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/69601/overview	Cultural activity for learning language Overview Topic : Eid milan party (Eid gathering party) Learners: 5th - 8th students Level of culture: All three levels Skills: listening, speaking and writing Objectives: To teach students about our festivals and how these festivals are celebrated in different Islamic and non-Islamic countries by muslims Topic : Eid milan party (Eid gathering party) Learners: 5th - 8th students Level of culture: All three levels Skills: listening, speaking and writing Objectives: To teach students about our festivals and how these festivals are celebrated in different Islamic and non-Islamic countries by muslims To check listening, speaking and writing skills of students Students were asked to choose any country and come wearing traditional dresses of that country which they wear on festival of Eid. They were also asked to bring traditional foods of those countries they had choosen, preparing it from their homes. On the day of party, students were ask to recognized the traditional food and dresses of each country and write it in there notebooks. Every student with the help of his teacher tried to recognize foods and dresses and write it with names fo students that what those students are wearing and what country they belong to and what food belongs to that country. It was very hard task for them but they performed very well. After the writing skills activity they were asked to come om stage and speak about what they've put on and what make them put it on and what is history of that dress. Like a student told us that he's wearing Abaya and Arabians wear it because it is very hot there and they can't wear western dresses like jeans and shirt etc. Students wearing Pakistani dresses were representing source culture and those students who were wearing dresses of Arab countries and other Islamic countries were representing international culture and those who were wearing western dressing like jeans and three peice suits were showing target culture. At the end there was quiz competition in which different quiz were asked and prizes were given to students who gave right answers.	oercommons	2025-03-18T00:38:45.338187	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69601/overview", "title": "Cultural activity for learning language", "author": "Literature" }
https://oercommons.org/courseware/lesson/90821/overview	How to Study Shakespeare Overview 5 Keys to Study Shakespeare How to Study Shakespeare Shakespeare’s works are very precious and important, however; it can be a confusing experience at times. Shakespeare’s style and language have some role in this difficulty. To fully understand and appreciate his works, there are some tips which can help. First, one can start with his plays.Romeo and Juliet, Taming of the Shrew, or especially Macbeth are popular and intriguing plays. Secondly, choosing a good edition is very important. There are two ways. One can reach modernized texts or texts that have not been modernized. When non-modernized texts are preferred, one can use annotated texts which provide definitions, context, and value-added information that will help you to understand what is going on in the play.Third, you should keep up with his language because some of the words in Shakespeare's plays have a different meaning today than when the plays were written, or they are no longer in use.Then, read carefully and slowly. Before you start, make sure you will be in a quiet area. Finally,pay attention to his wordplay. He uses a lot of metaphors and similes that makes some passages more difficult to understand.	oercommons	2025-03-18T00:38:45.350088	03/10/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90821/overview", "title": "How to Study Shakespeare", "author": "Berfin Ersan" }
https://oercommons.org/courseware/lesson/87999/overview	Every Student Belongs: Hate Symbols Overview Since this lesson focuses on the swastika and other hate symbols—hate symbols that target a range of identity groups including Jewish people, people of color, etc.—it is important to be mindful that seeing and discussing these symbols could be upsetting for some or many of your students. Some students may feel relieved or comfortable discussing these issues in class and others may feel nervous, uncomfortable or angry to be talking about a topic so close to home. Prior to teaching the lesson, assess the maturity of your students in being able to handle this challenging content, review your classroom guidelines for establishing a safe learning environment and provide opportunities for students to share their feelings as the lesson proceeds.] LEARNING OBJECTIVES Students will reflect on the significance of symbols in our society. Students will learn about specific hate symbols and teach their classmates what they learned. Students will identify what can be done as individuals, school or a community to confront hate symbols. LESSON OVERVIEW We see symbols every day in all aspects of our lives. Symbols are used to convey ideas, qualities, emotions, material objects/products, opinions and beliefs. Unfortunately, symbols are also used to convey hate and bias. Lately, we have seen a lot of hate symbol graffiti in public spaces and specifically the swastika, which in most circumstances is understood as an expression of antisemitism. There has reportedly been an increase in antisemitic incidents, including the display of swastikas on school and college campuses, sidewalks, places of worship, online, on doors, buildings, dorm rooms, buses, school and public bathrooms, vehicles and other places. The proliferation of other hate symbols is also of increasing concern. This lesson provides an opportunity for students to reflect on the importance of symbols in our society, understand more about specific hate symbols, and identify strategies for responding to and eliminating hate symbols.	oercommons	2025-03-18T00:38:45.367913	Case Study	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87999/overview", "title": "Every Student Belongs: Hate Symbols", "author": "World History" }
https://oercommons.org/courseware/lesson/104327/overview	Integrated Curriculum Overview This document describes the meaning, characteristics, approaches, levels and benefits of integrated curriculum. Introduction of Integrated Curriculum INTEGRATED CURRICULUM INTRODUCTION A holistic approach to education, known as an integrated curriculum, enables children to engage in learning without the limitations imposed by subject boundaries. It emphasizes the interconnectedness of different areas of study, aiding children in acquiring fundamental learning skills. By integrating various subjects and designing complementary learning experiences, this curriculum fosters the transferability of knowledge to different contexts, enhancing the child's overall learning capacity. An integrated curriculum connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts. Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life. James Beane, a well-known proponent of curriculum integration, defines it as a form of meaningful learning that revolves around significant topics identified by both teachers and students. According to Beane (2005), this approach to curriculum integration aligns with the principles of democracy. Definitions Date \| Author \| Definition \| 1991 \| Vars \| Integrated curriculum seems to be the best vehicle for empowering students, parents, and teachers. \| 1999 \| Montgomery \| Instructional techniques such as differentiated instruction, constructivism and cooperative learning are often components of an integrated curriculum. \| 2016 \| Brown \| Curriculum integration “engages students as active learners who make the most of the decisions about what they study” \| 2007 \| Dowden \| According to a report on curriculum integration in Australian middle schools, the primary objective is to resituate subject matter within relevant and meaningful frameworks. \| 1996 \| Jensen \| “The brain learns best in real life, immersion style multi path learning, piecemeal presenting can forever kill the joy and love of learning” \| Objectives of integrated curriculum - Apply critical thinking skills across a variety of disciplines, including , Humanities, arts, Mathematics, Social Studies, Science, Communication and Technology. - Enhance team working skills - Acquire skills that prepare learners for lifelong learning - Possess the appropriate knowledge and skills - Critically evaluate written and oral communication and express themselves - Demonstrate ability to think logically about the society and develop investigative skills within their interests. - Characteristics of an Integrated Curriculum An integrated curriculum encompasses the following elements: - Experiences that aim to develop children's attitudes, skills, and knowledge while facilitating connections across different areas of study. - Activities that cater to a diverse range of abilities. - Activities that are initiated and guided by both teachers and students. - Engagement in whole-class, small group, and individual learning experiences. - Opportunities for critical and creative thinking. - Assessment conducted by teachers, peers, and self-assessment. - Opportunities for experiencing learning as a cohesive and meaningful whole. - A holistic approach that seeks to enhance all aspects of learning content. - A curriculum that cuts across disciplines to address market needs and demands. - The integration of all subjects and experiences, where comprehension, for instance, is regarded as comprehension regardless of whether it is taught in a language class or a science class. - Program learning outcomes that systematically flow down to learning outcomes in each of the educational components, for example, courses, modules, or other units of instruction. - Educational system components that mutually support the learning of disciplinary fundamentals, and the achievement of desired levels of professional skills. - An explicit curriculum plan that is adopted and owned by the entire faculty Components of integrated curriculum - Focuses on basic skills, content and higher level thinking - Encourages lifelong learning - Structures learning around themes, big ideas and meaningful concepts - Provides connections among various curricular disciplines - Provides learners opportunities to apply skills they have learned - Encourages active participation in relevant real-life experiences - Captivates, motivates, and challenges learners - Provides a deeper understanding of content - Offers opportunities for more small group and industrialized instruction - Accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative learning, intrinsic motivation, and self-efficacy) and multiple intelligences. Shoemaker (1991) enlists the following as essential components of an integrated curriculum: - Core skills and processes: These include basic skills, such as reading and mathematics, as well as social skills and problem solving. - Curriculum strands and themes: These are the organizing principles around which the curriculum is built. They are broad-e.g., Human Societies-and integrate content from multiple areas. - Major themes: Each curriculum strand is further divided into major themes, e.g., Environments or Diversity. - Questions: Questions are used to further define major themes and focus activities. - Unit development: From the major theme and the questions, knowledge, and skills related to the concepts, teachers plan activities that will lead to the development of knowledge and skills which will answer the questions. Teachers also collect resources and develop actual lesson plans and assessment strategies. - Evaluation: Through an assessment of student progress the unit is evaluated. Approaches of integrated curriculum Approaches of Integrated Curriculum The interdisciplinary approach calls on educators to structure the curriculum around themes that run through all of the participating areas. For instance how India got its freedom might include reading on Rabindernath Tagore in language, studying British rule in History, Learning about Swaraj and Revolt of 1857 in social science. Teachers can fully immerse students in the subject by teaching it in all three classes, giving them the chance to explore the links and correlations between various parts. Multidisciplinary Integration: In a multidisciplinary approach, two or more subject areas are organized around the same theme or topic. For example teaching about the physical and chemical properties of water in science, an essay on saving water in language, sources of water in social science, concept of measuring liquids in mathematics, and poster on importace of water in creative arts can be used for integrating curriculum using multidisciplines. Aspects of integrated curriculum In Beane's work (1993), four dimensions of integration were highlighted, which prioritize addressing important issues while also aligning with democratic principles: Experiential Integration: This involves combining past and present experiences to facilitate the process of acquiring new knowledge. Social Integration: It occurs when students from diverse cultural backgrounds participate in shared learning experiences, fostering a sense of unity. Knowledge Integration: This dimension focuses on integrating concepts from different subject areas by centering them around significant issues. Curriculum Design Integration: This aspect emphasizes the incorporation of project-based learning and other practical applications of knowledge into the curriculum design Levels of integration As one examines the Levels of Integration, an increased understanding develops: Level 1: Discipline Integration This is a first step in an integration approach that is actually quite unpopular today. It is inspired from practices that encourage isolated repetition and rote memorization of knowledge. Level 2: Combined Integration In this approach to integration, there is an effort to pair up subjects that have an explicit connection. Level 3: Multidiscipline Integration A multidiscipline integration approach involves combinations of more than two subjects together. Not only do they connect to each other where connections are explicit, but they also connect through a central theme. Level 4: Interdisciplinary Integration In an interdisciplinary approach to integration, the learning becomes much more conceptual and the themes are articulated in the form of deep questioning to reach higher level understanding. Level 5: Transdiscipline Integration The transdisciplinary step of integration encourages a curriculum that makes connections between the subjects, not only through explicit and conceptual ties, but also through the personal experiences of the learners. It ties in also the notion of relevance. At this level of integration, concepts are sometimes organized in different types. Benefits of integrated curriculum Benefit of presenting curriculum in an integrated way Before examining the specifics of integration, it is important to consider the potential benefits of presenting curriculum in an integrated manner. Adopting a more integrated approach suggests that in order to engage children effectively, the curriculum should be situated in the "real" world, where subjects and disciplines are not artificially separated. Here are the benefits associated with curriculum integration: - Elimination of duplication and promotion of meaningful connections: An integrated approach reduces redundancy across subject areas and encourages valuable connections. Research by Jensen (2005) suggests that more effective learning occurs when such connections are made. - Enhanced teacher creativity and student agency: Integration allows teachers to tailor their instruction to the needs and interests of their students, fostering greater creativity. Similarly, students have the opportunity to explore and deepen their understanding. - Development of a community of learners: This approach, as advocated by Meyer, Meinbach, Rothlein, and Fredericks, supports the cultivation and strengthening of a community of learners. Additionally, in an era where the internet offers vast amounts of information, attempting to teach everything becomes futile. Instead, the focus shifts to developing skills in accessing, evaluating, critiquing, and contextualizing information. - Flexibility: Curriculum integration enables teachers to plan for the development of key skills and understandings that transcend individual strands and subjects, allowing for greater flexibility. - Building on prior knowledge and experiences: Meaningful connections among subject areas help students build upon their diverse prior knowledge and experiences, supporting a holistic perspective of the world and facilitating more meaningful learning. - Unifying students' learning: Integration enables students to develop a unified view of the curriculum, extending the context of their learning beyond individual subject areas. - Reflection of the real world: Organizing the curriculum in a holistic manner better reflects the real world and aligns with how children learn at home and in the community. - Alignment with students' thinking: Research on brain development supports the idea that younger students assimilate and process multiple pieces of information simultaneously. Teaching ideas holistically, rather than in fragmented pieces, aligns with the natural cognitive processes of young students. By integrating curriculum, these benefits contribute to a more effective and comprehensive approach to education that goes beyond mere knowledge acquisition. Students will be able to: - Recognize the unique characteristics and interconnected components of different subject areas. - Engage more actively in their learning as the context becomes more relatable and meaningful to them. - Apply and demonstrate their knowledge, skills, and attitudes in various learning situations. - Easily establish connections between what they learn in school and their experiences outside of the classroom. - Develop a clearer focus on conceptual understanding as the content is organized around essential ideas. Teachers will be able to: - Recognize the interconnections within and across different subject areas. - Establish a meaningful learning context that caters to the students' individual needs. - Evaluate students' skills and comprehension in various learning situations. - Effectively manage the curriculum's content by addressing outcomes from different areas or key learning skills concurrently and reinforcing them. - Enhance students' motivation and active participation.	oercommons	2025-03-18T00:38:45.435855	05/29/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104327/overview", "title": "Integrated Curriculum", "author": "Gagandeep Kaur" }
https://oercommons.org/courseware/lesson/106946/overview	Reconstruction Refresh Overview This resource is a guide to Reconstruction events and elements. It can serve as a refresher, study guide, or introduction to the period. This resource is a guide to Reconstruction events and elements. It can serve as a refresher, study guide, or introduction to the period.	oercommons	2025-03-18T00:38:45.453501	07/20/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106946/overview", "title": "Reconstruction Refresh", "author": "Katherine Ryan" }
https://oercommons.org/courseware/lesson/107430/overview	Poster - Silly Questions Forum - 2023 MLA Annual Meeting Detroit Overview Poster - Silly Questions Forum - 2023 MLA Annual Meeting Detroit Poster - Silly Questions Forum - 2023 MLA Annual Meeting Detroit Poster - Silly Questions Forum - 2023 MLA Annual Meeting Detroit	oercommons	2025-03-18T00:38:45.469164	Stephanie Roth	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107430/overview", "title": "Poster - Silly Questions Forum - 2023 MLA Annual Meeting Detroit", "author": "Leila Ledbetter" }
https://oercommons.org/courseware/lesson/64607/overview	Symphony No. 9 "For the New World" - Antonin Dvorak Overview An introduction to the themes in program music using Antonin Dvorak's Symphony No. 9, Movement 4 Allegro con fuoco. Background information review (to be completed after Part 1: Antonin Dvorak and the Music of the Romantic era The following resources can be utilized if the teacher needs further information about Antonin Dvorak, Symphony No. 9 "From the New World," or Romantic era program music: Minnesota Public Radio Class Notes Antonín Dvořák in the New World minnesota.publicradio.org/radio/services/cms/education/dvorak.pdf St. Louis Symphony Programs notes - Symphony No. 9 www.slso.org/globalassets/connect/playbill-articles/1617/1617_new_world_symphony_program_notes.pdf Britannica Online - Program music Choose the best answer using the knowledge learned in the previous lesson. During what historical era did Antonin Dvorak live? Renaissance Baroque Classical Romantic Review 2 In what country was Antonin Dvorak born? (use modern name) Germany Austria Czech Republic Poland Review 3 What form of music was Dvorak particularly fond of while a young person? Motets Chorales Folk music Rock music Review 4 Why did Dvorak leave Europe and travel to New York City? To take a new job To take his family on vacation To run away from his family To study Review 5 Where did Dvorak and his family spend the year 1893? New York City Iowa and Minnesota Missouri Wisconsin Review 5 What two things did Dvorak "fall in love with" in America? Hot dogs and apple pie Baseball and tales of the old West Tales of the Old West and music of the slaves Music of the slaves and dime store novels Review 6 Which best describes "program music?" Music that is intended to evoke images or convey the impression of events. Serious or conventional music following long-established principles. Music that is considered to be at the forefront of innovation in its field. Music usually including strings, woodwinds, brass instruments, and percussion instruments. Listening 1 Play the first 15 seconds of the YouTube video Gustavo Dudamel : Dvorak - Symphony no. 9 - 4th movement - Allegro con fuoco www.youtube.com/watch?v=vHqtJH2f1Yk. Pause for student think time and response. (Allegro - performed at a brisk tempo Con fuoco - A musical directive to the performer to play a particular passage with vehement energy or fervid emotion. with fire, in a fiery manner.) Listen as your teacher plays the first excerpt from Antonin Dvorak's Symphony No. 9, Movement 4 Allegro con fuoco Can you guess what Allegro con fuoco means? Listening 2 Restart the recording (YouTube video Gustavo Dudamel : Dvorak - Symphony no. 9 - 4th movement - Allegro con fuoco www.youtube.com/watch?v=vHqtJH2f1Yk) from the beginning and stop at 3:50. Students should hear 5 distinct themes. Introduction: 0:00-0:15 (No, it's NOT the Jaws theme. Dvorak did it way before John Williams) Theme 1 - 0:15-0:42 Theme 2 - 0:43-0:58 Theme 1 returns - 0:58-1:14 These first 4 are sometimes combined as "Introducing the Hero" Theme 3 - 1:14-1:40 Transition - 1:40-1:52 Theme 4 - 1:53-2:50 Sometimes called the "Love" theme Transistion 2 - 2:50-3:15 Theme 5 - 3:15-3:50 The "top o' the morning to you" motion is like you are tipping your old-fashioned tophat to someone. The teacher could utilize the following resource for more information and listening guide details for Symphony No. 9 www.antonin-dvorak.cz/en/symphony9. Your teacher will start the performance at the beginning for you to listen. Listen carefully! As you listen to the beginning section of Symphony No. 9, Movement 4 Allegro con fuoco (brisk with fire) can you hear different themes to the music? As you hear a new theme emerge, give a "top o' the morning to you" motion to your teacher. Listening 3 Play the conclusion the recording (YouTube video Gustavo Dudamel : Dvorak - Symphony no. 9 - 4th movement - Allegro con fuoco www.youtube.com/watch?v=vHqtJH2f1Yk) Begin at 10:15 and stop at 11:36 The "Hero" theme or Theme 1 is restated and then the piece finishes triumphantly. End with a wrap-up of identifying themes in music. Ask students if they could relate musical themes to images or events (program music). Prep for the next class by telling them that as we continue talking about themes we will transfer the concept of musical themes that we hear into images or events that we could write a story about. Assessment: There is no formal assessment at the conclusion of this lesson. Informal assessment: Check student responses during the Background Review to check for understanding and recall of prior learning. Check student responses during Listening examples. Watch for "top o' the morning to you" motion Formal assessment of Romantic Music Unit will take place after Part 3 activity. Listen as your teacher plays the final excerpt from Antonin Dvorak's Symphony No. 9, Movement 4 Allegro con fuoco	oercommons	2025-03-18T00:38:45.498776	John Standerford	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64607/overview", "title": "Symphony No. 9 \"For the New World\" - Antonin Dvorak", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/107028/overview	Countries Around the World Overview Kid friendly, elementary age appropriate websites for kids to research to learn more about countries and their cultures. Elementary grades appropriate research websites Cultures Around the World Click the link below to visit kid friendly, elementary grades appropriate websites to help students explore countries around the world. https://wakelet.com/i/invite?code=eyuvy38v	oercommons	2025-03-18T00:38:45.511545	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107028/overview", "title": "Countries Around the World", "author": "Reading" }
https://oercommons.org/courseware/lesson/90189/overview	Superlative Adjectives: A Free ESL Lesson Plan Download Overview What students will learn about superlative adjectives? In this lesson students will learn how to: - use the form of the superlative, including the irregular superlatives: best, worst, and furthest. - use the + the superlative: diamond is the hardest natural material in the world. - use the prepositions in and of with groups and time periods: it was the most popular song of the 1980s. - use one of the + superlative plural noun + preposition: it’s one of the biggest cities in Asia. Before you teach, keep in mind: for short adjectives, we make the superlative by adding —est (shortest). For long adjectives, we make the superlative with most (most interesting). If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class In this lesson students will learn how to: - use the form of the superlative, including the irregular superlatives: best, worst, and furthest. - use the + the superlative: diamond is the hardest natural material in the world. - use the prepositions in and of with groups and time periods: it was the most popular song of the 1980s. - use one of the + superlative plural noun + preposition: it’s one of the biggest cities in Asia. Before you teach, keep in mind: for short adjectives, we make the superlative by adding —est (shortest). For long adjectives, we make the superlative with most (most interesting). You can download the free lesson plan below: https://www.off2class.com/lesson-plan-downloads/superlative-adjectives-a-free-esl-lesson-plan-download/	oercommons	2025-03-18T00:38:45.531679	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90189/overview", "title": "Superlative Adjectives: A Free ESL Lesson Plan Download", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/75065/overview	Phrases To Use In Civil Discussions Overview This resource provides general rules of conversation, as well as several polite phrases for students to use when introducing new ideas or challenging existing ones. It also provides examples of inappropriate discussion etiquette and discusses when and how to leave a discussion that has become unproductive. Phrases To Use In Civil Discussions Have you ever held back your opinion because you didn't want to offend someone? Or have you ever had someone respond unkindly in a conversation to a view that you shared? Here are some tips and starter phrases to create an open and respectful dialogue. Phases to use in a discussion video Phrases to use in civil discussions google slide	oercommons	2025-03-18T00:38:45.546370	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75065/overview", "title": "Phrases To Use In Civil Discussions", "author": "Speaking and Listening" }
https://oercommons.org/courseware/lesson/106579/overview	OREGON MATH STANDARDS (2021): [7.RP] Overview The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices. 2021 Oregon Math Guidance: 7.RP.A.1 Cluster: 7.RP.A - Analyze proportional relationships and use them to solve mathematical problems in authentic contexts. STANDARD: 7.RP.A.1 Standards Statement (2021): Solve problems in authentic contexts involving unit rates associated with ratios of fractions. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.RP.A.2 \| 8.AEE.B.5 \| HS.NQ.B.3, HS.GM.C.11 \| 7.RP.A.1 7.RP.A Crosswalk \| Standards Guidance: Terminology - Ratios of fractions refers to complex fractions where the numerator and/or denominator of a ratio includes a fraction, such as ¼ ÷ ½ is also the ratio of (¼)/(½) Teaching Strategies - This includes ratios of lengths, areas and other quantities measured in like or different units. - Students should have opportunities to create visual representations to solve complex ratio problems. - Students should build upon their understanding of fractions as a form of division. - Students should build upon their fluency in division of fractions. - Students should be able to solve problems involving unit rate presented in practical, real-life situations. Examples - For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction (1/2)/(1/4) miles per hour. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 7.RP.A.2 Cluster: 7.RP.A - Analyze proportional relationships and use them to solve mathematical problems in authentic contexts. STANDARD: 7.RP.A.2 Standards Statement (2021): Recognize and represent proportional relationships between quantities in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Identify the constant of proportionality (unit rate) within various representations. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.RP.A.2, 6.RP.A.3 \| 7.RP.A.3, 8.AEE.B.5, 8.AEE.B.6, 8.AFN.A.1, 8.AFN.A.2, 8.AFN.B.4 \| 7.AEE.B.4, 7.GM.A.1 \| 7.RP.A.2 7.RP.A Crosswalk \| Standards Guidance: Clarifications - Students should demonstrate a conceptual understanding of slope. - Students should recognize equations in the form y = mx are proportional. - Students should know that a graph with a straight line through the origin is proportional. - Explain what a point (𝑥,) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0,0) and (1,𝑟) where 𝑟 is the unit rate. - This standard builds on students' understanding of unit rates from 6th grade. Boundaries - In seventh grade, students are expected to understand that unit rate and constant of proportionality are the same. Teaching Strategies - Have students represent proportional relationships using equations, and decide whether two quantities are in a proportional relationship. Progressions - Students identify the constant of proportionality in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Recognize the constant of proportionality as both the unit rate and as the multiplicative comparison between two quantities. (Please reference page 9 in the Progression document). Examples - If total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. - Jennifer rides on a train for 6 hours and travels 360 miles. How many miles per hour does she travel? - Compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 7.RP.A.3 Cluster: 7.RP.A - Analyze proportional relationships and use them to solve mathematical problems in authentic contexts. STANDARD: 7.RP.A.3 Standards Statement (2021): Use proportional relationships to solve ratio and percent problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.RP.A.3, 7.RP.A.2 \| 7.RP.B.5, 7.RP.B.6, 7.RP.B.7 \| HS.AEE.A.2 \| 7.RP.A.3 7.RP.A Crosswalk \| Standards Guidance: Terminology - Simple interest – a quick and easy method of calculating the interest charge on a loan. Simple interest is determined by multiplying the daily interest rate by the principal by the number of days that elapse between payments. Simple Interest = (principal) * (rate) * (# of periods) - Markups and markdowns - increase and decrease in the amount of a quantity Boundaries - This includes solving multi step problems involving simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error. - Students should be able to represent proportional relationships using equations. Teaching Strategies - Students should be able to analyze and make decisions about relationships using proportional reasoning strategies, which may include but not limited to graphing on a coordinate plane and/or observing whether a graph is a straight line passing through the origin - Students may use flexible strategies such as a + 0.05a = 1.05a with the understanding that adding a 5% tax to a total is the same as multiplying the total by 1.05. Progressions - Student should be able to identify, represent, and use proportional relationships between quantities using verbal descriptions, tables of values, equations, and graphs to model contextual, mathematical problem and translate from one representation to another. (Please reference page 10 in the Progression document). Examples - If the total cost, t, is proportional to the number, n, of items purchased at a constant price, p, the relationship between the total cost and the number of items can be expressed as t = np. - Jane runs 12 miles in 2.5 hours. Sarah runs 14 miles 3.5 hours. Are Jane and Sarah running at the same rate? Justify your answer. - Illustrative Mathematics: - Student Achievement Partners: - Proportional Relationships Mini-assessment - Smarter Balanced Assessment Item Illustrating 7.RP.A.3 [Option 1] [Option 2] 2021 Oregon Math Guidance: 7.RP.B.4 Cluster: 7.RP.B - Investigate chance processes and develop, use, and evaluate probability models. STANDARD: 7.RP.B.4 Standards Statement (2021): Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Represent probabilities as fractions, decimals, and percents. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.RP.A.3, 7.RP.A.2 \| HS.DR.E.14 \| N/A \| 7.SP.C.5 7.RP.B Crosswalk \| Standards Guidance: Terminology - Descriptions may include impossible, unlikely, equally likely, likely, and certain. - Know that a probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is equally likely, and a probability near 1 indicates a likely event. Teaching Strategies - Students should be able to represent the probability as a fraction, decimal numbers, or percent. Progressions - In Grade 7, students build their understanding of probability on a relative frequency view of the subject, examining the proportion of “successes” in a chance process—one involving repeated observations of random outcomes of a given event, such as a series of coin tosses. - “What is my chance of getting the correct answer to the next multiple choice question?” is not a probability question in the relative frequency sense. “What is my chance of getting the correct answer to the next multiple choice question if I make a random guess among the four choices?” is a probability question because the student could set up an experiment of multiple trials to approximate the relative frequency of the outcome. And two students doing the same experiment will get nearly the same approximation. These important points are often overlooked in discussions of probability. (Please reference page 7 in the Progression document). Examples - Student Achievement Partners: 2021 Oregon Math Guidance: 7.RP.B.5 Cluster: 7.RP.B - Investigate chance processes and develop, use, and evaluate probability models. STANDARD: 7.RP.B.5 Standards Statement (2021): Use experimental data and theoretical probability to make predictions. Understand the probability predictions may not be exact. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.RP.A.3 \| HS.DR.E.14 \| N/A \| 7.SP.C.6 7.RP.B Crosswalk \| Standards Guidance: Terminology - Approximate the (theoretical) probability of a chance event by collecting data and observing its long-run relative frequency (experimental probability). Predict the approximate relative frequency given the (theoretical) probability. Teaching Strategies - Students should draw upon understanding of proportional relationships to make predictions. - Students should be able to predict the approximate, relative frequency given the theoretical probability. Progressions - It must be understood that the connection between relative frequency and probability goes two ways. If you know the structure of the generating mechanism (e.g., a bag with known numbers of red and white chips), you can anticipate the relative frequencies of a series of random selections (with replacement) from the bag. - If you do not know the structure (e.g., the bag has unknown numbers of red and white chips), you can approximate it by making a series of random selections and recording the relative frequencies. This simple idea, obvious to the experienced, is essential and not obvious at all to the novice. The first type of situation, in which the structure is known, leads to “probability”; the second, in which the structure is unknown, leads to “statistics.” (Please reference page 7 in the Progression document). Examples - When rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. - When drawing chips out of a bag containing an unknown number of red and white chips, estimate the probability of selecting a particular chip color given 50 draws. - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 7.RP.B.6 Cluster: 7.RP.B - Investigate chance processes and develop, use, and evaluate probability models. STANDARD: 7.RP.B.6 Standards Statement (2021): Develop a probability model and use it to find probabilities of events. Compare theoretical and experimental probabilities and explain possible sources of discrepancy if any exists. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.RP.A.3 \| HS.DR.E.14, HS.DR.E.15 \| N/A \| 7.SP.C.7 7.RP.B Crosswalk \| Standards Guidance: Clarification - Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. - Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. Teaching Strategies - Probability models may include various random generation devices including, but not limited to, bag pulls, spinners, number cubes, coin toss, and colored chips. - Students should have multiple opportunities to collect data using physical objects, graphing calculators, or web-based simulations. Progressions - A probability model provides a probability for each possible nonoverlapping outcome for a chance process so that the total probability over all such outcomes is unity. The collection of all possible individual outcomes is known as the sample space for the model. For example, the sample space for the toss of two coins (fair or not) is often written as {TT, HT, TH, HH}. - The probabilities of the model can be either theoretical (based on the structure of the process and its outcomes) or empirical (based on observed data generated by the process). In the toss of two balanced coins, the four outcomes of the sample space are given equal theoretical probabilities of 1/4 because of the symmetry of the process—because the coins are balanced, an outcome of heads is just as likely as an outcome of tails. (Please reference page 7 in the Progression document). Examples - Find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies? - Kim calculates the probability of landing on heads when tossing a coin to be 50%. She uses this to predict that when Tiffany tosses a coin 20 times, the coin will land on heads 10 times. When Tiffany performed the experiment, the coin landed on heads 7 times. Explain possible reasons why Kim’s prediction and Tiffany’s results do not match. - Illustrative Mathematics: 2021 Oregon Math Guidance: 7.RP.B.7 Cluster: 7.RP.B - Investigate chance processes and develop, use, and evaluate probability models. STANDARD: 7.RP.B.7 Standards Statement (2021): Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.RP.A.3 \| HS.DR.E.14, HS.DR.E.15 \| N/A \| 7.SP.C.8 7.RP.B Crosswalk \| Standards Guidance: Clarifications - Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Teaching Strategies - Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event. - Design and use simulations to generate experimental frequency data for compound events. Progressions - The product rule for counting outcomes for chance events should be used in finite situations like tossing two or three coins or rolling two number cubes. There is no need to go to more formal rules for permutations and combinations at this level. - Students should gain experience in the use of diagrams, especially trees and tables, as the basis for organized counting of possible outcomes from chance processes. For example, the 36 equally likely (theoretical probability) outcomes from the toss of a pair of number cubes are most easily listed on a two-way table. (Please reference page 8 in the Progression document). Examples - Use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood? - Determine the probability of “rolling double sixes” - Illustrative Mathematics: - Student Achievement Partners:	oercommons	2025-03-18T00:38:45.651714	07/10/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106579/overview", "title": "OREGON MATH STANDARDS (2021): [7.RP]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/106466/overview	OREGON MATH STANDARDS (2021): [5.OA] Overview The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices. 2021 Oregon Math Guidance: 5.OA.A.1 Cluster: 5.OA.A - Write and interpret numerical expressions. STANDARD: 5.OA.A.1 Standards Statement (2021): Write and evaluate numerical expressions that include parentheses. