necessary for every student to attend regularly. Excessive interruptions due to absences will have an adverse effect on student progress. The attendance policy is intended to promote dependability and positive worker characteristics essential to success in the workforce. Students are expected to be punctual and attend class each day. The purpose of the attendance policy is to provide those students with mitigating circumstances or emergencies beyond their control an exception to perfect attendance. Discretionary hours or personal time away from school is not considered appropriate absences. Further, students are required to call in absences to their instructor. All students must attend at least 90.3% of their scheduled hours in order to maintain satisfactory attendance. Any student who terminates for any cause and is in probationary status will continue the same probationary status if that student re-enters within one year of the termination date. When a student is terminated a second time because of failing grades and/or violation of policies, the administration must give approval before re-application can be made. Any student terminated due to attendance violations must wait a full trimester before being permitted to re-enroll. - Disciplinary Policies: Additional Information can be found on the Tennessee Board of Regents website at http://www.tbr.edu/policies/default.aspx?id=8033 0240-3-21-.01 Institution Policy Statement 0240-3-21-.02 Disciplinary Offenses 0240-3-21-.03 Academic and Classroom Misconduct 0240-3-21-.04 Disciplinary Sanctions 0240-3-21-.05 Disciplinary Procedures 0240-3-21-.06 Traffic and Parking Regulations - Student Progress: The Progress Policy provides the minimum criteria for evaluating student achievement relating to identified occupational competencies and defines retention standards of the institution. Evaluations are recorded for each student at the end of the 72 days of instruction that comprise a trimester. The trimester grade report will reflect each student’s progress in the following areas: • Skill Proficiency • Related Information (Academic Scores) • Worker Characteristics A student must maintain a “C” or better average for the 72 day period of instruction. Failure to do so will result in termination at the end of the trimester. NOTE: Additional retention standards for specific programs may be maintained by the school pursuant to accreditation or licensing requirements. Students receiving financial aid should refer to that section of the catalog for additional requirements for eligibility. - Computer Operation, Internet/Network Access: Each computer user must review the policy and guidelines of the institution before operating any computer system. Compliance with this policy is necessary to insure maximum utilization and performance of each computer system, as well as provide a sense of security and respectful cooperation among the school community. Strict adherence to this policy will prevent costly damage or repair, down-time, and/or loss of computer privileges. (1) No computer system may be used without prior approval of the supervising instructor or other school official. (2) Because software is protected under copyright laws, no software can be copied without written authorization. (3) No outside software can be loaded on school computers without written approval. (4) Changes to a system’s configuration or the inappropriate deleting or changing of computer settings is forbidden. (5) Technical manuals must not be removed from the training area. (6) Computers must not be moved or repositioned on tables. (7) To prevent damage to any system, computer users should not eat, drink or smoke around computer equipment. (8) Specific instructions for access to the Internet or network: (a) The system may not be used for personal or private matters. (b) Creating, distributing, or accessing hate mail, pornographic or obscene material, discriminatory or harassing materials or communications is strictly forbidden. (c) Anti-social behaviors (including spamming) are forbidden. (d) Accessing pornographic images or language is forbidden. (e) Creating, distributing, or accessing confidential material, including, but not limited to, test files or student/personnel records is forbidden. Any person who violates this policy will be subject to appropriate disciplinary sanctions, including dismissal and/or possible prosecution. - Services for Students with Disabilities: According to Section 504 of the 1973 Rehabilitation Act and the 1990 Americans with Disabilities Act (ADA), a student with a disability is someone who has a physical or mental impairment; has a history of impairment; or is believed to have a disability that substantially limits one or more of the major life activities, such as learning, speaking, working, hearing, breathing, caring for oneself, performing manual tasks, seeing, or walking. TCAT provides services and academic accommodations for students with disabilities who self-identify as having a disability and provide appropriate documentation of the disability to Student Services. Student Services coordinates the services and academic accommodations for all students with disabilities. These services include, but are not limited to, assistance with registration; new student advising; volunteer note-takers; notification to faculty of accommodation requests; extended/alternative testing; readers, scribes, and interpreters; tutor referrals; designated liaisons to faculty, staff, and the Department of Vocational Rehabilitation; use of campus adaptive equipment; and assistance in identifying/locating adaptive equipment. Services of a personal nature are not provided. Students who need support services or accommodations for testing are encouraged to contact this office prior to enrollment. Persons who need assistance or information on services that are available to students with disabilities should contact the Student Services Department. Syllabus Changes: The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual communication and posting both notification and nature of change(s) on the course Learning Management System. Technical Support: For additional support on specific course content, objectives and requirements, please contact your course Instructor.	oercommons	2025-03-18T00:38:44.712010	02/01/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100408/overview", "title": "RFI Syllabus TCAT OER", "author": "Michael Sledzinski" }
https://oercommons.org/courseware/lesson/86957/overview	Photosynthesis and Cellular Respiration Overview Photosythesis and Cellular Respiration interactive powerpoint. Biology Photosythesis and Cellular Respriation Powerpoint that has interactive element built in to let students get involved and reviewing topics. Student in virtual setting can make copies of this powerpoint and complete and turn in for grading. Reviews topics like reactant and products of not only the main process of photosythesis and cellular respiration but the substages of each. It goes over the organelle involoved in the process (mitochondria and chloroplast.	oercommons	2025-03-18T00:38:44.730480	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86957/overview", "title": "Photosynthesis and Cellular Respiration", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/73922/overview	Science Google Slide on Biodiversity 2nd Grade Science Habitats Vocabulary Overview This is a Google Slide on biodiversity and then activities followed by a Google Forms quiz. Brain Based Lesson Brian-Based Lesson Lesson Objectives: \| \|\|\| \| Grade: 2Time frame: 11:00-11:20 \| Lesson Title: Forest Habitat \| \|\| \| Brain-based Strategies Used in the Lesson: Chunking, watching a video to gain access to higher level vocabulary with visuals \| Formative or Summative Assessments:Formative: Students will match the words to their definitions \| \|\| \| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit? This is the beginning of the habitat unit. Previously we completed a KWL chart with what we Know about forests, what we Want to know, and left blank the “L” for the ned we will write what we have learned. \| \|\|\| Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing. \| \|\|\| \| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.2-LSR4-1 Make observations of plants and animals to compare the diversity of life in different habitats. \| \|\|\| \| Technology used: Google Slides, YouTube \| \|\|\| \| Time \| Materials \| Lesson Procedures(Include the materials & technology.) \| \| \| 5Mins \| Intro activity to activate schema (background information)/Warm-up/or Bell-ringer Revisit KWL chart to see what we already know and what our questions are \| \|\| \| 5 Mins. \| Introduce New Information: (Teaching)Go over definitions by having volunteers read them outloud \| \|\| \| 10 Mins \| Hands-on Activity Steps: (Prepare ways for students to practice the new information.)Video- stopping to discuss each vocabulary word \| \|\| \| 5 Mins. \| Feedback: (How will the students provide feedback?) Group activity? Instructor feedback?Tell a definition and ask students to write the word on their white board \| \|\| \| Homework or in-class assignment \| Assessment(s): (assignments and/or activities) \|	oercommons	2025-03-18T00:38:44.754499	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73922/overview", "title": "2nd Grade Science Habitats Vocabulary", "author": "Physical Geography" }
https://oercommons.org/courseware/lesson/77325/overview	Callysto Form and Function Animation Script Computer_Science_Activities Design Plan - All Pathways Fishers_Fundamental_Theorem_of_Natural_Selection__Developing_a_model_of_Darwins_Theory_of_Natural_selection_and_as_an_Exemplar_of_how_mathemati Math 20-1 Functions and Relations Learning Activities Media_Design_Communication_Arts_Activities Role play GA The_Evolution_Stick_Ungulates__A_Jupyter_Notebooks_Lab_GtRvZsh What is a GA__A_Jupyter_Notebooks_Lab Why Model and_Simulate? Form and Function(s): A Sustainable Design meets Computation Design Plan Overview Introduction The Concept behind Form and Function(s): Sustainable Design meets Computational Thinking When Architecture, the Natural Sciences, Mathematics and Computing intermingle something beautiful and purposeful occurs. Through this course of study, students are challenged to think computationally by considering the notion of “design” through three perspectives on form and function. Through the first perspective, we challenge students to consider a structure’s architectural form in the context of its function within the ecology in which it belongs. A second perspective on form and function is provided by way of the natural sciences, where students explore nature’s designs, which are created through natural selection. Finally, form and function are further abstracted through a mathematical and computational perspective that focuses on how natural selection can be emulated through modelling and coding. The journey comes full circle, and the three perspectives coalesce when students engage in a hack-a-thon in which they model and code evolutionary algorithms to design a better building. Watch the Form and Function(s) animation on the Callysto Youtube channel. Introduction and Different Pathways Attached is the All Pathways Design Plan for cross-curricular instruction. Introduction This design plan was created as part of a Callysto funded project titled Form and Function(s): A Sustainable Design meets Computation OER Sprint. The various educational assets (e.g. animation, design and lesson plans, learning activities) have Creative Commons (CC) licenses (CC-BY 4.0). This type of copyright license permits, without further requests from the author or publisher, to reuse, revise, remix, or redistribute the educational resource. The Callysto project assets are therefore Open Educational Resources (OER). We encourage teachers to take the OER and reuse or revise, changing and contextualizing for your students. If you do make such changes, please learn how to apply for the correct CC license and provide the proper attribution format. You may learn more about OER, the CC licenses, and the permissions allowed on the Blended and Online Learning and Teaching website and OER Commons. The Concept behind Form and Function(s): Sustainable Design meets Computation When Architecture, the Natural Sciences, Mathematics and Computing intermingle something beautiful and purposeful occurs. Through this course of study students are challenged to think computationally by considering the notion of “design” through three perspectives on form and function. Through the first perspective, we challenge students to consider a structure’s architectural form in the context of its function within the ecology in which it belongs. A second perspective on form and function is provided by way of the natural sciences, where students explore nature’s designs, which are created through natural selection. Finally, form and function is further abstracted through a mathematical and computational perspective that focuses on how natural selection can be emulated through modelling and coding. The journey comes full circle, and the three perspectives coalesce, when students engage in a hack-a-thon in which they model and code evolutionary