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/103716/overview
|
Google Classroom
https://dictionary.cambridge.org/es/
https://www.canva.com/design/DAFk5aF6IQY/cyzJ44TNttDVfCp47T8q-Q/watch?utm_content=DAFk5aF6IQY&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink
Learning objectives presentation
THE INFLUENCE OF MUSIC ON EMOTIONS
Learning through music
Overview
Learning about music in our lives
Introduction and Instructions
The following Canva presentation explains how music affects our moods and our lives. Take a look at it and use the information to complete the next activities.
Join Google Classroom by clicking here
Learning Objectives
To check every English goal, you should visit the genially presentation
Listening Comprehension
Reading Comprehension
Oral Production
Writing Production
Let's get started!
Taken by @Burak Sür
Click here to join the Jamboard.
Website to create the reflective paragraph: https://creatufrase.net
Click here to join the Classroom.
Oral Interaction
In this section, you will find an activity and 2 tasks to complete it
To record the second part (the explanation) you can click this link: https://vocaroo.com/ and remember to go to google classroom to upload the evidence.
Record your answer here and upload the audio to the Google Classroom task.
Writing Interaction
Assessment Section
Finally, to conclude this unit, you will find a fun game of 5 questions to reinforce your knowledge. You will need to read the question and choose the correct answer to help the frog cross the lake. Remember to consider the explanation given at the beginning. Good luck!
|
oercommons
|
2025-03-18T00:34:35.111085
|
Melissa Tovar
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103716/overview",
"title": "Learning through music",
"author": "Module"
}
|
https://oercommons.org/courseware/lesson/106589/overview
|
OREGON MATH STANDARDS (2021): [8.AFN]
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: 8.AFN.A.1
Cluster: 8.AFN.A - Define, evaluate, and compare functions.
STANDARD: 8.AFN.A.1
Standards Statement (2021):
Understand in authentic contexts, that the graph of a function is the set of ordered pairs consisting of an input and a corresponding output.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.RP.A.2 | 8.AFN.A.2, 8.AFN.A.3, 8.AFN.B.5, HS.AFN.A.1 | HS.GM.A.1 | 8.F.A.1 8.AFN.A Crosswalk |
Standards Guidance:
Clarification
- Understanding that a function is a rule that assigns exactly one output to each input.
Boundaries
- Use of function notation is not required in Grade 8.
Teaching Strategies
- Students should be able to use algebraic reasoning when formulating an explanation or justification regarding whether or not a relationship is a function or not a function.
Communication
- Describe the graph of a function as the set of ordered pairs consisting of an input and the corresponding output. Formal language, such as domain and range, and function notation may be postponed until high school. (Please reference pages 4 and 5 in the Progression document).
Examples
- If a function gives the number of hours it takes a person to assemble n engines in a factory, then the set of positive integers would be an appropriate domain for the function.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 8.AFN.A.2
Cluster: 8.AFN.A - Define, evaluate, and compare functions.
STANDARD: 8.AFN.A.2
Standards Statement (2021):
Compare the properties of two functions represented algebraically, graphically, numerically in tables, or verbally by description.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.AEE.B.4, 7.RP.A.2, 8.AFN.A.1, 8.AEE.B.5, 8.AEE.B.6 | 8.AFN.B.5, HS.AFN.B.4 | N/A | 8.F.A.2 8.AFN.A Crosswalk |
Standards Guidance:
Teaching Strategies
- Students should justify their own steps, or if given two or more steps of an equation, explain the progression from one step to the next using properties.
Examples
- Given a linear function represented by a table of values and a linear function represented by an algebraic equation, determine which function has the greater rate of change.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 8.AFN.A.3
Cluster: 8.AFN.A - Define, evaluate, and compare functions.
STANDARD: 8.AFN.A.3
Standards Statement (2021):
Understand and identify linear functions, whose graph is a straight line, and identify examples of functions that are not linear.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.AFN.A.1, 8.AFN.A.2, 8.AEE.B.6 | 8.AFN.B.4, 8.AFN.B.5, HS.AFN.D.10 | N/A | 8.F.A.3 8.AFN.A Crosswalk |
Standards Guidance:
Clarifications
- Students should be given opportunities to explore how an equation in the form y = mx + b is a translation of the equation y = mx.
- In Grade 7, students had multiple opportunities to build a conceptual understanding of slope as they made connections to unit rate and analyzed the constant of proportionality for proportional relationships.
- Students should be given opportunities to explore and generalize that two lines with the same slope but different intercepts, are also translations of each other.
- Students should be encouraged to attend to precision when discussing and defining b (i.e., b is not the intercept; rather, b is the y-coordinate of the y- intercept). Students must understand that the x- coordinate of the y-intercept is always 0.