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| N/A \| 5.OA.A.2, 6.AEE.A.1 \| N/A \| 5.OA.A.1 5.OA.A Crosswalk \| Standards Guidance: Boundaries - The expressions should be no more complex than the expressions one finds in a simple application of the associative and distributive properties. - Simple expressions should only include two operations. - Grouping symbols used in expressions may include parentheses, brackets, or braces. Teaching Strategies - Use of nested parentheses should be used in favor of brackets or braces in numerical expressions. - Students should begin with concrete models. Concrete models may include color tiles or base ten blocks for constructing area models and rods for representing numerical values. Examples - Express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). - If this expression were tripled, then it could represented as 3 x (2 × (8 + 7)), where the number of open parentheses is the same as the number of closed parentheses. - Karl brought 3 ten-packs of juice boxes to the class party. Joshua brought 4 six-packs of soda to the party. How many drinks did they bring altogether? - (3 × 10) + (4 × 6) - Illustrative Mathematics: - Student Achievement Partners: 2021 Oregon Math Guidance: 5.OA.A.2 Cluster: 5.OA.A - Write and interpret numerical expressions. STANDARD: 5.OA.A.2 Standards Statement (2021): Write expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 5.OA.A.1 \| 6.AEE.A.2, 6.AEE.A.3, 7.AEE.A.1 \| 6.NS.B.4 \| 5.OA.A.2 5.OA.A Crosswalk \| Standards Guidance: Boundaries - The expressions should be no more complex than the expressions one finds in a simple application of the associative and distributive properties. - Simple expressions should only include two operations. - Grouping symbols used in expressions may include parentheses, brackets, or braces. - Nested grouping symbols (more than one grouping symbol used within another grouping symbol in an expression) could also be used within expressions at this grade level. Teaching Strategies - Expressions included should contain numbers, operations, and grouping symbols. - Students should begin with concrete models. Concrete models may include color tiles or base ten blocks for constructing area models and rods for representing numerical values. Examples - Recognize that 3 × (18,932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product. - Karl brought 3 ten-packs of juice boxes to the class party. Joshua brought 4 six-packs of soda to the party. How many drinks did they bring altogether? - (3 × 10) + (4 × 6) - Express the calculation “Add 8 and 7, then multiply by 2” as 2×(8+7). Recognize that 12×(7+91) is twelve times as large as 7+91, without having to calculate the indicated sum or product. - Illustrative Mathematics: 2021 Oregon Math Guidance: 5.OA.B.3 Cluster: 5.OA.B - Analyze patterns and relationships. STANDARD: 5.OA.B.3 Standards Statement (2021): Generate two numerical patterns using two given rules. Identify and analyze relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns and graph them on a coordinate plane. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 4.OA.C.5 \| 6.AEE.A.2, 6.AEE.C.8 \| 6.RP.A.1 \| 5.OA.B.3 5.OA.B Crosswalk \| Standards Guidance: Clarifications - This standard extends the work from fourth grade, where students generate numerical patterns when they are given one rule. In Fifth Grade, students are given two rules and generate two numerical patterns. Boundaries - Generating numerical patterns is a fourth grade standard, therefore is also an expectation for 5th grade. - This learning objective is limited to patterns involving whole numbers. Examples - Given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences. - Identify and explain why the terms in one sequence are twice the value of the terms in the corresponding sequence. - Sam and Terri live by a lake and enjoy going fishing together every day for five days. Sam catches 2 fish every day, and Terri catches 4 fish every day. Make a chart (table) to represent the number of fish that Sam and Terri catch. - Illustrative Mathematics: - Student Achievement Partners:	oercommons	2025-03-18T00:38:45.704570	07/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106466/overview", "title": "OREGON MATH STANDARDS (2021): [5.OA]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/55598/overview	Education Standards Job Interview Basics-Observe, Discuss, Create Overview This is a plan about a job interview. Job Interview Job Interview Basics-Observe, Discuss, Create https://www.oercommons.org/authoring/13401-job-interview-basics-observe-discuss-create Created Apr 27, 2016 by Janet Lee Adult Education English Language Arts SUMMARY: Learners will observe and discuss two similar interview scenarios. Using information from classroom discussion and input from a professional recruiter, learners will create their own unique response to the difficult prompt, Tell me about yourself. LEARNING GOALS: - Plan and demonstrate an appropriate response to the interview prompt, “Tell me about yourself.” - Discuss 2 interview scenarios - Locate and record key concepts TABLE OF CONTENTS: Job Interview Basics-Observe, Discuss, Create 1 Part 1: Lesson Description 3 Lesson Title 3 Job Interview Basics-Observe, Discuss, Create 3 Abstract 3 Learner Audience / Primary Users 3 Educational Use 3 College & Career Readiness Standards (CCRS) Alignment 3 Language 4 Material Type 4 Instructional Strategies and Activities 8 Presentation / Modeling / Demonstration 9 Part 3: Supplementary Resources & References 12 References 12 Designers for Learning - Adult Learning Zone Part 1: Lesson Description Lesson Title Job Interview Basics-Observe, Discuss, Create Abstract Learners will observe and discuss two similar interview scenarios. Using information from classroom discussion and input from a professional recruiter, learners will create their own unique response to the difficult prompt, "Tell me about yourself." Learner Audience / Primary Users Teacher, Student (aged 17-80) Low reading level Grade 1-3 Please note: the examples used are focused on a male audience but are easily applied to female learners. Although the lesson is accessible to learners with low reading levels, this lesson can be applied to all levels of instruction. Educational Use - Curriculum / Instruction College & Career Readiness Standards (CCRS) Alignment - Level: Adult Education - Grade Level: CCRS A - Subject: English Language Arts / Literacy - Strand: Speaking and Listening - Standard Description: - SL.1.1 CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. A-Participate in collaborative discussions with diverse partners in small and larger groups. a. Follow agreed upon rules for discussions (e.g. listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of other through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. - SL.K.2 CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. a. Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. - CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. SL.1.6 Produce complete sentences when appropriate to task and situation. Language English Material Type - Lesson Plans - Audio - Video - Simulations - Teaching and Learning Strategies Learning Goals The purpose of this lesson is for learners to be able to: - Discuss 2 interview scenarios - Locate and record key concepts - Plan and demonstrate an appropriate response to the interview prompt, “ Tell me about yourself.” Keywords - Designers for Learning - Adult Education Time Required for Lesson 30 minutes or multiple sessions if necessary Prior Knowledge Learner must have an understanding of classroom/online discussion etiquette. A Note about Reading Aloud: The script is written at a higher reading level than this learner can handle. If learners are forced to read this script aloud to the class would be an obstacle to the objectives of the lesson. If you use the print version, please read the text to students in your best acting voice. Placement of Lesson This lesson has the ability to build confidence and forge a relationship between the learner, class, and teacher. If it is placed in the first few weeks of instruction, the teacher may be able to break down some communication barriers. The learner may open up about their background, culture, belief systems, etc. but only if they feel the environment is safe and supported. Required Resources Video link/download-If using video version Speakers-If using video or audio version Chart paper-markers ***************** Resource Links Follow: #1 Interview Scenario Audio- Download: #1 Interview Scenario Audio.mp3 Movie- Click here for Video Version of Interview scenario #1 Printable Script- Download: Interview Scenario #1_2.docx #2 Interview Scenario Audio- Download: #2 Interview Scenario audio.mp3 Movie- Click here for video version of scenario #2 Printable Script- Download: Interview Scenario #2_1.docx Interview Advice Audio- Download: Interview Advice Audio.mp3 Click here for Video Job Interview Advice Printable Script- Download: Interview Advice Transcript_1.docx Lesson Author & License - Lesson Author: Janet Lee - License: Creative Commons CC BY 4.0 license Part 2: Lesson Learning Objectives By the end of this lesson, the learner should be able to: - Discuss effectiveness of two interview scenarios. - Collect and synthesize interview advice from a job recruiter. - Plan and demonstrate an appropriate response to the interview prompt, Tell me about yourself. Lesson Topics Key topics covered in this lesson include: - Job Interview Basics - Appropriate attire for an interview - Interview Language - Attitude Context Summary All of us have been put in a situation where we are required to talk about ourselves. Whether it is a future mother-in-law or employer, organizing our thoughts and delivering a cohesive message is an important skill. This lesson presents two similar scenarios in a job interview context. Learners must discuss the scenarios and create a list of guidelines for interviews. A job recruiter comment is supplied to add supplemental information. Learners will create a personal response to the prompt tell me about yourself. This lesson is designed for learners with low literacy levels but can be applied to all literacy levels. To aid in accessibility for the learners, speaking and viewing will be the main medium for activities and culminating assessments however, audio and written transcripts are provided. Relevance to Practice Confidence in oral language is a key to success for successful living. Whether explaining your day to a spouse or describing your work history to a potential employer, it is important to speak articulately and appropriately. By observing and discussing two opposite interview scenarios, learners can collaborate a good response to the prompt, Tell me about yourself. This learning has real world applications that can translate to successful job interviews and communication in general. Key Terms and Concepts - Appropriate Language - Attire - Attitude Instructional Strategies and Activities Warm-Up Time: 3 minutes Think about a time when you were interviewed. Remember an interview can be a job interview, mother-in-law meeting, parole officer, teacher, judge, etc. What kind of questions did the other person ask you? How did the interview turn out? Have learners quietly think about their answers and then turn to a neighbor for sharing. Remind learners about creating a safe environment for discussion. (e.g. allow others to speak, put your hand up and wait to be acknowledged before speaking, no disrespect) Open the floor for discussion. Record important points from the discussion on the board or on chart paper. Introduction Time: 2 minutes Remind learners that interviewing takes practice. Share a time when you interviewed for a position. NOTE: If you share a negative experience you once had, this might build a relationship with learners. Talk about what happened during the interview. Discuss what you could have done differently to create a more successful outcome. I interviewed for a server position one time. When the interviewer asked me how much I knew about the restaurant, I felt stuck because I had never been to the restaurant before. I hadn’t even looked up the menu. In the future, I make sure I do a little investigating before I go to an interview. Remind your learners that if you prepare for an interview, you can appear more capable than you actually feel. Reassure learners this lesson will help them feel more confident when speaking about themselves in public. Presentation / Modeling / Demonstration Time: 10 minutes We will be watching (listening to or reading) two interview scenarios involving a man named Robert. While you watch (listen or read) think about what worked well for Robert and what he could have done differently. Use Interview Scenario #1. (video, audio, or script) #1 Interview Scenario Video- Click here for Interview scenario #1 Audio- Download: #1 Interview Scenario Audio.mp3 Script Download: Interview Scenario Script #1.docx NOTE: Please do not force learners to act out the script from the written version. This lesson is not meant for a read aloud. If you must only use the printed version, then read the script aloud for your learners. Allow time for the learners to think about what could have been done differently in this scenario #1. Encourage learners to share their thoughts with a neighbor before sharing with the entire class. Jot down responses on a chart paper labelled, Advice for Robert. Tell learners to watch (listen or read) scenarios #2 with the purpose of finding the positive things Robert changed. Use Interview Scenario #2. (video, audio, or script) #2 Interview Scenario Video- Click here for video version of scenario #2. Audio- Download: #2 Interview Scenario audio.mp3 Script Download: Interview Scenario #2.docx Again, encourage learners to discuss the scenario with a neighbor before sharing with the group. Remind learners to actively listen to classmates so they do not repeat responses. Record the responses on the chart paper under the heading, Good work, Robert! Tell learners that experts have studied job interviews for years. Some people actually make a living by searching out jobs for others. These people are called recruiters. Michelle Nelson is a recruiter who knows a lot about landing a job. Have your learners listen to Michelle’s advice with the purpose of comparing her information to their own chart. Your learners might be surprised to find out how much they already know about interviewing. This will build confidence. Use Interview Advice (video, audio, or script) Interview Advice Video- Click here for Job Interview Advice Audio- Download: Interview Advice Audio.mp3 Script Download: Interview Advice Transcript.docx Add Michelle’s advice to the chart paper under the title, More Advice. NOTE: The scenarios offered are specific to a male applicant but these scenarios are applicable to females. Guided Practice Time: 5 minutes Have learners work with a partner to discuss how they would respond appropriately to the prompt, “ Tell me about yourself.” Remind learners to give each other effective feedback during the process. Encourage learners to role-play their answers with each other once or twice to gain experience. Evaluation Time: 5 minutes Allow one or two volunteer learners to respond to the prompt in front of the class. Allow the rest of the class to respond but require them to add one positive comment and one next step for the volunteer. Application Time: 5 minutes Have learners complete an exit ticket (orally) what is the most important thing they learned from the lesson. Part 3: Supplementary Resources & References Supplementary Resources None References None Attribution Statements None This course content is offered by Designers for Learning under a CC Attribution license. Content in this course can be considered under this license unless otherwise noted. Page (Design Guide effective March 29, 2016) Job Interview Basics-Observe, Discuss, Create https://www.oercommons.org/authoring/13401-job-interview-basics-observe-discuss-create Created Apr 27, 2016 by Janet Lee Adult Education English Language Arts SUMMARY: Learners will observe and discuss two similar interview scenarios. Using information from classroom discussion and input from a professional recruiter, learners will create their own unique response to the difficult prompt, Tell me about yourself. LEARNING GOALS: - Plan and demonstrate an appropriate response to the interview prompt, “Tell me about yourself.” - Discuss 2 interview scenarios - Locate and record key concepts TABLE OF CONTENTS: Job Interview Basics-Observe, Discuss, Create 1 Part 1: Lesson Description 3 Lesson Title 3 Job Interview Basics-Observe, Discuss, Create 3 Abstract 3 Learner Audience / Primary Users 3 Educational Use 3 College & Career Readiness Standards (CCRS) Alignment 3 Language 4 Material Type 4 Instructional Strategies and Activities 8 Presentation / Modeling / Demonstration 9 Part 3: Supplementary Resources & References 12 References 12 Designers for Learning - Adult Learning Zone Part 1: Lesson Description Lesson Title Job Interview Basics-Observe, Discuss, Create Abstract Learners will observe and discuss two similar interview scenarios. Using information from classroom discussion and input from a professional recruiter, learners will create their own unique response to the difficult prompt, "Tell me about yourself." Learner Audience / Primary Users Teacher, Student (aged 17-80) Low reading level Grade 1-3 Please note: the examples used are focused on a male audience but are easily applied to female learners. Although the lesson is accessible to learners with low reading levels, this lesson can be applied to all levels of instruction. Educational Use - Curriculum / Instruction College & Career Readiness Standards (CCRS) Alignment - Level: Adult Education - Grade Level: CCRS A - Subject: English Language Arts / Literacy - Strand: Speaking and Listening - Standard Description: - SL.1.1 CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. A-Participate in collaborative discussions with diverse partners in small and larger groups. a. Follow agreed upon rules for discussions (e.g. listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of other through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. - SL.K.2 CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. a. Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. - CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. SL.1.6 Produce complete sentences when appropriate to task and situation. Language English Material Type - Lesson Plans - Audio - Video - Simulations - Teaching and Learning Strategies Learning Goals The purpose of this lesson is for learners to be able to: - Discuss 2 interview scenarios - Locate and record key concepts - Plan and demonstrate an appropriate response to the interview prompt, “ Tell me about yourself.” Keywords - Designers for Learning - Adult Education Time Required for Lesson 30 minutes or multiple sessions if necessary Prior Knowledge Learner must have an understanding of classroom/online discussion etiquette. A Note about Reading Aloud: The script is written at a higher reading level than this learner can handle. If learners are forced to read this script aloud to the class would be an obstacle to the objectives of the lesson. If you use the print version, please read the text to students in your best acting voice. Placement of Lesson This lesson has the ability to build confidence and forge a relationship between the learner, class, and teacher. If it is placed in the first few weeks of instruction, the teacher may be able to break down some communication barriers. The learner may open up about their background, culture, belief systems, etc. but only if they feel the environment is safe and supported. Required Resources Video link/download-If using video version Speakers-If using video or audio version Chart paper-markers ***************** Resource Links Follow: #1 Interview Scenario Audio- Download: #1 Interview Scenario Audio.mp3 Movie- Click here for Video Version of Interview scenario #1 Printable Script- Download: Interview Scenario #1_2.docx #2 Interview Scenario Audio- Download: #2 Interview Scenario audio.mp3 Movie- Click here for video version of scenario #2 Printable Script- Download: Interview Scenario #2_1.docx Interview Advice Audio- Download: Interview Advice Audio.mp3 Click here for Video Job Interview Advice Printable Script- Download: Interview Advice Transcript_1.docx Lesson Author & License - Lesson Author: Janet Lee - License: Creative Commons CC BY 4.0 license Part 2: Lesson Learning Objectives By the end of this lesson, the learner should be able to: - Discuss effectiveness of two interview scenarios. - Collect and synthesize interview advice from a job recruiter. - Plan and demonstrate an appropriate response to the interview prompt, Tell me about yourself. Lesson Topics Key topics covered in this lesson include: - Job Interview Basics - Appropriate attire for an interview - Interview Language - Attitude Context Summary All of us have been put in a situation where we are required to talk about ourselves. Whether it is a future mother-in-law or employer, organizing our thoughts and delivering a cohesive message is an important skill. This lesson presents two similar scenarios in a job interview context. Learners must discuss the scenarios and create a list of guidelines for interviews. A job recruiter comment is supplied to add supplemental information. Learners will create a personal response to the prompt tell me about yourself. This lesson is designed for learners with low literacy levels but can be applied to all literacy levels. To aid in accessibility for the learners, speaking and viewing will be the main medium for activities and culminating assessments however, audio and written transcripts are provided. Relevance to Practice Confidence in oral language is a key to success for successful living. Whether explaining your day to a spouse or describing your work history to a potential employer, it is important to speak articulately and appropriately. By observing and discussing two opposite interview scenarios, learners can collaborate a good response to the prompt, Tell me about yourself. This learning has real world applications that can translate to successful job interviews and communication in general. Key Terms and Concepts - Appropriate Language - Attire - Attitude Instructional Strategies and Activities Warm-Up Time: 3 minutes Think about a time when you were interviewed. Remember an interview can be a job interview, mother-in-law meeting, parole officer, teacher, judge, etc. What kind of questions did the other person ask you? How did the interview turn out? Have learners quietly think about their answers and then turn to a neighbor for sharing. Remind learners about creating a safe environment for discussion. (e.g. allow others to speak, put your hand up and wait to be acknowledged before speaking, no disrespect) Open the floor for discussion. Record important points from the discussion on the board or on chart paper. Introduction Time: 2 minutes Remind learners that interviewing takes practice. Share a time when you interviewed for a position. NOTE: If you share a negative experience you once had, this might build a relationship with learners. Talk about what happened during the interview. Discuss what you could have done differently to create a more successful outcome. I interviewed for a server position one time. When the interviewer asked me how much I knew about the restaurant, I felt stuck because I had never been to the restaurant before. I hadn’t even looked up the menu. In the future, I make sure I do a little investigating before I go to an interview. Remind your learners that if you prepare for an interview, you can appear more capable than you actually feel. Reassure learners this lesson will help them feel more confident when speaking about themselves in public. Presentation / Modeling / Demonstration Time: 10 minutes We will be watching (listening to or reading) two interview scenarios involving a man named Robert. While you watch (listen or read) think about what worked well for Robert and what he could have done differently. Use Interview Scenario #1. (video, audio, or script) #1 Interview Scenario Video- Click here for Interview scenario #1 Audio- Download: #1 Interview Scenario Audio.mp3 Script Download: Interview Scenario Script #1.docx NOTE: Please do not force learners to act out the script from the written version. This lesson is not meant for a read aloud. If you must only use the printed version, then read the script aloud for your learners. Allow time for the learners to think about what could have been done differently in this scenario #1. Encourage learners to share their thoughts with a neighbor before sharing with the entire class. Jot down responses on a chart paper labelled, Advice for Robert. Tell learners to watch (listen or read) scenarios #2 with the purpose of finding the positive things Robert changed. Use Interview Scenario #2. (video, audio, or script) #2 Interview Scenario Video- Click here for video version of scenario #2. Audio- Download: #2 Interview Scenario audio.mp3 Script Download: Interview Scenario #2.docx Again, encourage learners to discuss the scenario with a neighbor before sharing with the group. Remind learners to actively listen to classmates so they do not repeat responses. Record the responses on the chart paper under the heading, Good work, Robert! Tell learners that experts have studied job interviews for years. Some people actually make a living by searching out jobs for others. These people are called recruiters. Michelle Nelson is a recruiter who knows a lot about landing a job. Have your learners listen to Michelle’s advice with the purpose of comparing her information to their own chart. Your learners might be surprised to find out how much they already know about interviewing. This will build confidence. Use Interview Advice (video, audio, or script) Interview Advice Video- Click here for Job Interview Advice Audio- Download: Interview Advice Audio.mp3 Script Download: Interview Advice Transcript.docx Add Michelle’s advice to the chart paper under the title, More Advice. NOTE: The scenarios offered are specific to a male applicant but these scenarios are applicable to females. Guided Practice Time: 5 minutes Have learners work with a partner to discuss how they would respond appropriately to the prompt, “ Tell me about yourself.” Remind learners to give each other effective feedback during the process. Encourage learners to role-play their answers with each other once or twice to gain experience. Evaluation Time: 5 minutes Allow one or two volunteer learners to respond to the prompt in front of the class. Allow the rest of the class to respond but require them to add one positive comment and one next step for the volunteer. Application Time: 5 minutes Have learners complete an exit ticket (orally) what is the most important thing they learned from the lesson. Part 3: Supplementary Resources & References Supplementary Resources None References None Attribution Statements None This course content is offered by Designers for Learning under a CC Attribution license. Content in this course can be considered under this license unless otherwise noted. Page (Design Guide effective March 29, 2016)	oercommons	2025-03-18T00:38:45.931553	06/22/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/55598/overview", "title": "Job Interview Basics-Observe, Discuss, Create", "author": "Mahmoud Kotob" }
https://oercommons.org/courseware/lesson/86581/overview	Education Standards blanket image Flexibility hardness pig Properties of matter worksheet strength texture Properties of Matter -- Out Teach Overview Students will determine a rule for classifying outdoor objects based on physical properties of matter. Background for Teachers: Students will become familiar with various properties of materials. Properties of these mateirals make it suited for their purposes. Example: mateials in paper towel or bath towel made to be absorbent. All matter has properties or characteristics that describe it such as strength, flexibility, hardness, absorbency and texture. Key Vocabulary: • Strength • Flexibility • Hardness • Absorbency • Texture Guiding Question: Which property is found in each image? Engage: • Gather students to carpet area and read Story Three Little Pigs or watch youtube video of story The Three Little Pigs \| Folktales \| Stories for Kids \| Bedtime Stories - Bing video • Say: At each pigs house repeat the following questions - What property/properties is the pig's house ? Strength, Flexibility, Hardness, Absorbency, Texture. - Will the Wolf be able to blow the pig's house down? Explore: Task: Students will explore which properties are found in some candies. Vocabulary: Properties, Strength, Flexibility, Hardness, Absorbency, Texture. Materials: various candies with different properties such as dum dums, sour patch, twizzlers, butterscotch, starburst, twix, milky way, Procedure: Students will examine various candies and describe the properties of the candy ( using the sense of sight and touch not taste) Teacher models. "Say the butterscotch has the property of hardness, and bumpy texture." Students will examine 4 more candies and describe the properties. Encourage students to use vocabulary Explain: • Pull whole group back together discuss materials have a purpose. Teacher make chart with all 5 properties \| hardness \| absorbent \| flexibility \| strength \| texture \| What can hard materials be used for? more examples of hard soft materials \| What can absorbent materials be used for? more examples of absorbent materials \| What can flexible materials be used for? more examples of flexible materials \| What can strong materials be used for? more examples of strong materials \| What can textured materials be used for? more examples of materials with texture \| Elaborate: •Student with partner will complete cute and paste "Properties of Matter" worksheet and discuss reasons for placing material under specific property. Teach will walk around and observe student conversatiosn. Evaluate: Objective- students will be building a bridge using different materials. While using different materials they will be testing the strength of those materials Show video for background on bridges. What Makes Bridges So Strong? - Bing video Materials: 6 Pipe Cleaners, 3x5 Notecard, 6 Popsicle Sticks, and 40 washers Discuss Materials properties Groups of 4 Have students make predictions of how many washes their bridge will hold. Teacher has each group demonstrate how many washers can their bridge hold.	oercommons	2025-03-18T00:38:45.971404	shonta franklin	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86581/overview", "title": "Properties of Matter -- Out Teach", "author": "Lesson" }
https://oercommons.org/courseware/lesson/21417/overview	Literacy Survey Foundational Literacy for Women Overview An interactive and educational lesson focused on building a foundation for literacy amongst women, specifically ages 15-20. Foundational Literacy for Women: Module 1 Learning Goals and Objectives 1. Given an interactive learning object accessible on a computer, identify and state common high-frequency sight words. At least 80 percent of common high-frequency sight words are to be properly identified. 2. Given an interactive learning object accessible on a computer identify irregularly spelled high-frequency sight words. At least 80 percent of common high-frequency sight words are to be properly identified. Learning Goals and Objectives 1. Given an interactive learning object accessible on a computer, identify and state common high-frequency sight words. At least 80 percent of common high-frequency sight words are to be properly identified. 2. Given an interactive learning object accessible on a computer identify irregularly spelled high-frequency sight words. At least 80 percent of common high-frequency sight words are to be properly identified. Foundational Literacy for Women: Learner Survey After completing the course, please take the learner survey in order to provide feedback to the creators of this course. Thank you!	oercommons	2025-03-18T00:38:45.991471	Theresa Santiago	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/21417/overview", "title": "Foundational Literacy for Women", "author": "Module" }
https://oercommons.org/courseware/lesson/80802/overview	Careers Clusters Digital Book My Career Clusters Book Rubric My Career Clusters Book Rubric Careers Cluster Digital Book Overview This unit is appropriate for grades 7-12. This can be taught in a middle school or high school course that is focusing specifically on careers. This unit can take about a month to complete if all 16 clusters are used. Career Clusters Digital Book This unit is appropriate for grades 7-12. This can be taught in a middle school or high school course that is focusing specifically on careers. This unit can take about a month to complete if all 16 clusters are used. Career Clusters Digital Book This unit is appropriate for grades 7-12. This can be taught in a middle school or high school course that is focusing specifically on careers. This unit can take about a month to complete if all 16 clusters are used. Career Clusters Digital Book This unit is appropriate for grades 7-12. This can be taught in a middle school or high school course that is focusing specifically on careers. This unit can take about a month to complete if all 16 clusters are used.	oercommons	2025-03-18T00:38:46.011472	05/25/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80802/overview", "title": "Careers Cluster Digital Book", "author": "Loyce Ellingrod" }
https://oercommons.org/courseware/lesson/19811/overview	Survey #5 Oregon Science Project Hybrid Module #2 - Topic: How Do We Increase Student Science Talk? Individual and Group Tasks 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 How Do We Increase Student Science Talk? How Do We Show Others? Individual Work Tips for Success: - If you prefer to print out the blog and/or articles it might help with note taking. - There is a task analysis that is just a link. - Take the survey and post your answers so we can delve into a rich discussion - Read as many of the NGSS Storylines as you would like. You will be creating a very short task and we will help each other dial them in. Module #2 Components: Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work (due by January 24th) 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 complete this task analysis survey below on your own by imagining a hypothetical group of students. Please consider a group of students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. 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. You will be crafting the task with the support of your small group in Task #5. NGSS Storylines How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion c In a Small Group: Components: Two surveys to drive reflection and creation. Collaboratively complete Survey #4. Utilizing your experience learning more about framing, productive partcipation norms, and task analysis please collaboratively go through Survey #4 below. One at a time each participant should share their draft ideas for a task they planned on their own in Task 5. You will submit your task (remember small grain size!) on this survey and you will be able to see others' tasks as well. Here is an image of the 3 dimensions to quickly reference as you create your tasks. Collaboratively complete Survey #5. Each person will have the group analyze their newly created task and then each person submits their survey for their task only. Directions on survey. Once everyone has completed the surveys and the discussion has wrapped up: Look at the collective responses and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.	oercommons	2025-03-18T00:38:46.035411	Nicole Duncan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/19811/overview", "title": "Oregon Science Project Hybrid Module #2 - Topic: How Do We Increase Student Science Talk? Individual and Group Tasks", "author": "Kathy Clunes" }
https://oercommons.org/courseware/lesson/65131/overview	Exponential Growth/Decay PowerPoint Presentation Exponential Growth/Decay Video Exponential Growth/Decay Overview Exponential Growth/Decay	oercommons	2025-03-18T00:38:46.055436	04/11/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65131/overview", "title": "Exponential Growth/Decay", "author": "German Madrid" }
https://oercommons.org/courseware/lesson/62488/overview	Mummies: Who owns the dead? Overview Are mummies pieces of history, or the sacred remains of human ancestors? Mummies: Who owns the dead? Mummies are very old dead human bodies that have been preserved with hair, flesh, and often clothing still on their bones. Some civilizations, such as the ancient Egyptians, have a tradition of making mummies when people die. Ancient Egyptians preserved the bodies of dead kings and queens because they believed this would confirm a good afterlife for these monarchs, which they believed were gods themselves. In recent years, mummies that were created naturally have been discovered all over the world. One, found in the Alps and who appears to have died and been eventually frozen in a glacier, is known as the Iceman. The Iceman is presumed by scientists to be over 5,000 years old! There is a diversity of perspectives about what to do with mummies when they are discovered. Should they be removed and examined, or should they be left where they are? Many people believe that removing a mummy from its burial place debases the dead. They argue that mummies preserved by humans were honored by their culture for religious or other reasons, and that we should respect these rituals instead of damaging the burial ground and removing the dead. Some people argue that even mummies that were created naturally, like the Iceman, should not be disturbed after death out of respect for these humans from the distant past. In contrast, others disagree and say that it would be injudicious to give up the opportunity to learn about ancient civilizations through the study of mummies. These people assert that humanity can discover a great deal about human history by studying these ancient human bodies. These artifacts can reveal clues about what people ate, the tools they created and used, what they wore, and how they lived and died. They can also help to enhance archaeologists’ understanding of human migration patterns. For example, scientific tests have revealed information about where the Iceman might have traveled in his lifetime. Even among people who agree that we should remove and study mummies, there is a range of opinions about where the bodies should be studied or taken. Some think that each mummy belongs to the country where it was first discovered. They believe that researchers in its home country have the right to take ownership of the mummy. Others believe that each mummy should go to the museum or university best equipped to study and protect it, even if it will need to be conveyed to a different country. They argue that the home country will not always have the ability to properly remove, transport, study, and store the mummy. If it isn’t handled carefully, a mummy will deteriorate and will no longer be useful for scientific knowledge at all. What do you think? Credits: - Text source: Word Generation by SERP and licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License - Image source: Wikimedia Commons, CC BY-SA 3.0	oercommons	2025-03-18T00:38:46.076160	02/12/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/62488/overview", "title": "Mummies: Who owns the dead?", "author": "Kristin Robinson" }
https://oercommons.org/courseware/lesson/41450/overview	Final Exhibition Rubric Master PBL Document Winning the Battle of Pelennor Fields Overview This is a PBL project that used the "Lord of the Rings" book/film as the basis for a study of kinematics. It was specifically designed to help students increase their depth of knowledge for one-dimensional motion and two-dimensional projectile motion so that they could successfully fend off a hypothetical attack of the ork army. The project also allowed students to build a working catapult or trebuchet. Note that the project was designed and delivered per the North Carolina honors Physics curriculum and it can be customized to meet your own specific curriculum needs and resources. Section 1 This is a PBL project that used the "Lord of the Rings" book/film as the basis for a study of kinematics. It was specifically designed to help students increase their depth of knowledge for one-dimensional motion and two-dimensional projectile motion so that they could successfully fend off a hypothetical attack of the ork army. The project also allowed students to build a working catapult or trebuchet. Note that the project was designed and delivered per the North Carolina honors Physics curriculum and it can be customized to meet your own specific curriculum needs and resources.	oercommons	2025-03-18T00:38:46.094087	12/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/41450/overview", "title": "Winning the Battle of Pelennor Fields", "author": "Ben Owens" }