algorithms to design a better building. PLEASE FIND THE SCRIPT TO THIS ANIMATION IN THE RESOURCES SECTION. Completion of the project in its entirety requires team teaching at the grade 11 level as the project spans the Career and Technology Studies (CTS), Biology 20, and Math 20 curriculums. Alternatively, selections from the design plan can be taught on their own, or mixed and matched as opportunities for collaborative teaching allow. As a whole, the materials are intended to provide teachers of grade 11 students an integrated STEAM approach to teach students to learn and apply computational thinking. However, the modular design of the learning activities will also allow secondary purposes to be fulfilled. Table 1. provides several pathways for the use of the learning activities (detailed in Section 3) and OER materials provided; however, teacher’s are encouraged to mix and match to suit their needs. For example, a BioMath pathway could easily be created by combining the core elements of the Biology 20 and Math 20-1 pathways found in Table 1. The Complete Pathway The complete design plan touches on elements of the CTS Media/Design/Communication Arts cluster (MDC), Biology 20 Science and Technology Emphasis, Math 20-1, and CTS Computer Science curriculums. Our goal is to use the concept of design to teach students to learn and apply computational thinking. Using an integrated STEAM (Science, Technology, Engineering, Arts and Mathematics) approach, this project aims to introduce students to the notion of design through three perspectives via a series of process-based learning lessons and activities. Architecture is a perfect way to introduce the notion of aesthetics through form and function. Here, we challenge students to think of design not only in terms of form but also in the context of the function. We consider how, as a society, we might move beyond creating structures that impose upon the environment; instead of creating structures that integrate into the ecologies they inhabit. For example, imagine a future in which our structures are more than just spaces, but contribute to the natural processes of the ecologies they inhabit, seamlessly integrating into the ecology’s energy and geochemical cycles including solar, geothermal, water, oxygen and carbon dioxide cycles, to name a few. It’s easy to envision the potential benefits of the integration of our built environment into the natural ecology it inhabits, especially as we seek to reduce our environmental impact. Unfortunately, achieving ecological integration of our built environment is not an easy task. Ecological integration is of course regularly achieved in nature, but how? In the second Inquiry, we challenge students to think about nature’s designs. For example, why is an organism so well suited for the ecological niche it uniquely occupies? Here, students will be introduced to the concept of adaptation through the process of natural selection, by emphasizing that nature’s designs are achieved through repeated iteration of a simple principle: better-adapted individuals will prevail over less adapted ones. Can a similar process be used to achieve biomimicry of our built environment? Clearly, an exact real-world replication of natural selection is not a practical approach but, through mathematics and computing, we will emulate natural selection to achieve ecological integration. In the third Inquiry, we ask students to think about emulating the process of natural selection through computational means. In this way, students are introduced to mathematical modelling and the process of computer simulation and, in this context, students are encouraged to think about what it means for a mathematical model or computer simulation to be well-designed. Ultimately, we guide students to a basic understanding of how natural selection can be modelled, and how evolutionary algorithms can be used to emulate natural selection, with the goal of finding a better design. A “Hack-a-thon” caps the activity off. Students learn about passive solar capture and how a building’s surface orientation affects its ability to capture the sun’s energy, as well as how the building’s envelop and window to wall surface area ratios affect energy loss. Students are then challenged to assemble what they have learned to develop their best design for the building that maximizes the use of passive solar energy. CTS Media Design and Communication Arts and CTS Computer Science Pathways The Media Design and Communication Arts and CTS Computer Science pathways follow the same basic course as the Complete pathway presented above. The MDC pathway places emphasis on design studies and deemphasizes the technical aspects associated with the Biology 20, Math 20-1, and Computer Science curriculums. In contrast, the Computer Science pathway places emphasis on mathematical and computer modelling and computational thinking and while deemphasizing aspects of Design Studies. Both allow the majority of learning activities to be included, but with some presented in an abridged version. The narrative for both the MDS and Computer Science pathways remains largely unchanged. As before, students are challenged to think computationally by considering the notion of “design” through three perspectives on form and function. Architecture remains the point of entry and provides the first perspective on design. The notion of sustainable design is introduced, providing students with an understanding of the principles and objectives of sustainable design as well as an overview of the complex problems that arise. Natural selection is again used to transition from architectural design to that of modelling, computational thinking and problem-solving. Through their brief exploration of Natural Selection students are exposed to the idea of simulating Natural Selection as a means of problem-solving, which in turn provides motivation to learn about Genetic Algorithms. Genetic Algorithms are then used as part of the “Hack-a-thon” that caps the activity off. Students learn about passive solar capture and how a building’s surface orientation affects its ability to capture the sun’s energy, as well as how the building’s envelop and window to wall surface area ratios affect energy loss. Students are then challenged to assemble what they have learned to develop their best design for the building that maximizes the use of passive solar energy. Biology 20 Natural Selection Pathway This design pathway is intended to augment the Biology 20 curriculum by expanding the exploration of Natural Selection as an evolutionary process both as it is operated in nature but also how the process of Natural Selection has inspired computational approaches to problem-solving. As a standard part of the Biology 20 curriculum students are taught the principles of natural selection as they apply to populations of organisms in nature. This design pathway follows the standard curriculum approach and will enable students to understand and explore the mechanisms by which plants, animals and fungi change over time, in a process that itself is driven by continuous changes in their environment. Natural selection is a key mechanism for change in populations and species and therefore evolution. Although it is not the only driving force for evolutionary change it is the only evolutionary mechanism that drives adaptation. To better understand how Natural Selection operates students are introduced to the concept of modelling and learn about the role that modelling plays in science. Students are able to see the modelling process in action by exploring Fisher’s Fundamental Theorem of Natural Selection, which serves as an example that highlights the use of mathematical modelling has played in the development of Evolutionary Theory. Fisher’s Fundamental Theorem of Natural Selection is a bit of an obscure result, but its appeal here is that it is appropriate for this level with a simplified version and presentation available for a purely biological focus. An online Lab is provided via Jupyter Notebooks that allows students to explore how Natural Selection operates by simulating of the evolution of a virtual population of “stick ungulates”. Through this project, students are exposed to the idea of simulating Natural Selection as a means of problem-solving, which then provides motivation to introduce students to learn about genetic algorithms. Math 10/20 Functions and Relations Pathway In this design plan, students study Relations and Functions curriculum from Math 10 and Math 20 framed from the perspective of Mathematical modelling. First students are introduced to the concept of modelling in general terms, examining different types of model and their uses. Examples might include, 2D-visual models, 3D visual models, logic models, mathematical models and computer simulation models. Students learn that models are simplified representations of real-world systems that play important roles in the development of theory, the application of theory in problem-solving and the transmission and translation of knowledge. To start the unit on Relations and Functions and to provide context for the study of mathematical modelling the students are presented with a real-world problem. Specifically, we challenge students to consider how, as a society, we might move beyond creating built structures that impose upon the environment; instead of creating structures that integrate into the ecologies they inhabit. For example, imagine a future in which our structures are more than just spaces, but contribute to the natural processes of the ecologies they inhabit, seamlessly integrating into the ecology’s energy and geochemical cycles including solar, geothermal, water, oxygen and carbon dioxide cycles, to name a few. Students will work on this challenge as their “building green” project that serves as the unit’s summative performance task. To provide the students with the necessary knowledge and skills to tackle the summative performance task, students will first be introduced to modelling and analysis by way of considering how nature achieves ecological integration. Here, the students are briefly introduced to the concept of adaptation as a result of natural selection. Next, students will see the modelling process in action by exploring Fisher’s Fundamental Theorem of Natural Selection, which serves as an example that highlights the use of mathematical modelling in the developing Scientific Theory. As noted above, Fisher’s Fundamental Theorem of Natural Selection is a bit of an obscure result, but its appeal here is that it is appropriate for this level; its development and analysis drawing on the math 10C and Math 20 Relations and Functions curriculum, which is detailed below. Mathematics Activities This is an excellent primer regarding why we want to teach modelling and simulation in mathematics and computer science. Please see the attached document. Biology Activities If you wish to work on Biology 20 with a Science and Technology emphasis, please use this plan. Computer Science (CTS) Activities CTS Media Design and Communication Arts and CTS Computer Science Pathways The Media Design and Communication Arts and CTS Computer Science pathways follow the same basic course as the Complete pathway presented above. The MDC pathway places emphasis on design studies and deemphasizes the technical aspects associated with the Biology 20, Math 20-1, and Computer Science curriculums. In contrast, the Computer Science pathway places emphasis on mathematical and computer modelling and computational thinking and while deemphasizing aspects of Design Studies. Both allow the majority of learning activities to be included, but with some presented in an abridged version. The narrative for both the MDS and Computer Science pathways remains largely unchanged. As before, students are challenged to think computationally by considering the notion of “design” through three perspectives on form and function. Architecture remains the point of entry and provides the first perspective on design. The notion of sustainable design is introduced, providing students with an understanding of the principles and objectives of sustainable design as well as an overview of the complex problems that arise. Natural selection is again used to transition from architectural design to that of modelling, computational thinking and problem-solving. Through their brief exploration of Natural Selection students are exposed to the idea of simulating Natural Selection as a means of problem-solving, which in turn provides motivation to learn about Genetic Algorithms. Genetic Algorithms are then used as part of the “Hack-a-thon” that caps the activity off. Students learn about passive solar capture and how a building’s surface orientation affects its ability to capture the sun’s energy, as well as how the building’s envelop and window to wall surface area ratios affect energy loss. Students are then challenged to assemble what they have learned to develop their best design for the building that maximizes the use of passive solar energy. Media Design and Communication Arts Design Plan and Activities CTS Media Design and Communication Arts and CTS Computer Science Pathways The Media Design and Communication Arts and CTS