Teaching Strategies
- Students should be given the opportunity to explore and discover the effects on a graph as the value of the slope and y-intercept changes using technology.
- Students should be able to model contextual situations using graphs and interpret graphs based the contextual situations.
- Students should analyze a graph by determining whether the function is increasing or decreasing, linear or non-linear.
- Students should have the opportunity to explore a variety of graphs including time/distance graphs and time/velocity graphs.
Progressions
- Students learn to recognize linearity in a table: when constant differences between input values produce constant differences between output values. The proof that y = mx + b is also the equation of a line, and hence that the graph of a linear function is a line, is an important piece of reasoning connecting algebra with geometry in Grade 8. (Please reference page 5 in the Progression document).
Examples
- For example, A) determine if an equation represents a linear function and give examples of both linear and non-linear functions and B) show that the function A = s^2 is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 8.AFN.B.4
Cluster: 8.AFN.B - Use functions to model relationships between quantities.
STANDARD: 8.AFN.B.4
Standards Statement (2021):
Construct a function to model a linear relationship in authentic contexts between two quantities.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
7.RP.A.2, 8.AFN.A.3 | 8.AFN.B.5, HS.AFN.A.3, HS.AFN.D.8, HS.AFN.B.4, HS.AEE.B.4, HS.AFN.D.10 | 8.DR.D.4, HS.DR.D.11 | 8.F.B.4 8.AFN.B Crosswalk |
Standards Guidance:
Clarification
- Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph.
- Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
Teaching Strategies
- This learning objective also includes verbal descriptions and scenarios of equations, tables, and graphs.
Progressions
- Graphs are ubiquitous in the study of functions, but it is important to distinguish a function from its graph. For example, a linear function does not have a slope but the graph of a non-vertical line has a slope.
- The slope of a vertical line is undefined and the slope of a horizontal line is 0. Either of these cases might be considered “no slope.” Thus, the phrase “no slope” should be avoided because it is ambiguous and “non-existent slope” and “slope of 0” should be distinguished from each other. (Please reference page 6 in the Progression document).
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 8.AFN.B.5
Cluster: 8.AFN.B - Use functions to model relationships between quantities.
STANDARD: 8.AFN.B.5
Standards Statement (2021):
Describe qualitatively the functional relationship between two quantities in authentic contexts by analyzing a graph.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
8.AFN.A.1, 8.AFN.A.2, 8.AFN.A.3, 8.AFN.B.4 | HS.AFN.D.10, HS.AFN.C.6 | N/A | 8.F.B.5 8.AFN.B Crosswalk |
Standards Guidance:
Clarification
- Identify where the function is increasing or decreasing, linear or nonlinear.
- Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
Teaching Strategies
- Students should use algebraic reasoning to show and explain that the graph of an equation represents the set of all its solutions.
- Students continue to build upon their understanding of proportional relationships, using the idea that one variable is conditioned on another.
- Students should relate graphical representations to contextual situations.
- Students should use tables to relate solution sets to graphical representations on the coordinate plane.
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
|
oercommons
|
2025-03-18T00:34:35.186111
|
07/10/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106589/overview",
"title": "OREGON MATH STANDARDS (2021): [8.AFN]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/105249/overview
|
Process-Oriented Based Authentic Assessment
Overview
Process-oriented assessment centers on evaluating the methods, strategies, and steps individuals use to accomplish a task or reach an outcome. Unlike product-based assessment, the emphasis is placed on understanding the decision-making processes, problem-solving approaches, and steps taken during the task. This assessment method values critical thinking, information analysis, and adaptability when faced with challenges, providing a comprehensive view of an individual's skills and competencies.
|
oercommons
|
2025-03-18T00:34:35.197928
|
Student Guide
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105249/overview",
"title": "Process-Oriented Based Authentic Assessment",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/91751/overview
|
Ed Tech OER: How to be an Online Teacher Overview Mountain Heights Academy Ed Tech OER; presented by Jennifer Klein Ed Tech OER: How to be an Online Teacher How to be an Online Teacher
|
oercommons
|
2025-03-18T00:34:35.221458
|
04/12/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91751/overview",
"title": "Ed Tech OER: How to be an Online Teacher",
"author": "Sarah Weston"
}
|
https://oercommons.org/courseware/lesson/74612/overview
|
Natural Disasters Risk
Overview
This is an active and creative lesson, involving research, collaboration and digital skills. Students are organized into five members group each one with his/her well defined role and all of them need to share information, take decisions, justify their choices and communicate one to each other and connect to students from other country.