https://oercommons.org/courseware/lesson/66909/overview	Education Standards Instruments Card Deck 1 Pixabay Instruments of the Orchestra Flash Cards Overview A tutorial and demonstration lesson for identifying orchestral instruments using the free FlashQuiz flashcard app for Windows Introduction This resource is an introduction to a handy free flash card app that is adaptable to a lot of different lesson plans. In this case, I've chosen one that helps students identify the instruments of the orchestra by look, name, sound and family. This resource is not a lesson for students, but for teachers to get started with an app that they can use in the classroom as an accessory to various lessons in vocabulary, terms, sounds, pieces, etc. I'll show you where to download it, how to start working with it, and get you started with some files I have already created for you to use with the application. There is an assessment rubric at the end for your use. Learning Goals Students will be able to demonstrate an understanding of orchestral instruments. Students will be able to recognize instruments by sight and label them with the correct name Students will be able to recognize instruments by listening to a solo excerpt. Students will be able to identify what family instruments based on their shape, mouthpiece, and what materials from which they are made. Download the free app There is a link to an ad-supported application below. When you get there, you'll find a page that looks like this: and a little documentation and a preview below it: It can be purchased ad-free if desired, but is quite good in the free version. Download the app from the Microsoft Store, and then move on to the next section. Setting up the decks You can create multiple decks, customize your own, or import those that others hace created. Watch the following screencast I made showing that basics of setting up a deck of flash cards. Below I have attached a deck suitable for this lesson that you may use, with a dozen pre-made cards that include a picture and brief audio clip on the one side, the name of the instrument, its family, and the proper pronunciation as an audio file. There is also a link to the site from which I gathered the jpeg files. It has images which are free for use, and might be handy. Assessment Rubric \| Needs Improvement - 1 point \| Average - 2 points \| Proficient - 3 points \| \| Visually identifies instruments \| The student is unable to identify instruments by their photos \| The student is able to identify some instruments by their photos \| The student is able to identify all instruments by their photos \| Identifies instruments aurally \| The student is unable to identify instruments by their sounds \| The student is able to identify some instruments by their sounds \| The student is able to identify all instruments by their sounds \| Puts instruments in correct family \| The studenft is unable to place the instruments in their families \| The studenft is able to place some instruments in their families \| The studenft is able to place all instruments in their families \| hmmm....	oercommons	2025-03-18T00:38:46.121127	Interactive	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66909/overview", "title": "Instruments of the Orchestra Flash Cards", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/76267/overview	Education Standards Surface Area, Volume, and Density Module Overview Students will be reviewing and learning surface area, volume, and density over three days. The remaining two days will be used for the students to explore the topics with hands-on material using everyday shapes. This work was made possible by the generous support of the National Science Foundation, grant #1755631, and the University of St. Francis Noyce STEM Educators Program Surface Area, Volume, and Density Time Frame: 5 days (based on 50 minute class periods) Objectives: SWBAT. . . Calculate the surface area of a 3D figure Demonstrate a conceptual knowledge of volume Apply concepts of density based on area and volume Create volume word problems and associated answer keys Standards: CC.9-12.G.GMD.3 Explain volume formulas and use them to solve problems. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. CC.9-12.G.MG.2 Apply geometric concepts in modeling situations. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. TWASAT. . . Calculate surface area of a 3D figure by checking homework on SA Apply concepts of density based on area and volume by observing class discussions and checking homework Create volume word problems by analyzing answer keys Instructor Overview: This module consists of students reviewing and learning surface area, volume, and density. One day is allocated to each topic for a total of three days of material. The remaining two days will be used for the students to explore the topics with hands-on material. They will have everyday objects with which they will find surface area, volume, and density. Connections between geometry and chemistry will be made based on substance properties. For each day of material presented, the teacher will present the information using the module PowerPoint attached. Day one’s main goal of the lesson is for students to discover surface area formulas. It will begin with review on two-dimensional area using Google Forms. Connections will be made between area and surface area. Exit slips will be given to assess whether students understand the definition of surface area. Homework will be given to practice computations of different surface area formulas. Day two’s main goal of the lesson is for students to discover volume formulas. It will begin with review on day one’s homework. Distinctions will be made between area and volume. Exit slips will be given to assess whether students understand the definition of volume. Homework will be given to practice computations of different volume formulas. Day three’s main goal is to apply geometric concepts to density. Students will work together to solve problems based on density. Exit slips will assess whether students are able to connect density to a topic outside of mathematics. Homework will be given to further apply density concepts. Day four and five will consist of students using hands-on objects to demonstrate their understanding of the material they learned in the last few days. Students will create their own word problems on volume and density with a peer and associated answer-key to further demonstrate their understanding. Day 1: Surface Area The lesson will consist of reviewing previous information on area and presenting on Surface Area using the PowerPoint linked below with assigned problems afterwards. Please see the notes section in the PowerPoint for a guide and feel free to add or remove information. My intended goal is to have material ready for educators to use at their own disposal. Students will begin today’s lesson by reviewing the area. They will read information on a webpage to recall formulas and units. Afterwards, they will take a quick self-assessment to determine whether they understand the information. Instruct the students to let you know when they have finished the self-assessment. Go over any problems they may have missed. The students will then have information presented to them by the instructor. If the presentation finishes early, they can begin their homework problems to go over the next day. Student Instructions are located here: https://docs.google.com/document/d/1Zvso-1Xi5KqavG38nvNXcRzAl6rbjQcw9OCqph4uum4/edit?usp=sharing Exit-Slip: https://docs.google.com/document/d/1EaEpy_ACNSG2GdUc0vL0PSvTcfusoW0KsbzH6a1CFKU/edit?usp=sharing Day 2: Volume The lesson will consist of reviewing homework problems from day one on Surface Area. Afterwards, the instructor will present material using the PowerPoint attached at the end of this section. Again, my intended goal is to have material ready for teachers to revise and use at their own disposal and preferences. See the notes section in the slides for a guide and feel free to add or remove information. Once the presentation is finished, students can begin their homework problems to be reviewed at the beginning of class the next day. Student Instructions are located here: https://docs.google.com/document/d/1mozhOogRar4xq-gwRig6imhILT1TQ2IQP7A_3B_-R3k/edit?usp=sharing Exit-Slip: https://docs.google.com/document/d/1n2yhNidCSVO1dflx3Bu2kfSdqfcRuyFUNvCj9mEXBc/edit?usp=sharing Day 3: Density (Integrated Unit) The lesson will consist of reviewing homework problems from day two on Volume. Afterwards, students will read a page from OpenStax on density. From the student instructions, they will then be directed to watch a video connecting volume with density. The instructor will then present material using the PowerPoint attached at the end of this section. The PowerPoint only presents instructions for the students to participate in an online simulator to further their understanding from the reading and video. Again, my intended goal is to have material ready for teachers to revise and use at their own disposal and preferences. See the notes section in the slides for a guide and feel free to add or remove information. Once the presentation is finished, students can begin the interactive simulation. Homework problems will be given at the end of class to be reviewed at the beginning of class the next day. Student Instructions are located here: https://docs.google.com/document/d/1B8SWkI92DUPDzIlkBFuaMFJqKgzYBGb3ZbvyUPzbdP0/edit?usp=sharing Exit-Slip: https://docs.google.com/document/d/1nnWSqGHdw1Jflc24_Z5yK00l2z_3yJpOwOGKBjQEHXg/edit?usp=sharing Day 4 / Day 5: Hands-on Application These last two days are a hands-on application of the last three days of material. Students will use everyday objects to calculate surface area, volume, and density. Review homework on density at the beginning of Day 4 if necessary. Materials Needed: calculators, everyday objects (sphere, cylinder, or cone-shaped), rulers, scales Day 4 (Part 1) 1. Teacher will display sample objects to students (rubber ball, dice, book, etc.) 2. Teacher will ask students what is similar between each object They should respond that all objects take up space (volume) and have density (mass/volume) 3. Teacher will explain students will be finding the surface area, volume, and density of a few objects (depending on the time) 6. Teacher will pair the students, distribute formula sheet to each student, and distribute objects to each group. 7. Teacher will ask the students to find the SA, volume, and density of each shape 8. Students will find calculations for each using the formula sheet after measuring length, width, and height with a ruler Day 5 (Part 2) Continuation. . . 1. Teacher will ask the students to create word problems for their peers. Teacher will give examples such as “How many scoops of ice cream will fit in [name of shape]?” 2. Students will create word problems with correct grammar, punctuation, etc. and create an answer key for their problems. 3. Teacher will ask student pairs to exchange them with other pairs. 4. Students will solve each other’s created word problems. 5. Teacher will monitor the work of the students as they create and solve each other’s problems. 6. Teacher will ask students to list the reasons it is important to accurately know the volume of objects. Examples: gas tanks, etc. 7. Students will discuss these reasons with each other.	oercommons	2025-03-18T00:38:46.150525	Lizbeth Perez	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76267/overview", "title": "Surface Area, Volume, and Density Module", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/109540/overview	Learning Domain: Language Standard: Spell correctly. Learning Domain: Language Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Learning Domain: Language Standard: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression Learning Domain: Language Standard: Spell correctly. Learning Domain: Language Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Learning Domain: Language Standard: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression Cluster: Conventions of Standard English. Standard: Spell correctly. Cluster: Knowledge of Language. Standard: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Cluster: Vocabulary Acquisition and Use. Standard: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression	oercommons	2025-03-18T00:38:46.179911	10/22/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109540/overview", "title": "Vocabulary Wars", "author": "telle lanum" }
https://oercommons.org/courseware/lesson/91748/overview	Teacher Competency OER: Growth Mindset Overview Mountain Heights Academy Teacher Competency OER; Presented by Crystal Van Ausdal Teacher Competency OER: Growth Mindset	oercommons	2025-03-18T00:38:46.197301	04/12/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91748/overview", "title": "Teacher Competency OER: Growth Mindset", "author": "Sarah Weston" }
https://oercommons.org/courseware/lesson/64314/overview	Education Standards Ratios in Real Life Overview This activitiy will look at different ways to write ratios and how we see and use ratios in real life. Ratios in Sports Ratios in Art Ratios in Business Introduction A ratio compares values. Ratio review A video that reviews basic ratios. Examples of ratios in real life. Look at these examples and find a ratio(s) in the image. Examples explained There are at least 6 ratios on this chart. Ratios like this are used in lawnmowers, chainsaws, snow blowers, etc. The amounts may change based on the type of machine you have. One example would be the first of 32:1 is when you put 128 ounces (1gallon) of gas with 4 ounces of oil. 128/4 = 32/1 Making Lemonade Recipes are a good of examples of using ratios in real life. For the lemonade, 1 cup sugar to 5 cups water so if I had 2 cups of sugar I would need 10 cups of water. 1/5 = 2/10 Salsa The ratio here is 2 jars to 5 dollars or 2:5. If I wanted to buy 1 jar it would be $2.50. 2/5 = 1/2.5 Or if I wanted to buy 4 jars it would cost $10. 2/5 = 4/10 Ribeye Steak Many items are sold per pound. These would include meat products, fruits and vegetables, candy, carpentry nails, feed for animals, etc. For the steak above, the ratio would be 1 pound to $14.99. So if your steak weighs 2 pounds it would cost $29.98. 1/14.99 = 2/29.98 Activity Now I would like you to find some examples of ratios around you in real life. You can find them online, take a picture from something in a store or at your home. Then copy and paste onto this padlet. After you have posted your examples, give short explanation of the ratio you are displaying.	oercommons	2025-03-18T00:38:46.225012	03/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64314/overview", "title": "Ratios in Real Life", "author": "Valerie Rosenthal" }
https://oercommons.org/courseware/lesson/92704/overview	Basic Verbs - Pictures Overview This is a figurative resource for daily life routines. Verbs This is for any activity covering basic daily routine verbs. This is a figurative resource for daily life routines. This is for any activity covering basic daily routine verbs.	oercommons	2025-03-18T00:38:46.241335	05/13/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92704/overview", "title": "Basic Verbs - Pictures", "author": "Enes Dikici" }
https://oercommons.org/courseware/lesson/106623/overview	OREGON MATH STANDARDS (2021): [HS.GM] Overview The intent of clarifying statements is to provide additional guidance for educators to communicate the intent of the standard to support the future development of curricular resources and assessments aligned to the 2021 math standards. Clarifying statements can be in the form of succinct sentences or paragraphs that attend to one of four types of clarifications: (1) Student Experiences; (2) Examples; (3) Boundaries; and (4) Connection to Math Practices. 2021 Oregon Math Guidance: HS.GM.A.1 Cluster: HS.GM.A - Apply geometric transformations to figures through analysis of graphs and understanding of functions. STANDARD: HS.GM.A.1 Standards Statement (2021): Apply definitions of rotations, reflections, and translations to transform a figure and map between two figures in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.GM.A.2, 8.GM.A.3, 8.GM.A.5, HS.GM.A.2, HS.GM.A.4 \| N/A \| 8.AFN.A.1, HS.AFN.A.2, HS.AFN.D.9 \| HSG.CO.A.2 HSG.CO.A.4 HSG.CO.A.5 HS.GM.A Crosswalk \| Standards Guidance: Clarifications - Students should be able to determine congruency by identifying the rigid transformation(s) that produced the image of a figure. - Opportunities should be provided for students to write statements of congruency. - Given two polygons, students should be able to use the definition of congruence in terms of rigid motions to verify congruence if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. - Students should be able to use function notation to represent transformations in the coordinate plane. Terminology - A rigid transformation that preserves size and shape (e.g. translation, rotation, or reflection). Boundaries - Draw the transformation (rotation, reflection, or translation) for a given geometric figure. - Students should be able to apply definitions of reflections across any line in context or on a coordinate grid. - Students should be able to apply definitions of rotations around any point of any degree in context or on a coordinate grid. Teaching Strategies - Students should have ample opportunities to use geometric tools and/or technology to explore figures created from translations, reflections, and rotations. - Students should be able to determine images created by a given translations, reflections, or rotations. Examples 2021 Oregon Math Guidance: HS.GM.A.2 Cluster: HS.GM.A - Apply geometric transformations to figures through analysis of graphs and understanding of functions. STANDARD: HS.GM.A.2 Standards Statement (2021): Verify experimentally the properties of a dilation given a center and a scale factor. Solve problems in authentic contexts involving similar triangles or dilations. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.GM.A.3, 8.GM.A.4, 8.GM.A.5 \| HS.GM.A.1, HS.GM.A.3, HS.GM.D.12 \| HS.AFN.D.9 \| HSG.SRT.B.5, HSG.SRT.A.1, HSG.SRT.A.2, HSG.SRT.A.3 HS.GM.A Crosswalk \| Standards Guidance: Clarifications - Explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides. - Students should be able to identify dilation as reduction or enlargement depending on scale factor. - Students should be given opportunities to draw a dilated image given any center and scale factor in context or on a coordinate grid. - Students should be able to describe properties of dilations, such as center, scale factor, angle measure, parallelism, and collinearity. Terminology - A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged. - The dilation of a line segment is longer or shorter in the ratio given by the scale factor. Teaching Strategies - Triangles can be shown to be similar using transformations and triangle similarity theorems. Apply theorems of AA similarity, SSS similarity, and SAS similarity to prove similarity of two given triangles. - Dilations should be limited to those centered at the origin. Progressions - Model with mathematics to use similarity to solve authentic problems to measure lengths and distances indirectly. - Use the properties of similarity transformations could be used to establish the Angle-Angle (AA) criterion for two triangles to be similar. Examples - A high school student visits a giant cedar tree near the town of Elk River, Idaho and the end of his shadow lines up with the end of the tree’s shadow. The student is 6 feet tall and his shadow is 8 feet long. The cedar tree’s shadow is 228 feet long. How tall is the cedar tree? 2021 Oregon Math Guidance: HS.GM.A.3 Cluster: HS.GM.A - Apply geometric transformations to figures through analysis of graphs and understanding of functions. STANDARD: HS.GM.A.3 Standards Statement (2021): Use the slopes of segments and the coordinates of the vertices of triangles, parallelograms, and trapezoids to solve problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| HS.GM.A.2 \| N/A \| 8.AEE.B.5, 8.AEE.B.6, 8.AEE.C.8 \| HSG.GPE.B.5 HS.GM.A Crosswalk \| Standards Guidance: Clarifications - Students should have opportunities to analyze and apply theorems about lines and angles from the context of parallel lines cut by a transversal to make sense of relationships between lines and angles in quadrilaterals and triangles. - Students should be familiar with triangle congruence theorems (SSS, SAS, ASA, AAS, or HL) to solve problems and to prove relationships in geometric figures by applying geometric and algebraic reasoning. Progressions - Possible applications include using slopes to determine parallel sides in parallelograms and trapezoids, perpendicular diagonals in rhombuses, perpendicular sides in a rectangle - Use slope and coordinates to verify mid-segment properties in triangles and trapezoids. - Use coordinates of vertices for lengths of sides and diagonals to classify quadrilaterals and triangles. Examples 2021 Oregon Math Guidance: HS.GM.A.4 Cluster: HS.GM.A - Apply geometric transformations to figures through analysis of graphs and understanding of functions. STANDARD: HS.GM.A.4 Standards Statement (2021): Use definitions of transformations and symmetry relationships to justify the solutions of problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 4.GM.A.1, 4.GM.A.2, 4.GM.A.3, 4.GM.C.7 \| HS.GM.A.1 \| HS.AFN.D.9 \| HSG.CO.A.1 HS.GM.A Crosswalk \| Standards Guidance: Clarifications - Students should be able to define and identify figures as preimages and images. - Students use definitions to identify lines of symmetry and angles of rotation to map a figure onto itself. - Students use definitions to identify angles of rotation, lines of reflection, and directions of translations to map a preimage onto its image. - Students use definitions to experiment with transformations represented on and off the coordinate plane. Terminology - Definitions of geometric figures and geometric relationships could include definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Boundaries - Definitions should include angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.GM.B.5 Cluster: HS.GM.B - Construct and communicate geometric arguments through use of proofs, logical reasoning, and geometric technology. STANDARD: HS.GM.B.5 Standards Statement (2021): Apply and justify triangle congruence and similarity theorems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.GM.A.2 \| HS.GM.B.6 \| N/A \| HSG.CO.B.7 HSG.CO.B.8 HS.GM.B Crosswalk \| Standards Guidance: Clarifications - Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; - Given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent. - Students should be able to apply properties of congruence to solve problems with missing values involving corresponding parts. Opportunities should also be available for students to understand when conditions do not result in congruence. Boundaries - The focus here is to develop an understanding of techniques for proving that two triangles are congruent. - Advanced courses could include explanations for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions (HSG.CO.B.8). Terminology - Logic statements include conditional, converse, inverse, and contrapositive statements. Teaching Strategies - Use of triangle congruence theorems (SSS, SAS, ASA, AAS, or HL) should be used to solve problems in authentic contexts. - Students’ ways of communicating triangle congruence could possibly include formal methods such as: logic statements, two-column proofs, paragraph proofs, and flow proofs. Examples - Construct viable arguments and critique the reasoning of others when showing that two triangular roof trusses must be congruent. 2021 Oregon Math Guidance: HS.GM.B.6 Cluster: HS.GM.B - Construct and communicate geometric arguments through use of proofs, logical reasoning, and geometric technology. STANDARD: HS.GM.B.6 Standards Statement (2021): Justify theorems of line relationships, angles, triangles, and parallelograms; and use them to solve problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.GM.B.4, 8.GM.A.5, HS.GM.B.5 \| HS.GM.D.12 \| N/A \| HSG.CO.C.9 HSG.CO.C.10 HS.GM.B Crosswalk \| Standards Guidance: Clarification - Students should be given opportunities to explore using visual tools in order to precisely prove when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent. Boundaries - Angle and line relationship theorems include: - when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; and conversely use to justify lines are parallel; - points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints. - vertical angles are congruent; - Triangle Theorems include: - Sum of interior angles 180 degrees - Properties of special triangles (isosceles, equilateral, and right). - Angle sums formed by polygons - Parallelogram theorems include: - Properties of special quadrilaterals (sides, angles, and diagonals), and - Properties of special triangles (isosceles, equilateral, and right). Clarifications - Students should be provided opportunities to build a conceptual understanding of a point, line, line segment, plane, arc, and angle through modeling and exploration of authentic phenomena. - Students should use symbolic notation for point, line, plane, line segment, angle, circle, arc, perpendicular line, and parallel line. Progressions - Construct viable arguments and critique the reasoning of others when justifying the congruence of diagonals in a rectangle that is built by a contractor installing a rectangular window. Examples 2021 Oregon Math Guidance: HS.GM.B.7 Cluster: HS.GM.B - Construct and communicate geometric arguments through use of proofs, logical reasoning, and geometric technology. STANDARD: HS.GM.B.7 Standards Statement (2021): Perform geometric constructions with a variety of tools and methods. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.GM.A.2 \| N/A \| N/A \| HSG.CO.D.12 HS.GM.B Crosswalk \| Standards Guidance: Clarifications - Student should be able to: - Copy a segment and angle. - Bisect a segment and angle. - Construct perpendicular lines, including the perpendicular bisector of a line segment. - Construct a line parallel to a given line through a point not on the line. Teaching Strategies - Tools to include compass and straightedge, string, reflective devices, paper folding, and/or dynamic geometric software. - Constructions to include copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line. Progressions - Use appropriate tools strategically when choosing the physical method and appropriate procedures for performing a construction Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.GM.C.8 Cluster: HS.GM.C - Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts. STANDARD: HS.GM.C.8 Standards Statement (2021): Solve authentic modeling problems using area formulas for triangles, parallelograms, trapezoids, regular polygons, and circles. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 6.GM.A.1, 7.GM.B.3, 7.GM.B.5, 8.GM.C.9 \| HS.GM.C.9 \| N/A \| HSG.GMD.A.1 HS.GM.C Crosswalk \| Standards Guidance: Teaching Strategies - Students should give informal arguments for area formulas, and combine them to solve problems with composite figures. - Students should be able to choose the appropriate geometric polygon to approximate the area of irregular objects. Examples - Model with Mathematics can be used here to solve a variety of problems involving area. - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.GM.C.9 Cluster: HS.GM.C - Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts. STANDARD: HS.GM.C.9 Standards Statement (2021): Use volume and surface area formulas for prisms, cylinders, pyramids, cones, and spheres to solve problems and apply to authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.GM.B.5, 8.GM.C.9, HS.GM.C.8 \| N/A \| N/A \| HSG.GMD.A.3 HS.GM.C Crosswalk \| Standards Guidance: Teaching Strategies - Students should be able to choose the appropriate geometric figure or solid to approximate density of irregular objects in a geometric situation. - Students should give informal arguments for area and volume formulas, and combine them to solve problems with composite figures. This standard is limited to right solids. Examples - Make sense of problems and persevere in solving them when finding the volume of prisms and pyramids with regular polygon bases (possibly using trigonometry) - Persons per square mile, fish per cubic feet of a fish tank - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.GM.C.10 Cluster: HS.GM.C - Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts. STANDARD: HS.GM.C.10 Standards Statement (2021): Use geometric shapes, their measures, and their properties to describe real world objects, and solve related authentic modeling and design problems. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 7.GM.A.1, 7.GM.B.3, 7.GM.B.5, 8.GM.C.9 \| N/A \| HS.NQ.B.3, HS.NQ.B.4, HS.NQ.B.5 \| HSG.MG.A.1 HSG.MG.A.3 HS.GM.C Crosswalk \| Standards Guidance: Clarifications - This includes the use of volume formulas for prisms, cylinders, pyramids, cones, and spheres. - Students should be able to verify experimentally the formulas for the volume of a cylinder, pyramid, sphere, prism and cone; emphasize volume as the product of the area of the base and the height for both prisms and cylinders. - Students should find the volume of solids and composite solids to explain real-life phenomena. Terminology - Prism – a solid figure that has the same cross section all along its length Examples - Model with Mathematics can be used here to solve a variety of problems such as designing a real world object with CAD design tools for 3D printing or CNC machining. 2021 Oregon Math Guidance: HS.GM.C.11 Cluster: HS.GM.C - Solve problems and interpret solutions of area and volume of shapes by applying concepts of congruence, similarity, symmetry in authentic contexts. STANDARD: HS.GM.C.11 Standards Statement (2021): Apply concepts of density based on area and volume in authentic modeling situations. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.GM.C.9 \| N/A \| HS.AFN.A.3, 7.RP.A.1, HS.NQ.B.4, HS.NQ.B.5 \| HSG.MG.A.2 HS.GM.C Crosswalk \| Standards Guidance: Clarifications - The focus is on geometric probability and proportional reasoning. - This should include an understanding of the ratios of areas (area ratio = (scale factor)^2) and volumes (volume ratio = (scale factor)^3) of similar figures. Examples - Model with Mathematics to compute persons per square miles, BTUs per cubic foot, or specimens per acre. 2021 Oregon Math Guidance: HS.GM.D.12 Cluster: HS.GM.D - Apply concepts of right triangle trigonometry in authentic contexts to solve problems and interpret solutions. STANDARD: HS.GM.D.12 Standards Statement (2021): Apply sine, cosine, and tangent ratios, and the Pythagorean Theorem, to solve problems in authentic contexts. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.GM.B.6, 8.GM.B.7, HS.GM.A.2, HS.GM.B.6 \| N/A \| N/A \| HSG.SRT.C.8 HSG.SRT.C.6 HSG.SRT.C.7 HS.GM.D Crosswalk \| Standards Guidance: Clarifications - In seventh grade, students write and solve equations using supplementary, complementary, vertical, and adjacent angles. - Explain and use the relationship between the sine and cosine of complementary angles (e.g. sin(30) = cos(60) = 0.5). Teaching Strategies - Demonstrate understanding that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. - Students should be able to use sine, cosine, and tangent to solve real-life problems that require them to find missing side and angle measurements. Progressions - Applications should involve finding angle and side measures of right triangles. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.GM.D.13 Cluster: HS.GM.D - Apply concepts of right triangle trigonometry in authentic contexts to solve problems and interpret solutions. STANDARD: HS.GM.D.13 Standards Statement (2021): Apply the Pythagorean Theorem in authentic contexts, and develop the standard form for the equation of a circle. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.GM.B.8 \| HS.GM.D.14 \| HS.AEE.A.2, HS.AEE.D.9 \| HSG.GPE.A.1 HS.GM.D Crosswalk \| Standards Guidance: Terminology - The standard form of the equation for a circle is (x-h)2 + (y-k)2 = r2. Clarifications - Students should be able to identify the center and radius of a circle from an equation in standard form or from the graph of a circle. - Students should be able to write the equation of a circle in standard form given the graph of the circle. - Students should be able to graph a circle from the standard form equation of a circle. Teaching Strategies - Given the coordinates of the center and length of the radius, write the equation of the circle in standard form. - Given the equation of a circle in standard form, determine the coordinates of its center and the length of its radius. Progressions - Use the Pythagorean Theorem to develop and apply the distance formula - Look for and make use of structure to make connections to the Pythagorean Theorem and distance formula. Examples - Illustrative Mathematics: 2021 Oregon Math Guidance: HS.GM.D.14 Cluster: HS.GM.D - Apply concepts of right triangle trigonometry in authentic contexts to solve problems and interpret solutions. STANDARD: HS.GM.D.14 Standards Statement (2021): Use the coordinate plane to determine parallel and perpendicular relationships, and the distance between points. Connections: Preceding Pathway Content (2021) \| Subsequent Pathway Content (2021) \| Cross Domain Connections (2021) \| Common Core (CCSS) (2010) \| 8.GM.B.6, 8.GM.B.8, HS.GM.D.13 \| N/A \| N/A \| HSG.GPE.B.4 HS.GM.D Crosswalk \| Standards Guidance: Clarifications - Students should be able to classify quadrilaterals as parallelograms (including rectangles, rhombi, and squares) using sides and diagonals. - Students should be familiar with the distance formula when calculating the area and perimeter of quadrilaterals and triangles. Terminology - Cartesian coordinates refer to (x,y) system on a rectangular grid with the x-coordinate representing horizontal distance from the origin, and the y-coordinate representing vertical distance from the origin. Boundaries - Course level expectation is limited to use of a rectangular (Cartesian) coordinate system. Teaching Strategies - Applications include the use of coordinates to compute perimeters of polygons and areas of triangles and rectangles. The distance formula will play an important role in these applications. - Students apply their understanding of linear relationships to derive definitions and to solve problems related to distance, midpoint, slope, area, and perimeter. Progressions - Use slope and length of line segments to classify quadrilaterals in the coordinate plane. - Calculate the area and perimeter of parallelograms, triangles, and regular polygons in the coordinate plane. Examples - Use appropriate tools strategically to choose between tools such as the slope formula, distance formula, midpoint formula, or Pythagorean Theorem. - Find the length of a line segment plotted on the coordinate plane. - Illustrative Mathematics:	oercommons	2025-03-18T00:38:46.448460	07/11/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106623/overview", "title": "OREGON MATH STANDARDS (2021): [HS.GM]", "author": "Mark Freed" }
https://oercommons.org/courseware/lesson/113520/overview	You Are a Content Creator! Overview Overview In this lesson, students will learn how to create and evaluate (YouTube) content effectively. They will explore the process of planning, recording, and editing videos while considering the preferences and interests of their target audience. Through peer feedback, students will develop their communication skills and digital literacy. Rubric Overview (Overview) This resource includes a peer feedback rubric for students to evaluate content, relevance, engagement, creativity and production quality. By participating in this process, students develop a greater appreciation for effective communication and digital media literacy. Content Creation for Smarties You Are a Content Creator! Introduction to Content Creation on YouTube Objective: Students will understand the basics of content creation for YouTube, including planning, filming (recording), editing, and uploading videos. SC Standards: 3C: Communicate information through strategic use of multiple modalities, visual displays, and multimedia to enrich understanding when presenting ideas and information. 3.2 Utilize multimedia to clarify information and strengthen claims or evidence. Materials Needed: - Access to computers, tablets (iPads), smartphones with internet access - Presentation slides or visual aids - Examples of successful YouTube channels or videos * Assessment: - Students’ learning will be assessed by successfully uploading a video to YouTube. - Peer-Feedback Rubric Lesson Outline: 1. Introduction (10 minutes): - Begin by discussing the popularity of YouTube and the various types of content available on the platform. - Present examples of successful YouTube channels or videos to inspire students. Ask students to share channels they follow and what made them subscribe. 2. Understanding Your Audience: What Do They Want? (15 minutes) - Explain the importance of knowing your target audience when creating content. - Discuss demographics, interests, and preferences of different audience segments on YouTube. Use the “YT Studio” App for demonstration purposes and integrate ELA, Mathematics, and Social Studies. 3. Planning Your Content (20 minutes): - Introduce the concept of content planning and brainstorming. - Discuss how to choose a topic, develop a script or outline, and plan visuals or demonstrations. - Provide students with templates or worksheets to help them plan their own content ideas. 4. Film School 101: Filming, Production, Post Production (30 minutes): - Explain the basics of filming, including camera angles, “rules of thirds”, lighting, and sound. - Demonstrate how to set up a camera or smartphone for filming. - Discuss techniques for engaging with the audience on camera. - Provide tips for capturing b-roll footage or additional visuals to enhance the video. 5. Editing Your Video (30 minutes): - Introduce video editing software options and demonstrate basic editing techniques. (FCPX and iMovie) - Discuss the importance of pacing, transitions, and adding graphics or text overlays. - Provide time for students to practice editing a short video clip using available software. 6. Uploading and Optimizing Your Video (15 minutes): - Explain the process of uploading a video to YouTube, including adding titles, descriptions, and tags. - Discuss strategies for optimizing videos for searchability and engagement. - Provide guidance on creating eye-catching thumbnails and writing compelling video descriptions (Canva, Krita, or PowerPoint) 7. Conclusion and Reflection (10 minutes): - Review key concepts covered in the lesson. - Encourage students to reflect on what they've learned and how they can apply it to their own content creation projects. Resources *Viewing Examples for Successful Content Creators on YouTube (Create a playlist and share link with students.) - Mr. Beast - JoJo - Ethan Gamer You Are a Content Creator! by Andre Boyd is marked with CC0 1.0	oercommons	2025-03-18T00:38:46.491763	02/27/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113520/overview", "title": "You Are a Content Creator!", "author": "Andre Boyd" }
https://oercommons.org/courseware/lesson/60617/overview	2019 Music Content Standards Overview - Overview: Music Content and Achievement Standards for the state of North Dakota. Updated 2019. - Subject: Music - Material Type: Primary Source 2019 Music Content Standards - Overview: Music Content and Achievement Standards for the state of North Dakota. Updated 2019. - Subject: Music - Material Type: Primary Source	oercommons	2025-03-18T00:38:46.508800	12/11/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60617/overview", "title": "2019 Music Content Standards", "author": "Brandon Lemer" }
https://oercommons.org/courseware/lesson/100603/overview	TUTORIAL ON SOCRATIVE ICT TOOLS FOR TEACHING LEARNING EVALUATION Overview This resource will help the users to know few tools for effective teaching and learning SOCRATIVE Socrative is a tool for formative assessment Through socrative we can crate - Multiple choice - True or false NEARPOD NEARPOD IS A TOOL TO CREATE INTERACTIVE LESSON WHICH INCLUDES GAMIFIED ACTIVITIES	oercommons	2025-03-18T00:38:46.528427	02/06/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100603/overview", "title": "ICT TOOLS FOR TEACHING LEARNING EVALUATION", "author": "Vimal Jerald" }
https://oercommons.org/courseware/lesson/102067/overview	FRICTION! Overview This resource provides basic information on four types of friction - sliding, static, rolling, and fluid. It is aimed primarily at an upper elementary or lower middle school curriculum. Background Information Friction is all around us! Friction is a force that is trying to slow down the motion of objects. It even tries to stop objects from moving in the first place! In the photograph above, the girl is having a great time sledding down the sand dune at Great Sand Dunes National Park and Preserve. However, friction is trying to slow her down! There are four main types of friction. These are: - Sliding Friction - Static Friction - Rolling Friction - Fluid Friction We will learn about each type in the next several sections. Sliding Friction Sliding Friction Sliding friction is the friction that occurs between two objects sliding over each other. This kind of friction can produce a lot of heat! In the picture below the man used a bow drill to start a fire without matches! Static Friction Static friction is the friction between two objects that are not moving. Static friction is trying to keep the object at rest! If you want to push an object and get it sliding, you would have to overcome the static friction. Static friction can often be the strongest frictional force. In the picture below, the dog and the couch have static friction. It looks like it would take a lot of force to get the dog moving off of the couch! Rolling Friction Rolling friction is the force of one object rolling over another. Rolling friction is often a lesser force than static or sliding friction. Think about how the wheel makes life easier! Imagine having to carry all of the vegetables or drag them across the ground on a tarp. The wheel greatly decreases the amount of friction! Fluid Fricton Fluid friction is the frictional force when an object is moving through a fluid, which is a gas or liquid. Air resistance is a common form of fluid friction. Think of how hard it is to walk or ride a bicycle in the wind! The fluid friction is trying to slow you down and making it harder to move! Dogs seem to love the fluid friction of air moving past a car's window! Review and Assessment To review, please watch the video titled "Real Life Examples of Friction" by MooMoo Math and Science. Then, answer the questions below. Please write the answers on paper and bring them to class. Questions from the lesson and video: - Which kind of friction is often the strongest? - When you rub your hands together, what kind of friction are you experiencing? - What kind of friction exists between a stationary refrigerator and the floor? - What kind of friction exists between a swimmer and the water? - Give an example of fluid friction from the video. - Give an example of rolling friction from the video. - Describe a situation in which you would want to have a higher frictional force. Explain why. - Describe a situation in which you would want to have a lower frictional force. Explain why.	oercommons	2025-03-18T00:38:46.546981	03/23/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102067/overview", "title": "FRICTION!", "author": "Erin Wheeler" }