Computer Science pathways follow the same basic course as the Complete pathway presented above. The MDC pathway places emphasis on design studies and deemphasizes the technical aspects associated with the Biology 20, Math 20-1, and Computer Science curriculums. In contrast, the Computer Science pathway places emphasis on mathematical and computer modelling and computational thinking and while deemphasizing aspects of Design Studies. Both allow the majority of learning activities to be included, but with some presented in an abridged version. The narrative for both the MDS and Computer Science pathways remains largely unchanged. As before, students are challenged to think computationally by considering the notion of “design” through three perspectives on form and function. Architecture remains the point of entry and provides the first perspective on design. The notion of sustainable design is introduced, providing students with an understanding of the principles and objectives of sustainable design as well as an overview of the complex problems that arise. Natural selection is again used to transition from architectural design to that of modelling, computational thinking and problem-solving. Through their brief exploration of Natural Selection students are exposed to the idea of simulating Natural Selection as a means of problem-solving, which in turn provides motivation to learn about Genetic Algorithms. Genetic Algorithms are then used as part of the “Hack-a-thon” that caps the activity off. Students learn about passive solar capture and how a building’s surface orientation affects its ability to capture the sun’s energy, as well as how the building’s envelop and window to wall surface area ratios affect energy loss. Students are then challenged to assemble what they have learned to develop their best design for the building that maximizes the use of passive solar energy. How To Get Started with the Callysto Jupyter Notebook The Callysto Jupyter Notebook The Jupyter Notebook is an integral part of this project. Click on the link, below, to take you to the Jupyter Notebook and then read on to see how to use it. \| Instructions: Click on this link: https://tinyurl.com/yykrn5ny Choose “Form & Function.ipynb” as seen in the list below Click on the first line of code and hit “Run” Click on the second line of code and hit “Run” again Now, you can pick a subject that interests you to see the interactive exercises we have designed. Enjoy Jupyter Notbook Q & A Q: What is a Jupyter Notebook? A: Jupyter notebook is a document that supports mixing executable code, equations, visualizations, and narrative text. Specifically, Jupyter notebooks allow the user to bring together data, code, and prose, to tell an interactive, computational story. Whether analyzing a literature, creating music and art, or illustrating the engineering concepts, the notebooks can combine explanations traditionally found in textbooks with the interactivity of an application. Q: Why would I use a Jupyter Notebook? A: While there are other software products that allow teachers to create interactive textbooks of information, Jupyter Notebooks allow students to interact and manipulate code within the notebooks. Imagine a student viewing a diagram of a building. Students can change items within the code that would change the diagram of the building directly in the notebook. This allows for interactivity for students, an ability for teachers to see a student’s thinking, and helps to promote coding with our students. Q: How is the Jupyter Notebook used with this project? A: Jupyter Notebooks allow participants to see some of the coding that goes on behind an interactive worksheet. In this project the students must set up the programming language and run the dropdown menu code before they can access the interactive worksheets using the same dropdown menu. This is simply done via a click and pressing the run button, but it helps develop computer literacy through simple exposure to usually behind the scenes codes. The code for each of the worksheets can be viewed by participants if desired. This enables the platform to support users with a wide range of learning interests, and not just those immediately addressed within the theme of this project. The Jupyter Notebook for this project contains three worksheets (selected from a drop down menu) that help illustrate the learning activities in several streams of enquiry. Each worksheet provides interactive components that allow participants to explore the impact of their settings on the overall focus without having to recalculate by hand. The first worksheet, performs basic architectural calculations from the dimensions provided by the participant. The architectural calculations can be extended to illustrate how the different form based design decisions lead to functional decision making i.e., the building envelope window number and location will influence heating and cooling calculations and requirements The second worksheet, is a math tutorial which leads participants through a number of calculations that ultimately can be used to model a more complex problem. The third worksheet is a tool that allows explorations of the effect of each variable in the genetic algorithm that is coded in the worksheet. Q: How much does Jupyter cost? A: Jupyter is free and open source meaning that the application is free to distribute. Q: How do I install Jupyter Notebooks? Do I need special permission from my IT Department? A: There is no need to install any application. Jupyter is a web-based application and runs through the student’s web browser. For more information about Callysto and Jupyter Notebooks, please visit: https://callysto.ca/callysto/	oercommons	2025-03-18T00:38:44.800101	Environmental Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77325/overview", "title": "Form and Function(s): A Sustainable Design meets Computation Design Plan", "author": "Computer Science" }
https://oercommons.org/courseware/lesson/17976/overview	Appendix E: Progressions Within the NGSS Appendix F: NGSS Practices (start at page 17 for condensed version) Asking Questions - Appendix F: Science and Engineering Practices in the NGSS Chapter 11: NRC Framework Developing and Using Models - A Snippet from the NRC Framework Google Map Instructions Matrix of NGSS Crosscutting Concepts Our Community Map Reasoning Triangle Science Flowchart (Dynamic) Science Flowchart (Static) Survey #1: Why Teach Science ? Survey 2 Survey 3 Survey 4A Survey 4B Survey 5 Survey #6 Survey #7 Tool for generating Anchoring Phenomena Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity (SFSD and GSD) Overview The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Why Teach Science? Why Teach Science? "A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research: - that science learning involves the integration of knowing and doing - that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts - that science learning is best supported when learning experiences are designed to build and revise understanding over time" - Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015) Estimated time: 10 minutes Components: small group discussion, survey response to statements about teaching science Open "Survey #1" Reading for Understanding - Discussing the statements: - Starting with the statement at the top left and going down one by one. Think about why each statement is important and record some thoughts on each to share with the group during our meeting. - Reading to Rank - Ranking the statements in order of importance to you. - Be prepared during our meeting to share which statement is the most important to you and why. - During our discussion all members of the group can question or press for reasoning, but please approach this discussion with the knowledge that another person's rationale may actually make you change your mind. - Submit your survey and view other member's responses. Why Teach Science in Our Community? Why Teach Science in Our Community? "In addition to being the center of most youth’s social world, schools often function as the center of community life and the primary institutions that maintain and transmit local community values to youth." - Devora Shamah Katherine A. MacTavish from Making Room for Place-Based Knowledge in Rural Classrooms Approximate time: 5-10 minutes Components: Google Map activity Every Participant Open: "Our Community Map" - Create an orange marker - Place yourself on the Google Map Include the following information in the description accompanying your marker: - First Name - Last Name - Picture of yourself (that you like - could even be of you and your students) - Grade(s) you teach - School - District - Role (i.e. teacher, PD provider, or coach) - Institution - One reason that a high quality science education for ALL students is important for your community If you are new to creating a location and description on Google Maps, please open "Google Map Instructions" and watch the short how-to video. How Science Works How Science Works "Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School Approximate time: 25-30 minutes Components: video, small group discussions, survey response Before our Meeting on 11/3/2017 Video Watch the video before our meeting and make notes of how the process relates to the Science Flowchart (see attached). Be prepared to share your insights. Before your start, be sure to prepare to listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence At the Meeting: One participant opens "Science Flowchart (Dynamic)" and shares their screen so that everyone can see. - The person sharing their screen slowly mouses over the different parts of the flowchart. - The group discusses the different parts of the flowchart ensuring that everyone has seen all of the different spheres. - Once you have done that, stop screen sharing and gather together again. Each participant opens "Appendix F: NGSS Practices" - It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion. - As a group, discuss where each practice could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap. Each participant opens "Matrix of NGSS Crosscutting Concepts" - As a group, discuss where each NGSS Crosscutting Concept could fit on the flowchart and why, or why not. - Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap. Each participant opens "Survey #2" on their own device - In your group, discuss each prompt on the survey using the science flowchart to guide your discussion about how science works. - Include material from the video (quotes, ideas, stories, claims, etc.) in your responses. - Each participant completes and submits their own survey. Science as Process Science as Process "Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments." Approximate time: 20-25 minutes Components: reading, ssmall group discussion, survey response Before our meeting on 11/3/17: Read through the information below and complete Items 1 and 2 Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning. As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS. Item I. Each participant open "Appendix A: Conceptual Shifts in the NGSS" - Each person opens Appendix A on their own device and quickly skims the document to identify two different conceptual shift statements on the list that they would like to explore further. (i.e. shift #2 and shift #5) - Be prepared to share your chosen shifts at our next meeting and explains why you are interested in these shifts. - Read the text below each of your chosen shifts statements. Item 2. Each participant opens "Survey 3" - Each participant fills out the survey based upon what they chose. At our meeting: discuss the results - Select the link to see all previous responses and be prepared to share about your choices. - Read the collective responses and share surprises or wonderings you have about how your individual and group ranking compares to the collective responses. - Share ideas about resources you could seek out to find out more. The Process of Science in the Classroom The Process of Science in the Classroom "...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School Approximate time: 30-40 minutes Components: video, reading, small group discussion, survey response Before our meeting on Nov. 17th: Watch the video belwo and actively listen for the role of phenomena in the Framework and NGSS inspired classroom. After the video ends, write down some notes for referencing in our group discussion. Before our next meeting continued: Read and write down notes on the page document below and look through Appendix E of the Framework. Be prepared to share your thoughts during our meeting. Open "Appendix E: Progressions within NGSS" - Read the first page. - Find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision. - Find an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomena that relates to that core idea. Be prepared to share your idea with the group. At our meeting: - Discuss with your what you think the difference between a phenomena and an NGSS Disciplinary Core Idea. What are some key differences? One participant opens the "Reasoning Triangle" and shares their screen. - As a group, discuss the three parts of the tool and the role you see them playing the science classroom. - Each person shares an example of when you have started an activity, exploration, or unit with a question. - Each person shares an example of when you have started with a phenomenon. - How do you think this tool changes your approach or thinking about phenomena, questions, and modeling? - Stop screen sharing One person in the group open Survey #4A and shares the screen so all participants can see and answer as a group and submit one survey. - As a group, select if you think the statement is a phenomena or NGSS Disciplinary Core Idea. - If you think it's a phenomenon, utilize the language of the Reasoning Triangle to justify your ideas. - Once you submit your group submits your response, select the link to see all previous responses. - Does your group agree or disagree with the previous responses? - Find a response that is different than your group's response and discuss what their response tells you about their understanding of the statement. What does it tell you about your understanding of the statement? Your understanding of phenomena or DCI's? - If you want to revise your thinking, simply go back in and you can edit your response. Please only edit if your thinking has truly changed and you'd like to rethink it! Repeat for survey 4B and rotate the responsibility to share the screen during your discussion. Making Thinking Visible through Productive Discourse in the NGSS Classroom Making Thinking Visible "Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response Before our next meeting on Nov. 17th: Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework" Choose which two-part video set you will watch (choose elementary or high school). Watch Part 1 AND Part 2 of either the high school OR elementary video cases below. Listen, watch for and take notes on: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models ELEMENTARY VIDEOS HIGH SCHOOL VIDEOS At our next meeting: One person opens "Survey #5" and leads the group in filling out one survey. Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling. Equity in the Framework & NGSS-Inspired Classroom Equity in the Framework & NGSS-Inspired Classroom "..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity Approximate time: 20-30 minutes Components: reading, survey response Before our Meeting on Nov 17th: Open "Chapter 11: NRC Framework" and skim the chapter by scrolling through it online. Pick and choose different parts of the chapter you are interested in reading and find relevant for your practice or your context. As you read: - Find three things you have learned (keep reading and exploring the text until you find three things new to you) - Look for two things you found very interesting and would like to discuss with your group. - Come up with one question you have about equity in the NGSS classroom. - Fill out Survey 6 At our meeting: As a small group each participant shares their responses as the group goes through each prompt. One person shares their screen and the group watches the video below. As Oregon Science Project NGSS Learning Facilitators you are an advocate for science, especially an advocate for science in elementary. It's important that all secondary teachers get a glimpse of what NGSS can look like in the elementary classroom. Science in elementary is a large equity issue in Oregon where we are 50th in the nation for time spent teaching science K-5. In your group, discuss the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students. We will discuss Survey 7 as a group.	oercommons	2025-03-18T00:38:44.857607	10/20/2017	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/17976/overview", "title": "Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity (SFSD and GSD)", "author": "emily perttu" }
https://oercommons.org/courseware/lesson/72611/overview	Jeff Plum Contracting Overview Pictures for bank of house First email- percentage complete JEFF PLUM I am asking for the following items to be paid. Pictures will follow in another email. - Roofing 100% complete - Siding 100% complete - Electrical 60 % complete passed rough inspection - Plumbing 50% complete passed rough inspection - Framing 100% complete - Gutters 100% complete - HVAC 80% complete both units installed and attic unit redesigned for proper duct configuration. - Kitchen Cabinets are being delivered 9/24 and are paid for. The Durock masonry board is installed and the floor was leveled for tile. Recessed lights are installed and awaiting drywall. Please pay 30% of the Kitchen. From: Reynolds, Laurie <Laurie.Reynolds@raritanval.edu> Sent: Friday, September 11, 2020 1:46 PM To: Jassmin Tobia <jtobia@pfic.com> Cc: Jeff Plum <jeff@plumlinecontracting.com> Subject: RE: First? Draw for 238 West Second Street Bound Brook, NJ 08805/ #0578428285 Ms. Tobia, Correction on last email #0578428285----238 West Main Street Bound Brook, NJ 08805 Sandra Reynolds From: Reynolds, Laurie Sent: Friday, September 11, 2020 1:43 PM To: Jassmin Tobia <jtobia@pfic.com> Cc: Jeff Plum <jeff@plumlinecontracting.com>; Reynolds, Laurie <Laurie.Reynolds@raritanval.edu> Subject: First? Draw for 238 West Second Street Bound Brook, NJ 08805/ #0578428285 Dear Ms. Tobia, Jeff Plum from PlumLine Construction has requested that I contact you to request draw for work completed. PlumLine Construction has passed inspections for all roughing in electric, plumbing. All HVAC work is complete and kitchen cabinets have been ordered and paid for. If you need to reach out to him for clarification or to set up an inspection of property contact him at (908)370-7800. He will also reach out to you and I have signed consent for him to discuss details with bank and insurance company. Thank you for your prompt attention to this matter. Sandra L. Reynolds 732-667-0295 UPLOAD pictures here with photo icon-mountain/sun below --I think you can do on phone -better on computer as Click upload Click choose photo CLICK send to server ENTER PHOTO name ---LIVING ROOM for example Make sure width and size about 200 or 300 no more! Click OK	oercommons	2025-03-18T00:38:44.880268	09/15/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72611/overview", "title": "Jeff Plum Contracting", "author": "Sandra Reynolds-Villalobos" }
https://oercommons.org/courseware/lesson/78489/overview	UV Spectroscopy Application Overview The few application of UV spectroscopy is shown as infograph. UV Spectroscopy UV Spectroscopy Application It is an infograph ,which can easily understood. The few application of UV spectroscopy is shown as infograph. UV Spectroscopy Application It is an infograph ,which can easily understood.	oercommons	2025-03-18T00:38:44.895852	Shaziya Sayed	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78489/overview", "title": "UV Spectroscopy Application", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/101546/overview	What is Accessibility? Overview This is an introduction to accessibility. It includes resources from experts in the accessibilty community including CAST and The National Center on Accessible Educational Materials. This is a great start for people who are ready to adapt materials to meet the needs of all students. “The most damaging phrase in the language is ‘it’s always been done that way.’” -Rear Admiral Grace Murray Hopper The Case Against Assistive Technology To get started with learning about accessibility, let's see what other tools were questioned! In this video you will learn about The Case Against Assistive Technology through the years! Getting Started Introduction to Accessibility Curb Cut Effect What is necessary for one can be beneficial for ALL! Watch this video on the Curb Cut from PBL Works to learn more. SLIDE into Action How do I get started? Proactive planning will significantly increase the learner experience for all students, especially those who use assistive technology or those who have complex needs. One easy way to get started with accessibility is by using the mnemonic SLIDE! - Styles are used for section headings - Links are descriptive and meaningful. - Images have text descriptions. - Design is perceivable, with high contrast. - Evaluation is holistic and authentic. Visit the CAST resources below to learn more. SLIDE into OER - Accessibility in OER Read: - SLIDE Into Accessibility \| OER Commons - Protocol for Creating Accessible OER (cast.org) - AEM Center: Creating Accessible Documents (cast.org) Watch: Your Turn! Ok, now that you know some basics, give it a try! Please do the following: - Go to the Discover tab in OER Commons - Choose a resource that meets the needs of your content - Start small! Choose the SLIDE component that you believe will be the easiest to consistently incorporate into your resources and give it a try! - If you still aren't sure and want to practice, check out the Try It Youself section from the The National Center on Accessible Educational Materials website - Now add the resource to the subfolder that says resources! Discussion Please follow the link to the discussion and share your thoughts with others! Continue the Learning There are so many great resources available to learn about accessibility. Please continue your learning by checking out some other groups in OER Commons: Also make sure you check out The National Center on Accessible Educational Materials: Coordinating K-12 Systems	oercommons	2025-03-18T00:38:44.921053	Tracy Rains	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101546/overview", "title": "What is Accessibility?", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/61080/overview	Multiplication and Division Video-Strategies Overview This video can be used for parents or students who would like to review strategies for multiplication and division. Video explanation of Multiplication and Division Strategies The following video was made to help parents and students better understand the strategies we are learning in class to multiply and divide. 3.OA Standards	oercommons	2025-03-18T00:38:44.933135	12/30/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61080/overview", "title": "Multiplication and Division Video-Strategies", "author": "Marilyn Cheney" }
https://oercommons.org/courseware/lesson/70825/overview	Ice Cream Menu Sample NDE Lesson Plan Information Technology Fundamentals - Creating Tabs and Changing the Page Color Overview View the attached files to see a project for a Information Technology Fundamentals class. You will find: - Lesson Plan - Checklist for Students - Example of Finished Project Feel free to change and custimize the lesson plan to better fit your classroom and students. Information Technology Fundamentals View the attached files to see a project for a Information Technology Fundamentals class. You will find: - Lesson Plan - Checklist for Students - Example of Finished Project Feel free to change and custimize the lesson plan to better fit your classroom and students.	oercommons	2025-03-18T00:38:44.951540	08/03/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70825/overview", "title": "Information Technology Fundamentals - Creating Tabs and Changing the Page Color", "author": "Hunter Vanness" }
https://oercommons.org/courseware/lesson/82658/overview	Daily Routines (Rutin Aktiviteler) Overview Bol görsel destekli örnek cümleleri ile keyifli Powerpoint sunusunu indirip dersinizde kullanabilirsiniz. Daily Routines Bol görsel destekli örnek cümleleri ile keyifli Powerpoint sunusunu indirip dersinizde kullanabilirsiniz.	oercommons	2025-03-18T00:38:44.967766	06/22/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82658/overview", "title": "Daily Routines (Rutin Aktiviteler)", "author": "Mehmet Akif HOŞGÖR" }
https://oercommons.org/courseware/lesson/101214/overview	Classroom Photo Overview A classroom picture by Pexels found on the site Pixabay. Text has been added as well as a filter to take the photo out of focus. "Bricks Chairs Classroom" by Pexels is licensed under CC BY 4.0 / A derivative from the original work License: Creative Commons Attribution "Bricks Chairs Classroom" by Pexels is licensed under CC BY 4.0 / A derivative from the original work	oercommons	2025-03-18T00:38:44.980850	02/22/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101214/overview", "title": "Classroom Photo", "author": "Hannah Thompson" }
https://oercommons.org/courseware/lesson/91738/overview	Phonetic Transcription Overview Phonetic Transcription Firstly, look at the transcripted version of the song One direction - Story Of my life, and then convert the phonetic transcription into lyrics. Phonetic transcription of the song rɪʔn ɪn ðiz wɔlz ɑ ðə stɔrɪz ðæD a kænʔ ɪkspleɪn aɪ liv mɑ hɑD əʊpən bəD ɪʔ steɪz raɪʔ hɪə emtɪ fə deɪz ʃi təʊl mi ɪn ðə mɔnɪŋ ʃi Dən fil ðə seɪm əbaʊD əs ɪn hɜ bəʊnz ɪʔ simz tə mi ðəʔ wen aɪ daɪ ðiz wɜdz wɪl bi rɪʔn ɒn maɪ stəʊn æn aɪl bi gɒn, gɒn tənaɪd ðə graʊn bɪnið maɪ fiD ɪz əʊpən waɪd ðə weɪ ðæD ɑ bin həʊldɪn ɒn tu taɪd wɪð nʌθɪn ɪn bətwin Please take a look at the lyrics of the song "Thinking out loud by Ed Sheeran", please try to write the lyrics as a phonetic transcription. When your legs don't work like they used to before And I can't sweep you off of your feet Will your mouth still remember the taste of my love Will your eyes still smile from your cheeks And darling I will be loving you 'til we're 70 And baby my heart could still fall as hard at 23 And I'm thinking 'bout how people fall in love in mysterious ways Maybe just the touch of a hand	oercommons	2025-03-18T00:38:44.999371	04/12/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91738/overview", "title": "Phonetic Transcription", "author": "Nurten Akgün" }