https://oercommons.org/courseware/lesson/106173/overview	The Effects of Client Absenteeism and Lack of Engagement with Services on the Speech-Language Pathology Clinician: A Critically Appraised Topic (CAT) Overview The Effects of Client Absenteeism and Lack of Engagement with Services on the Speech-Language Pathology Clinician The Effects of Client Absenteeism and Lack of Engagement with Services on the Speech-Language Pathology Clinician: A Critically Appraised Topic (CAT)	oercommons	2025-03-18T00:38:46.562667	07/01/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106173/overview", "title": "The Effects of Client Absenteeism and Lack of Engagement with Services on the Speech-Language Pathology Clinician: A Critically Appraised Topic (CAT)", "author": "Courtney Miller" }
https://oercommons.org/courseware/lesson/73949/overview	Quality Assurance Overview Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year. Title of Lesson: Quality Assurance Course Name: AP Statistics Grade Level: 11-12 Author’s Name: Todd M. Knol Author’s School District: Palmyra Area School District \| PA Academic Standards for Mathematics \| \| CC.2.4 Measurement, Data & Probability CC.2.4.HS.B.1 - Summarize, represent, and interpret data on a single count or measurement variable. CC.2.4.HS.B.5 - Make inferences and justify conclusions based on sample surveys, experiments, and observational studies. \| \| \| PA Academic Standards for Career Education and Work \| \| 13.1. Career Awareness and Preparation 13.1.11.F. - Analyze the relationship between career choices and career preparation opportunities, such as, but not limited to: \| \| \| Learning Objectives \| \| \| \| \| Conceptual Background \| \| Background information would include the following concepts from AP Statistics: \| \| \| Instructional Procedure \| \| \| Pacing \| Instructional Procedure \| 10 minutes 30 minutes \| Teacher introduction Student research and report on jobs in Quality Assurance. Complete Career Exploration Worksheet. Explain the connection between this type of career and the content/concepts from AP Statistics. \| \| 30 minutes + additional independent work time \| Student, with partner, analyze data file. Students produce summary statistics and graphs of samples taken. Students use statistics (Confidence Intervals, Test of Significance) to answer the question, “Are the bagels meeting the company specifications?”. Students will then deliver a file of all work to the “director of quality assurance” (teacher). Students will also need to write an email response to the Vice President of Operations answering his/her question - “Are the bagels meeting the company specifications?” \| \| Formative Assessment \| \| Each student will complete the Career Exploration Worksheet.Each student and partner team will hand in the file analyzing the data. \| \| \| Materials Needed \| \| \| 250 Quality Control Baked LogCareer Exploration Form112 \| \| \| References \| \|	oercommons	2025-03-18T00:38:46.584844	Todd Knol	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73949/overview", "title": "Quality Assurance", "author": "Rachael Haverstick" }
https://oercommons.org/courseware/lesson/114121/overview	Meet Hikmet Kaya, a man from Turkey who loves the environment. He worked for many years planting trees in areas that needed more greenery. Even after he retired, he didn't stop. He kept planting t Understanding and Addressing Climate Change Overview In this lesson plan, students will be learning about climate change, its causes, and global impacts. They will brainstorm measures to reduce its effects, discuss personal challenges in combating climate change, and create poster presentations outlining specific measures to address it, culminating in a march to protest climate change. Understanding and Addressing Climate Change \| \| Title of Lesson Plan: Understanding and Addressing Climate Change \| \| Educator Author (name, country): Muge PINAR, Turkiye \| \| Audience (Age, English Level): 10-12, A1-A2 \| \| Two Sentence Overview of the Lesson Plan: In this lesson plan, students will be learning about climate change, its causes, and global impacts. They will brainstorm measures to reduce its effects, discuss personal challenges in combating climate change, and create poster presentations outlining specific measures to address it, culminating in a march to protest climate change. \| \| Resources Needed: Colorful Cardboards, colored pens/crayons \| \| Learning Objectives: 1. Students will recognize the concept of climate change. 2. Students will identify the current and potential effects of climate change. 3. Students will understand how deforestation contributes to climate change. 4. Students will learn about efforts to combat climate change and how to take action to address deforestation and climate change. 5. Students will explore measures to reduce the effects of climate change and understand their role in the process. \| \| Warm Up: https://www.lovetoknow.com/life/lifestyle/carbon-footprint-calculator-kids \| \| Time 40’+40’ \| Activities/Instructions \| Closing/Debrief: By the end of the lesson, students will be actively participating in the march with their posters to protest the Climate Change. \|	oercommons	2025-03-18T00:38:46.617395	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114121/overview", "title": "Understanding and Addressing Climate Change", "author": "Full Course" }
https://oercommons.org/courseware/lesson/92359/overview	How To Teach The Future Perfect Simple: Free ESL Lesson Plan Overview Once students have mastered all future forms of verbs and the present perfect simple, it is time to learn the future perfect simple. This free ESL lesson plan provides a guide for how to teach the future perfect simple. The lesson plan is suitable for students at an intermediate level and is classified WIDA Developing / CEFR B1+. You can access 150+ more free lessons like this with a free Off2Class account! Off2Class How to Teach the Future Perfect Simple The future perfect simple is used for an event that will already be completed for a specified time in the future. It also can express an ongoing state measured at a future date. That might seem a bit confusing for your students, but it doesn’t have to be! For example, you might use the future perfect simple to say, “Sarah will have finished building her house by June.” Or, “Miguel will have started running his marathon by Monday.” The magic combination is “subject + will + have+ verb" (e.g. done, finished, started). Another type of this verb is an ongoing state, measured at a future date. As an example, “By the time you arrive home at 2pm, James will have working for 4 hours.” What Does the Lesson Plan Include? The lesson plan includes practical examples and exercises for students to practice. It also includes a list of the key verbs necessary to use the future perfect simple. The critical thing to ensure students understand is that the future perfect expresses an action that will be completed prior to or by some specified time. The lesson plan includes space for students to reflect on their own life and accomplishments, ensuring that they not only grasp the basics of this part of grammar but are comfortable with using this verb. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.	oercommons	2025-03-18T00:38:46.636260	04/28/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92359/overview", "title": "How To Teach The Future Perfect Simple: Free ESL Lesson Plan", "author": "Christine Chan" }
https://oercommons.org/courseware/lesson/83524/overview	Save Sam Shelter Overview A hands on activity that gives students the opportunity to apply their knowledge of weather. Save Sam You can use this for any age! I see 2nd-5th graders and the younger ones can budget as easily as the older ones. I just modify material choices for the younger ones. I also point out and follow the engineering cycle in this activity. You can delve into this more depending on the grade. When it comes to testing, I work with 5-6 students at a time while the other students are finishing up their shelters, taking pictures or working on extension material. I provide several spray bottles so several shelters can be tested at a time and another student uses the hairdryer (after the water bottles are put away) and blows several of the shelters. This STEAM activity is designed for you to apply your knowledge of tornado effects. You will have already studied a weather unit. You will create a shelter that will keep Sam (a square of tissue paper with a smiley face on it!) safe from a tornado (spray bottle and hair dryer)	oercommons	2025-03-18T00:38:46.653663	07/13/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83524/overview", "title": "Save Sam Shelter", "author": "Sharon Bannister" }
https://oercommons.org/courseware/lesson/73613/overview	excavations-site-catalhoyuk-was-huge-neolithic-chalcolithic-settlement-southern-anatolia-turkey-unesco-world-173710997 France Interdisciplinary ELT Activities for Gifted Overview This open resource is designed as an example of interdisciplinary activities on History, Geography and Arts to be used in ELT classes . Unit 1- Interdisciplinary ELT Activities for Geography,History and Arts THE ANCIENT TIMES Optimum time \| 40’ + 40’ + 40’ \| The objectives \| -To have an idea about the life in communities of various cultures of the world at various times in history. -To have an understanding in the important historical achievements of various cultures of the world. -Discovering the ways in which families express and convey their beliefs and values through oral traditions, literature, song, art, religion, community celebrations, food and language that families had long ago. \| Interdisciplinary subjects \| Geography,History and Arts \| Materials \| Internet access for media watching Paints and brushes of various colors, crayons or markers Long rolls of brown paper, cardboard or newsprint Tape \| Process \| \| Follow-up \| Mausoleum \|	oercommons	2025-03-18T00:38:46.681885	Language, Grammar and Vocabulary	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73613/overview", "title": "Interdisciplinary ELT Activities for Gifted", "author": "Language Education (ESL)" }
https://oercommons.org/courseware/lesson/78685/overview	ClassDojo Flipsnack Over The Top Practice Quizlet YouTube Lesson Plan 1: Overview This is a two-part lesson covering the two World Wars and their impacts on the social, political and economic aspects of Canada. Students will be aided in their learning through the use of several digital artefacts and educational technologies. Lesson 1: By Megan Duggan and Dragos-Andrei Badarau Description: This is an accessible, inclusive learning experience designed to teach students about Canada's involvement in the Second World War. Students will be aided in their learning through the use of digital artifacts such as ClassDojo, Flipsnack and Quizlet. Audience: Grade 11 Students Objectives: Students will identify the extent of Canada’s participation in the economic and political affairs of the Second World War Students will describe the impact of the Second World War on Canada’s economy, society and relation with allies Students will discuss the effectiveness of the Canadian federal policies implemented during the Second World War Media: Students will need access to a laptop or computer device to access the educational media. A smartphone can be used for the Quizlet application. Activities: 1. Gain the attention of the students: Using ClassDojo, students will break into groups to discuss the following questions (Gagne #1) - How prepared was Canada at the start of the war? - How did Canada view the policy of appeasement? - Who did Canada want to align itself with during the war? 2. Inform students of the objectives (above) 3. Stimulate recall of prior knowledge Have students brainstorm ideas and list words or thoughts that come to mind when asked about prior knowledge of World War II, and more specifically, Canada’s involvement and decision making. 4. Present the content - Present a lecture using Google Slides on the Social Welfare Measures implemented, the Role of Women During the War, the Treatment of the so-called "enemy aliens" and First Nations, and the relations with the United States and Britain 5. Provide learning guidance - Watch the following video on Canada's Involvement in WWII - Japanese Canadian Internment \| Narrated by David Suzuki (this is an example of a real-world application or case studying exploring the impacts of Canadian policies on Japanese Canadians) 6. Elicit performance (practise) - Create a 'Digital Flipbook' using Flipsnack to explain the significance of the following policies implemented by the Canadian Federal Government during the Second World War (ex; Ogdensburg Agreement, Hyde Park Declaration and the War Measures Act) - Students will need to explain the policy, describe its significance, and use visuals to aid in the aesthetic portion of the infographic. Assessment: 8. Assess performance - Take the assessment on Quizlet by taking the test or playing the match or gravity game 9. Enhance retention and transfer - Use the assessment completed on Quizlet as a guide to enhance retention and create a better understanding of what students can improve on for future lessons Follow up: 7. Provide feedback - After completing your digital flipbook, submit it through Aropa and peer review another classmate’s work by the submission deadline. Once all the reviews are uploaded, students will be able to see how they were graded and what they could have done better. Lesson 2: Description: Audience: Grade 11 Objective: - Students will identify the extent of Canada’s First Nations participation in the economic and political - Students will describe the First World War’s impact on Canada’s First Nations with regards to their rights, society, and relations with other Canadians. Media: Activities: 1. Gain the attention of the students Start the topic with a Youtube video of Sabatons Ghost in the Trenches and discuss the following 2 questions: 1. How did Canada treat its Indigenous population( Canada treated its First Nations relatively badly, with poverty rates and other economic factors seeing them at the bottom of society) 2. When did Canada start the conscription of First Nations soldiers in the Canadian Expeditionary Force (CEF)? 2. Inform Students of the objectives (learning outcome) - Students will identify the extent of Canada’s First Nations participation in the economic and political timeline of World War I. - Students will describe the First World War’s impact on Canada’s First Nations concerning their rights, society, and relations with other Canadians. - Students will identify the status of First Nations within Canadian society. 3. Stimulate recall of prior knowledge - Have students brainstorm ideas and list words or thoughts that come to mind when asked about prior knowledge of World War I, and more specifically, the involvement of First Nations and their status prior to WWI. - Question the students’ knowledge of First Nations history and their status throughout Canadian history 4. Present the content - Present a Lecture using Google Slides on Canadațs entry into the war, on the CEF, on Francis Pahgamabow, various Indigenous soldiers and the status of First Nations within Canada in the late 19th and early 20th centuries. - Teach the lyrics to Ghost in the Trenches. - Introduce the students to a game about the realities of WW1 trenches and First Nations. 5. Provide learning guidance - Watch the following video from Sabaton’s Ghost in the Trenches: https://www.youtube.com/watch?v=UJPyLlxj8nY - Watch the following video https://www.youtube.com/watch?v=WGzNwAUdHM8 - Teach the students ways to learn: taking notes, mnemonic devices, group projects and how to do research and critical thinking. 6. Elicit performance - Test the students on the lyrics of the song. - Have the students attempt the game. - Have the students prepare a PowerPoint presentation about their preferred soldier or First Nations civilian who advanced the cause of First Nations, either politically or economically. 7. Provide feedback - Once tested, show the students where shortcomings are present and attempt to teach the students to ensure that those shortcomings are addressed. 8. Assess performance - Prepare a test and administer it on the status of First Nations in Canada and Indigenous soldiers in the Canadian army in the early 20th century 9. Enhance retention and transfer - Use the assessment completed as a guide to enhance retention and create a better understanding of what students can improve on for future lessons.	oercommons	2025-03-18T00:38:46.712570	Interactive	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78685/overview", "title": "Lesson Plan 1:", "author": "Game" }
https://oercommons.org/courseware/lesson/61423/overview	العضلات في جسم الانسان Overview جيد جدا الوحدة التعليمية الاولى جسم الانسان يتكون من مجموعة عضلات تمكنه من الحركة والعيش بشكل طبيعي جسم الانسان مجموعة صور تشرح جسم الانسان والعضلات المكونة له جيد جدا جسم الانسان يتكون من مجموعة عضلات تمكنه من الحركة والعيش بشكل طبيعي مجموعة صور تشرح جسم الانسان والعضلات المكونة له	oercommons	2025-03-18T00:38:46.729021	01/09/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61423/overview", "title": "العضلات في جسم الانسان", "author": "hayat alsumaiti" }
https://oercommons.org/courseware/lesson/91786/overview	DROUGHT Overview What is drought? DROUGHT Drought is an important climatic event that affects the entire environment all around the world. It is the second-most costly weather event after hurricanes. Drought is a lack of precipitation ( such as rain, snow, or sleet) in a place for a protracted period of time which results in a water shortage. The lack of adequate precipitation can cause reduced soil moisture or groundwater, diminished streamflow, and crop damage. The duration of droughts varies widely. It may last for weeks, months, or years and the beginning of drought is hard to pinpoint. The longer a drought lasts, the greater the harmful effects it has on people. Drought occurs naturally but some human activities such as excessive water use and improper management can exacerbate dry conditions. One of the worst droughts to hit the United States occurred during the 1930s. A severe drought occurred in the southern plains states, including parts of Oklahoma, Texas, Arkansas, New Mexico, and Nevada, which lasted for about 10 years. The drought was made worse by the fact that farmers had plowed up so much land that there was no grass to hold it together anymore, causing black dust to fly up anytime there was wind. As high winds and choking dust swept the region from Texas to Nebraska, people and livestock were killed and crops failed across the entire region. This was known as the 'Dust Bowl', and it forced thousands of people to flee their homes forever. Droughts affect people in several ways. Clean drinking water is essential for all life, and sources of water may diminish during a drought. Without water, humans are at risk for dehydration (not having enough water to drink and potentially fatal condition ), or hunger. Remember - no water means no crops, and this means a decrease in the food supply. Also, crops need water to grow, and during a drought, water sources (lakes, rivers, streams) are diminished and may even dry up, preventing crops from being irrigated and causing them to die off. Fruits and vegetables growing in the ground will stop growing, and entire crops can be destroyed because the ground is so dry. Also, drought affects the environment, dry conditions often lead to landslides or wildfires. Consequently, people may not drink clean water, eat fresh vegetables or fruits, take a shower, swim, animals may extinct, and people may not survive at all. To prevent drought here are some actions you should take: Take shorter showers. Turn the water on to get wet; turn it off to lather up; then turn the water back on to rinse. Don't let the water run while brushing your teeth, washing your face, or shaving. Operate dishwashers only when they are full. Don’t waste water waiting for it to get hot or cold. Capture it for other uses such as plant watering. Operate washing machines only when they are full or set the water level for the size of your load. Never pour water down the drain when there may be another use for it. Use it to water your indoor plants or garden. Repair dripping faucets by replacing washers. One drop per second wastes 2,700 gallons of water per year! Choose a water-efficient irrigation system such as drip irrigation for your trees, shrubs, and flowers. Consider using rainwater collection systems to water plants and gardens. SAVE WATER, SAVE THE PLANET.	oercommons	2025-03-18T00:38:46.744706	04/13/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91786/overview", "title": "DROUGHT", "author": "betül cakcak" }
https://oercommons.org/courseware/lesson/92757/overview	Education Standards OR Tribal History: Our 9 Native American Tribes Overview This was a presentation about Oregon's 9 Native Tribes that I created for my 2nd grade students amid distance learning from 2020-2022. This in no way shape or form is a completed resource, and in fact I welcome feedback, comments, and collaboration to make this document better! All of the information I have used within the presentation was gathered through each tribes website provided within the Oregon Blue Book (https://sos.oregon.gov/blue-book/Pages/national-tribes.aspx). As this is a working/living resource, my hope is that I will also have this translated into Spanish (my first language) to be used in Dual language or World Language classrooms! This was a presentation I created for my 2nd grade students amid distance learning from 2020-2022. This in no way shape or form is a completed resource, and in fact I welcome feedback, comments, and collaboration to make this document better! All of the information I used within the presentation was gathered through each tribes website provided within the Oregon Blue Book (https://sos.oregon.gov/blue-book/Pages/national-tribes.aspx). As this is a working/living resource, my hope is that I will also have this translated into Spanish (my first language) to be used in Dual language or World Language classrooms!	oercommons	2025-03-18T00:38:46.764694	05/16/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92757/overview", "title": "OR Tribal History: Our 9 Native American Tribes", "author": "Adriana Rosales" }
https://oercommons.org/courseware/lesson/73952/overview	Career Profile Research Overview Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year. Title of Lesson: Career Profile Research Course Name: General English 12 Grade Level: 12 Author’s Name: Jenna Reich Author’s School District: Lebanon School District \| PA Academic Standards for English Language Arts \| \| CC.1.2: Reading Informational Text CC. 1.2.11-12.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. CC.1.4: Writing CC.1.4.11-12.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction CC.1.4.11–12.V - Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. \| \| \| PA Academic Standards for Career Education and Work \| \| 13.1: Career Awareness and Preparation 13.1.11.B - Analyze career options based on personal interests, abilities, aptitudes, achievements and goals. 13.1.11.E - Justify the selection of a career.13.1.11.F - Analyze the relationship between career choices and career preparation opportunities. 13.2: Career Acquisition (Getting a Job) 13.2.11.B - Apply research skills in searching for a job \| \| \| Learning Objectives \| \| \| \| \| Conceptual Background \| \| \| This unit begins with students learning how to set SMART goals. Students will take guided notes on what a SMART goal is and write a SMART goal for their future career. \| \| \| Instructional Procedure \| \| \| Pacing \| Instructional Procedure \| \| Day 1 \| \| \| 5 minutes \| Activating strategy: Begin class by having students share their SMART goal with a partner. (relates to the previous lesson on how to write SMART goals) \| \| 10 minutes \| Introduce the research assignment to the class and go over the expectations. \| \| 40 minutes \| Allow students the remaining class time to begin conducting research on their chosen career. \| \| Day 2 \| \| \| 62 minutes \| Students should continue their research and answer the guided research questions during the class period. Students should submit the answers to the guided research assignment by the end of the second day. \| \| Formative Assessment \| \| \| Students will submit their completed guided research assignment before they begin working on the Career Profile essay. \| \| \| Materials Needed \| \| \| Guided Research for Career Profile Occupational Outlook Handbook website \| \| \| References \| \|	oercommons	2025-03-18T00:38:46.787520	Jenna Reich	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73952/overview", "title": "Career Profile Research", "author": "Rachael Haverstick" }
https://oercommons.org/courseware/lesson/75002/overview	Air Pollution Overview The image is created from canva app and describes what is air pollution, causes, types, effects and control measures of air pollution. Pollution The image is created from canva app and describes what is air pollution, causes, types, effects and control measures of air pollution.	oercommons	2025-03-18T00:38:46.802314	11/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75002/overview", "title": "Air Pollution", "author": "Mariyah Khatri" }
https://oercommons.org/courseware/lesson/93653/overview	Mixed-Media Mania Overview This resource will give some ideas of projects for an art club at your school. Royall Art Club Mixed-Media Mania By: Krystal Fuentes-Royall Elementary School Planning: Name of Club: Royall Art Club Grade Level: 3rd -5th Number of Attendees: About 8-10 students Goal of the Club: The goal of the club is for students to explore different areas of art that include drawing, printmaking, painting, and experimentation with a variety of materials. I want students to learn about art history, elements and principles, and expand on knowledge of creativity while applying personal ideas and meaning behind their artwork. Monday #1 Drawing Glue and Chalk Pastel Landscapes Supplies: Black Construction Paper, 12x18 Glue Cray-Pas Junior Artist Oil Pastels (25 color set) Directions: - On the first day of the club, I will introduce students to several landscape artists and many ways to look at perspective, foreground, middle-ground, and background. - I will then allow students to create a landscape making sure to use the horizon line. - I will demonstrate and show an example of how to use clear glue on black paper to create landscape lines. This will need to be set aside to dry. - The last step to this process is to use chalk to add warm and cool colors inside of the lines to create a landscape. - We will discuss the final product together. Monday #2 Painting Warm/Cool Painted Paper Weaving Supplies: White Paper, 9x12, 80 lb. Scissors Tempera paint Directions: - I will introduce several different artists and cultures from around the world and discuss the process of weaving. - I will prepare two square sheets of paper and supplies. - The first paper will be painted with warm colors. - The second paper will be painted with cool colors. - I will demonstrate how to cut and weave paper together. - The final product will be taped and mounted with a final discussion of warm and cool colors. Monday #3 Printmaking Vegetable Printing with Celery and Peppers Supplies: Celery, Peppers Acrylic Paint Different color papers for printing Trays for paint Directions: - At first, we will discuss the importance of why we have an art club and why we are here. - I will then introduce several different printing techniques and artists who have used printmaking to create art. - Using this unconventional way of printmaking, I will show several different examples of ways of printing with vegetables and examples of different compositions that can be achieved. - I will have pre-cut vegetables, different colors of paint, and different colors of paper for students to experiment with printmaking. Monday #4 Make Your Own Paint Creating paint with household items Supplies: Baking Soda White vinegar Light Corn Syrup Cornstarch Food Coloring Ice Cube Tray Directions: - We will discuss how we can mix our own paint with ingredients you can find in your own kitchen or at the grocery store. - I will pre-measure ingredients for students to then mix. - I will demonstrate how to mix and add food coloring to ice cube trays. - These will dry and maybe use within the classroom for a future project. This will also be displayed at the art show at the end of the year for our art club. - Ingredients: 4 tbsps. Baking Soda (bicarbonate soda) 2 tbsps. White Vinegar 1/2 tsp. Light Corn Syrup 2 tbsp. Cornstarch Food Coloring or Icing gels Ice Cube Tray Implementation: Standards Addressed: - Artistic Processes: Creating- I can make artwork using a variety of materials, techniques, and processes. Anchor Standard 1: I can use the elements and principles of art to create artwork. Benchmark VA.CR.NH.1 I can select and arrange the elements to demonstrate principles of art. - Artistic Processes: Connecting - I can relate artistic ideas and work with personal meaning and external context. Anchor Standard 6: I can identify and examine the role of visual arts through history and world cultures. Benchmark VA.C NH.6-I can identify and use different artistic styles from various cultures and time periods. As students become settled, I want to talk about the Royall Art Club and why we are here. We will discuss projects we will be working on the showcase at the end of the year for engagement and motivation. I would like to have an arts night or an afterschool event as a showcase for students, parents, and the community. The location will be decided before invitations go out. At this time, members of the community will be able to see their children’s artwork, enjoy refreshments, and then take home their student’s artwork. The OER is there for us to reference and parents to connect to see what we are working on. I will have a google classroom set up so that I can gather information and have a forum for communication. This link to the OER will be added so that we can stay on track. Reflection: In reflecting on this whole process of becoming an author of my first OER, I look forward to adding more videos, music, and photos to the OER to connect with other information to expand to a broader audience. I understand that this will be a work in progress and hope to expand on the information further. Special Considerations: Sometimes when students are working on artwork, things could possibly not go as we want it to. Planning well can turn into not so planned. You have to plan for an activity to bot work out. I just like for my students to stay engaged on a project they have started. Once they have touched it, I feel like they should finish it. Sometimes more time could be added to finish as long as they are engaged and excited. Letting students explore instead of listening to lectures is awesome. They have a choice to be creative and add their own ideas of how to do something. The OER keeps us all together and organized.	oercommons	2025-03-18T00:38:46.835029	06/10/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93653/overview", "title": "Mixed-Media Mania", "author": "Krystal Fuentes" }
https://oercommons.org/courseware/lesson/83502/overview	Education Standards Jelly Marbles Overview Students will investigate the process of diffusion through a semi-permeable membrane. Standards B.2.2-Describe the structure of a cell membrane and explain how it regulates the transport of materials into and out of the cell and prevents harmful materials from entering the cell. Learning Objectives Students will investigate the process of diffusion through a semi-permeable membrane Students will observe and be able to describe osmosis Students will hypothesize what will happen when salt is added to the beaker Materials 10 Clear Jelly Marbles (can be ordered from stevespangler.com), Clear Orbeez, or DecobeadsWater(read directions from type of above ordered as some amounts of water vary) 4 beakers Food coloring Salt Student worksheet Extension options: Ice, Hotplate Procedure 1.Recommended for students to work in groups of 2-3 2.Put all necessary materials on each table (you can decide you add the food coloring or leave it on the tables depending on how much dye you have available) 3.Have students observe the jelly marbles(This will take some time) 4.Add all 10 jelly marbles to a beaker and add water (40mL) a.Watch a short clip about cell transport during this time 5.Afterjelly marbles have grown have students either hypothesize and/or describe what happened (this is dependent on whether it is an intro of follow up lesson to cell transport) 6.In a separate beaker add 40mL of water –add 2-5 drops of food coloring, add 5 of the jelly marbles from beaker 1 7.After jelly marbles have changed color have students either hypothesize and/or describe what happened (this is dependent on whether it is an intro of follow-up lesson to cell transport) 8.In a 3rdbeakerfill with 40mL of water add 5 of the jelly marbles from beaker 2 9.Have students hypothesize if they think the color will diffuse back out of the marble 10.In the 4thbeaker fill with 40mL of water and add salt until saturated –add 5 clear jelly marbles from beaker 1 11.Have students hypothesize what will happen when the marbles are added to a salt solution –what process does this describe 12.Extension –test different ways to make the diffusion happen faster –does the water temperature affect the rate of diffusion? 13.How could you make a hypotonic solution with the jelly marbles 14.Have students relate this to cells, cell membrane, osmosis, diffusion, hypotonic, hypertonic, isotonic etc Credits This learning module was created by Bridgette Drake, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:38:46.860469	07/13/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83502/overview", "title": "Jelly Marbles", "author": "Integrated Nanosystems Development Institute (INDI)" }
https://oercommons.org/courseware/lesson/95108/overview	Practicing Musician - Online Platform Guidance Overview This resource provides information about the Practicing Musician platform. The Practicing Musician site provides multi-media resources and methods that help K-12 educators flip their classrooms, personalize instruction within ensemble programs, and facilitate mastery learning for all students. Their mission is to empower and collaborate with music educators and artists to create a free world-class music education that meets the needs of all K-12 students. Overview Practicing Musician Platform for Online Concert Band and Strings Methods Purpose of Website K-12 music educators create content for Practicing Musician’s growing library of 3,500+ video tutorials, sheet music, assignments, and assessments. The content is organized along a similar scope and sequence to currently available method books. Each 1-3 minute tutorial covers a single topic with instrument-specific techniques modeled by instrument specialists. Individual tutorials are customized for each of the 16 primary concert band and string instruments so you can personalize each student’s learning. In addition, all tutorials are sequentially ordered into their Fundamentals of Music Mastery Online Methods so you can assign instrument-specific tutorials to entire ensembles. Professional Learning View sessions from Practicing Musician's 2021 Symposium for Concert Band and Orchestra Teachers Comments Though not openly licensed, content is available for free online access and many resources may be downloaded for offline use. Downloadable resources like sheeet music are either in the public domain or are original compositions by musician educators that are used with permission. In order to use the online platform, educators must create a free educator account. Educators then create student accounts and personalize assignments. The platform is supported in part by sales from their online store (shirts, mugs, other Practicing Musician branded swag, Attribution and License Attribution - Practicing Musician logo and Purpose of Website text by Practicing Musician. Used pursuant to fair use. License Except where otherwise noted, this online platform guidance document by Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked. This resource contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. Please confirm the license status of any third-party resources and understand their terms before use.	oercommons	2025-03-18T00:38:46.889741	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95108/overview", "title": "Practicing Musician - Online Platform Guidance", "author": "Performing Arts" }
https://oercommons.org/courseware/lesson/96167/overview	Education Standards Treaty Geography v2 Overview The attached lesson and supporting essay are a revised draft of a week long activity conducted in the spring of 2022. This lesson was originally created as a follow on to the Smithsonians American Indian Education Boldt Decision lesson for a high school US History class. Here I have rewritten for an 8th grade class as I felt after having completed it that in both rigor and content it was a better fit for an 8th grade class as a means for connecting a process that took place over 150 years ago to a modern issue. It does align with high school geography standards and if its summative activity were modified would fit well under HS.53. How do you find a usual and accustomed place? Essential Question \| How do you find a usual and accustomed place? \| \| Standards \| 8.20 Identify and describe patterns and networks of economic interdependence, migration, settlement, cultural diffusion, and modern technological development. \| \| Staging \| "The right of taking fish, at all usual and accustomed grounds and stations, is further secured to said Indians in common with the citizens of the territory…together with the privilege of hunting, gathering roots and berries, and pasturing their horses on open and unclaimed lands." - Palmer/Stevens Treaty of 1855 with the Confederated Bands of the Cayuse, Walla Walla, and Umatilla. \| \| \| \|\| Summative Task \| Students will write/create a project/presentation/paper arguing for how disputes about what constitutes a usual and accustomed place should be resolved. \|	oercommons	2025-03-18T00:38:46.911222	Nick Tayer	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96167/overview", "title": "Treaty Geography v2", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/96276/overview	EPIC Modified Field Day Cards EPIC Modified Field Day Schedule Modified Field Day Overview In this lesson, students will work together in a least restrictive environment to promote friendship and collaboration. Lesson Overview Introduction In this lesson, students will work together in a least restrictive environment to promote friendship and collaboration. Grades K – 5 Themes - Inclusion - Empathy - Leadership Objectives During this lesson, students will: - Promote inclusion within activities - Discuss what it means to be a good sport - Demonstrate gross and fine motor skills Essential Questioning Students should be able to answer these questions by the end of this lesson: - Refer to the book and discuss the importance of being nice. What does it mean to be nice and why is it important? - Discuss how you would feel if you were left out of a game. - How does it make you feel when you help others? - Why is it important to include others? Indiana Academic Standards *Based on kindergarten standards, but standards for K–5 are similar; vary in difficulty as students get older. 1.1.1.A - Performs mature patterns in locomotor skills (jog, run, jump, hop, gallop, and slide). 1.1.2.A - Demonstrates two of the five critical elements for jumping and landing in a horizontal and vertical plane using 2-foot take-offs and landings. 1.1.4.A - Performs mature patterns in non-locomotor skills (such as bend, twist, turn, sway, stretch) in an exploratory and stable environment. 1.1.5.A - Maintains stillness on different bases of support with different body shapes. 1.1.6.A - Transfers weight from one body part to another in personal space (such as in dance and gymnastics environments). 1.1.7.A - Throws underhand with different sizes and types of objects in a developing pattern. 1.1.9.A - Catches a soft object from a self-toss before it bounces. 1.1.11.A - Demonstrates an emerging pattern while approaching a stationary ball and passing or kicking it forward. 1.2.1.A - Moves in personal space and general space in response to designated beats/rhythms. Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others. 1.4.1.A - Accepts personal responsibility by using equipment and space appropriately. 1.4.1.B - Follows the rules and protocols of the learning environment. Download the attached PDF document for complete lesson materials. There are also two additional PowerPoint files that include activity materials. Download the attached Word document for a fully accessible documents. Coming Soon	oercommons	2025-03-18T00:38:46.935349	Special Olympics Indiana	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96276/overview", "title": "Modified Field Day", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/97814/overview	Plural Noun Worksheet Plural /s/ Overview Students will be working on identifying pluralizations and deciding which of the three pluralization sounds are used for the words on the worksheet after watching the video. Plural Nouns Students will watch the videos and then fill out the worksheet. The two links are here to help you better understand what sound to use for pluralization. You will need to watch the video and then fill out the worksheet.	oercommons	2025-03-18T00:38:46.951497	10/09/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97814/overview", "title": "Plural /s/", "author": "Phoenyx Baker-Blount" }