https://oercommons.org/courseware/lesson/19276/overview	Shapes Slide Show Shapes Overview This lesson is designed to be used in a Kindergarten classroom. This lesson teaches three basic shapes: square, circle and triangle. Section 1 This lesson is designed to be used in a Kindergarten classroom. This lesson teaches three basic shapes: square, circle and triangle.	oercommons	2025-03-18T00:38:45.015366	12/08/2017	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/19276/overview", "title": "Shapes", "author": "Josi Link" }
https://oercommons.org/courseware/lesson/71775/overview	Computer Science Resources for Lower Primary Teachers Overview This resource contains several ready made curricula for lower primary students. The resources are easy to use and contain all of the information a teacher would need to teach the lessons/units. Introduction This resource is a gathering of free curriculum, videos and tutorials, robots, and general information about computer science in the lower primary grades. The following are the goals: - Lower primary teachers will be able to access and use these resources easily. - Lower primary teachers will be able to use these resources to support their students in the learning of computer science concepts. - Lower primary teachers will be able to integrate these resources into their regular curriculum. The Computer Science standards are organized in an easy to filter format for the lower primary teachers in K-2 by concept: - Algorithms and Programming - Computing Systems - Data and Analysis - Impacts of Computing - Networks and the Internet Steps for using this resource: - Use the CS standards to link CS learning with units already in place. - Follow the links included with each resource to explore curriculum, projects, and activities. - Look for related tutorials for even more information. - Join online communities of other teachers using these resources. - Try some lessons with students. Free Curriculum This is a list of free and easy to access curriculum, projects, and activities for use with lower primary teachers to support their students as they become familiar with and use computer science concepts. Links: Code.org CS Fundamentals for Grades K-5 - This curriculum is free and accessible for classroom teachers. Each lesson includes objectives, vocabulary, links to all needed resources (videos, worksheets, manipulatives), and detailed instructions for teaching. State and regional workshops are available by working with the state regional partner. - It is organized by grade level with the flexibility to move students into the course(s) to best fit their needs. - It includes unplugged (no device necessary) lessons that teach the computer science concepts through active participation, colloaboration, and problem solving. - It includes plugged (device necessary) lessons that come in puzzle/game formats that reinforce the concepts learned in the unplugged lessons. - This curriculum works with the ScratchJr app available on multiple devices, but working best on an iPad. - It includes animation projects that build computer science skills and support CS concepts. - It includes project cards for independent work. - It uses visual blocks which do not require reading. - PBS ScratchJr includes projects, videos, and other CS resources with PBS characters as sprites. Robots These two robots are highlighted because they have well-written and free accessible curiculum supporting computer science concepts. The robots must be purchased and the cost can often be covered through grants and from industry partners. Dash and Dot - Create a free educator account and follow the Classroom link to Curriculum. Choose the "Discover a clear scope + sequence" and click on "View Lessons". Choose the "Learn to Code" tab. Lessons are organized by grade level. - It includes unplugged lessons which can be done without the robot. - It includes plugged lessons which require the robot. - The robot is programmed using the Blockly Jr app (icons only - no reading needed) or Blockly app (reading needed) - Cubetto works without a device. - It reinforces sequencing/algorithms using color and shape recognition. - Curriculum can be requested for free. - Request a free Beginners Guide to Coding with Kids.	oercommons	2025-03-18T00:38:45.033789	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71775/overview", "title": "Computer Science Resources for Lower Primary Teachers", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/92163/overview	Blooket Overview Blooket: A new take on a trivia/review game. It is an engaging and fun game for students to play of all ages. Blooket Blooket Key Features: - Online Trivia and Quiz Review Game - You can search already made review games or create your own - You can search questions that are in other games, when creating your own game - Unique compared to other review games - Different types of "games" to play - Can set a time limit or a certain goal based on the game you choose - Most of the games allow students to work at their own pace - Able to see the percentage of questions each student gets correct How do it work: - Choose a set of questions or create your own set of questions - Select a game mode - Host and join - Teacher hosts the game-a code will pop up for students to enter into the game - Play to review - Analyze that resutls - Teacher is able to look at each of the students scores (based on the review game she chooses) How does it work for educational purposes? - Blooket is a review game that is very engaging for the students. Students think they are just playing a game, and usually not even realizing that they are actually review material. The review questions can be anything from vocabulary words, to math problems, to identifying a time on a clock. Teachers are able to create any questions they want for their students to answer. - An example is a teacher wanted to review addition facts. The teacher can either "disover" addition facts that have already been created by another user, or make her own set of addition facts that they want their students to complete. The teacher will then host the game and the students just have to type a 6 digit code into their tablet and their name. Once all of the students do these two simple steps, they are able to start the game once the teacher sees all of the students have joined. The teacher is also able to look at each of the students accuracy scores once they are done with the review game. 1 Institute using Blooket - Teacher at Martin Road use Blooket as a review game every single day. I have used Blooket many time to review math addition and subtraction facts with math groups. Teacher also use blooket to review their ELA vocabulary words with their class in a fun and engaging way. Why did I select this technology for this project? - I selected this technology for this project because I think many people have not heard of Blooket and it is an excellent review game to use for students. I also chose Blooket becuase it is a technology game that I have used countless times, and the teachers I work with also use Blooket on a regular basis. - What are the challenges/downsides to using it and what tips can you give users to deal with these? Challenges/downsides to using Blooket-Tips for users to deal with challenges/downsides - One challenge with blooket is if students are first using blooket they are going to ask a lot of questions and ask for help. A tip for this is to just be patient with your students the first few times you use it. Once students use blooket a few times they will get the hang of it, and be able to join a game very quickly. - Sometimes students are more concerned about winning the game instead of answering the questions correctly. I suggest telling your students that you are focusing on the accuracy at the end of the game, not the person that comes in 1st. - Another challenge sometimes is internet issues, this is something that everyone experiences and theres nothing we can do about it. I would just have a backup when wanting to complete a blooket just incase the internet is not working. - A challenge is also to make sure you go through all of the questions in a blooket before giving students the code. This is because students are also able to create their own blookets if they create an account. Sometimes questions and answers can be wrong or innapropriate, so teachers just need to be sure to look through the questions and answers prior to assigning it to students. Future uses and implications of this technology in the context of three educational levels: K-12, Higher Ed, and Corporate - Blooket can really be used for any age and for many situations. - For grades K-12 I would use it for mostly review games for any subject. You can even use Blooket as a reward or for recess or free time. You can just pick a fun Blooket game, like what animal do you see in the picture. - For higher ed I would use Blooket as a review game as well. Even when students are older they still love to play games and win. The Gold Rush version on Blooket is competitive and fun and at any age you want to get the most gold. No matter what age, it is an awesome game to use to review. - For corporate, you could quiz your workers about any subject. Maybe you had a staff meeting or a business meeting and you could type the questions into Blooket to see who was acutally listening and paying attention. Another option would be to ask them random question about their place of work or history question about the company they work for. For example, if you work in a large building ask, "How many doors are in the building?" It is a great fun, engaging game for people of all ages to play. Views on OERs - I think that OERs are great resources for people to use. I think that it is beneficial when to reuse teaching materials. Teachers are able to resue their own materials, and use other teachers materials when using OERs. Also customizing content is crucial becuase every teacher, and every student are different. Being able to customize work is important in order to meet the news of students best. In blooket teacher are able to resue other teachers blookets created as well as customize their own blookets if they want to as well. Remixing several sources is another amazing benefit with OERs. With Blooket you can combine different sets of games that other teachers have created. This allows teachers to just go through different sets and find the perfect set of questions needed. Another benefit with OERs is that you can co-create reusable content with students. Teacher could make a blooket with their students using previously created blookets or create a new blooket with their students imput. Students could also collaborate to create content and make their own blooket. That could be an assignment given to the students. Resources: https://www.youtube.com/watch?v=iRG8CsPAExg https://dashboard.blooket.com/play https://factslegend.org/blooket-play-a-thorough-guide-pros-cons/	oercommons	2025-03-18T00:38:45.057446	04/21/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92163/overview", "title": "Blooket", "author": "Taylor Kaznowski" }
https://oercommons.org/courseware/lesson/94793/overview	Breathing Exercises Overview Breathing techniques and stress reduction are essential tools in our lives and, more specifically, for school. This website has many good pages of techniques for managing stress, breathing exercises being one of the most well studied and data supported of all these techniques. This is part of the fulfillment of my share of Renton Technical College's OSPI grant. There's a wealth of information on stress reduction techniques on this website. The link below will land on the Breathing Exercises page. You can explore the other pages as desired. So, why is this part of our course? Because school, like many other things in life, can be stressful. The more we practice techniques like breathing exercises, the better we are able to deal with the stress. Please copy and paste the link below into your browser. https://healthylife.com/online/demo/Stress/Biofeedback_Training__Breathing_Exercises.html	oercommons	2025-03-18T00:38:45.070013	06/30/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94793/overview", "title": "Breathing Exercises", "author": "Al Roth" }