https://oercommons.org/courseware/lesson/97449/overview	Learning Domain: Expressions and Equations Standard: Write and evaluate numerical expressions involving whole-number exponents. Learning Domain: Expressions and Equations Standard: Write, read, and evaluate expressions in which letters stand for numbers. Learning Domain: Expressions and Equations Standard: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5"ť as 5 - y. Learning Domain: Expressions and Equations Standard: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. Learning Domain: Expressions and Equations Standard: Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2. Learning Domain: Expressions and Equations Standard: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Learning Domain: Expressions and Equations Standard: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Write and evaluate numerical expressions involving whole-number exponents. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Write, read, and evaluate expressions in which letters stand for numbers. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. Cluster: Apply and extend previous understandings of arithmetic to algebraic expressions Standard: Evaluate expressions at specific values for their variables. Include expressions that arise from formulas in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s^3 and A = 6 s^2 to find the volume and surface area of a cube with sides of length s = 1/2. Cluster: Reason about and solve one-variable equations and inequalities Standard: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Cluster: Reason about and solve one-variable equations and inequalities Standard: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.	oercommons	2025-03-18T00:38:46.986226	09/25/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97449/overview", "title": "Patterns, Relationships and Functions in Middle School Mathematics", "author": "Twianie Roberts Ed.D" }
https://oercommons.org/courseware/lesson/82126/overview	LOOSE PARTS PROJE ENTEGRASYON PLANI Overview Tasarla-Öğren Ka2 Erasmus Tasarla-Öğren eTwinning Projesi üzerindedir.Çalışmaların projesidir. LOOSE PARTS Ka2 Erasmus Projesi ayağı olan LOOSE PARTS eTwinning Proje Çalışmalarımızın müfredat entegrasyon planlarıdır.	oercommons	2025-03-18T00:38:47.004077	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82126/overview", "title": "LOOSE PARTS PROJE ENTEGRASYON PLANI", "author": "Welding" }
https://oercommons.org/courseware/lesson/63773/overview	Addition Overview This lesson is over addition for first graders. Addition After i teach a lesson on addition, students will watch a fun video about addition and then play a game over addition. Task 1: In this game the goal will be to get 5 addition problems correct in less than 2 minutes. Task 2: After they complete this, the students will make their own math problems. There will need to be 5 done, Example: 5 apples+3 apples= 8 apples 5 fingers+ 5 fingers= 10 fingers 3 oranges+ 4 oranges+ 7 oranges Here are the resources that will be used: Video: Start video at 2:25: https://youtu.be/pxUY29LpMZE Math game online: https://ok.mathgames.com/play/number-worms.html	oercommons	2025-03-18T00:38:47.017748	03/06/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63773/overview", "title": "Addition", "author": "Madison McDonald" }
https://oercommons.org/courseware/lesson/82688/overview	- - Climate Science - ClimeTime - Drawdown - Forests - High School Science - Solutions - Urban - climetime - wa-ela - wa-science - License: - Creative Commons Attribution - Language: - English Education Standards - 1 - 2 - 3 - 4 - 5 - ... - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15 - 16 - 17 - 18 - 19 - 20 - 21 - 22 - 23 - 24 - 25 - 26 - 27 - 28 - 29 - 30 - 31 - 32 - 33 - 34 - 35 - 36 - 37 - 38 - 39 - 40 - 41 - 42 - 43 - 44 - 45 - 46 - 47 - 48 - 49 - 50 - 51 - 52 - 53 - 54 - 55 - 56 - 57 - 58 - 59 - 60 - 61 - 62 - 63 - 64 Learning Domain: Engineering, Technology, & Applications of Science Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Learning Domain: Ecosystems: Interactions, Energy, and Dynamics Standard: Evaluate and assess impacts on the environment and biodiversity in order to refine or design a solution for detrimental impacts or enhancement for positive impacts. Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently Learning Domain: Writing Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing Standard: Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Write arguments focused on discipline-specific content. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Apply grades 9-10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning"). Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Write arguments focused on discipline-specific content. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Science Domain: Engineering, Technology, and Applications of Science Topic: Engineering Design Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Science Domain: Life Sciences Topic: Interdependent Relationships in Ecosystems Standard: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.] Cluster: Key Ideas and Details. Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cluster: Text Types and Purposes. Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Cluster: Research to Build and Present Knowledge. Standard: Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). Cluster: Key Ideas and Details. Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. Cluster: Key Ideas and Details. Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Cluster: Integration of Knowledge and Ideas. Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Cluster: Key Ideas and Details. Standard: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Cluster: Integration of Knowledge and Ideas. Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Cluster: Integration of Knowledge and Ideas. Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Cluster: Text Types and Purposes. Standard: Write arguments focused on discipline-specific content. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. PEI SOLS High School Urban Forestry: Designing the Urban Forest for Ecosystem Benefits Overview This is a solutions-oriented storyline that leads students through a series of investigations to quantify and qualify the ecosystem and social benefits of an urban forest. At the end of the storyline, students will be able to design, evaluate and refine a chosen solution for urban forest ecosystem benefits.	oercommons	2025-03-18T00:38:47.124778	06/22/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82688/overview", "title": "PEI SOLS High School Urban Forestry: Designing the Urban Forest for Ecosystem Benefits", "author": "Pacific Education Institute" }
https://oercommons.org/courseware/lesson/103125/overview	I. Introduction (1 0f 5) Overview Performance Goal: At the end of this 45-minute course on urban gardening, learners will be able to successfully plant a tree in an urban setting and identify the optimal season for vegetation growth. Outline: I. Introduction (5 minutes) II. Identifying Trees (10 minutes) III. Planting Trees (20 minutes) IV. Optimal Seasons (5 minutes) V. Conclusion (5 minutes) I. Introduction (5 minutes) A. Greet learners and introduce the topic of urban gardening Good morning/afternoon, everyone! Today, we're going to be talking about urban gardening, which is an important topic because it helps us create a more sustainable environment. B. Define the term urban gardening. Explain the importance of urban gardening and the benefits of planting trees. Urban gardening is the practice of growing plants and trees in urban areas like cities and towns. It’s important because it can help reduce air pollution, provide fresh fruits and vegetables, and create a more pleasant and beautiful environment. Planting trees, in particular, can help reduce the amount of carbon dioxide in the air and provide shade to cool urban environments. C. Introduce the learning objectives of the lesson Our learning objectives for today are to identify three types of trees that grow in the Memphis area, list the steps of planting trees and the skills necessary to help them grow, and distinguish between optimal and non-viable seasons for vegetation growth.	oercommons	2025-03-18T00:38:47.138472	04/25/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103125/overview", "title": "I. Introduction (1 0f 5)", "author": "Eddie Brasher" }
https://oercommons.org/courseware/lesson/67672/overview	research paper Overview research paper Effect of extracts of various plant parts on seed mycoflora and seed germination of Brinjal var. Hirwa kateri S.M. Telang Department of Botany, Yeshwant Mahavidyalaya, Nanded Abstract--- The common and dominant seed borne fungi were found to be inhibitory for seed germination and caused great loss in seedling vigor, seed and seedling rots of the Brinjal var. Hirwa kateri The root stems, leaf and bark extracts of some common and easily available plants were screened for the Bio-control of the seed mycoflora of the Brinjal. Root, stem and leaf extracts of all the test plants were found to be inhibitory in more or less degree for the incidence of seed mycoflora while with a few exceptions, they were found to be stimulatory for seed germination Key words: Solanum melongena, seed mycoflora, seed germination, seedling vigor, seedling emergence, leaf extract. Short running title- Bio control of seed mycoflora and seed germination. *Correspondence to: Suresh M Telang, Telang House, Rajendra nagar, Nanded (M.S.) 431602 Email: Suresht78@gmail.com phone. no.: 09822174684 Introduction- Solanaceae family includes a large number of annual or perennial herbs, shrubs, small trees and climbers. More than seventy species belonging to twenty-one genera are found in India. Economically the family is fairly important, as it comprises several crops of food value, medicinal value, vegetables and ornamentals. Several plants of this family are cultivated all over the world for their economic importance. Brinjal – Egg Plant (Solanum melongena) is grown commonly in almost all the parts of the country and fruits are liked by both the poor and the rich as vegetables. It is available more or less throughout the year. It also contains many medicinal properties in ayurvedic medicines. It has been found that due to hot and humid conditions in the region the fruits and their seeds of these crop plants may be covered with fungal mycelial mats, which are black orange or white in colour depending upon the specific fungus present. These fungal infections are known to cause heavy damages and impair the quality of fruits and seeds. In the present studies ten local and easily available plants in the near by area were selected for their root, stem, leaf and bark extracts and the effects of these extracts on seed mycoflora and seed germination was studied. Materials and methods: - Collection of seed samples The methods described by Paul Neergaard (1973) have been adopted for the collection of seed samples. Accordingly, seed samples of different var. of Brinjal (Half kg each) were collected from ripe dried fruits from field, storehouses, market places and research centers. A composite seed sample for each of the var. was prepared by mixing the individual seed samples together and preserved in gunny bags at room temperature during the studies. - Detection of seed mycoflora: The seed-borne fungi of different varieties of seeds of Brinjal were detected by moist blotter (B) and agar (A) plate methods as recommended by ISTA (1966), De Tempe (1970), Neergaard (1973) and Agarwal et al. (1976). The procedure of moist blotter (B) and agar (A) plate methods are described as below. - Identification of seed-borne fungi The seed-borne fungi were preliminary identified on the basis of sporulation characters like asexual or sexual spores or fruiting structures. Detailed examination of fungal characters was done under compound microscope and their identification was confirmed with the help of latest manuals [Subramanian (1971), Neergaard and Mathur (1980), Jha (1993) and Mukadam et al (2006)]. Pure cultures of the identified fungi were prepared and maintained on PDA (Potato Dextrose Agar) slants for further experiments. - Effect of culture filtrates on percent seed germination, root length, shoot length and seedling emergence. Production of toxin was studied by growing some common and dominant seed-borne fungi of plants like Alternaria tenuis, Aspergillus flavus, Curvularia lunata and Fusarium moniliforme on liquid GN medium of pH 5.6 for ten days. Twenty-five ml of the medium was poured in 100 ml borosil glass conical flasks, autoclaved and inoculated separately with 2 ml spore suspension of the test seed-borne fungus that was maintained on PDA slants for seven days. The flasks were incubated at room temperature (27±1oC) for ten days. After incubation, the culture filtrates were collected in pre-sterilized culture bottles from the flasks by filtering the contents through Whatman filter paper No.1 and treated it as crude toxin preparation. 5. Collection of plant material for extracts During the present studies, ten common and easily available plants in the vicinity like Acacia nilotica, Adhatoda zeylanica, Annona squamosa, Azadirachta indica, Curcuma longa, Lawsonia inermis, Murraya koenigii, Ocimum sanctum, Terminalia bellerica and Terminalia chebula were selected. Their identification was confirmed using the 'Flora of Marathwada' (Naik, 1998). The roots, stems, leaves and barks of the selected plants were collected separately, surface sterilized with 0.1 % HgCl2 and washed repeatedly with sterile distilled water for several times and kept for drying in hot air oven (Metalab) at 60°C temperature for 48 hours. After drying, the roots, stems, leaves and barks were preserved separately in polythene bags at room temperature (27± 1°C) during the studies. The dried roots, stems leaves and bark of selected plants were crushed separately in to fine powder with the help of blender (Remi). 5 gm powder each of the plant parts was dissolved separately in 100 ml sterilized hot distilled water in 250 ml borosil glass conical flasks. The flasks were kept in oven (Metalab) for 24 hours at 60°C and the content was filtered through Whatman filter paper No.1. The filtrates were used as 5% aqueous plant extracts. - Effect of extracts of various plant parts on seed mycoflora and seed germination During the present studies, the seeds of different varieties of Brinjal were placed on blotters in Petri plates as described earlier and irrigated just enough to keep blotters moist separately with the root, stem and leaf extracts (5%) of the selected plants. Percent seed germination and associated seed mycoflora were recorded on seventh day. Seed plates irrigated with sterile distilled water served as control. Result and discussion: In the present studies, the seeds of Brinjal var. Hirwa kateri were placed on blotters in Petri plates and irrigated with root, stem and leaf extracts of different plants (Total ten plants). The plates were incubated for seven days at room temperature and the incidence of seed mycoflora and seed germination was studied. The plates irrigated with sterile distilled water served as control. The results are presented in Table. From the results it is evident that, the root, stem and leaf extracts of all the test plants were found to be inhibitory in more or less degree for the incidence of seed mycoflora while with a few exceptions, they were found to be stimulatory for seed germination. The seeds treated with in leaf extracts of Azadirachta indica, leaf and root extracts of Ocimum sanctum and leaf extracts of Murraya koenigii showed very reduced incidence of seed mycoflora and maximum seed germination while, the seeds treated with the stem and root extracts of Lawsonia inermis and Acacia nilotica, leaf extract of Curcuma longa showed maximum incidence of seed mycoflora and reduced seed germination. Table: Effect of extracts of various plant parts on percent seed mycoflora and percent seed germination of Brinjal var. Hirwa kateri on blotter paper (after seven days) Sr.No. \| Source plant \| Part used for extracts \| % Seed mycoflora \| % Seed germination \| 1 \| Acacia nilotica \| Root \| 71 \| 38 \| Stem \| 80 \| 36 \| \|\| Leaf \| 65 \| 44 \| \|\| Bark \| 66 \| 53 \| \|\| 2 \| Adhatoda zeylanica \| Root \| 55 \| 29 \| Stem \| 59 \| 44 \| \|\| Leaf \| 39 \| 64 \| \|\| 3 \| Annona squamosa \| Root \| 49 \| 53 \| Stem \| 39 \| 61 \| \|\| Leaf \| 20 \| 74 \| \|\| 4 \| Azadirachta indica \| Bark \| 13 \| 88 \| Leaf \| 10 \| 89 \| \|\| Kernel \| 15 \| 91 \| \|\| 5 \| Curcuma longa \| Dried rhizome \| 25 \| 79 \| Leaf \| 55 \| 31 \| \|\| 6 \| Lawsonia inermis \| Root \| 54 \| 50 \| Stem \| 77 \| 32 \| \|\| Leaf \| 34 \| 67 \| \|\| 7 \| Murraya koenigii \| Root \| 15 \| 88 \| Stem \| 18 \| 75 \| \|\| Leaf \| 07 \| 90 \| \|\| 8 \| Ocimum sanctum \| Root \| 05 \| 91 \| Stem \| 10 \| 91 \| \|\| Leaf \| 05 \| 89 \| \|\| 9 \| Terminalia bellerica \| Root \| 52 \| 38 \| Bark \| 53 \| 46 \| \|\| Leaf \| 43 \| 19 \| \|\| 10 \| Terminalia chebula \| Root \| 36 \| 37 \| Bark \| 35 \| 51 \| \|\| Leaf \| 36 \| 28 \| \|\| \| Control (Sterile distilled water) \| -- \| 100 \| 25 \| References Agrawal, V.K., Mathur, S.B. and Neergaard P. (1976). Some aspects of health testing with respect to seed-borne fungi of Rice, Wheat, Blackgram, Greengram and Soyabean grown in India. Indian phytopath., 25:91-100. Amer Habib, S. T. Sahi, M. V. Ghazanafar and S. Ali (2007). Location of seed borne mycoflora of egg plant (Solanum melongena L.) in different seed components and impact on seed germinability; International Journal of agriculture and biology 09-3-514-516. Basandrai, A.K., Aulakh, K.S., Randhawa, H.S. (1990). Seed borne mycoflora of Brinjal (Solanum melongena L.) Ann. Boil 6 (2) 167-170. Bodke, S. S. (2000). Studies on seed-borne fungi of cereals. Ph.D.Thesis, S.R.T. Marathwada University, Nanded (M.S.) India. De Tempe, J. (1970). Testing cereal seeds for Fusarium infection in the Netherland. Proc. Int. Seed Test. Ass., 35:193-206. Gupta D.K. and Choudhary K.C.B. (1995). Seed borne fungi of Bhindi, Brinjal and Chillies grown in Sikkim. J. of Mycol. Pl.Pathol.. 25 (3); 282-283. ISTA. (1966). International Rules of Seed Testing,. Int. Seed Test. Ass. 31: 1-152 Jha, D. K. (1993). A text book on seed pathology. Vikas publishing house Pvt. Ltd. New Delhi, 132 pp. (Reprint 1995) Kandhare A.S. (2008). Studies on effect of some plant extracts on seed mycoflora and seed health of pulses. Ph.D. Thesis, S.R.T. Marathwada University, Nanded (M.S.) India. Khan, M.I. and Rishi Kumar (1990). Antifungal activity of leaf extract of neem on seed mycoflora of wheat. Indian J:Applied and Pure Biol., 5(1):13-14 Mukadam, D.S., M.S.Patil, A.M Chavan and A.R. Patil (2006). The illustration of fungi, Sarswati Printing Press, Aurangabad, India. Naik, V. N. (1998). Flora of Marathwada, vol. I and II, by Amrut prakashan, Aurangabad, India. 1182pp Neergaard, Paul (1973). Seed Pathology, Vol. I-II. The Mc Millan Press Ltd.., London, 1187 pp. Neergaard, Paul and S.B. Mathur (1980). University teaching of seed pathology, Published by Prasaranga, University of Mysore, India. Subramanian, C.V. (1971). Hypomycetes- an account of Indian species except Cercospora. ICAR, New Delhi. 930 pp.	oercommons	2025-03-18T00:38:47.241814	05/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/67672/overview", "title": "research paper", "author": "Suresh Telang" }
https://oercommons.org/courseware/lesson/19182/overview	Oregon Science Project Hybrid Module #2 - Talk & Equity Topic: What does Science Talk Look Like? Individual & Group Tasks 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 What Does Science Talk in the Classroom Look Like? Individual Work c Module #2 Components: Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion Tips for Success: Print Survey #3 or open on a different device. Do not sumbit the survey. Take notes and be prepared to share in a small group on January 10th. On Your Own: 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. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3.	oercommons	2025-03-18T00:38:47.266115	Nicole Duncan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/19182/overview", "title": "Oregon Science Project Hybrid Module #2 - Talk & Equity Topic: What does Science Talk Look Like? Individual & Group Tasks", "author": "Module" }
https://oercommons.org/courseware/lesson/20124/overview	Middle School NGSS4Oregon OSP Module #2 - Talk & Equity 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 Module #2 Components: Task #1 - Why is Science Talk Important? Individual Work Task #2 - Why is Science Talk Important? Group Reflection and Discussion Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work Task #6 - How Do We Increase Science Talk? How Do We Show Others? Group Reflection and Discussion 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 Upper Elementary Resources to Complete this Task Secondary Resources to Complete this Task Survey #1 - complete after engaging with relevant resources Why is Science Talk Important? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. Bring your thinking and reflections from Task 1 so you are ready to contribute to the group discussion. Please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Survey #2 Why is Science Talk Important? Group Reflection and Discussion What Does Science Talk in the Classroom Look Like? Individual Work c On Your Own: 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. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3. Survey #3 Group Reflection and Individual Survey How Do We Increase Student Science Talk? How Do We Show Others? Individual Work c 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 complete this task analysis survey below on your own by imagining a hypothetical group of students. Please consider a group of students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. 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. You will be crafting the task with the support of your small group in Task #5. NGSS Storylines How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion c In a Small Group: Components: Two surveys to drive reflection and creation. Collaboratively complete Survey #4. Utilizing your experience learning more about framing, productive partcipation norms, and task analysis please collaboratively go through Survey #4 below. One at a time each participant should share their draft ideas for a task they planned on their own in Task 5. You will submit your task (remember small grain size!) on this survey and you will be able to see others' tasks as well. Survey #4: Collaborative Survey for Task Creation Here is an image of the 3 dimensions to quickly reference as you create your tasks. Collaboratively complete Survey #5. Each person will have the group analyze their newly created task and then each person submits their survey for their task only. Directions on survey. Survey #5: Collaborative Survey for Analysis of Your Tasks Once everyone has completed the surveys and the discussion has wrapped up: Look at the collective responses and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.	oercommons	2025-03-18T00:38:47.292915	01/17/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/20124/overview", "title": "Middle School NGSS4Oregon OSP Module #2 - Talk & Equity", "author": "Lisa Jacobs" }
https://oercommons.org/courseware/lesson/16071/overview	K-5 Storylines by Topic Primary Resource #1: Kindergarten Reasoning and Questioning Strategies (video) Primary Resource #2: Second Grade Rocks discussion (video) Primary Resource #3: Handling Children's Questions (chapter) Sample Task Analysis Survey 1 (complete after engaging with resources) Survey 2 Survey 3 Survey 4 Survey 5 Upper Elementary Resource: Why is Talk Important? (video set) Lane Science Project Hybrid NGSS Module #2 - Talk & Equity Overview The Lane 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 Module #2 Components: Task #1 - Why is Science Talk Important? Individual Work Task #2 - Why is Science Talk Important? Group Reflection and Discussion Task #3 - What Does Science Talk in the Classroom Look Like? Individual Work Task #4 - What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion Task #5 - How Do We Increase Science Talk? How Do We Show Others? Individual Work Task #6 - How Do We Increase Science Talk? How Do We Show Others? Group Reflection and Discussion 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 the teacher's framing of the classroom is essential 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." Use the resources below that best relate to your practice and interests (choose either the set of three "primary" resources or "upper elementary" resource -- or you may look at all of them if you have time). 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. After reviewing one of the resource sets, complete Survey #1 below. You will use your responses from Task 1 to aid in the group discussion of Task 2. Additional information and context: Primary Resource #1 is a video of Kindergarten students talking about where the water went after it is dropped onto their wood. This is one of the teachers' first times teaching science and it is the first time she tried out some science talk moves. Her class is a K/1 community where all students are hard of hearing and have other special needs as well. Primary Resource #2 is a short video of a 2nd grader reading their notebook entry, a result of a lesson where students explored different types of rocks for the first time. This teacher traditionally teaches science in a lecture format and this was his first year trying out notebooks. The notebooks helped students prepare their ideas and questions to share with others. Primary Resource #3 is a chapter from W. Harlen, The Teaching of Science in Primary Schools (1996). The Upper Elementary resource is a set of videos capturing classroom discussions. The link opens up to the introductory video. Use the links to the left of the video to watch the remaining 7 videos in the series (around 25 minutes total). Survey #1 - complete after engaging with relevant resources Why is Science Talk Important? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. Bring your thinking and reflections from Task 1 so you are ready to contribute to the group discussion. Please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. In our large group meeting in February, we will review your small group discussion responses and examine any significant differences. What Does Science Talk in the Classroom Look Like? Individual Work c On Your Own: Components: Grade-appropriate video examples and resources Relevance: Choose between primary and upper elementary 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: Learning and Teaching Science in Grades K-8 (2007) Questions from prior work will continue 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) There is no survey for this task. Be ready to engage in active discussion around what talk looks like for the next task. What Does Science Talk in the Classroom Look Like? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. As a small group, please collaboratively complete the survey by discussing questions together as each of you fills out your own survey. Be sure to bring in your impressions, observations, and wonderings prompted by the resources in Task #3. In our large group meeting in February, we will review your small group discussion responses and examine any significant differences. How Do We Increase Student Science Talk? How Do We Show Others? Individual Work c 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 1) Please read this short blog post linked in the image below comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding as envisioned by the NGSS. 2) Look at the "Sample Norms and Expectations" below 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. 3) Please complete the Sample Task Analysis below on your own by imagining a hypothetical group of students. Consider students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. 4) The "storyline" documents below contain narrative paragraphs for each grade level K-5 describing the progress in science topics and DCIs in that grade level. The narratives (which are identical in both documents) are followed by performance expectations, organized by either topic or DCI. Please read the narrative and skim the performance expectations for the grade level most relevant to you. The goal of this exercise is to set the stage for your group assignment: to create and analyze a relevant task that could provide opportunities for productive student participation by engaging them in NGSS practices. The task should be very small, requiring only 10-20 minutes of work by students. Any larger, and the task analysis is no longer a useful tool. Using the NGSS storylines as a tool 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 small in comparison to the large performance expectations. You will be crafting the task with the support of your small group in Task #6. How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion c In a Small Group: Components: Two surveys to drive reflection and creation. 1) Collaboratively complete Survey #4. Utilizing your new knowledge of framing, productive partcipation norms, and task analysis, please collaboratively go through Survey #4 below. One at a time each participant should share their draft ideas for a task they planned on their own in Task 5. You will submit your task (remember small grain size!) on this survey and discuss your task with your small group members. We will look at all tasks in our large group meeting in February. Here is an image of the 3 dimensions to quickly reference as you create your tasks. 2) Collaboratively complete Survey #5. Each person will have the group analyze their newly created task. Each person submits a survey for their task only. Directions on survey. We will review all of the tasks in our large group meeting in February and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.	oercommons	2025-03-18T00:38:47.334000	Dara Brennan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/16071/overview", "title": "Lane Science Project Hybrid NGSS Module #2 - Talk & Equity", "author": "Nick Spicher" }
https://oercommons.org/courseware/lesson/18625/overview	Appendix E: Progressions Within the NGSS Appendix F: NGSS Practices Asking Questions - Appendix F: Science and Engineering Practices in the NGSS Chapter 11: NRC Framework Developing and Using Models - A Snippet from the NRC Framework Google Map Instructions Matrix of NGSS Crosscutting Concepts 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 (Joan Swafford) 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: 15-20 minutes Components: small group discussion, survey response to statements about teaching science Here is a link to the results in case you want to look back in your own response again. Group Instructions (Each person submits their own survey) Every Participant: Open "Survey #1" Reading for Understanding - Discussing the statements: - Starting with the statement at the top left and going down one by one: - One person reads the statement out loud - Each person shares their thoughts about why the statement is important Reading to Rank - Ranking the statements: - Each person shares which statement is the most important to them and why - 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. - As you discuss your rankings, each participants completes their own survey with their own answers and hits submit. Discussing the results - Once you have all submitted and see the collective results of those who completed it before you: share surprises or wonderings you have about how your individual and group ranking compares to the collective responses Open Survey #1 Rank the five different reasons listed that argue for why we should teach science K-12. Once you have completed this survey you will see all of the other participants' responses who have completed it before you. 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: 10-15 minutes Components: Google Map activity Every Participant Open: "Our Community Map" - Create an red 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 Group Instructions Video One participant shares their screen choosing the option to show their internet browser. Scroll down to the video below so that all participants can watch the video below together. Before your start, be sure to prepare to listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence 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" 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. Watch the video below at least once and 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 "Task 3 Survey" and respond to 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 "Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments." Approximate time: 20-25 minutes Components: reading, small group discussion, survey response Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning. As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS. 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) - One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts. - Each participant then silently reads the text below each of your chosen shifts statements. Each participant opens "Survey 3" on their own device - Each participant fills out the survey based upon what they shared with the group. - As a group, discuss each of the specific group prompts on the survey before each of you complete your survey. Discussing the results - Once you submit your individual responses, select the link to see all previous responses. - Read the collective responses and share surprises or wonderings you have about how your individual and group ranking compares to the collective responses. - Share ideas about resources you could seek out to find out more. 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 "...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 Group Instructions One participant shares their screen and everyone watches the video below. The group actively listens for the role of phenomena in the Framework and NGSS inspired classroom. After the video ends, stop screen sharing and gather together as a group to engage in discussion. Each member of the group silently reads the brief statements below. Each participant opens "Appendix E: Progressions within NGSS" - Read the first page. - On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision. - Discuss with your what you think the difference between a phenomena and an NGSS Disciplinary Core Idea. What are some key differences? - Find an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomena that relates to that core idea. Share your idea with the group. 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 Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework" As a group: decide which two-part video set you will watch (choose elementary or high school). Watch Part 1 AND Part 2 of either the high school OR elementary video cases below. Listen and watch for: - What phenomena the students are trying to figure out - How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomena - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models ELEMENTARY VIDEOS HIGH SCHOOL VIDEOS One person opens "Survey #5" and leads the group in filling out one survey. Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling. Equity in the Framework & NGSS-Inspired Classroom Equity in the Framework & NGSS-Inspired Classroom "..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity Approximate time: 20-30 minutes Components: reading, survey response Each participant opens "Chapter 11: NRC Framework" and skims the chapter by scrolling through it online. Every member of the group picks and chooses different parts of the chapter that they are interested in reading and find relevant for their practice or their context. As you read: - Find three things you have learned (keep reading and exploring the text until you find three things new to you) - Look for two things you found very interesting and would like to discuss with your group. - Come up with one question you have about equity in the NGSS classroom. Each participant opens Survey #6. As a small group each participant shares their responses as the group goes through each prompt. Once you hit submit, choose to see the previous responses and, as a group, discuss how they were similar or different than your own responses. One person shares their screen and the group watches the video below. As Oregon Science Teachers, you are advocates for science. 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. Each participant opens Survey #7 and reflects on the prompt in a small group discussion, and then submits their own response. Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking.	oercommons	2025-03-18T00:38:47.392825	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/18625/overview", "title": "Oregon Science Project Hybrid NGSS Module #1: Phenomena & Equity (Joan Swafford)", "author": "Joan Swafford" }