https://oercommons.org/courseware/lesson/57419/overview	circle Overview A circle is a simple closed shape. It is the set of all points in a plane that are at a given distance from a given point, the centre; equivalently it is the curve traced out by a point that moves in a plane so that its distance from a given point is constant. elements of the circle radius chord diameter segment count the total number of circles meaning of circle elements of the circle A circle is a simple closed shape. It is the set of all points in a plane that are at a given distance from a given point, the centre; equivalently it is the curve traced out by a point that moves in a plane so that its distance from a given point is constant. Area: π× (radius)² Circumference: 2π x radius Diameter: 2 x radius Radius: distance from center of circle to any point on it.	oercommons	2025-03-18T00:38:45.085718	VAIBHAVI TANK	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/57419/overview", "title": "circle", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/108355/overview	Using Puzzles on EBA Platform in Classes Overview We can use Puzzles on EBA platform. Students can practice vocabulary on EBA platform. Using Puzzles on EBA Platform in English Classes We can use Puzzles on EBA platform in English classes. Students can practice what they learn on EBA platform.	oercommons	2025-03-18T00:38:45.101883	09/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108355/overview", "title": "Using Puzzles on EBA Platform in Classes", "author": "Ozge Bayat" }
https://oercommons.org/courseware/lesson/114618/overview	The Hills We Climb Comparison and Contrast Rubric Poetry:We are One Overview This lesson will focus on the poems of Amanda Gorman and the human condition that binds us as Americans. The poem addresses multiple poetry standards with a concentrated look into the theme, mood, and tone and summarizes the central idea using critical details from the text. Subject: English Level: Middle and High School Material Type: Lesson Plan, Assessment, Reading Date Added: 03/29/2024 Lesson Overview This lesson will focus on the poems of Amanda Gorman and the human condition that binds us as Americans. The poem addresses multiple poetry standards with a concentrated look into the theme, mood, and tone and summarizes the central idea using critical details from the text. Subject: English Level: Middle and High School Material Type: Lesson Plan, Assessment, Reading Date Added: 03/29/2024 Language: English Media Format: Downloadable docs License: Creative Commons Attribution Lesson Plan Vocabulary - Theme - Mood - Tone Lesson - Background: Students will listen and follow along as the teacher reads information on Amanda Gorman by visiting The Amanda Gorman website. While reading, students are encouraged to write one interesting fact. - Vocabulary: Review the vocabulary terms to reaffirm understanding and meaning. (mood, tone, and theme) - Students will read The Hills We Climb and record responses using the Page and Stage Sheet. - Students will watch Gorman's recitation performance and backchannel a response using Gorman Padlet from the Page and Stage question number one in the resource section. - Next, students will select an image using Google Art that they feel represents the poem. Using Flip Grid, the student will explain why they chose their particular image to represent the poem. Students must cite three specific lines from the poem and include aspects of the corresponding image. Assessment: - Students will complete a Venn Diagram comparing and contrasting Gorman’s Poem The Hills We Climb with one of the following: * Auld Lang Syne * It's a New Day * A painting you choose from Google These diagrams, classroom discussions, and poetry analysis will provide content details for a comparative contrasting essay. Each student must include four comparisons and four contrasts.	oercommons	2025-03-18T00:38:45.124171	Assessment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114618/overview", "title": "Poetry:We are One", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/86021/overview	The 25th Amendment: Presidential Disability & Succession and Vice Presidential Vacancies Overview This eLesson by Dr. Felix Yerace will provide students with an opportunity to learn about the text of the Twenty-Fifth Amendment as well as its historical usage and potential need. It will ask them to consider why such an Amendment was deemed necessary and how it has been, and could be, used. It will also give students the opportunity to debate possible applications of the Twenty-Fifth Amendment. Summary & Background Information In the above photo are Nelson A. Rockefeller and Gerald R. Ford. Both men became Vice President under The 25th Amendment provision that allows the President of the United States to fill a vice presidential vacancy. To date, this has only occurred twice in history: in 1973 when President Richard M. Nixon selected Congressman Gerald R. Ford of Michigan to fill the vacanacy created by the resignation of Vice President Spiro T. Agnew, and in 1974 when Ford became president upon Nixon's resignation, and selected former Governor Nelson A. Rockefeller of New York to succeed him as vice president. According to Section 2 of the 25th Amendment, the president nominates the person he would like to be vice president and they must be confirmed by a majority vote by both houses of Congress. This eLesson was created by Dr. Felix Yerace, Founders Fellowship 2018, South Fayette High School, McDonald, Pennsylvania. Summary: At the White House ceremony that certified the ratification of the Twenty-Fifth Amendment, President Lyndon Johnson noted that “It was 180 years ago, in the closing days of the Constitutional Convention, that the Founding Fathers debated the question of Presidential disability. John Dickinson of Delaware asked this question: “What is the extent of the term ‘disability’ and who is to be the judge of it?” No one replied.” The Twenty-Fifth Amendment was ratified in 1967 and contains several important provisions dealing with the executive branch. Most notably, it provides a procedure by which the vice-president can assume the role of “Acting President” in the event the chief executive is incapacitated. The need for the Twenty-Fifth Amendment was borne out of several factors. One was the increased power and responsibility that American presidents held in the twentieth century. Another was the responsibility presidents had for national security; in the nuclear age the president may be called upon at any moment to determine how to defend the nation. In the aftermath of World War I, President Woodrow Wilson had suffered a debilitating stroke that rendered him extremely limited in his ability to execute his powers as president, yet no mechanism existed for him to transfer his powers to Vice-President Thomas Marshall had he wanted to do so. While this did not do lasting damage to the government, a similar situation during the Cold War could have had disastrous consequences. However, the most immediate reason that spurred the Twenty-Fifth Amendment was a realization that, due to advancements in modern medicine, it may be possible for a president to suffer a serious health crisis that could render them incapacitated for an extended time period, yet not end their life. President Dwight Eisenhower suffered a major heart attack in office that led him to work out an informal agreement with Vice President Richard M. Nixon on how to manage the government in Eisenhower’s absence, yet this agreement had no legal standing. President John F. Kennedy’s assassination was a further reminder that a president could theoretically be incapacitated and be unable to execute the responsibilities of their office. Thus, there was an urgency to pass the Twenty-Fifth Amendment, which Congress did in the wake of the Kennedy assassination. Since its passage, the Twenty-Fifth Amendment’s provision for the president to pass authority to the vice president has only occurred three times: Once by President Ronald Reagan and twice by President George W. Bush, all three times the president was undergoing a colonoscopy, and all three times were done by the voluntary action of the president. The Twenty-Fifth Amendment contains language for the president to lose power involuntarily, but this has never been used. The closest this has ever been a possibility was in the wake of President Reagan’s attempted assassination. Despite this, the Twenty-Fifth Amendment’s value is shown in such cases as Israeli Prime Minister Arial Sharon, who suffered a massive and ultimately fatal stroke, and was removed as prime minister under Israeli law, allowing the Israeli government to continue functioning. Despite the limited usage of passing presidential authority, this function is probably what the Twenty-Fifth Amendment is best known for and has been dramatized in pop culture references such as the movie Air Force One and television show The West Wing. However, it has actually been another part of the amendment, the part that allows presidents to appoint, with the consent of Congress, a person to fill the position of vice-president,that has been more consequential in U.S. History. This provision was used by President Nixon to appoint Gerald Ford as vice president after the resignation of Spiro T. Agnew, and by Ford to appoint Nelson Rockefeller vice president after Nixon’s own subsequent resignation and Ford’s elevation to the presidency in August 1974. This eLesson will provide students with an opportunity to learn about the text of the Twenty-Fifth Amendment as well as its historical usage and potential need. It will ask them to consider why such an Amendment was deemed necessary and how it has been, and could be, used. It will also give students the opportunity to debate possible applications of the Twenty-Fifth Amendment. Objectives - Students will explain how President Tyler’s decision to become president upon the death of William Henry Harrison was an important precedent for the United States. - Students will examine the current line of presidential succession and suggest possible improvements. - Students will debate different scenarios for invoking Section 4 of the Twenty-Fifth Amendment. - Students will consider who should make the decision that the President is incapacitated under Section 4 of the Twenty-Fifth Amendment. Resources Handout A: Article II, Section 1, Clause 6 of the Constitution Handout B: John Tyler Biography (The Accidental President ) Handout C: US Code: Title 3, Chapter 1, Handout D: The 25th Amendment Activities - Have students read Handout D: The Twenty-Fifth Amendment Call students attention to Section 1 (which validates Tyler’s position that the vice-president truly does become the president upon the president leaving their position), Section 2 (which has been used twice to fill the vacant office of vice-president) and Section 3 (which has been used three times to allow the vice-president to be acting president due to a president undergoing a medical procedure) - Have students carefully examine Section 4, and inform students it is the only part of the Twenty-Fifth Amendment which has never been invoked. - Engage students in a classroom debate involving different hypothetical scenarios under which Section 4 of the Twenty-Fifth Amendment may be invoked and see if students believe it would be appropriate for the vice-president to become the acting president in each one. The teacher may provide for their own scenarios, or use or modify the ones provided below: - The President of the United States has suffered a massive heart attack and is unresponsive; doctors are unsure when the president will regain consciousness (this is a modified version of what could have happened during the Eisenhower presidency) - The President of the United States has suffered a massive stroke and is confined to his bedroom. Although unable to walk and only with a limited ability to communicate, the president makes it clear that he intends to remain as president and continue to exercise the functions of his job (this is essentially what happened during the Wilson presidency) - A member of the president’s immediate family has been kidnapped by terrorists and is being held hostage (this scenario is from the television show The West Wing, in the show, President Bartlett, played by Martin Sheen, voluntarily gives up power under the Twenty-Fifth Amendment, in this case, to the Speaker of the House, as the vice-presidency was vacant at the time) - The president has been the victim of an assassination attempt, and while the president is undergoing emergency surgery, the vice-president has not yet made it back to the Capitol (this happened after the assassination attempt on President Reagan). - Erratic statements and behavior of the president have called into question the president’s fitness for the position; although the president has received a clean bill of health from his physicians and has not stated he is unfit for office, the personal and private experiences his Cabinet members have witnessed have led them to conclude he is unable to fulfill his oath of office (this scenario was alleged to have been debated by the author of an anonymous op-ed article in the New York Times during the Trump presidency). - Point out to students that Section 4 of the Twenty-Fifth Amendment states “Whenever the Vice President and a majority of either the principal officers of the executive departments or of such other body as Congress may by law provide…” Ask students if they believe it might be more proper for “such other body as Congress may by law provide” to make the decision along with the vice-president that the president is incapacitated. Then, ask students who should comprise this body? Wrap Up - Ask students how the US might be different had the Twenty-Fifth Amendment not been passed (most notably, there would not have been a Ford presidency, and most likely Carl Albert, the Speaker of the House of Representatives during the mid-1970’s, would have become president) - Ask students if they have any concerns over how Section 4 of the Twenty-Fifth Amendment could be used, and if so, what suggestions they might have for improvement of the process.	oercommons	2025-03-18T00:38:45.144047	Tom Marabello	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86021/overview", "title": "The 25th Amendment: Presidential Disability & Succession and Vice Presidential Vacancies", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/118399/overview	Videos on Proportions Overview Explore Proportions in this free video unit. It is comprised of 7 lessons with 4-6 short videos in each lesson. Featuring the reasoning of Grade 6 students, the unit explores how to form and iterate ratios through the use of a dynamic applet. The videos provide a foundation for the Common Core State Standards about using ratios and rates to solve math problems. Showing these videos are helpful for teachers who want to move students from reasoning additively to forming multiplicative comparisons. https://mathtalk.sdsu.edu/wordpress/mathtalk-for-students/proportional-reasoning-unit/	oercommons	2025-03-18T00:38:45.157646	07/25/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118399/overview", "title": "Videos on Proportions", "author": "Joanne Lobato" }