https://oercommons.org/courseware/lesson/109431/overview	Geo over time Chart https://www.pexels.com/photo/world-map-illustration-592753/ Landforms Landforms Landforms Quiz #1 Landforms Quiz #2 Landforms Review Landforms TEST - Donnelly Landforms_ Worksheet Test Taking Strategies Topographic Maps Lesson Topographic Maps practice Exit Pass Where is your Geo_ What is Geography and Landforms Within It Overview Geography and Landforms Unit! What in the world? Prompting Questions: Geography - Where are you from? What is Geography? How does Geography affect where you live? The study of physical features of the earth, its atmosphere and human activity (land use, resources, industries) What is Geography? The study of physical features of the earth, its atmosphere and human activity (land use, resources, industries) Let’s get thinking! Use the checklist below to ask yourself the following questions. Record your answers in your notebook or a method of your choice. If you would like, you can use speech-to-text or audio recording tools. Where are you born? What city do you live in? What province do you live in? What coutry do you live in? Physical Changes over time! Prompting Question: What are certain things that can effect landforms when it comes to weather? 1. Weather Events: Short-term variations in weather patterns, such as storms, droughts, and heatwaves, can have immediate impacts on the physical environment. These events can result in flooding, erosion, landslides, and other changes to the landscape. 2. Tectonic Activity: Plate tectonics and associated geological processes, such as earthquakes, volcanic eruptions, and the formation of mountain ranges, can reshape the Earth's surface over millions of years. 3. Erosion and Sedimentation: The processes of erosion and sedimentation continually reshape the Earth's surface. Over time, rivers, glaciers, wind, and other forces wear down landforms and deposit sediments, creating new landscapes. 4. Sea-Level Rise: Rising sea levels, primarily driven by global warming, can lead to the inundation of coastlines and changes in coastal ecosystems. This is a long-term consequence of climate change. 5. Glacial and Permafrost Changes: In polar and mountainous regions, the extent and behavior of glaciers and permafrost can change due to climate fluctuations. This affects landforms, hydrology, and ecosystems. 6. Human Activities: Human activities like urbanization, deforestation, agriculture, mining, and construction can lead to significant changes in the physical environment. These activities can alter landscapes, disrupt ecosystems, and cause pollution. Natural Disasters: Events such as volcanic eruptions, tsunamis, and wildfires can cause rapid and dramatic changes to the physical environment. These changes may be destructive in the short term but can also contribute to long-term environmental adaptations. The physical environment in geography changes over time due to a variety of natural and human-induced factors. These changes can occur on various timescales, from short-term, rapid changes to long-term, gradual changes. Here are some of the key factors contributing to changes in the physical environment over time. Understanding such things as weather events, tectonic plate shift, sea level rise, human activity and natural disasters, and studying these changes in the physical environment is a central focus of the field of geography. Geographers and scientists use a variety of tools, techniques, and models to monitor, analyze, and predict these changes and their impacts on ecosystems, human societies, and the planet as a whole. Please fil out the chart and be prepared to discuss in class. My Place Map Prompting question: What are some of the symbols/traditions and representation of Canada such as: Maple syrup and Tim Hortons are two iconic symbols that hold a special place in Canadian culture and identity. Both maple syrup and Tim Hortons are symbolic elements of Canadian identity and culture, representing the country's natural abundance and culinary traditions, as well as its love for coffee and communal gatherings. These characteristics showcase the unique and diverse aspects of Canada's cultural landscape. Geography usually focuses on long-term changes. Geographers want to understand what causes the changes and the role humans have in bringing them about. Things to Consider: Space - location Place - space with meaning - emotions someone attaches to an area based on experiences. Using a Canadian Map, FIND 1 RESPRESNTATION OF EACH PROVINCE - See Example. Must include Example 10 pictures 12 words compass rose coloured neatly good use of space boundary stands out Different Landforms Landforms refer to the natural features and shapes of the Earth's surface, and they are the result of various geological and environmental processes. Canada, due to its vast size and diverse geography, exhibits a wide range of landforms. Here are some of the prominent landforms found in Canada: Such landforms include: Mountain \| Plateau \| Shield \| Plain \| Valley \| Fill out the esxit pass accordin to the numbered picture. Be prepared to discuss it in class Maps of Landforms Prompting Questions: Gather Reference Material: - Before you start sketching, gather reference materials such as maps, photographs, or diagrams of the landform you want to draw. These references will help you understand the shape, size, and details of the landform. Choose Your Perspective: - Decide on the perspective from which you want to depict the landform. Are you sketching it from an aerial view, a side view, or a three-dimensional perspective? The choice of perspective will affect how you approach the sketch. Use Basic Shapes: - Begin by breaking down the landform into basic geometric shapes. For example, mountains can be represented by triangles, hills by ovals, and rivers by wavy lines. This simplification makes it easier to start the sketch. Outline the Landform: - Start by lightly sketching the outline of the landform using the basic shapes as a guide. Pay attention to the contours and edges, as they are crucial in conveying the form of the landform. Add Details: - Gradually add details to your sketch. Include features like ridges, valleys, cliffs, vegetation, and water bodies if they are relevant to the landform. These details can provide a more accurate representation of the landform. Shading and Texture: - Use shading and texture to add depth and realism to your sketch. Lightly shade areas that are in shadow and use lines or stippling to depict texture, such as rock surfaces or forests. This adds dimension to your drawing. Label Key Features: - If your sketch is part of an educational project, label key features of the landform, such as its name, elevation, prominent landmarks, or any other relevant information. Scale and Proportions: - Pay attention to the scale and proportions in your sketch. Ensure that the relative sizes and distances of features are accurately represented. This is especially important in topographic maps and cross-sectional sketches. Choose Appropriate Tools: - Depending on your skill level and preferences, you can use a variety of tools such as pencils, pens, charcoal, or digital drawing software. Each has its unique advantages and can be used to create different effects. Practice and Observation: - Landform sketching, like any form of art, improves with practice. Spend time observing landforms in the field or through photographs, and practice sketching different types of landforms to hone your skills. . Landforms - A landform is a natural feature that makes up Earth's surface. There are five large landforms that make up most of Earth's surface: mountains, plateaus, shields, plains and valleys. Remember that sketching landforms is a valuable skill in geography, geology, and environmental sciences. It helps in understanding the Earth's surface features, their formation, and their impact on the environment. Whether you're a student, researcher, or simply interested in geography, sketching landforms can be a helpful tool for visualizing and communicating geographical concepts Please watch the video on Landforms. https://youtu.be/BsqKTJtK_vw?si=9f2_Mjw4_0vwGblr "Landforms" is in the Public Domain After Identifying the differnt types of landforms from the previous slides, pleaase take a look at the chart attached. Please print qa hard copy and sketch out the equired landforms. Once finished, please hand it in in the "IN" bin. Topographic Maps A topographic map is a detailed, accurate graphic representation of features that appear on the Earth's surface, including: - human-made (such as roads and railways, provincial and national parks, place names, municipal and township boundaries, lots and concessions) - natural (such as lakes and rivers, falls, rapids and rocks, wooded areas, wetlands) Read through the slide deck and answer the questions on slide deck #6 and submit it on google classroom. Based on the knowledge of your research and after you have completed, pull up the worksheet called Topographic Maps Worksheet and complete the sheet on slopes and peaks and submit it on gogole classroom. This is your exit pass for this assignment. Landforms Review Landforms are essential features of the Earth's surface, and they play a significant role in shaping our planet's physical, biological, and human environments. Here are some key reasons highlighting the importance of landforms: It important to note that human-induced changes to landforms can have both positive and negative consequences. While they can support human needs and economic development, they can also lead to environmental degradation, habitat loss, and disruption of natural processes. Sustainable land management and conservation efforts are essential to mitigate adverse human impacts on landforms and preserve their natural beauty and ecological functions. FINAL RECAP MOMENT - Please prepare to discuss Landforms and Geo review to prepare for your quiz! Why is it important? How are Human changes and Natural changes different when talking about landforms? Landforms Practice Quiz Please complete the pratcice open book quiz and submit through Google Classroom. FINAL TEST IS ON FRIDAY! LANDFORMS TEST Please make sure you review the qeustions first. If you need any extra time please. Please review the test taking tips clide deck first to get in the zone! GOOD LUCK!	oercommons	2025-03-18T00:38:47.439730	10/18/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109431/overview", "title": "What is Geography and Landforms Within It", "author": "Laura Donnelly" }
https://oercommons.org/courseware/lesson/118510/overview	Education Standards Salmon Life Cycle Activity Overview Students model the life cycle of a salmon by moving from station to station following directions they receive on the station cards. They experience the challenges, both natural and human-caused, that salmon face. Salmon Life Cycle Activity \| Grade \| 3 \| \| Number of Students \| 15-30 \| \| Lesson Duration \| 45-60 min \| \| Location \| Outside area or trail \| Adapted from the Salmon Life Cycle Game by the Campbell Creek Science Center. Retrieved from blm.gov/CCSC Summary Students model the life cycle of a salmon by moving from station to station following directions they receive on the station cards. They experience the challenges, both natural and human-caused, that salmon face. Subject Salmon life cycle and habitat needs / Environmental science / Climate change impacts / Human activity Objectives Students will: - Understand the stages of the salmon life cycle through modeling. - Examine the challenges that salmon face throughout their life cycle. - Explore what salmon need to survive in their varied habitats. - Identify and think critically about positive and negative human impacts on salmon. Materials - Printed game signs (attached) laminated or in sheet protectors (optional to put them on stakes) - Materials to represent things salmon interact with, which could include hula hoops, rope/string, dots, cones, small items for “food” (i.e., tokens, popsicle sticks, or natural materials such as pinecones or rocks), containers to put “food” in, jump ropes, pool noodles, etc. - Optional to use dice for the activity on cards 1, 8, and 14 Background Salmon Life Cycle - Egg – in a freshwater stream, a female salmon lays 2,000-5,000 eggs in a redd, which a male fertilizes. The eggs hatch after about a month. - Alevin – after hatching, the tiny salmon stay near their redd for a couple of months and get their nutrients from their yolk sac. - Fry – the salmon grow bigger and develop parr marks. They emerge from the gravel, traveling further from their redd and eating macroinvertebrates. The five salmon species remain in this stage for different amounts of time. - Smolt – the salmon migrate downstream toward the ocean and spend time in the estuary. Their bodies change to adjust to salt water in a process called smoltification. - Sea-run Adult – the full-grown salmon migrate to the ocean to find food (e.g., fish, shrimp, krill, octopus, and squid) where they spend 18 months to eight years, depending on the species, and can travel thousands of miles. - Spawning Adult – salmon use all their energy to journey back to the stream they hatched into spawn. On average, only two salmon from a redd make it back to spawn. - Death – after spawning, the salmon die, supplying the river habitat with nutrients for the next generation of salmon that will someday return to continue the cycle. Additional resources on the salmon life cycle: The Salmon Life Cycle - Olympic National Park (U.S. National Park Service) (nps.gov) 5 Types of Pacific Salmon Salmon Threats Predators: Salmon have different predators at each stage of their life cycle. - Eggs: Birds and fish - Alevin: Birds and fish - Fry: Racoons, snakes, otters, birds, and fish - Smolt: Racoons, seals, birds, and fish - Sea-run Adults: Whales, dolphins, seals, fish, and sea lions - Spawning Adults: Bears, seals, and birds such as Eagles Water Quality: Poor water quality typically results from human activity throughout the watershed that pollutes waterways. Pollutants and contaminants (such as garbage and chemicals) in the water affect salmon growth, health, and vulnerability as well as their habitat and food sources. Human impacts: - Direct disturbance by walking through streams can damage redds and the eggs in them. - Not picking up dog poop can result in bacteria and pollutants getting into the water and affecting salmon survival. - Polluting through fossil fuel burning (from transportation, housing, industrial and commercial sectors, etc.) resulting in harmful runoff in waterways and causes climate change impacts including extreme water flows from changing rainfall and melting glaciers, ocean acidification, temperature changes, changing vegetation cover, food chain impacts, etc. Additional resources on the impact climate change has on salmon: Pacific Salmon Climate Vulnerability \| NOAA Fisheries - Littering, which clogs waterways and leaches chemicals into the water. - Removing native plants that provide the 3 C’s (see term list definition), protection from predators, large woody debris for resting places, and leaves for macroinvertebrates that salmon fry eat. - Introducing invasive plant species that take over native plants and are harmful to salmon and the environment. Invasive animal species also compete with salmon. - Overfishing resulting in a decline of salmon populations. - Modifying waterways—which affects salmon habitat and food sources— as well as creating migration barriers such as dams, culverts, or narrow river sections that constrict water flow. Positive human impacts - Properly dispose of garbage and animal poop to prevent them from getting into waterways. Additionally, put in natural buffers such as native plants to prevent harmful runoff and keep pets and livestock away from water. - Restoration projects, such as planting native plants, removing invasive species, replacing culverts with bridges, and picking up garbage and dog poop. - Reduce fossil fuel emissions and chemical usage through sustainable choices to keep the air and water clean. Additionally, disposing of chemicals properly (never down storm drains). - Conserve water and energy. - Reduce, reuse, recycle, compost. - Be careful not to disturb wetlands and riparian zones. - Support systematic change to protect salmon, such as policies to reduce fossil fuel emissions and promote sustainable harvests of salmon. - Additional resources on positive human impacts: How to Help - State of Salmon (wa.gov) Terms list (the bolded terms on the signs are defined below for your reference): - Angler – a person who fishes with a fishing rod. - Climate change – long-term changes in climate, weather, and temperature patterns. This occurs naturally and is also driven by human activity (I.e. burning fossil fuels that increase the amount of heat-trapping greenhouse gases in the atmosphere). Human-caused climate change is disrupting the usual balance of nature by increasing temperatures, melting glaciers, reducing polar ice, raising sea levels, creating more extreme weather, and changing cloud and vegetation cover. - Commercial fishing – catching fish for commercial profit. - Dissolved oxygen – a measure of the amount of oxygen in water, or the amount of oxygen available for aquatic organisms. - Engineered log jam – man-made structures in waterways that replicate naturally occurring log jams, or the accumulation of large wood across a river or stream. Log jams help salmon by providing resting places, habitat and food diversity, shade for cold water, stabilized banks, and protection from predators. - Erosion – an area of the stream bank that has fallen or slid into the stream, or an area that has been cut away by the stream. - Estuary – the place where the ocean and river meet, causing saltwater and freshwater to mix. - Invasive plants – plants that aren’t originally from an area but were introduced by humans (intentionally or accidentally) or natural pathways (wind, currents, etc.). They don’t work harmoniously with the ecosystem but instead grow out of control because they have no natural competitors, causing harm to the local environment and economy. - Large woody debris – sticks and logs in the water that create calm pools and hiding places for salmon. - Macroinvertebrates – insects that are big enough to see without a microscope, don’t have backbones, and spend at least part of their time in water. Macroinvertebrates are the main food source for salmon at the fry life stage. • Migrate - moving from one region or habitat to another. - Native plants – plants that are indigenous to an area and co-exist well with the ecosystem. Native plants provide the 3 C’s for salmon: cold, clean, and clear water. They also provide leaves for macroinvertebrates, which fry eat, as well as large woody debris that creates resting places and protection for salmon. - Ocean acidification – when the ocean’s pH lowers due to increased carbon dioxide absorption. - Parr marks – dark bands on the side of salmon fry’s bodies that provide camouflage to hide from predators. - Pollutants – substances that harm the environment and organisms. • Redd – a salmon nest in the gravel of a steam created when a female salmon digs up gravel with their tail. - Restoration – to improve something to a previous condition. - Riparian zone – an area of land bordering a stream. - Spawn - to release eggs. Salmon spawning occurs when females deposit eggs in redds, which males then fertilize. - Turbidity – a measure of the amount of sediment in water, or how clear the water is. - Watershed – an area of land that drains to a common body of water. - Weir - a low river dam intended to raise water levels or regulate flow. - 3 C’s - cold, clean, and clear water that salmon need to survive. Native plants provide the 3 C’s by creating shade that keeps water cold, filtering out pollution with their roots to keep it clean, and preventing erosion by holding dirt in place with their roots to keep it clear. Cold water holds more oxygen for salmon to breathe and is vital at many stages of the life cycle. Salmon need clean water so that they don’t intake pollutants that make them sick. They also need water that is clear of dirt, which makes it hard to see and breathe. Set up - Print out the 22 game signs and cut them along the dotted lines. - Organize them in order from 1 to 22 and set them up chronologically. - Put the signs in sheet protectors or laminate them to be more durable. - Game cards can be put on stakes – if desired. - Set out the game cards in the area that will be used ahead of time to minimize distraction. Procedure Introduction: - Tell students that they will be salmon going through the salmon life cycle and trying to survive the challenges they will face along the way. - Ask students if they can identify any threats that salmon face during their life cycle. Examples are listed in the background section above. - Highlight the stages of the salmon life cycle and reinforce the concept that threats exist throughout. Activity: - Have students begin individually or as a group at sign 1 as if they are salmon. - Students will follow the signs according to the prompts on each sign through the entire life cycle. If the students get to a sign where they die, they must follow the directions by beginning again at the sign. - Once students complete their journey at sign 22, they can play again by returning to sign - Alternatively, students can gather at the end for the concluding discussion or complete a given activity (see Extensions). - There are three signs where students pick which card to go to next (signs 1, 8, and 14). The teacher can decide how students pick this: roll a dice, student choice, create a spinner, rock paper scissors, etc. - Optionally, the teacher can check in with students (individually or as a whole) at signs 8, 14, and 22 to check their progress, discuss how the population of salmon is doing, or look ahead to the next life cycle stage. Conclusion: 1. Ask students to tell a story of their journey in a class discussion. - What were the different types of threats you faced? - Did you die and have to start over? - What seemed to be the biggest threat you faced? - How did the threats change at the different life cycle stages? - What helped you survive? - How did you feel while on your salmon journey? 2. Think critically about positive and negative human impacts. - What human activities do you think are affecting our local salmon? - What are some ideas of things you think we can do to be better stewards of the salmon in our watershed—individually and collectively? - Can you identify a negative human impact and how it is a threat to salmon? - How do you think human activity has impacted salmon populations over time? - How did humans help you on your journey? How can we increase those actions that protect salmon? - How do you think salmon loss impacts the environment and people? - What would happen if average temperatures increased several degrees, there was an oil spill, a landfill’s chemicals leached into the groundwater, overfishing policies were lifted, invasive species outcompeted many of the native plants, etc.? 3. Optional activity: Have students write or draw their salmon journey. Prompt: You have been learning about the salmon life cycle and things that affect their survival. Write a story (or draw pictures) about your experience being a salmon in our activity, including where you went and what happened to you along the way. Use examples from the activity to help the reader understand the human and natural factors that affect salmon survival. Extensions/Modifications Ideas for modifying the lesson - For students grade K-3, the activity can be done in groups, facilitated and led by a teacher. Go over terms with students before beginning the activity and focus on the pictures on the signs and how they help or hurt salmon. - For students grade 4-12, the activity can be done individually or in pairs. Students can be given questions to think about as they move through the life cycle that they will answer at the end, such as coming up with a creative solution to one of the sign’s threats to salmon, comparing the life cycle to that of other animals, considering what would happen to salmon in different scenarios, or identifying the specific ways a human activity might impact salmon. - Scenarios to consider: average temperatures increase several degrees, an oil spill occurs, a landfill’s chemicals leach into the groundwater, overfishing policies are lifted, invasive species out-compete many of the native plants, etc. - Potential to adjust information for local watershed. Next Generation Science Standards \| Performance Expectation \| \|\| \| 3-LS1-1: Develop models to describe that some organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. 3-LS4-3: Construct an argument that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. 4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. \| \|\| \| Scientific and Engineering Practices \| Disciplinary Core Ideas \| Crosscutting Concepts \| \| ▪ Developing and Using Models ▪ Constucting Explanations and Designing Solutions ▪ Engaging in Argument from Evidence ▪ Analyzing and Interpreting Data \| ▪ LS1.A: Structure and Function ▪ LS1.B: Growth and Development of Organisms ▪ LS2.C: Ecosystem Dynamics, Functioning, and Resilience ▪ ESS3.C: Human Impacts on Earth Systems \| ▪ Patterns ▪ Systems and System Models ▪ Cause and Effect: Mechanism and Explanation \| Except where otherwise noted, this work by Nooksack Salmon Enhancement Association (www.n-sea.org) is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners.	oercommons	2025-03-18T00:38:47.483071	Diagram/Illustration	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118510/overview", "title": "Salmon Life Cycle Activity", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/94707/overview	الواقع الإفتراضي Overview يهدف الى التعرف على الواقع الافتراضي واهم المكونات التكنولوجية للواقع الني تلزم الواقع الافتراضي الصفحة الرئيسية مرحبا بكـــــم في موقع الواقع الإفتراضي إعداد/ بسمة الدميني إشراف د/ أنور الوحش المواضيع \| خصائص الواقع الإفتراضي \| أهمية الواقع الإفتراضي \| تعريف الواقع الإفتراضي \| مكونات تكنولوجيا الواقع الإفتراضي \| أنواع الإفتراضي \| المراجع \| عناصر الواقع الإفتراضي \| من نحن نحن طلبة قسم تكنولوجيا التعليم والمعلومات الدفعة التاسعة شعبة المعلومات تعريف الواقع الإفتراضي تعريف الواقع الافتراضي شبكة كمبيوترية تفاعلية متعددة الاستخدام يكون المستخدم فيها اكثر تفاعلية مع المحتوى وكذلك يشارك المستخدم في النشاطات المعروضة مشاركة فعالة من خلال حرية الإبحار والتجول والتفاعل وهذ البيئات تقدم امتداد للخبرات الحياتية الواقعية مع اتاحة درجات مختلفة من التعامل والأداء للمهمة المطلوب إنجازها. أهمية الواقع الإفتراضي أهمية الواقع الإفتراضي - تشجيع المتعلم على المشاركة النشطة في التعلم . - تعطي عناصر التحكم خلال عملية التعلم - تجنب التفكير المجرد حيث تساعد على التمثيل الواقعي للمصطلحات. - زيارة الأماكن التي قد تكون بعيده في الحياة الحقيقية. - التحفيز والقدرة على تنوع المثيرات من البسيط الى المعقد - زياده دافعيه المتعلم. - تعزيز المشاركة المجتمعية وتحسين نوعية الحياة. - تعزيز مهارات الادراك الحسي الحركي والقدرات الادراكية . خصائص الواقع الإفتراضي خصائص الواقع الإفتراضي المعايشة والاستغراق البحار موضع الرؤية التفاعل المحاكاة التحكم الذاتي التعلم التعاوني بيئة ثلاثية الابعاد تفاعل طبيعي مع المعلومات. مكونات تكنولوجيا الواقع الإفتراضي مكونات الواقع الافتراضي أولا –الأجهزة 1-أجهزة الادخال: لوحة المفاتيح الفارة عصا التحكم قفازات البيانات أدوات التعقب 2-أجهزة المخرجات وحدة العرض المحمولة على الجهاز الكهوف الحاجب الزجاجي الشاشات التلفزيونية ا ثانيا: البرامج حقائب أدوات البرنامج منظومات برامج التأليف	oercommons	2025-03-18T00:38:47.506300	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94707/overview", "title": "الواقع الإفتراضي", "author": "Computer Science" }
https://oercommons.org/courseware/lesson/99132/overview	Use of geophysical techniques for groundwater investigations for problem-based learning (PBL) in the geophysics course Overview Geophysics problem-based learning for geology students Geophysics course Introduction Water scarcity is a serious problem in many countries around the globe and this is compounded by the fact that some of these countries are in arid or semi-arid areas. Geophysics can play an important role in helping solve this water scarcity problem through groundwater exploration. There are a number of geophysical techniques that are suited for groundwater investigations. In this project, students will have to identify suitable techniques, design and conduct field surveys, process and model the collected data, and interpret and present results. Requirements Level of study Introduction to geophysics course for geology students Skills and concept Geology students with previous field geology experience. Activity suitability This is a project-centered course focussing on solving a real-world problem. It can start at the beginning of the semester. Goals Students should identify suitable geophysical techniques (evaluate the strengths and weaknesses of different geophysical methods and survey layouts). Students should collect, and integrate different geophysical datasets, model anomalies and interpret the results. Other goals of the activity Written and oral communication skills, modelling, and computational skills, ability to operate field equipment, teamwork skills, and independent learning Activity description Students are divided into different groups and follow the steps below: - Students identify the different geophysical techniques suitable for the task. Identify the strengths and weaknesses of each method. - Students design different survey layouts of these techniques, the type of equipment to be used, and the expected results of the anomalies through discussions. - Students conduct field surveys and collect data. - Students process the data using computer software, to model and interpret the collected data. - Students will present results both orally and in written form as written project reports. - Students will be assisted with inadequate quantitative skills when faced with serious challenges - Students will synthesize the results by correlating their interpretations with prior known available information in the study area. Learning outcomes - Demonstrate an understanding of the different geophysical techniques - Acquire skills in conducting geophysical surveys. - Be able to assess the given geological environments and determine the appropriateness of the geophysical method to be applied in the investigation of groundwater in that area. Notional hours This is can be an eight to nine weeks research project. Fig 1: This sequence of images summarizes the framework visually (CC by/GeoSci Developers). Reading list - Fetter, C. W. (2018). Applied hydrogeology. Waveland Press. - Yin, H., Shi, Y., Niu, H., Xie, D., Wei, J., Lefticariu, L., & Xu, S. (2018). A GIS-based model of potential groundwater yield zonation for a sandstone aquifer in the Juye Coalfield, Shangdong, China. Journal of Hydrology, 557, 434-447. - Tessema, A., Mengistu, H., Chirenje, E., Abiye, T. A., & Demlie, M. B. (2012). The relationship between lineaments and borehole yield in North West Province, South Africa: results from geophysical studies. Hydrogeology Journal, 20(2), 351-368. - Singh, P., Thakur, J. K., & Kumar, S. (2013). Delineating groundwater potential zones in a hard-rock terrain using geospatial tool. Hydrological Sciences Journal, 58(1), 213-223. - Corgne, S., Magagi, R., Yergeau, M., & Sylla, D. (2010). An integrated approach to hydro-geological lineament mapping of a semi-arid region of West Africa using Radarsat-1 and GIS. Remote Sensing of Environment, 114(9), 1863-1875. - Fashae, O. A., Tijani, M. N., Talabi, A. O., & Adedeji, O. I. (2014). Delineation of groundwater potential zones in the crystalline basement terrain of SW-Nigeria: an integrated GIS and remote sensing approach. Applied Water Science, 4(1), 19-38.	oercommons	2025-03-18T00:38:47.541344	11/29/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99132/overview", "title": "Use of geophysical techniques for groundwater investigations for problem-based learning (PBL) in the geophysics course", "author": "milton Kataka" }
https://oercommons.org/courseware/lesson/103168/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	2025-03-18T00:38:47.561763	04/25/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103168/overview", "title": "II. Identifying Trees (2 of 5)", "author": "Eddie Brasher" }
https://oercommons.org/courseware/lesson/61097/overview	Caption Training Overview Beginning of Caption Training Lesson/Objective The lesson/objective of this training is to bring an introduction to the parts of captioning that are important to keep in mind before diving into the specifics. This is the start of a training module that employees can use that work for a service that provides captioning for those who are hard of hearing via their phones. This lesson will be a brief introduction to speaking verbatim, enunciating clearly, keeping up with the speed of the speaker, and trying to stay relaxed. These are the four most important things to consider in order to caption well for customers as well as meet any expectations with call quality that the company has in place. Each of the four considerations that employees need to keep in mind will be gone into greater detail as new hire training goes on for current employees. There will be tips and tricks given as well as hands on learning by captioning practice calls to gain a better understanding of what is expected as well as to begin getting experience with captioning. This is a part of training that will take the most time for new hires to learn and will also be a part of the remainder of training going forward. There will be at least a week of training that revolves around captioning clearly and effectively, with more training to be provided if new hires need it based on their learning pace and their specific needs before beginning to take live calls. This should be enough time to properly prepare new hires to begin captioning live phone calls. Caption Like A Pro! The lesson/objective of this training is to bring an introduction to the parts of captioning that are important to keep in mind before diving into the specifics. This is the start of a training module that employees can use that work for a service that provides captioning for those who are hard of hearing via their phones. This lesson will be a brief introduction to speaking verbatim, enunciating clearly, keeping up with the speed of the speaker, and trying to stay relaxed. These are the four most important things to consider in order to caption well for customers as well as meet any expectations with call quality that the company has in place. Each of the four considerations that employees need to keep in mind will be gone into greater detail as new hire training goes on for current employees. There will be tips and tricks given as well as hands on learning by captioning practice calls to gain a better understanding of what is expected as well as to begin getting experience with captioning. This is a part of training that will take the most time for new hires to learn and will also be a part of the remainder of training going forward. There will be at least a week of training that revolves around captioning clearly and effectively, with more training to be provided if new hires need it based on their learning pace and their specific needs before beginning to take live calls. This should be enough time to properly prepare new hires to begin captioning live phone calls. Welcome! Today we are going to be learning how to properly caption phone call conversations for our customers! We'll give you tips and tricks that can help you with enunciation as well as speed! By the end of the training you'll be able to sit back and caption like it si second nature! Let's get started! Speak Verbatim! The first and most important thing to remember when we are captioning for our customers is to be sure that we are copying everything that is being said verbatim. This will allow the software to accurate print the captions you are saying so that our hard of hearing customers can read the conversation in real time and connect to their friends and family! Enunciate Clearly! It is important in order for the software to print the correct words for us to enunciate as clearly as we can. We want to find a happy medium between speaking in our normal conversational voice and sounding like a monotone robot. We want to avoid the high and low pitches that our conversational speech can bring, while also avoiding sounding too much like a robot that can throw off how well the software works. Keep Up With The Speed! It is also important to keep up with speakers at their pace. Some people speak faster than others, and it is important that we are able to keep up so that we are getting all of the information needed to caption correctly and give our customers the best captioning experience possible! Don't Stress! One of the most important things to remember with captioning for our customers is to not stress and not focus too hard on whether everything is coming out correctly! Oftentimes you'll find that captioning goes it's best when you are relaxed, and not super focused on what is being said or trying to find meaning in any conversation. So breathe, you'll get the hang of it! Caption Champion! Once you're comfortable speaking verbatim, enunciating, keeping up with speed, and staying relaxed, you'll be on your way to being a Caption Rockstar!	oercommons	2025-03-18T00:38:47.578052	01/01/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61097/overview", "title": "Caption Training", "author": "Amber Atkinson" }
https://oercommons.org/courseware/lesson/94789/overview	Making A Weekly Plan To Help Us Succeed Overview Making a weekly plan by the day and hour can help to lessen stress by being able to arrange the hours necessary for success. This is for all my math classes. The need to organize is summed up well in the aphorism "Organize or agonize". This is part of the fulfillment of my share of Renton Technical College's OSPI grant. Making A Weekly Plan To Help Us Succeed Making a table of days and hours in the day for when we will do the work for each class is a very useful thing to do. Here’s how it’s done. Using a big piece of paper which you can tape to a wall, create a table like the one below with days of the week in the first column, and the hours of a day in the first row. Then decide on a task for each hour of the day, and for each day of the week. I’ve filled in just the tasks for Monday, but you should think about what you need to do each day of the week. Don’t worry about appointments that need to be scheduled as they are needed. Just get the basic pattern of activities for each day of the week. By making a table like this you will discover that it takes much of the stress out of your week because you can easily see what needs to be done at any time during the week. Keep a separate calendar for due dates and appointments. This table is to let you know which task should be done at any time during a day for which you have no other appointments or obligations. \| 0 \| 1 \| 2 \| 3 \| 4 \| 5 \| 6 \| 7 \| 8 \| 9 \| 10 \| 11 \| 12 \| 13 \| 14 \| 15 \| 16 \| 17 \| 18 \| 19 \| 20 \| 21 \| 22 \| 23 \| M \| Sleep \| Sleep \| Sleep \| Sleep \| Sleep \| Sleep \| Sleep \| Sleep \| Statistics \| Statistics \| A&P \| Break \| Eat \| P/U Child \| Work \| Work \| Work \| Work \| Work \| Work \| Work \| Work \| Work \| Clean \| T \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| W \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Th \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| F \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| S \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| Su \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \|	oercommons	2025-03-18T00:38:47.676594	06/30/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94789/overview", "title": "Making A Weekly Plan To Help Us Succeed", "author": "Al Roth" }
https://oercommons.org/courseware/lesson/84929/overview	Education Standards Sample Unit Planning Template - Seed to a Plant Storyline Unit Planning Template - Blank Growing Elementary Science - Where does a Plant Get Food? Overview This is a two day presentation that kicked off the beginning of the Growing Elementary Science Project in October of 2019. This was a teacher professional learning session with the goal of increasing teacher content and pedagogical content knowledge through engagement in a learning cycle to answer the question "Where does a seed get the material it needs to become a plant and produce more seeds?" Teachers also experienced a structured planning session to support them in developing a garden centric science unit to do with their students. The resource includes the template and a completed model to explore. Presentation Resources This is a two day presentation given to elementary teachers in the Growing Elementary Science Project in October 2019. The presentation contains a science immersion experience for the teachers learning about how a seed gets the materials it needs to become a plant and make more seeds. The learning highlights the use of phenomena within the context of a learning arc over the course of the two days to develop elementary teacher content knowledge related to living systems. Teachers were also supported in planning a science unit using the schoolyard garden context as an anchor for investigations. Unit Planning Template and Sample This Growing Elementary Science Unit Planning Template supports teachers in identifying a garden oriented anchor phenomena along with grade level appropriate science standards for a unit of study. The planning template provides guidance and hyperlinks to appropriate resources like the Next Generation Science Standards to support teacher planning and ensure alignment with grade level standards. A sample unit planning template that was used to plan the science immersion the teachers participated in during the October 4-5 Growing Elementary Science Kick Off Event.	oercommons	2025-03-18T00:38:47.700743	08/10/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84929/overview", "title": "Growing Elementary Science - Where does a Plant Get Food?", "author": "Jeff Ryan" }
https://oercommons.org/courseware/lesson/120023/overview	Education Standards Corpuz Family - An Indipino Family's Foodways Jenkin's Family - A Black and Filipino Family's Foodways Digital Stories & Recipe Book of Multi-Ethnic Filipinos: Website Guidance Overview In collaboration with two multi-ethnic Filipino families and the Smithsonian Institute Asian Pacific American Center (APAC), resource creators have developed zines that present a personal history of how these families lived in Washington State through oral histories, family trees, interviews, family photographs, and a celebrated family recipe. The zines begin a conversation of how these families' histories connect with larger conversations of identity and belonging — a groundbreaking K-12 curriculum resource on Filipino American history. Background from the Developers - 100% Project This project marks the first in the nation to focus on Filipino American families in Seattle, with a particular emphasis on honoring the Filipino American Pioneers, especially the Jenkins family—the first Filipino American family in Seattle—and the Corpuz family- Indipino community of Bainbridge Island. Our decision to highlight these legacies is a deliberate effort to address anti-Blackness and settler colonialism within our community by showcasing histories that are often left out of mainstream narratives and won’t be found on social media and other K-12 curriculum. By centering the powerful and influential legacy of the Jenkins family and the Indipino community, we are not only telling the stories that have shaped our past but also ensuring that these voices receive the national recognition they deserve. This project is about more than just history; it is about reclaiming our place in U.S. history, putting our community on the map, and making sure future generations learn about the contributions of Filipino American pioneers in Seattle. It’s an opportunity to ensure that the rich history of Filipino Americans and their impact are permanently woven into the fabric of our nation’s educational resources. One thing Auntie Gina told me at a very young age, that I will always carry with me is, you know, she doesn't view herself as 50% Filipino or 50% indigenous. She views herself as 100% Filipino and 100% Indigenous... Lanessa Monroe-Cerrill Corpuz Family \| Jenkins Family \| \|---\| Tips for Effective Implementation or Differentiation Consider providing voice and choice on how students use the resource Provide models or demonstrations to meet the needs of learners Have students contribute their own ideas and recipes to celebrate culture and diversity in the classroom. Comments This zine is available for online viewing only. The resource itself is not available under an open license but is able to be freely accessed and viewed. Attribution and License Attribution Cover Image by Seattle 100% Project \| Used pursuant to fair use. License Except where otherwise noted, this website guidance document by Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. This resource contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI Please confirm the license status of any third-party resources and understand their terms before use. The 100% Project work was created in partnership with the Smithsonian Asian Pacific American Center's National Education Program and its co-creation program with funding from Boeing.	oercommons	2025-03-18T00:38:47.736801	Primary Source	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/120023/overview", "title": "Digital Stories & Recipe Book of Multi-Ethnic Filipinos: Website Guidance", "author": "Interactive" }
https://oercommons.org/courseware/lesson/72807/overview	Density Inquiry Lab Overview This describes a lab that can be used in Middle School (Grades 6 - 8) for helping students to grasp the concept of density. Introduction In this lab on density, students are asked to carry out three different exercises involving the concept of density. Station 1: What is the density of pure water at room temperature? In this station, students have access to room temperature water, graduated cylinders, plastic pipets, plastic cups, and electronic balances (triple beam balances may also be used). Students determine the mass of a given volume of water (their choice!), and then they determine the density. They then compare their results with their classmates. Station 2: The Density Cubes In this station, students have access to 6 density cubes. I got mine from Educational Innovations (www.teachersource.com). The cubes are available from them for $29.95 per set of six. The cubes are made of different metals and are identical in volume, but not in mass. Students are asked to rank the cubes in decreasing (or increasing) order of density. I put circular price tag paper on the cubes and wrote numbers on the paper with a Sharpee to help identify them. Students use a ruler and an electronic balance or triple-beam balance to determine the densities. Station 3: Thickness Of Aluminum Foil In this station, students are asked to determine the thickness of a sheet of aluminum foil. Students tear off a sheet from a role of aluminum foil. I advise them to get a sheet that is close to a rectangular or square sheet as possible. They are then asked to use a ruler, calculator, and balance to find the thickness of the foil. I give them the density of aluminum (2.70 g/mL). Density Inquiry Lab Student Worksheet The Next Generation Science Standard that can be addressed in this activity is: MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. The density of pure water at room temperature is 1.0 g/mL. You can have students compare their findings with their classmates, take a class average, and determine percent error with this lab. Encourage students to get a large enough piece of aluminum foil (the size of a sheet of notebook paper works well). If the foil sheet is too small, it will be difficult to get an accurate reading of its mass (depending on how sensitive your balances are). Some students have tried to fold up their sample of aluminum foil and then calculate length x width x height. Discuss where errors can occur with this method. Density Inquiry Lab Name: In this lab, you will be working on three different stations that put the formula for density to work. If you recall, the formula for density is: Density = Mass / Volume You may complete these stations in any order. For full credit, describe the procedures you chose to follow to solve the problems, and answer the questions. Station 1: In this station, you are asked to determine the density of water at room temperature. You have the following materials at your disposal: * graduated cylinder * plastic cup * water * plastic pipet * balance The density of water at room temperature is: _______________. Describe the procedures you followed to determine the density of water. Station 2: In this station, you are asked to determine the density of six metal cubes and to arrange them in order of increasing density. You have the following materials at your disposal: * 6 metal cubes * ruler * balance The metals, in order of increasing density are: # _____ (density = ________ g/mL) # _____ (density = ________ g/mL) # _____ (density = ________ g/mL) # _____ (density = ________ g/mL) # _____ (density = ________ g/mL) # _____ (denisty = ________ g/mL) Describe the procedures you followed to determine the density ot the six cubes. Station 3: In this station, you are asked to determine the thickness of a piece of aluminum foil. Remember that the volume of an object is equal to the product of its mass, its length, and its height. The density of aluminum is 2.70 g/mL. Remember that 1 mL = 1 cubic centimeter. You have the follwoing materials at your disposa: * sheet of aluminum foil * ruler * balance What is the thickness of the aluminum foil? Describe the procedures you followed to determine the thickness of the aluminum foil. Questions: 1. Does the volume of water you choose to work with in Station 1 matter? Why or why not? 2. Is density an intensive property or an extensive property? How can you tell? 3. What effect does the temperature of water have on its density? What have you experienced that tells you this?	oercommons	2025-03-18T00:38:47.756257	09/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72807/overview", "title": "Density Inquiry Lab", "author": "Robert Ellington" }
https://oercommons.org/courseware/lesson/90303/overview	Alphabet ( Lesson 2 ) - Off2Class ESL Lesson Plan Overview Lesson 2 allows students to practice what they learned prior. With your help, students can work on recognizing letters out of sequential order while learning additional vocabulary. If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account. Off2Class Lesson 2 allows students to practice what they learned prior. With your help, students can work on recognizing letters out of sequential order while learning additional vocabulary. You can download the lesson plan below: https://www.off2class.com/lesson-plan-downloads/how-to-teach-the-alphabet-to-adult-esl-students/	oercommons	2025-03-18T00:38:47.774171	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90303/overview", "title": "Alphabet ( Lesson 2 ) - Off2Class ESL Lesson Plan", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/97670/overview	Animals and the Habitats Overview I want to teach the kids on different animals and their habitats. But first, I want to start the lesson with the hatching of eggs. Show them what this world has to offer. Then tell them about how humans are treating the earth and how can we fix it in different environments. But first, they need to know the different environments and the animals inside them so they know how to help. They will be assigned a presentation on different animals in the habitats, and at the end, I will be giving a quiz on it. Stage 1 - Desired Results ESTABLISHED GOALS \| The Goal of this lesson is to help kids have a better understanding of the World we live in. Every place throughout the world is different. Whether it's the landscape, animals, or plants. Students will be able to accurately identify the plants and animals in a particular environment in the world. \| Transfer Students will be able to independently use their learning to… \| \| Identify different animals and plants in different habitats and how they adapt to the changes in the environment. \| Meaning UNDERSTANDINGS \| ESSENTIAL QUESTIONS \| \| Different animals and plants are in different environments across the world, and how they adapt to their environment. \| What are the different environments? What kind of animals live in that environment? What do those animals eat? How do they adapt to the environment they live in? \| Acquisition Students will know… \| Students will be skilled at… \| \| Different animals and their environments \| Identifying certain animals and the different environments in which they live \| Stage 2 - Assessment Evidence Evaluative Criteria \| Assessment evidence for \| \| For the students they will get a quiz for their progress check to make sure each student understands the lesson and what I have taught so far. Then at the End of the unit, after their PowerPoint, I will give the kids a Test. \| PERFORMANCE TASK(S): Quizzes and Tests \| For an exit ticket, I will be giving each student a question about our lesson that day and they must email me before they go to recess. For the Movie Clips, i will show either a Brain Pop or a Youtube video and the kids will have questions to answer about what they watch. For Virtual Field Trips I will tell the kids to go to a certain place and make them write a paragraph or two about what they are seeing. Then, at the end of the whole lesson plan, I will get the students to create their own habitat and put animals inside their habitat. \| OTHER EVIDENCE: Exit tickets, Movie clips, PowerPoint, Kahoot, Virtual Field Trips \| 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. In the Lesson, we are going to start in a particular environment such as a rainforest, and we will play a video clip or show a PowerPoint for the kids to watch, learn and see and have a class discussion on the different types of plants, animals, and their adaptations. We will do this with different environments. Students will have an electronic quiz on each environment at the end of each lesson. Then after we go through each environment each student will create a PowerPoint by making their habitat and putting their own plants and animals in it. They will then present to the class. Then before their final test, we will play a Kahoot review game for the end of the unit.	oercommons	2025-03-18T00:38:47.793919	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97670/overview", "title": "Animals and the Habitats", "author": "Assessment" }
https://oercommons.org/courseware/lesson/60861/overview	Secondary Education Overview This video is to help parents train to gain knowledge on how to help out their children going through secondary education. While these activities that are in the video are to give the adults strategies and scenarios on how to help themselves down the road. This project is to inform people how to help adolescents when going through secondary education. The objectives that are covered in the video are to inform people how to help their adolescent while going through secondary education, what these learning actives do is to help train a parent on how to develop strategies to help them.	oercommons	2025-03-18T00:38:47.810277	12/17/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60861/overview", "title": "Secondary Education", "author": "Alex Low" }
https://oercommons.org/courseware/lesson/82435/overview	- - Climate Science - ClimeTime - Energy - Engineering - High School Science - Modeling - Solar - adaptations - climetime - light - modeling - wa-ela - wa-science - License: - Creative Commons Attribution - Language: - English Education Standards - 1 - 2 - 3 - 4 - 5 - ... - 6 - 7 - 8 - 9 - 10 - 11 - 12 - 13 - 14 - 15 - 16 - 17 - 18 - 19 - 20 - 21 - 22 - 23 - 24 - 25 - 26 - 27 - 28 - 29 - 30 - 31 - 32 - 33 - 34 - 35 - 36 - 37 - 38 - 39 - 40 - 41 - 42 - 43 - 44 - 45 - 46 - 47 - 48 - 49 - 50 - 51 - 52 - 53 - 54 - 55 - 56 - 57 - 58 Learning Domain: Waves & Their Application in Technologies for Information Transfer Standard: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Learning Domain: Engineering, Technology, & Applications of Science Standard: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Learning Domain: Engineering, Technology, & Applications of Science Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Learning Domain: Energy Standard: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects). Learning Domain: Reading for Informational Text Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Learning Domain: Reading for Informational Text Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Learning Domain: Writing Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Informational Text Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Informational Text Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Reading for Literacy in Science and Technical Subjects Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 11-12Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Maryland College and Career Ready English Language Arts Standards Grades 9-10Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects Standard: Draw evidence from informational texts to support analysis, reflection, and research. Science Domain: Engineering, Technology, and Applications of Science Topic: Engineering Design Standard: Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Science Domain: Engineering, Technology, and Applications of Science Topic: Engineering Design Standard: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. Science Domain: Physical Sciences Topic: Energy Standard: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects). [Clarification Statement: Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.] Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. Cluster: Range of Reading and Level of Text Complexity. Standard: By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. Cluster: Integration of Knowledge and Ideas. Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence form literary or informational texts to support analysis, reflection, and research. Cluster: Integration of Knowledge and Ideas. Standard: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Cluster: Research to Build and Present Knowledge. Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Cluster: Research to Build and Present Knowledge. Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Cluster: Research to Build and Present Knowledge. Standard: Draw evidence from informational texts to support analysis, reflection, and research. PEI SOLS High School Renewable Energy: Solar Overview Solar energy in the form of light is available to organisms on Earth in abundance. Natural systems and other organisms have structures that function in ways to manage the interaction with and use of this energy. Using these natural examples, humans have (in the past) and continue to design and construct homes which manage solar energy in passive and active ways to reduce the need for energy from other sources. In this storyline, students will explore passive and active solar energy management through examples in the natural world. Students will use knowledge gained to design a building that maximizes the free and abundant energy gifts of the sun.	oercommons	2025-03-18T00:38:47.909171	Pacific Education Institute	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82435/overview", "title": "PEI SOLS High School Renewable Energy: Solar", "author": "Unit of Study" }
https://oercommons.org/courseware/lesson/92550/overview	HAPPY MONEYBOX eTwinning project Overview The project was carried out with 9 schools from 6 countries between January 2022 and May 2022. 100 students, 48 of whom are registered to twinspace, actively participated. In this study, the children's habits were not settled yet, with small age groups (7-11) age group. In order not to leave the job to chance, the subject of "Money and its correct use" was preferred in order to teach the students the behaviors that will guide people throughout life. The secondary purpose is to learn the correct use of money, to understand how much should be spent and how much should be saved, to realize the wants and needs, and to learn the meaning of the words waste-saving. The preliminary survey and the final survey were applied, the results obtained were tabulated and the success achieved in the project was revealed. Values such as cooperation, communication, empathy, responsibility and respect were also processed through joint work. In the project, learning and teaching strategies through presentation and exploration by applying methods and techniques that are suitable for pedagogical sensitivities, interdisciplinary, compatible with the curriculum, aiming to provide 21st century skills, student-centered, collaborative, direct and indirect teaching, inquiry-based, problem-based; More permanent learning environments were created with methods such as question-answer, brainstorming, research-examination, problem solving, and comparative studies. Thanks to the Whatsapp group, a fast and effective communication was ensured. In addition, webinars were organized and uninterrupted information exchange was ensured by using the forum, chatroom, twinmail, teacher bulletin and project diary. Student-centered activities were also carried out using web2.0 tools. The project was concluded with the joint work that all partners contributed to its preparation. The games prepared by the teachers with different web 2.0 tools also made the game fun and made it easier to obtain the gains.	oercommons	2025-03-18T00:38:47.924318	Syllabus	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92550/overview", "title": "HAPPY MONEYBOX eTwinning project", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/108910/overview	E-tutorial to the Re-NEWed Spaces project. Overview Acarbio had previously created the Re-NEWed Spaces project. At the beginning of the seminar, the project had no digital outlet other than a PDF manual. https://www.acarbio.org/wp-content/uploads/2019/11/ReNEWed-Spaces.pdf The main focus of their project is to revitalize abandoned places and buildings for the local community. Thanks to the Digitool team, the PDF was transformed into : - a more interactive tool with Prezi https://prezi.com/view/KgfsbttAL8J5hshT58o9/ - a more accessible resource thanks to an e-tutorial video of the project Acarbio had previously created the Re-NEWed Spaces project. At the beginning of the seminar, the project had no digital outlet other than a PDF manual. https://www.acarbio.org/wp-content/uploads/2019/11/ReNEWed-Spaces.pdf The main focus of their project is to revitalize abandoned places and buildings for the local community. Thanks to the Digitool team, the PDF was transformed into: - a more interactive tool with Prezi https://prezi.com/view/KgfsbttAL8J5hshT58o9/ - a more accessible resource thanks to an e-tutorial video of the project	oercommons	2025-03-18T00:38:47.940503	09/29/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108910/overview", "title": "E-tutorial to the Re-NEWed Spaces project.", "author": "Ruth MORALES COSANO" }
https://oercommons.org/courseware/lesson/69368/overview	Depression and the Struggle for Survival Nonfiction Reading - Esperanza Rising Making Connections Between Esperanza Rising and Migrant Farm Workers of the Great Depression and Today Overview This is a resource to accompany the novel "Esperanza Rising" by Pam Munoz Ryan. In the novel, the main character, Esperanza, by a turn of events, is forced to work in the produce fields in California. This resource provides nonfiction an social studies connections to help students make real world connections. Nonfiction Connections Students will use the included resources to complete the self-paced slideshow. Although "Esperanza Rising" by Pam Munoz Ryan is a work of fiction, thousands of children live a life simliar to that of Esperanza. After reading "Esperanza Rising", we will be researching the real lives of children who are forced to work in fields and on farms, much like Esperanza. Your task is to complete the activities in the attached PowerPoint to gain an understanding of what life is like for children like Esperanza. You will be reading nonfiction articles and watching a short video about children in the fields.	oercommons	2025-03-18T00:38:47.959993	World Cultures	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69368/overview", "title": "Making Connections Between Esperanza Rising and Migrant Farm Workers of the Great Depression and Today", "author": "U.S. History" }
https://oercommons.org/courseware/lesson/117036/overview	Education Standards Food (Health) Overview This OER Lesson Plan Foods (Health) was created by Kelly Garcia as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language/ELL/ESL teachers for student learning of Mid-High Novice Learners. Students will evaluate and compare the elements of a healthy lunch and compare school lunches around the world. Students will also create their own school lunch plan based on healthy choices. The lesson plan is written in English for adaptation to any target language. This Lesson Plan addresses the following NDE World Language Standard(s): NE 1.1b, 1.3b, 1.4b, 3.2b It is expected that this Lesson Plan will take students 60 minutes to complete. Lesson Plan for Food/Health with a focus on School Lunches For Teachers Complete each activity. After the entire activity is finished, compare your answers with a partner. For each picture below, use as many (target language) words to describe what you see and how it relates to your health. Use as much vocabulary as possible. (What ingredients do you see? Is it a healthy option or not? Explain.) B. What foods are served in your school for lunch? C. Watch the School Lunch video. There are different countries (Japan, Italy, etc.), and the videos are very short. Compare what you see with your own lunches at school. How is your lunch different from what you saw in the video? What similarities did you notice? D. Make a realistic weekly lunch plan for yourself using healthy, tasty options. \| Monday \| Tuesday \| Wednesday \| Thursday \| Friday \| \| \|	oercommons	2025-03-18T00:38:47.984686	Chrystal Liu	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117036/overview", "title": "Food (Health)", "author": "Kelly Garcia" }
https://oercommons.org/courseware/lesson/115410/overview	Pennsylvania STEELS Vision and Practices Survey Overview Based on the PennSEL initial state survey, this Google form includes sections and questions from those reports. Intended for LEAs to take proir to PL and after PL. Based on the PennSEL initial state survey, this Google form includes sections and questions from those reports. Intended for LEAs to take proir to PL and after PL. https://docs.google.com/forms/d/1-H-Eg3g78RJRpZtGGKENnd5S2nXzpG4AreZagwy4LK8/copy	oercommons	2025-03-18T00:38:47.996337	04/19/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115410/overview", "title": "Pennsylvania STEELS Vision and Practices Survey", "author": "Deanna Mennig" }
https://oercommons.org/courseware/lesson/80191/overview	ASSIGNMENT: Soda Paper Edit Overview This assignment is given at the end of the Google Doc units as taught in Word Processing. ASSIGNMENT: Soda Paper Edit Soda Paper Edit (15 points) Learning objective: I know how to word processing skills to edit a paper. For this assignment, you will be making a copy of the Soda Paper Edit template and making edits to it using a lot of the Google Doc skills we've learned in this class. Scroll to the end of this page to see a before and after of the assignment. Click here if you need to review any of the Google Drive and Docs lessons. Instructions: Step 1. Make a copy of this Soda Paper Edit template and name it "Lastname, FirstName Soda Paper Edit". Step 2. Make the following edits: - Use one-inch margins on all sides of the document (File > Page setup > 1 inch margins > OK). - A lot of students forget to do this edit: Make the document have double-spacing (Format > Line Space > Double). - A lot of students forget to do this edit: Insert a header (Insert > Headers & footers > Header), change the font to Arial and type your name, date, and file name. - Select the entire body of the document and change the font to Arial and size 12. - Select the title, center it, and change it to size 18. - Read the entire story, add the information requested in all of the [brackets], then be sure to delete all of the brackets. - Bold all the names (people and places) in the paragraph. - Italicize the type of drinks that were ordered by everyone. - Underline the ideas for presents for your relative. - Find the words "birthday" and replace them with "Christmas" (Edit > Find and replace). - Insert an image from the web of your favorite soda (Insert > Image > Search the web), resize it so it's smaller, change its alignment to wrap text, and drag the image to the top-left of the story. - Run a spell check to make sure all words are spelled correctly (Tools > Spelling and grammar > Spelling and grammar check). Step 3. Get organized by saving this document in your Word Processing course Google Drive folder (File > Move > Word Processing Assignments > Move > Move).	oercommons	2025-03-18T00:38:48.014775	05/11/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80191/overview", "title": "ASSIGNMENT: Soda Paper Edit", "author": "Laura Bishop" }
https://oercommons.org/courseware/lesson/102492/overview	Physics: System of Properties Overview Every particle of the body moves in a circle, which lies in a plane perpendicular to the axis and has its centre on the axis. shows the rotational motion of a rigid body about a fixed axis (the z-axis of the frame of reference) Physics System of Particles Ideally a rigid body is a body with a perfectly definite and unchanging shape. The distances between all pairs of particles of such a body do not change. Note: No real body is truly rigid, since real bodies deform under the influence of forces. But in many situations the deformations are negligible and hence can be considered as rigid bodies.	oercommons	2025-03-18T00:38:48.032556	04/02/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102492/overview", "title": "Physics: System of Properties", "author": "Ramya Chandran" }
https://oercommons.org/courseware/lesson/105553/overview	PORTFOLIO ASSESSMENT Overview This publication presents portfolio assessment in educational settings with a detailed scoring rubric designed to evaluate portfolios effectively. This publication presents portfolio assessment in educational settings with a detailed scoring rubric designed to evaluate portfolios effectively.	oercommons	2025-03-18T00:38:48.048287	06/18/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105553/overview", "title": "PORTFOLIO ASSESSMENT", "author": "Rachell Ann Beldad" }
https://oercommons.org/courseware/lesson/86531/overview	Education Standards 2. The State We're In: Washington (3-5 Edition) Teacher Guide - Chapter 1 3. Teacher Guide - Chapter 1 - Launch 4. Teacher Guide - Chapter 1 - Focused Notes 5. Teacher Guide - Chapter 1 - Focused Inquiry The State We're In: Washington (Grade 3-5 Edition) The State We're In: Washington - Teacher Guide Chapter 1 - How the First People of Washington Governed Themselves Overview The environment shaped the first people of Washington’s way of life and as a result the early people had different leaders for different purposes who were elders in their community. This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 1. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry. Introduction Students will examine materials (photographs, drawings, and video) identifying how the environment provided for the first people of Washington’s basic needs and shaped their way of life. A role-play imagining how the early people governed themselves will help them construct a response to the question: How did the environment shape how the early people of Washington lived together and governed themselves. How the First People of Washington Governed Themselves General Overview Enduring Understanding The environment shaped the first people of Washington’s way of life and as a result the early people had different leaders for different purposes who were elders in their community. Supporting Questions Students consider these questions - finding and using evidence to support the Enduring Understanding. - How did the environment shape how the early people of Washington lived together? - How did the first people of Washington govern themselves? Learning Targets Students will be able to… - G2.2.2 Explain ways people depend on, adapt to, and modify the environment to meet basic needs. - C3.2.2 Explain the roles of different people that help to govern the tribal community. Key Vocabulary A list of key Tier 2 vocabulary words is included here for your students. Teach these using whatever strategy you find works best for your students. Encourage students to incorporate these vocabulary words as they work through the components of the chapter guide and intentionally use them as appropriate in their final products. - immemorial, existing a long time ago (p.8) - necessities, things you need in order to live; people’s basic needs (p.9) - generation, a group of people living at the same time (p.10) (See pages 156-157 for a definition and visual.) - network, a group of people who are closely connected and help each other (p.11) - treaty, an official agreement made between or among a group of people or governments (p.12) Task 1: Launch Hooking students into the content of the chapter. Distribute the Student Handout: Launch to students. Guide students in responding to the prompts on the handout individually and in partners. There is no “correct” response. Encourage the students to explain their thinking with each other. Task 2: Focused Notes Activating student thinking about the content of the entire chapter. Distribute the Student Handout: Focused Notes to students. - As students read, they will record their understanding, thinking, and questions about the content using the handout. This can be done individually or collaboratively in pairs or small groups. Task 3: Focused Inquiry A focused inquiry is a one-to-two-day lesson that will have students engaging in the C3 Framework’s Inquiry Arc. The link below includes both teacher and student documents. Compelling Question How did the environment shape how the early people of Washington lived together and governed themselves? Attribution and License Attribution This Teacher’s Guide for The State We’re In: Washington - Chapter 1 was developed by Margit E. McGuire, Seattle University. The downloadable digital version of The State We're In: Washington (Grades 3-5 Edition) by Jill Severn for the League of Women Voters of Washington Education Fund is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Print copies of The State We’re In: Washington, may be purchased from the League of Women Voters of Washington website. License Except where otherwise noted, Teacher’s Guide Chapter 1 - The State We’re In: Washington, copyright Washington Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.	oercommons	2025-03-18T00:38:48.089492	Leslie Heffernan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86531/overview", "title": "The State We're In: Washington - Teacher Guide Chapter 1 - How the First People of Washington Governed Themselves", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/110821/overview	Using Positive Decision Making to Enhance Health Overview A quick lesson designed for PreK-2 on decision making. Specifically decision making using the stop, think, act model. Introduction Keep students at their desk for the hook. After asking a question call on 2-3 students who have their hands raised. “What are choices?” Allow for answers. “What are consequences?” Allow for answers “How do we know what a healthy decision is, versus an unhealthy decision? Or a safe decision versus a risky one?” Have a conversation about this. \| Raise your hand to answer! Key Questions: What are choices? What are consequences? How do we make decisions? How do we know what a healthy decision is, versus an unhealthy decision? Or a safe decision versus a risky one? Stop, Think, Act - Part One Call for students to come up in front of the BenQ smart board. Have them sit on the floor on their own dot. We will start by watching this video: How to Make Good Choices: Mindfulness for Kids \| Cosmic Kids (app preview) Let’s dive into the “stop, think, act” model for decision making. Students can use this for small decisions, big decisions, and anything in between. I want to use inquiry to guide this lesson so let’s ask a question. “In the video they discuss a strategy for making mindful decisions. Does anyone remember the first step?” Wait for an answer, if no one raises their hand, call on someone. If students do not seem to have been paying attention, rewind the original video to 1:45. This will be the portion with the traffic light. After this, discuss the “stop” portion. Continue to discuss the think and the act. In this video they discuss a strategy for making mindful decisions. Does anyone remember the first step to this strategy? The second step? The third? Stop, Think, Act - Part Two Next, pass out the “Stop Think Act” worksheet. (Can be found at the end of this document on page 4.) Have students return to their desk and do the worksheet. They need to trace the letters, and write it themselves. I would let them quietly talk during this portion. They may use whatever materials they would like for coloring. All of this should have taken around 25 minutes. Five for hook questions, ten for discussion, and ten for writing/coloring. Complete this worksheet. Color the traffic light. Trace "Stop! Think! Act!" and write it yourself on the bottom lines. Stop, Think, Act - Part Three Use a classroom management technique such as “give me five” to calm the students back down. Explain to the students that the decisions we make affect us, and those around us. We can use the “Stop, Think, Act” model for decisions we make for our health as well. Such as if we want to spend the day inside, if we should have another cookie, or if we should ask for medicine. Understanding how to slow down and think about decisions will help us make the right one. We can also use this method to make decisions about safety measures. “Should I open the door for a stranger?” “Should I cross the road right now?” Explain how this is related to Stop, Think, Act. Remind students to write their name on the back of their paper and drop their papers off in the “turn-in” tray. The Stop, Think, Act strategy can be used to make other kinds of decisions. It can help us determine what the safest option is. Such as deciding whether or not to invite a stranger inside. What are some other examples where this strategy could help us make decisions? Write your name on the back of your paper and put it in the turn-in tray. Formative Assessment We will have an in class activity where students act out scenes. In these scenes the class will decide what the healthy/safe decision would be. Split students into groups of 2 or 3 “actors”. Have a couple scenarios where one of the “actors” is faced with a decision. Have the rest of the watching class discuss and vote on what the best decision would be. After a scene has played out, discuss with the class how they came to their conclusions and why they were the right or wrong choice. Actors: 1. Talk to your partner. 2. Discuss your scene. 3. Practice your parts. Viewers: 1. Watch the skit. 2. Decide which choice is the best. 3. Prepare to make your vote. Summative Assessment Students are presented with a two sheet “test.” On the first sheet students are presented with decisions. Here they can choose the good, or “healthy" decision. Follow the directions on the assesment. \| 1. We will review these options together. 2. After hearing the options, circle the best mindful decision using the Stop, Think, Act strategy. Draw an X on the bad decision.	oercommons	2025-03-18T00:38:48.112026	Nutrition	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/110821/overview", "title": "Using Positive Decision Making to Enhance Health", "author": "Health, Medicine and Nursing" }
https://oercommons.org/courseware/lesson/63581/overview	Taking action Overview We divided the students in 4 teams and we chose 4 interesting topics: environment, cyberbullying, children`s rights and the importance of voting. The Romanian and the Portuguese students exchanged ideas about the topics, they decided upon a slogan and in the end, the Portuguese students created posters on the topics. Coordinators : José Nobre - Portugal and Briana Belciug - Romania Technology / Computer Science We divided the students in 4 teams and we chose 4 interesting topics: environment, cyberbullying, children`s rights and the importance of voting. The Romanian and the Portuguese students exchanged ideas about the topics, they decided upon a slogan and in the end, the Portuguese students created posters on the topics. The slogans were in English, French, and Romanian. Coordinators of the project: José Nobre - Portugal Briana Belciug - Romania	oercommons	2025-03-18T00:38:48.130290	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63581/overview", "title": "Taking action", "author": "Visual Arts" }
https://oercommons.org/courseware/lesson/73319/overview	Learning Domain: Geometry Standard: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism."ť) Learning Domain: Geometry Standard: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Learning Domain: Measurement and Data Standard: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Learning Domain: Geometry Standard: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Learning Domain: Geometry Standard: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Learning Domain: Number and Operations - Fractions Standard: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) Learning Domain: Measurement and Data Standard: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Learning Domain: Mathematical Practices Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. Cluster: Measure lengths indirectly and by iterating length units Standard: Order three objects by length; compare the lengths of two objects indirectly by using a third object. Cluster: Reason with shapes and their attributes Standard: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”) Cluster: Reason with shapes and their attributes Standard: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Cluster: Reason with shapes and their attributes Standard: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Cluster: Reason with shapes and their attributes Standard: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. Cluster: Develop understanding of fractions as numbers Standard: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) Cluster: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit Standard: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Cluster: Mathematical practices Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.	oercommons	2025-03-18T00:38:48.169854	Hannah Hynes-Petty	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73319/overview", "title": "Math Choice Boards: 1st - 4th Grade (Fall Edition)", "author": "Interactive" }
https://oercommons.org/courseware/lesson/25139/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 Huh huh Kissa or	oercommons	2025-03-18T00:38:48.192317	06/29/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/25139/overview", "title": "My lesson", "author": "Ari Grönfors" }