https://oercommons.org/courseware/lesson/75639/overview	Module 3: Solving Quadratic Equations Overview This Module helps students to explore the process of solving quadratic equations. Students will use mathematical modeling and reasoning to make connections to solving systems of equations. Students will complete various activities from watching Youtube videos to completing Google Docs and FlipGrids explaining their rationale. Students will also read articles to analyze applications of solving systems of equations and follow along with Khan Academy and Emaze presentations. Solving Quadratic Equations Module 3: Solving Quadratic Equations Teacher Version - Each Lesson is made to be used within a 50 minute period. - Each Module is made to be completed within a 5-day week. - Each Module is based on some of the material from the Open Stax Elementary Algebra 2e: https://d3bxy9euw4e147.cloudfront.net/oscms-prodcms/media/documents/ElementaryAlgebra2e-WEB_1.pdf - Some of the questions are based on this textbook: http://www.wallace.ccfaculty.org/book/Beginning_and_Intermediate_Algebra.pdf - Google Classroom that supports these lessons can be accessed with code: lpazqtb Standards: Technology: EMPOWERED LEARNER 1C- Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways. CREATIVE COMMUNICATOR 6C- Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations. Mathematics: CCSS.MATH.CONTENT.HSA.REI.B.4- Solve quadratic equations in one variable. CCSS.MATH.CONTENT.HSA.REI.B.4.A- Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)2 = q that has the same solutions. Derive the quadratic formula from this form. CCSS.MATH.CONTENT.HSA.REI.B.4.B- Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b. CCSS.MATH.CONTENT.HSA.CED.A.1- Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions. CCSS.MATH.CONTENT.HSA.SSE.B.3.A- Factor a quadratic expression to reveal the zeros of the function it defines. CCSS.MATH.PRACTICE.MP2-Reason abstractly and quantitatively. CCSS.MATH.PRACTICE.MP4-Model with mathematics. CCSS.MATH.PRACTICE.MP6-Attend to precision. Daily Outline: Day 1: QUADRATIC FORMULA - (30 minutes) Students will follow along with the Powerpoint presentation that introduces them to solving quadratic equations with the quadratic formula. - https://docs.google.com/presentation/d/19_PvCH3nGPaglO8NJwBrkuM15wlSNFRTc84V5KVxhsI/edit#slide=id.p1 - (5 minutes) Students will watch a Youtube video that plays a song to help students memorize the quadratic formula. - (15 minutes) Students will complete a Google Forms exit slip over the quadratic formula. Day 2: SQUARE ROOTS METHOD - (20 minutes) Students will follow a Khan Academy Youtube video that will show an example of solving quadratic equations using the square root method. - (30 minutes) Students will follow the Emaze presentation that will show them how to use the square root method and when to use it. Day 3: COMPLETING THE SQUARE - (10 minutes) Students will read the article about how and when to use the complete the square method. - (10 minutes) Students will watch a video of me giving an example of using the complete the square method. - (15 minutes) Students will complete the Kahoot Review Game that will assess their knowledge of using completing the square. - (15 minutes) Students will complete the exit slip for completing the square. Day 4: FACTORING AND ZERO PRODUCT PROPERTY - (35 minutes) Students will follow along with the Emaze presentation that will introduce the factoring method and the zero product property. - (15 minutes) Students will complete the exit slip for the day. Day 5: Applications Day - (10 minutes) Students will watch the Youtube video that will go through an example that is like the quadratic applications they will work on next. - (40 minutes) Complete the Quadratics Application worksheet in the Google Doc.	oercommons	2025-03-18T00:38:45.180495	Ashley Hatz	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75639/overview", "title": "Module 3: Solving Quadratic Equations", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/94087/overview	My Strengths and Challenges Overview To help the child recognize their strengths and challenges, and increase their self-awareness and self-esteem. Fixed Mindset ACTIVITY OBJECTIVE: To help the child recognize their strengths and challenges, and increase their self-awareness and self-esteem. ACTIVITY DESCRIPTION: Make time to execute this activity with the child during the school day, and ask them to fill the sheet with traits they think go under each column. FOR PRINTABLES ACTIVITY MATERIALS 00 \| Printed table \| IMPORTANT NOTES FOR PRACTITIONER Build up the child’s confidence by talking to them about their strengths, this should include subjects at school, hobbies and/or relationship skills. Ask the child which areas they think they are struggling with, and then try to rephrase what they say in a positive light. Engage with them in a discussion about what they can do/need to be able to work on this challenge. Make sure to brainstorm with the child and support what you say with examples (of their own behaviors), while remaining objective. For instance, if the child gets stuck during the activity, mention a certain behavior that they do and ask them which column they think it falls under. Revisit this list regularly to increase their sense of progress.	oercommons	2025-03-18T00:38:45.194781	06/19/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94087/overview", "title": "My Strengths and Challenges", "author": "CIPPO Egypt" }
https://oercommons.org/courseware/lesson/94363/overview	The Business Of Philanthropy – A Free ESL Lesson Plan Overview For upper intermediate language students looking for a new challenge, this ESL Lesson Plan on the Business of Philanthropy offers an excellent reading activity. This lesson plan from the Off2Class library provides a nuanced look into the world of philanthropy (e.g. charities, donations) and the business aspects that surround the industry. The lesson also includes several warm-up activities (prior to the reading text) and basic comprehension questions (after the reading text). If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class For upper intermediate language students looking for a new challenge, this ESL Lesson Plan on the Business of Philanthropy offers an excellent reading activity. This lesson plan from the Off2Class library provides a nuanced look into the world of philanthropy (e.g. charities, donations) and the business aspects that surround the industry. The lesson also includes several warm-up activities (prior to the reading text) and basic comprehension questions (after the reading text). Philanthropy refers to the role of private citizens in donating time and money either through individual activities or more formalized organizations, such as foundations. In 2021, Citibank estimated that global philanthropy makes up about $2.3 trillion, just under 3% of global GDP. Famous philanthropists include Bill and Melinda Gates, Dolly Parton and Marc Benioff. Philanthropy can come in all shapes and sizes. The business of philanthropy refers to the work taken when that giving is operationalized. This normally happens via a foundation. While these operations were set up with noble intentions, the activities of larger philanthropists can attract attention and controversy. This lesson tells the story of a hypothetical individual named John Coulter. John chooses to spend his retirement working with education charities in Africa. John faces the challenge of how best to help educate people in Africa. To do that, he must listen to the point of view of numerous people and constituencies The reading activity encourages students to understand key terms that impact the sector, such as “ideals,” “civil servants” and “work-life balance.” If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.	oercommons	2025-03-18T00:38:45.213937	Lesson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94363/overview", "title": "The Business Of Philanthropy – A Free ESL Lesson Plan", "author": "Reading Foundation Skills" }
https://oercommons.org/courseware/lesson/97747/overview	FREEAcornsSizeOrderingforFallOrderbySizeCutandGlue-1 Length Video MeasurementLength-1 ShortestLongestFirstGradeMath-1 Size Video UbD 2.0 - Size and Length Overview Size and Length lesson plan for Pre-K / Kindergarten Stage 1 - Desired Results ESTABLISHED GOALS \| Describe and compare measurable attributes.CCSS.MATH.CONTENT.K.MD.A.1 CCSS.MATH.CONTENT.K.MD.A.2 \| Transfer Students will be able to independently use their learning to… \| Use size and length terms in their daily lives. Point out what is bigger or smaller than other things in their daily lives. Point out what is longer or shorter than other things in their daily lives. Follow directives involving size or length. (ex. Can you get me the smaller fork please, Jacquie?) \| Meaning UNDERSTANDINGS \| ESSENTIAL QUESTIONS \| Size is different than length. You can compare the sizes and lengths of everyday things in the real world. \| What is the difference between size and length? What does smallest mean? What does biggest mean? What does longest mean? What does shortest mean? What does it mean if something is shorter than something else/what does it mean if something is longer than something else? What does it mean if something is smaller than something else/what does it mean if bigger than something else? \| Aquistion Students will know… \| Students will be skilled at… \| What size and length mean What small, smaller, and smallest mean What big, bigger, and biggest mean What short, shorter, and shortest mean What long, longer, and longest mean \| Identify things as shorter or longer than other things. Identify things as bigger or smaller than other things. Rank objects or lines in order by length. Rank objects or shapes in order by size. \| Stage 2 - Assessment Evidence Evaluative Criteria \| Assessment Evidence \| \| If a kid can demonstrate the concepts of size and length with objects in the real world, I can assume that they truly understand them. \| PERFORMANCE TASK(S): (One at a time in a controlled environment) Ask each kid to bring me the longest pen on a designated table, as well as the shortest eraser, the smallest piece of paper, and the biggest book. \| If the kids can verbally explain the difference between length and size, they likely understand and distinguish the two concepts. I would like my students to be able to demonstrate their understanding of size and length on worksheets as well. \| OTHER EVIDENCE: Have them individually explain to me the difference between longer and bigger and the difference between shorter and smaller. Worksheets in which kids circle the longest line out of a set of lines or the biggest square out of a set of squares, etc... \| 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? W, E2, R ------> Give explanation and show examples on the board. (This explanation of size and length will show the students where the unit is going and what is expected. I will learn where the students are coming from by asking them how many of them know what size or length is. They will have to rethink and revise they're understanding when I show them that something longer than something else could actually still be smaller than it. After reminding them of this later on, students could evaluate their own work to make sure they did that right.) H, E1, T, E2 ------> Compare the sizes and lengths of things in the room. (It can be personalized to the different interests of students by individually allowing them to compare the sizes of things they each like.) H, O ------> Watch a video about length and size. (A video is a great way to hook the students.) H, E1, E2 ------> Have kids rank pieces of string by length. O ------> Fill out worksheets about it. (The multiple means of engagement should help maximize engagement and learning.)	oercommons	2025-03-18T00:38:45.246408	10/07/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97747/overview", "title": "UbD 2.0 - Size and Length", "author": "Landon Meadows" }