https://oercommons.org/courseware/lesson/115882/overview	IHE Accessibility in OER Implementation Guide - Ohio Dominican University Overview This implementation guide provides a practical overview of how Ohio Dominican University established an Accessibility Team to improve accessibility in Open Educational Resources (OERs). Our faculty and staff engaged in a series of lectures and discussions with counterparts from universities across the country to learn about accessibility techniques and standards. This guide offers a straightforward account of our journey, sharing the strategies and insights gained along the way. Section One: Landscape Analysis for Accessibility in OER in Local Context In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. We encourage you to explore some of the questions from each category. You may or may not answer all these questions, but this is an offering. We ask that you complete Parts One, Two and Six of this Section. Part One: Initial Thoughts What is your team's initial goal for this series? Our team's initial goal for this series is to enhance accessibility in our syllabus template by incorporating a new accessibility commitment statement. Additionally, we aim to raise awareness about accessibility and initiate discussions about implementing an accessibility policy and response procedure. Furthermore, we plan to develop an accessibility statement to be integrated into our syllabi template campus-wide and assess the current accessibility template used by instructors. Alongside these efforts, we will begin exploring the creation of an Open Educational Resources (OER) workbook tailored for English 110/111 courses at our institution. Part Two: Introductory probing questions: What does accessibility look like in our organization? How do we measure accessibility? What does OER look like in our organization? How do we measure access to OER? Accessibility in our organization is demonstrated through adherence to WCAG 2.1 Level AA standards on the university website, ensuring compatibility with assistive technologies. Our Library's content management system, LibGuides, is undergoing upgrades to Bootstrap 5 for improved mobile-friendliness and accessibility, with routine reviews to maintain compliance. Videos on the library site include HTML content, transcripts, or instructional PDF versions for accessibility. Alt-text accompanies images across both university and library CMS platforms. However, there are challenges with email accessibility, particularly regarding image descriptions and descriptive links. Regarding OERs (Open Educational Resources), Ohio Dominican University has historically hosted an Annual Summer OER Build Day where faculty developed or repurposed OER material. Also, a mini grant facilitated the creation of five new OER courses with state initiatives. Although momentum has slowed due to the pandemic, there is an interest in revitalizing these efforts. Currently, OER usage is tracked through partnerships like Slingshot, which records courses incorporating OERs, but more comprehensive measures for tracking access are under consideration for future implementation. Part Six: Final Probing questions: What is our current goal for Accessibility in OER and why is that our goal? Our current objective regarding Accessibility in OER at Ohio Dominican University is to establish an Accessibility team dedicated to evaluating OER materials utilized in our courses. This initiative aims to provide guidance and resources on incorporating OERs inclusively. Who have we not yet included while thinking about this work? In considering this work, we initially engaged faculty and staff members, with representation from departments such as Philosophy and English. However, we have identified a gap in representation from the STEM field. Given the historical support for OER development from STEM faculty at our institution, it is crucial to include them in these discussions moving forward. Section Two: Team Focus Identifying and Describing a Problem of Practice What is your Team’s specific goal for this series? You may consider using AEM Quality Indicators for Creating Accessible Materials to help add to or narrow your work. Our team's specific objective for this series is to enhance the accessibility of our syllabus template, incorporating AEM Quality Indicators for Creating Accessible Materials to guide our efforts. Additionally, we aim to acquire new tools and strategies to facilitate the integration of accessibility features into existing documents and resources. Furthermore, we aspire to initiate the establishment of an Accessibility Team at our University, laying the foundation for sustained accessibility efforts across various departments. What other partners might support this work? Our team seeks broad support from the Ohio Dominican community. Presently, our cohort comprises both staff and faculty members, albeit with noticeable gaps in faculty representation. While we have members from disciplines like English, Business, and Philosophy, we acknowledge the importance of engaging with faculty from diverse departments who are interested in accessible OER materials. We aim to collaborate with these departments as our team gains momentum. What is your desired timeframe for this work? Ideally, we aim to accomplish these objectives by the end of summer 2024, intending to make a tangible impact in the 2024-2025 academic year. Section Three: Team Work Time and Next Steps What was your redefined goal for this series? Our redefined goal for this series is to comprehensively enhance the accessibility of our syllabus template while incorporating AEM Quality Indicators for Creating Accessible Materials to guide our efforts. Additionally, we aim to acquire new tools and strategies to integrate accessibility features into existing documents and resources effectively. Moreover, our objective extends to initiating the establishment of an Accessibility Team at Ohio Dominican University, aiming to lay the groundwork for sustained accessibility efforts across various departments. As we progress, we seek broad support from the university community, including faculty from diverse departments interested in accessible OER materials. Our desired timeframe for achieving these objectives is by the end of summer 2024, with the intention of making a tangible impact in the 2024-2025 academic year. What did your team accomplish? Please link to or attach at least one resource you have created/adapted. Our team introduced a new accessibility commitment to the Universities Syllabus template, with the hope of fostering accessibility in the classroom. Also, this series allowed us to come together as a team and provided the tools needed to impact our campus. Below is a copy of the statement we crafted for our syllabus template: Accessibility Commitment I am committed to fostering an inclusive learning environment in this course. If you encounter any barriers or challenges completing assignments or meeting any expectations detailed above, I encourage you to reach out. Together, we can explore potential adjustments so the course design more closely meets your needs without compromising the integrity of the learning experience. Your feedback is invaluable to me as we strive to create an environment where you can thrive. Please feel free to share your thoughts and suggestions on how I can improve accessibility and inclusivity in our course. Let’s work together to ensure that every member of our university community feels welcomed and supported. If you identify as a student with a disability or suspect that you may have one, I welcome you to connect with our Accessibility Services Office. The first step is to complete the Self-Disclosure Form, and then the Accessibility Services Coordinator will assist you in the accommodations process. If you have any questions or concerns about the accommodations process, please email accessibilityservices@ohiodominican.edu or call (614) 251-4234. What are your team’s next steps? The next steps for our team involve ongoing meetings throughout the summer to strategize and prioritize our efforts effectively. With our team's multidisciplinary composition, we benefit from a diverse range of skills and connections, which we intend to harness wisely. It is crucial for us to focus these resources prudently as we move forward.	oercommons	2025-03-18T00:38:48.209653	05/09/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115882/overview", "title": "IHE Accessibility in OER Implementation Guide - Ohio Dominican University", "author": "Joshua Byerly" }
https://oercommons.org/courseware/lesson/94091/overview	Spider Charts Overview To help the child gather the main points of any text they’re reading for classwork. Planning and Organizational Skills ACTIVITY OBJECTIVE: To help the child gather the main points of any text they’re reading for classwork. ACTIVITY DESCRIPTION: Teach the child that upon reading any text, they should be looking for the title and the main idea. Help them look for the key-words and phrases and underline/highlight to support memory recall. Ask them to follow the spider chart of 6 fundamental questions: “who? when? what? where? why? how?” or for older children, it could be more elaborate if it is a storyline (shown below). Then ask the child to revisit the text if any questions follow the text, and repeat the steps. FOR PRINTABLES ACTIVITY MATERIALS 1 \| Printed card \| IMPORTANT NOTES FOR PRACTITIONER Ask the child to read through the questions before and after finishing the text to help them make an idea of which keywords to use. Help the child look for underlying ideas as well as surface interpretation of text.	oercommons	2025-03-18T00:38:48.223809	06/19/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94091/overview", "title": "Spider Charts", "author": "CIPPO Egypt" }
https://oercommons.org/courseware/lesson/61211/overview	Education Standards The War of the Worlds, Fake News, and Media Literacy Primary Source Unit Overview The following unit offers multiple entry points into developing an understanding of media literacy. The unit framework and primary sources can be integrated into classrooms of grades 4-12. Each lesson has student objectives that can be accomplished within 40 minute periods over the course of several weeks. A midpoint writing assessment, whole class capstone debate, and final independent writing assessment are included. Support materials are integrated into the lessons, and the primary source document pages can be found at the end of the unit guide. Untitled Section The War of the Worlds audience study conducted by the Princeton Radio Project is the primary source document that is the springboard for making historical connections and learning how to consume and share information responsibly. Using the War of the Worlds 1938 broadcast, this scaffolded unit teaches students the value of media literacy and being smart consumers of information by building in interdisciplinary exercises related to the 1938 War of the Worlds broadcast and fake news, with optional embedded technology components. The primary source materials convey that history is subjective, and is constantly being evaluated and interpreted.	oercommons	2025-03-18T00:38:48.251584	English Language Arts	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/61211/overview", "title": "The War of the Worlds, Fake News, and Media Literacy Primary Source Unit", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/69646/overview	Learning Domain: Reading Informational Text Standard: Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text. Learning Domain: Reading Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on and related to an author's implicit and explicit assumptions and beliefs. Learning Domain: Reading Informational Text Standard: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. Learning Domain: Reading Informational Text Standard: Determine the central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Learning Domain: Reading Informational Text Standard: Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text. Learning Domain: Reading Informational Text Standard: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. Learning Domain: Reading Informational Text Standard: Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context. Learning Domain: Reading Informational Text Standard: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. Learning Domain: Reading Informational Text Standard: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Learning Domain: Reading Informational Text Standard: Cite several pieces of textual evidence to support analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text. Learning Domain: Reading Informational Text Standard: Analyze the interactions between individuals, events, and ideas in a text. Learning Domain: Reading Informational Text Standard: Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative, connotative, and technical meanings. Learning Domain: Reading Informational Text Standard: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. Learning Domain: Reading Informational Text Standard: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Learning Domain: Reading Informational Text Standard: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text. Learning Domain: Reading Informational Text Standard: Analyze how a text makes connections among and distinctions between individuals, ideas, or events. Learning Domain: Reading Informational Text Standard: Analyze the influence of the words and phrases in a text including figurative, connotative, and technical meanings, and how they shape meaning and tone. Learning Domain: Reading Informational Text Standard: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. Learning Domain: Reading Informational Text Standard: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Learning Domain: Reading Informational Text Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author's explicit assumptions and beliefs about a subject. Learning Domain: Reading Informational Text Standard: Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. Learning Domain: Reading Literature Standard: Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics as well as their use of additional literary elements. Learning Domain: Reading Literature Standard: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. Learning Domain: Writing Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Learning Domain: Writing Standard: Identify and introduce the topic for the intended audience. Learning Domain: Writing Standard: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension. Learning Domain: Writing Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Learning Domain: Writing Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Learning Domain: Writing Standard: Identify and introduce the topic clearly, including a preview of what is to follow. Learning Domain: Writing Standard: Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension. Learning Domain: Writing Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Learning Domain: Writing Standard: Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation. Learning Domain: Writing Standard: Identify and introduce the topic clearly, including a preview of what is to follow. Learning Domain: Writing Standard: Organize ideas, concepts, and information into broader categories; use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension. Learning Domain: Writing Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Learning Domain: Writing Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Learning Domain: Writing Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Learning Domain: Speaking and Listening Standard: Demonstrate command of the conventions of standard English when speaking based on Grades 11-12 level and content. Learning Domain: Speaking and Listening Standard: Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly. Learning Domain: Speaking and Listening Standard: Demonstrate command of the conventions of standard English when speaking based on Grade 6 level and content. Learning Domain: Speaking and Listening Standard: Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly. Learning Domain: Speaking and Listening Standard: Demonstrate command of the conventions of standard English when speaking based on Grade 7 level and content. Learning Domain: Speaking and Listening Standard: Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others' ideas and expressing their own clearly. Learning Domain: Speaking and Listening Standard: Demonstrate command of the conventions of standard English when speaking based on Grade 8 level and content. Learning Domain: Speaking and Listening Standard: Demonstrate command of the conventions of standard English when speaking based on Grades 9-10 level and content.	oercommons	2025-03-18T00:38:48.340383	English Language Arts	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69646/overview", "title": "Biography Research", "author": "Career and Technical Education" }
https://oercommons.org/courseware/lesson/99817/overview	LEARNING ACTIVITY SHEET SA ARALING PANLIPUNAN 10 Overview This is a Learning Activity Sheet in Araling Panlipunan 10, intended for Junior High School grade 10 students. This LAS was evaluated and validated in the division. LEARNING ACTIVITY SHEET SA ARALING PANLIPUNAN 10 Araling Panlipunan Kontemporaryong Isyu Unang Markahan Unang Linggo Pangalan: _____________ Petsa: _________ Baitang: _______________ Pangkat:_______ Kontemporaryong Isyu Nasusuri ang kahalagahan ng pag-aaral ng kontemporaryong isyu. (MELC 1) Mga Kailangan Kong Gawin Magandang araw mga bata! Masaya ba kayo at marami kayong natutunan sa ating mga aralin? Ngayon ay susubikin naman ang inyong galing sa pamamagitan ng pagsagot sa mga inihandang gawain para sa inyo. Ang learning activity sheet na ito ay tungkol sa pag-aaral sa konsepto ng Kontemporaryong Isyu. Sa bahaging ito ay inaasahan na mas lalawak ang iyong kaalaman at mauunawaan mo ang kahalagahan ng pag-aaral ng kontemporaryong isyu sa pamamagitan ng mga inihandang gawain. Inaasahan din na matatamo ang sumusunod na layunin. - Nailalahad ang tunay na kahulugan ng kontemporaryong isyu - Nabibigyang pansin ang mga problema ng bansa at natutukoy kung anong uri ito ng kontemporaryo - Nasusuri ang kahalagahan ng pag-aaral ng kontemporaryong isyu sa buhay ng mga mag-aaral Halina’t umpisahan mo na ang mga gawaing inihanda para saiyo. Paghahanda Gawain 1: Isip-isip Sagutin ang sumusunod na mga kaisipan mula sa natalakay na paksa. Isulat ang sagot sa sagutang papel. - Ang mga uri ng kontemporaryong isyu ay? - Ang mga uri ng kontemporaryong isyu ay? - Bakit mahalagang pag-aralan ang kontemporaryong isyu bilang estudyante? Pagiging Mas Mabuti Gawain 2: Saan ka Kabilang? Magsaliksik ng limang mga kasalukuyang problema na kinakaharap ng inyong lipunan. Pagkatapos ay isulat kung anong uri ng kontemporaryong isyu ito napabilang. Problema \| Uri ng Kontemporaryong Isyu \| 1. \| \| 2. \| \| 3. \| \| 4. \| \| 5. \| \| Pagiging Dalubhasa Gawain 3: Dapat Tandaan!!! Mula sa mga natutunan sa aralin, isulat ang iyong sagot sa kalahating papel. - Anong uri ng kontemporaryong isyu ang sa tingin mo ay dapat pagtuonan ng pansin ng ating pamahalaan? Bakit? - Bakit mahalaga ang pagiging mulat sa mga kontemporaryong isyu? - Anong uri ng kontemporaryong isyu ang nais mong bigyang solusyon sa ngayon? Bakit? Pamantayan sa Pagwawasto Rubriks para sa Gawain 3, at mga open-ended questions sa lahat ng mga gawain. Krayterya \| Puntos \| \|\| 3 \| 2 \| 1 \| \| Nilalaman at kaangkupan sa paksa \| Angkop na angkop ang laman ng pahayag sa paksa. \| May kaunting paglihis sa paksa ang mga pahayag. \| Malayo sa paksa ang pahayag. \| Pagkakabuo ng sariling ideya \| Deretso at malinaw ang mga ideya o sagot. \| Medyo may kulang ang pagkakabuo ng ideya patungo sa paksa. \| Magulo ang ideya tungkol sa paksa. \| Kalinisan ng pagkakasulat/pagpapahayag \| Malinis na malinis ang pagkakabuo at pagkakasulat. \| May kaunting bura sa mga isinulat at Malabo ang pagkakasulat. \| Hindi klaro ang pagkakasulat at hindi maintindihan. \| Mga Dapat Kong Tandaan Napakahalaga na maging bahagi tayo sa ating lipunang ginagalawan. Maging mulat sa mga kontemporaryong isyu na nagaganap. Mga isyung nangyayari sa ating bansa na nakakaapekto sa buhay ng mga tao. Maaaring ito’y naganap o umiral sa nakalipas na panahon ngunit nananatiling litaw ang epekto nito sa kasalukuyan. Ito ay pinag-uusapan at nagdudulot ng malawakang epekto na maaaring positibo o negatibo sa buhay ng mga tao sa lipunan. Nakababahala ang panahon natin sa kadahilanang maraming isyu, hamon, at suliraning kinakaharap ang ating bansa. May mga pangyayaring hindi natin inaasahan na babago sa buhay ng bawat isa. Bilang isang mag-aaral, ang kaalaman mo sa mga kontemporaryong isyu ang magiging daan upang maging mulat sa mga nangyayari sa iyong kapaligiran. Isang paraan din ito upang iyong matanto na may bahagi kang dapat gampanan sa lipunang iyong kinabibilangan. Ang iyong kaalaman sa kontemporaryong isyu ang lilinang sa iyong kasanayan sa pagbasa at pag-unawa gamit ang iba’t ibang paraan ng pamamahayag. Nahahasa rin ang iyong kasanayang pangwika, panggramatika, at iba pang mabisang kasanayang magpabatid ng kaisipan. Ang mga kaalaman na iyong matututuhan ay makatutulong din sa iyo upang higit mong maunawaan ang mga pangyayari sa lipunang iyong kinabibilangan. Susi sa Pagwawasto Gawain 1: Isip-Isip Maaaring magkakaiba-iba ang sagot ng mga mag-aaral Gawain 2: Saan ka Kabilang? Maaaring magkakaiba-iba ang sagot ng mga mag-aaral Gawain 3: Dapat Tandaan Maaaring magkakaiba-iba ang sagot ng mga mag-aaral Sanggunian: Aklat Benedicta B. Santos, Araling Panlipunan Modyul, Department of Education Region 1, pahina 1-19 Websites Kahalagahan ng pag aaral ng mga kontemporaryong isyu (slideshare.net) https://unsplash.com/photos/k0KRNtqcjfw https://www.forbes.com/sites/simonmainwaring/2018/11/06/purpose-in-action-why-brands-are-asking-you-to-vote/?sh=31d220554a18 https://www.philstar.com/pilipino-star-ngayon/bansa/2019/11/02/1965278/55-lindol-uli-sa-mindanao Writer: Eve B. Espiritu School: Molopolo National High School Division: Davao del Sur Evaluator: Niña Z. young School: Sinawilan National High School Division: Davao del Sur	oercommons	2025-03-18T00:38:48.388442	01/09/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99817/overview", "title": "LEARNING ACTIVITY SHEET SA ARALING PANLIPUNAN 10", "author": "EVE ESPIRITU" }
https://oercommons.org/courseware/lesson/75132/overview	Climate Action Overview Collaborative and sharing work between students from Portugal and Romania, in the context of environmental concerns. Model Brigdge 21. Collaborative and sharing work between students from Portugal and Romania, in the context of environmental concerns. Bridge 21 Model. Collaborative and sharing work between students from Portugal and Romania, in the context of environmental concerns. Bridge 21 Model.	oercommons	2025-03-18T00:38:48.405904	Carlos Carvalho	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75132/overview", "title": "Climate Action", "author": "Elsa Ferreira" }
https://oercommons.org/courseware/lesson/113910/overview	PE Standard 1 Lesson Plan Overview This is a Lesson Plan for grade 3 in Physical Education that focuses on standard 1. Physical Education Standard 1 Grade 3 \| Lesson Overview \| \|\|\|\|\| \| Indiana Academic Standards for Physical Education and/or Health \| Standard 1 - The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns. (Grade 3 3.1.9.A) \| \|\|\|\| \| Interdisciplinary Standards \| \|\|\|\|\| \| Essential Question(s) \| How can we use the skill of catching a ball in our lives now and in the future? \| \|\|\|\| \| Learning ObjectiveStatements \| Students will be able to catch a gently tossed hand-size ball from a partner, demonstrating a mature pattern in a non-dynamic environment with an 80% accuracy out of 10 catches. \| \|\|\|\| \| Assessments \| Formative \| Summative \| \|\|\| \| The students will partner up and students will throw the ball to each other and the teacher observes. \| Teacher will throw the ball to the student 10 times and see how many the student catches and record how many they catch. \| \|\|\|\| \| Essential Vocabulary Words and Phrases of Focus for this Lesson \| Students will need to -Ball -Underhand -Partner-Throw -Overhand \| \|\|\|\| \| Materials & Resources \| Ball (can use any size but dodgeball/kickball works best)Cones \| \|\|\|\| \| Lesson Procedure \| \|\|\|\|\| \| Hook/Phenomena \| State the objective and tell students about the assessments. \| \|\|\|\| \| Teaching strategies \| \|\|\|\|\| \| Instructional Agenda \| I DO/Whole Group: The students will all sit in their assigned spots and I will go over how to throw the ball and how to catch the ball correctly. A student will be picked to help demonstrate how to throw and how to catch the ball. We Do/Guided Practice: - Have the students grab a partner and have one go to a cone and have the other go to the other cone. One student in the partner group will have a ball. The student with the ball will gently throw the ball to the partner and the partner will catch it. This will be done until all groups are doing well. Formative assessment- The students will partner up and students will throw the ball to each other and the teacher observes. -Students can then see how far they can go from their partners and still catch the ball that is being thrown. This can be a fun game to see which group of partners can throw and catch the longest distance. You Do/Independent Practice: Have the students find a spot in the gym with a ball and have them throw the ball up to themselves and practice catching it. Summative assessment-Teacher will throw the ball to the student 10 times and see how many the student catches and record how many they catch. Have one student come up to you at a time and make them stand by the cone and gently throw the ball to them 10 times and record how many they catch. \| \|\|\|\| \| Scaffolding for Gap Repair and Extended Learning Opportunities \| SPED \| ELL \| High Ability \| \|\| \| -Can use different sized balls and get closer together when catching the ball. \| -Having a video on what we are doing but in their native language. \| -Really have them see how far they can go to catch the ball without dropping it and try to incorporate smaller balls to make it harder. \| \| Lesson Overview \| \|\|\|\|\| \| Indiana Academic Standards for Physical Education and/or Health \| Standard 1 - The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns. (Grade 3 3.1.9.A) \| \|\|\|\| \| Interdisciplinary Standards \| \|\|\|\|\| \| Essential Question(s) \| How can we use the skill of catching a ball in our lives now and in the future? \| \|\|\|\| \| Learning ObjectiveStatements \| Students will be able to catch a gently tossed hand-size ball from a partner, demonstrating a mature pattern in a non-dynamic environment with an 80% accuracy out of 10 catches. \| \|\|\|\| \| Assessments \| Formative \| Summative \| \|\|\| \| The students will partner up and students will throw the ball to each other and the teacher observes. \| Teacher will throw the ball to the student 10 times and see how many the student catches and record how many they catch. \| \|\|\|\| \| Essential Vocabulary Words and Phrases of Focus for this Lesson \| Students will need to -Ball -Underhand -Partner-Throw -Overhand \| \|\|\|\| \| Materials & Resources \| Ball (can use any size but dodgeball/kickball works best)Cones \| \|\|\|\| \| Lesson Procedure \| \|\|\|\|\| \| Hook/Phenomena \| State the objective and tell students about the assessments. \| \|\|\|\| \| Teaching strategies \| \|\|\|\|\| \| Instructional Agenda \| I DO/Whole Group: The students will all sit in their assigned spots and I will go over how to throw the ball and how to catch the ball correctly. A student will be picked to help demonstrate how to throw and how to catch the ball. We Do/Guided Practice: - Have the students grab a partner and have one go to a cone and have the other go to the other cone. One student in the partner group will have a ball. The student with the ball will gently throw the ball to the partner and the partner will catch it. This will be done until all groups are doing well. Formative assessment- The students will partner up and students will throw the ball to each other and the teacher observes. -Students can then see how far they can go from their partners and still catch the ball that is being thrown. This can be a fun game to see which group of partners can throw and catch the longest distance. You Do/Independent Practice: Have the students find a spot in the gym with a ball and have them throw the ball up to themselves and practice catching it. Summative assessment-Teacher will throw the ball to the student 10 times and see how many the student catches and record how many they catch. Have one student come up to you at a time and make them stand by the cone and gently throw the ball to them 10 times and record how many they catch. \| \|\|\|\| \| Scaffolding for Gap Repair and Extended Learning Opportunities \| SPED \| ELL \| High Ability \| \|\| \| -Can use different sized balls and get closer together when catching the ball. \| -Having a video on what we are doing but in their native language. \| -Really have them see how far they can go to catch the ball without dropping it and try to incorporate smaller balls to make it harder. \|	oercommons	2025-03-18T00:38:48.423999	03/05/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113910/overview", "title": "PE Standard 1 Lesson Plan", "author": "Sydni Klopfenstein" }
https://oercommons.org/courseware/lesson/79447/overview	Education Standards Civil Rights: Lie Detector Student Example Using FreedomFlix in History Inquiry Overview Shorter research project using FreedomFlix or other database to share knowledge gained. This works well with history or science topics. This joins writing with purpose with strong research skills. Read-Aloud: Animals Lie Detector by Kelly Milnor Halls Students can get upset if they are right or wrong. Make sure students recognize how purposeful the author is in what they are sharing. Author uses little known facts to challenge our understanding of these animals. 1. Read-Aloud this engaging Fact or Fiction story. After reading each statement, students quickly can vote (thumbs up or down) whether they think the statement is true or not. 2. Discuss the writing style of this book. What was the author's purpose? How did the author use our prior knowledge to guide our responses? B. Introducing FreedomFlix FreedomFlix is a subscription service. If you do not have access to this resource, consider a free resource such as National Geographic Kids: https://kids.nationalgeographic.com/ or US History https://www.ushistory.org/index.html or Ben's Guide to the US Government https://bensguide.gpo.gov/ or Fact Monster https://www.factmonster.com/. 1. Share FreedomFlix with students. Introduce basic login and searching techniques. 2. Give students time to explore, watch videos, and begin reading the books. C. Choose a FreedomFlix topic 1. Students should skim through and choose one FreedomFlix topic to focus on. 2. Students should listen to the entire book. They may take notes or sketchnote to remember facts that fascinate them. 3. Students should know that at the end of their research, they will create their own Lie Detector project. D. Creating Your Own Book 1. Students will use the notes/information they will create a GoogleSlide Show or another digital tool. Students should think about their audience. Would they like to present to parents or younger siblings or fellow classmates? This will determine how they write their facts. 2. Review the style of the Lie Dectector book. Review the style of the book. The short statements, followed by the answer and a brief explanation. 3. Students will create a title page, 3-5 facts/fibs, bibliography. Additional slides may be added. 4. Review the rubric with students. E. Presentations 1. If students are comfortable, they can share their presentations with classmates or parents. Students can vote (thumbs up or down). 2. Reflect together: What went well? What didn't? If we did it again, what would you do differently?	oercommons	2025-03-18T00:38:48.452803	World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79447/overview", "title": "Using FreedomFlix in History Inquiry", "author": "U.S. History" }
https://oercommons.org/courseware/lesson/9606/overview	Brainstorming Overview Writing is a time-honored tradition. It can be so much more than a few paragraphs about what you did this summer. What are some of your favorite stories? Movies? Songs? Websites? All of these were written by someone. But, few were written in one fell swoop. Brainstorming is a widely used practice for generating ideas. In this lesson we will be letting our imaginations run wild. One of the most important aspects of writing is knowing what you are going to write about. Storm the Gates For five minutes, record every idea that comes to mind in the far right column of the worksheet. Then choose titles for 4 categories and add each subject on the brainstormed list of topics to the corresponding column. Lastly, delegate each topic into the prose or poetry column based on which medium you would rather use to write about that topic. For five minutes, record every idea that comes to mind in the far right column of the worksheet. Then choose titles for 4 categories and add each subject on the brainstormed list of topics to the corresponding column. Lastly, delegate each topic into the prose or poetry column based on which medium you would rather use to write about that topic.	oercommons	2025-03-18T00:38:48.466575	06/23/2016	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/9606/overview", "title": "Brainstorming", "author": "Beth Muhr" }
https://oercommons.org/courseware/lesson/90791/overview	LEARNING ACTIVITY SHEET IN TLE HANDICRAFT Overview A Activity sheets that help students to create thier own recycle articles TLE LEARNING ACTIVITY SHEET HANDICRAFT RECYCLE Learning Activity Sheets in TLE Handicraft	oercommons	2025-03-18T00:38:48.482582	03/10/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90791/overview", "title": "LEARNING ACTIVITY SHEET IN TLE HANDICRAFT", "author": "Ginalyn Pallorina" }
https://oercommons.org/courseware/lesson/104224/overview	UMB - IHE Accessibility in OER Implementation Guide Overview In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. You may or may not answer all of these questions, but this is an offering. Section One: Landscape Analysis for Accessibility in OER in Local Context Part One: Initial Thoughts What is your team's initial goal for this series? - Build awareness regarding accessibility and OERs - Support the development of expertise in creating accessible materials Part Two: Introductory probing questions: What does accessibility look like in our organization? How do we measure accessibility? Accessibility is varied. Web accessibility is measured through our WCAG 2.1 compliance at Level A,AA. Educational Accessibility is varied. Anthology Ally provides some measurement of accessibility in Blackboard.What does OER look like in our organization? How do we measure access to OER? There is targeted use of OERs at UMB, but this is limited by the technical nature of graduate education. Use varies by school/program/course. Part Three: Clarifying questions for accessibility: What is the organizational structure that supports accessibility? UMB has a web accessibility committee that provides accessibility oversight for web communications. Schools have varied approaches to support accessibility.Who generates most of the accessibility structures/conversations in our organization? The UMB web accessibility committee provides direction on web strategy for accessibility. Educational Support and Disability Services, Faculty Center for Teaching and Learning, and School Educational Technology groups all generate discussions regarding educational accessibility.Where do most educators get support with accessibility? It depends on organizational support structures. Wrap-around support comes from Educational Support and Disability Services to ensure that students are supported when there are accessibility gaps. FCTL, and varied school staff.What content areas might have the largest gaps in access to accessibility? Instructor-created content. PowerPoints and PDFs Part Four: Clarifying questions for OER: What is our organizational structure that supports curricular resources? What is our organizational structure that supports OER? Who generates most of the curricular resources in our organization? Where do most educators get support with curricular resources? What content areas might have the largest gaps in access to curricular resources/OER? Part Five: Clarifying questions for faculty learning and engagement: What Professional Learning (PL) structures have the best participation rates for our educators? What PL structures have the best "production" rates for our educators? What incentive do we have to offer people for participating in learning and engagement? Who are the educators that would be most creative with accessibility and OER? Educators participating in the creation of pre-matriculation programs that focus on foundational content with existing OER content.Who are the educators that would benefit the most from accessibility and OER? Educators with existing work to support ada accommodations for accessible content. Part Six: Final Probing questions: What is our current goal for Accessibility in OER, and why is that our goal? Create LibGuides for Accessible Instructional Resources and OERsWho have we not yet included while thinking about this work? Others that are not represented on our team. Educational Support and Disability Services, Faculty Center for Teaching and Learning, Web Accessibility Committee.What barriers remain when considering this work? Time and availability of OER content for specialized subject areasWhat would genuine change look like for our organization for this work? A measurable increase of accessible instructional resource usage. Section Two: Team Focus Identifying and Describing a Problem of Practice The following questions should help your team ensure that you are focusing your collaboration. What is your Team’s specific goal for this series? You may consider using AEM Quality Indicators for Creating Accessible Materials to help add to or narrow your work. Creating awareness on accessiblity and OERs.Creating LibGuides on Accessibility and OERs Identifying opportunities for professional development for accessibility What other partners might support this work? Educational Disability and Support Services, Libraries, Faculty Center for Teaching and Learning, and varied School officesWhat is your desired timeframe for this work? Draft Fall 2023How will you include diverse voices and experiences in this work? Work to include others in our ongoing work. Section Three: Team Work Time and Next Steps Sharing and Next Steps What was your redefined goal for this series? Create a LibGuide for Instructional Resource Accessibility Create a Community of Practice for Instructional Resource AccessibilityWhat does your team want to celebrate? Our continued collective commitment to improving accessibility and connecting to new colleagues.What did your team accomplish? If you have links to resources, please include them here. We have begun collaboration for accessibility workshops in various schools over the summer.What are your team’s next steps? Connect with other groups to create LibGuides, collaborate with Web Accessibility Committee, Educational Support and Disability Services, Faculty Center for Teaching and Learning, and Libraries to create materials focused on instructional resources.Connect with ESDS to plan the promotion of accessibility as a part of their October recognition of National Disability Awareness Month Suggestion - #nomousechallenge	oercommons	2025-03-18T00:38:48.505250	Niya Werts	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104224/overview", "title": "UMB - IHE Accessibility in OER Implementation Guide", "author": "Shannon Tucker" }
https://oercommons.org/courseware/lesson/90720/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 beytepe metro metro in beytepe or	oercommons	2025-03-18T00:38:48.526072	03/07/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90720/overview", "title": "beytepe metro", "author": "Shadman Mammadli" }
https://oercommons.org/courseware/lesson/70596/overview	Analysis of Text Craft and Structure Overview This lesson explores authors craft and sturcture through and event that directly effects students. Analysis of text craft and structure For the flipgrid video the teacher should create a flipgrid class for each section and have the studnets login via QR code or the flipcode for the section. Purpose Statement(s): Students will understand that writers use structure to create meaning in a text and will do this by reading a recent New York Times article and evaluating the craft of the author’s argument. Students will understand that comparing our experiences to others can help us gain our own insights. INSTRUCTION: Part 1 Cornovirus Is Shutting Schools. Is America Ready for Virtual Learning? We have taked about what makes your generation unique and some challenges you face. No you will be reading about a new challenge for your generation: unexpected virtual learning. Read the article "Cornovirus Is Shutting Schools. Is America Ready for Virtual Learning?" by Dana Goldstein Once you have read the article, highlight/underline these items on the article: What is Goldstein's argument/main point/focus? What is she trying to convince you to do or believe about vireual learning? What are her reasons? How does she justify wht she is saying? Highlight a section where you think what she wrote is especially clear, convincing, and/or engaging. Rate her effectiveness on a scale of 1 (not effective) to 5 (very effective). How effective doyou think she was in making her point? Explain why. Part 2 What Students Are Saying About Remote Learning. Read "What Students Are Saying About Remote Learning" by The New York Times Learning Network. This article is a set of student responses to the article " Coronavirus is Shutting Schools. Is America Ready for Virtual Learning?" by Dana Goldstein, which you read in part one. As you skim these student respones, look for a couple responses that you feel you agree or identify with -- and a couple or responses with which you disagress. Think about why you agree/disagree with those students based on your own experiences with virtual learning so far. Now write your own response. Aim for 2+ paragraphs. Here are some of the question prompts The New York TImes gave other students in their responses: How is/was virtual/remote learning? What do you like/dislike about it? What do you miss the most about goin to schoolin person every day? What do you miss the least? Are you anzious to get back to school? Why or why not? Part 3 Using Flipgrid record a video talking through these things: Talk to me about the article from part 1: What was goldstein's argument about virtual learning? Read me a quotation from the article that you thought was espacially clear, convincing, and/or engaging -- and briefly explain why? Read me your own response that you wrote for part 2	oercommons	2025-03-18T00:38:48.550042	Speaking and Listening	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70596/overview", "title": "Analysis of Text Craft and Structure", "author": "Reading Informational Text" }
https://oercommons.org/courseware/lesson/106692/overview	Education Standards Define/Compare Elements of the Hospitality and Event Planning Industry Overview Define and compare the core elements of the hospitality and event planning industries. Define/Compare Elements of the Hospitality and Event Planning Industry Image and credit: Photo by CHUTTERSNAP on Unsplash Overview Define and compare the core elements of the hospitality and event planning industries. Essential Question What is the difference between hospitality and event planning and in what ways are they linked? Learning Goals 1. Understand the core elements and components of the hospitality industry. 2. Gain insight into the event planning industry and its various segments. 3. Develop fundamental knowledge and skills applicable to both industries. Instructor notes Standards: BMM.HS.17.1.a Materials: 1. Whiteboard or flip chart with markers and sticky notes 2. Printed handouts or online resources for reference 3. Laptops or tablets with internet access (optional) Bell Work: - write one word on the sticky note in front of you with or without a picture that you think of first when you hear the word “hospitality” and then put it on the flip chart/whiteboard on the hospitality side (give them one minute) then do the same for “event planning” Hook / Interest Approach: - watch the video: https://www.youtube.com/watch?app=desktop&v=u0bqEeCVI_A to learn more about hospitality Content / Procedure / Activity: - PPT - Intro to Hospitality and Event Planning Industries (see notes on slides for additional instruction and activities) Closure / Exit Ticket / Check for Understanding / Discussion Post: Quizlet review: https://quizlet.com/814202299/hospitality-and-event-planning-industry-flash-cards/?i=jzdd1&x=1jqt	oercommons	2025-03-18T00:38:48.578539	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106692/overview", "title": "Define/Compare Elements of the Hospitality and Event Planning Industry", "author": "Lesson" }

Subsets and Splits

No community queries yet

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