https://oercommons.org/courseware/lesson/117296/overview	Education Standards 2013 Cinematic Adaptation of The Great Gatsby Bootleg Liquor Gertrude Ederle New Money Rod Wave Lyrics on The Great Gatsby The Charleston Resource to Lesson Plan - Capstone Project Option D Overview This resource is developed as a template for Library Media Specialist and Dual Enrollment Teachers to collaboratively choose, evaluate and develop a resource set. Template updates and content are authored by Jessica Bogle in accordance with the culminating Capstone Project for Cohort 2024. Identifying and Evaluating a Resource Although this set of four images ranks high on both OER rubrics, classroom teachers can expand on this collection by accessing the Digital Public Library of America personally. This section of the template supports Library Media Specialists and Classroom Teachers in aligning and evaluating curated resources. Instructions: Use OER primary source materials from the Digital Public Library of America to collaboratively choose, evaluate and develop a resource set. 1. Notes on alignment of the resource: - When you aligned the resource, was it fully aligned to the standard or partially? - In a lesson plan designed around LDOE Standard: RL.11-12.9, the following visual images are considered primary resources and found via Digital Public Library of America. These images could align with a unit on The Great Gatsby since the anchor text and the attached images are all from the same time period. These images from 1920, 1925, 1929, and 1930 are all historical relevant to the anchor text. - What additional notes do you have about alignment to the standard? - The standard states: "Demonstrate knowledge of foundational works of U.S. and world literature, including how two or more texts from the same period treat similar themes and topics." Students can analyze and decipher how primary-sourced materials, such as these four images, enhance the theme(s) of The Great Gatsby. 2. Notes on evaluation criteria: - When you evaluated the resource using the Achieve OER Rubric, why did you choose the indicator that you chose? - I chose that the Achieve OER Rubric scored the images a comprehensive 2.5, which means the resources are Strong to Superior. The images align to the anchor text content, explain and explore themes, are of excellent quality, include opportunities for deeper learning, and provide an assurance of accessibility. - What other evaluation criteria did you mentally note when you reviewed the resource that is not included on this rubric? - Using the (Sample) Checklist for Evaluating OER, I also considered how culturally relevant and sensitive the resources are to the background and demographic of my students. A connection I was able to make includes a rap song by Rod Wave that is popular among my students, and the topic/central idea of the lyrics is based on The Great Gatsby. Students can use primary-sourced materials to deepen their understanding of the novel and further understand/analyze modern-day music. Supporting and Expanding the Resource(s) for Teachers This section of the template supports Library Media Specialists and Classroom Teachers in supporting and expanding the curated resources. The resources below should help teachers prepare for the lesson. 1. What additional background knowledge and resources might be needed to support the teacher? - Please share 1-2 additional teacher-facing resources that will help the teacher better understand and use this resource set. These might be videos, readings or pedagogical strategies. - Teachers can also reference the 1974 and 2013 cinematic adaptation of The Great Gatsby. Attached are images from the Digital Public Library of America regarding both films. Films of a literary text connect to the following LDOE Standard: RL.11-12.7. The standard states: "Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text." Teachers can support their students understanding of the primary-sourced visual images in this resource set by playing clips of the film(s) that showcase the themes present in the novel, the primary-sourced visual images, and contemporary films. Supporting and Expanding the Resource(s) for Students This section of the template supports Library Media Specialists and Classroom Teachers in supporting and expanding the curated resources. The resources below should help teachers develop resources for students to sucessfully explore the resources and meet learning targets. 1. What additional resources might be needed to support students? - Please share 1-2 additional student-facing resources that will help the student better understand and use this resource set. These might be student handouts, rubrics or supporting videos/readings. - Students can better understand this resource set of primary-sourced images by connecting an audio medium from their generation to the themes present in the attached song (and lyrics). Attributions This is a remix (and template) regarding Foundations of Open Educational Resources: A Professional Development Course by Selena Burns, Anastasia Karaglani, and Joanna Schmizzi (CC BY 4.0). This template specifically derives from Module 7: Capstone Project of Foundations of Open Educational Resources: A Professional Development Course authored by Emily Frank (CCBY). Content for this resource set was revised or remixed from the following source material: "Open Educational Resource" [image] by LibGuides at Whitman Collage https://www.google.com/imgresq=oer&imgurl=https%3A%2F%2Fupload.wikimedia.org%2Fwikipedia%2Fcommons%2Fb%2Fbb%2FGlobal_Open_Educational_Resources_%2528OER%2529_Logo_-_Black_and_White_variation.svg&imgrefurl=https%3A%2F%2Flibguides.whitman.edu%2Foer&docid=4rqLYWiJ4NjgiM&tbnid=LUgUYqeeXPnDTM&vet=12ahUKEwiGhO6P0_eGAxU6ibAFHYVtCSwQM3oECGsQAA..i&w=850&h=567&hcb=2&ved=2ahUKEwiGhO6P0_eGAxU6ibAFHYVtCSwQM3oECGsQAA "LDOE K-12 ELA Standardy" by Louisiana Believes https://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/k-12-ela-standards.pdf "A photograph of Marion Davies and her colonial beach home, Santa Monica, CA, circa 1930" [image] by Digital Public Library of America. https://dp.la/primary-source-sets/the-great-gatsby-by-f-scott-fitzgerald/sources/276 "A photograph of Gertrude Ederle, 1920s" [image] by Digital Public Library of America. https://dp.la/primary-source-sets/the-great-gatsby-by-f-scott-fitzgerald/sources/285 "A photograph of prohibition enforcers disposing of confiscated bootleg liquor, 1929." [image] by Digital Public Library of America https://dp.la/primary-source-sets/the-great-gatsby-by-f-scott-fitzgerald/sources/277 "Photograph of a Charleston dance contest in St. Louis on November 13, 1925." [image] by Digital Public Library of America https://dp.la/primary-source-sets/the-great-gatsby-by-f-scott-fitzgerald/sources/287 "The Great Gatsby" [image] by Digital Public Library of America https://dp.la/item/969f6a6af0fb0e3992f508567eb196e4?q=the+great+gatsby "The Great Gatsby" [image] by Digital Public Library of America https://dp.la/item/bf80ec8d067510251c39f2dd8ec0fcdb?q=the+great+gatsby "Great Gatsby" by Lyric Find	oercommons	2025-03-18T00:38:45.284930	06/25/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117296/overview", "title": "Resource to Lesson Plan - Capstone Project Option D", "author": "Jessica Bogle" }
https://oercommons.org/courseware/lesson/112916/overview	Strategy: Small group and regroup Overview This quick strategy promotes communication skills and collaboration across science groups. Small group and regroup This quick strategy promotes communication skills and collaboration across science groups. At the start of class, give each member of a small group a different colored sticker. After collecting or analyzing data, have students regroup by sticker color to share their data and/or analysis. In the new grouping, have students discuss their original group results with their new group peers. Reflect: - Were the groups' results the same or different? - Did the groups' answer the analyze questions the same or differently? Why do they think that was? Transition into a whole-class discussion about issues related to data collection and analysis. - How were data the same? - How were data different? - What might account for the differences? - How did differences in data impact the analysis of data (the patterns, groupings, or trends identified)? - What other factors could account for differences in the analysis of the data?	oercommons	2025-03-18T00:38:45.299763	Kristin Robinson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112916/overview", "title": "Strategy: Small group and regroup", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/84530/overview	Precision Ag Lesson 1 Overview Introduction to Precision Agriculture - Lesson for Day 1 - Definition Activity Lesson 1 Teacher Resources: - Typical Keywords: Site specific or subfield, GPS (geospatial), efficiency, management, data, technology, variable rate, environment, economic, variability - This Precision Agriculture (PA) definition has recently been recognized by the Board of directors as the official definition of the International Society for Precision Agriculture (ISPA) - “Precision Agriculture is a management strategy that gathers, processes and analyzes temporal, spatial and individual data and combines it with other information to support management decisions according to estimated variability for improved resource use efficiency, productivity, quality, profitability and sustainability of agricultural production.” - Breakdown of different parts of definition: - “management strategy the gathers, processes and analyzes data” - Data is gathered in the field. Examples: Yield data is gathered during harvest via a yield monitor in a combine. Planting data is gathered from a planter during seeding. Remote sensing data is gathered from satellites into a software platform. - Data is processed from the field into a cloud-based software package or brought from the combine/tractor via an usb device or data card and read into a software package. - Data is analyzed by the farmer or a precision agriculture consultant and used in making management decisions. - “temporal, spatial and individual data” - Temporal data: Data that specifically refers to times or dates. - Spatial data: Any data that can be mapped with a location (latitude/longitude) - Individual data: Data gathered or recorded by farmer. - “Variability” - Precision Agriculture assumes that fields are not uniform, but rather variable. Variability can occur in soils physical properties and topography of the land. Variability can also occur because of previous farming practices (no till versus conventional tillage), vegetation (alfalfa, pasture, cropland), management (renovated tree rows, old farmyards/fence lines) and etc. - “improved resource use efficiency, productivity, quality, profitability and sustainability of agricultural production” - Resources use efficiency includes land, labor, fuel, fertilizer, herbicide, fungicide, insecticide, seed, and ect. - Productivity refers to increasing yield - Quality would include fruit/vegetable size and firmness; protein content, oil content, test weight, plumpness and more. - Profitability is ability to generate more revenue than expenses. - According to the National Institute of Food and Agriculture, Sustainable agricultural practices are intended to protect the environment, expand the Earth’s natural resource base, and maintain and improve soil fertility. Based on a multi-pronged goal, sustainable agriculture seeks to: - Increase profitable farm income - Promote environmental stewardship - Enhance quality of life for farm families and communities - Increase production for human food and fiber needs - “management strategy the gathers, processes and analyzes data” Precision Agriculture Lesson One: Definition of Precision Agriculture Overview: Students will use the internet to develop a concise definition of Precision Agriculture. Objectives: The student will be able to explain basic concepts in precision agriculture. Materials Needed: Access to the internet Activity: - Individual activity: Each student will have search the internet and learn as much as they can about precision agriculture in 5 minutes. Students will each write 3 concepts that they learned. (5-10 minutes) - Place the students into groups of 2 or 3. Students will report the 3 concepts that they learned to their group. (2-5 minutes) - Using the concepts learned, have each group formulate a concise (less than 25 word) definition of Precision Agriculture (5-10 minutes) - Each group will read their definition of Precision Agriculture, while the teacher writes key words on the whiteboard. (5-10 minutes) - Teacher shares the official definition of Precision Agriculture (below). (5 minutes) - Teacher discusses the definition, including any terms students are familiar with. (below) (10-20 minutes)	oercommons	2025-03-18T00:38:45.323998	08/05/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84530/overview", "title": "Precision Ag Lesson 1", "author": "Carmel Miller" }

Subsets and Splits

No community queries yet

The top public SQL queries from the community will appear here once available.