Connection Activity with Romanian and Portuguese Students
This is an active and creative lesson, involving research, collaboration and digital skills. Students are organized into five members group each one with his/her well defined role and all of them need to share information, take decisions, justify their choices and communicate one to each other.
|
oercommons
|
2025-03-18T00:34:35.239549
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/74612/overview",
"title": "Natural Disasters Risk",
"author": "Life Science"
}
|
https://oercommons.org/courseware/lesson/100618/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
HR Is essential
HR Is a assert of an organization
or
|
oercommons
|
2025-03-18T00:34:35.260491
|
02/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100618/overview",
"title": "Human Resource Management",
"author": "Shiny Mahesh"
}
|
https://oercommons.org/courseware/lesson/97451/overview
|
Learning Domain: Statistics and Probability
Standard: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
Learning Domain: Statistics and Probability
Standard: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
Learning Domain: Statistics and Probability
Standard: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, 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.
Cluster: Draw informal comparative inferences about two populations
Standard: Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.
Cluster: Draw informal comparative inferences about two populations
Standard: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
Cluster: Investigate chance processes and develop, use, and evaluate probability models
Standard: Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, 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.
|
oercommons
|
2025-03-18T00:34:35.285971
|
09/25/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97451/overview",
"title": "Data Analysis and Statistics in Middle School Mathematics",
"author": "Twianie Roberts Ed.D"
}
|
https://oercommons.org/courseware/lesson/71943/overview
|
Center for Strengthening the Teaching Profession
CSTP - Teacher Tech Project
Google Classroom Resource Guide
Instructional Design for Distance Modules
Microsoft Teams User Guide
Schoology Resource Guide
Seesaw Resource Guide
CSTP - Teacher Tech Project Overview
Overview
The Center for Strengthening the Teaching Profession – Teacher Tech Project provides information, resources and learning opportunities for teachers to develop their knowledge, skills and understanding of Learning Management Systems and instructional design for distance learning.
Introduction
Background and Introduction
Center for Strengthening the Teacher Profession (CSTP) provides support and training for Washington teachers, schools, districts and the state in the areas of Teacher Leadership and Promoting Teacher Voice.
The CSTP – Teacher Tech Project provides information, resources and learning opportunities for teachers to develop their knowledge, skills and understanding of Learning Management Systems and instructional design for distance learning.
- Resource Guides for Learning Management Systems (LMS)
Developed with curated information and resources for the five most commonly used Learning Management Systems in WA (Canvas, Google Classroom, Microsoft Teams, Schoology, and Seesaw) - Instructional Design for Distance Learning Modules
Professional learning for teachers that cover topics including community building, student engagement, differentiation, and feedback to students
LMS Resource Guides
LMS Resource Guides
Interested in information about setting up your school account for Canvas, Google Classroom, Microsoft Teams, Schoology or Seesaw? Want to see a tutorial and not sure where to go? The Learning Management Systems (LMS) Resource Guides are at your service!
Canvas Resource Guide
Resources curated by:
- Sarah Applegate, Career and College Counselor, Cascade School District
- Leanna Doig-Gray, Teacher, Bethel School District
Google Classroom Resource Guide
Resources curated by:
- David Buitenveld, Middle School Teacher in North Thurston School District
- Marianne Mack, Elementary Teacher in Ridgefield School District
Microsoft Teams Resource Guide
Resources curated by:
- Katie Felix, Teacher, Tacoma Public Schools
- Madison Newman, Secondary Science Teacher, Clover Park School District
Schoology Resource Guide
Resources curated by:
- Eric Jacobs, Teacher, Olympia School District
- Nancy Nelson, Instructional Coach for Technology, Puyallup School District
Seesaw Resource Guide
Resources curated by:
- Shelly Harberts, Teacher ,Auburn School District and
- Rachel Scheer, Teacher, Seattle Public Schools
Ask-A-Teacher Help Desks (for Washington Educators only)
Utilize social media to engage teachers in asking and answering specific questions about the LMS platforms
Instructional Design for Distance Learning Modules
Instructional Design for Distance Learning Modules
Available modules include:
- Creating Essential Standards
- Engaging Students
- Building an Online Classroom Community
- Demonstrations of Learning in a Virtual Environment
- Differentiation Through Distance Learning
- What to Teach? Determining Instructional Priorities
- Community Building
- Feedback for Virtual Learners
- Creating Online Community
- Maintaining Your Online Community
- Meaningful Relationship Building Online
- Supporting Well-Being
- Instructional Videos
- Interactive Reading
- Online Discussions
- Equity – A Remote Perspective
Access the modules on Canvas (requires a Canvas Free for Teacher Account)
Attribution and License
Attribution
CSTP – Teacher Tech Project resources were curated by Washington state teachers during the summer of 2020 in preparation remote learning in the fall.
Work funded by the Bill and Melinda Gates Foundation.
Teacher Tech Project image copyright Center for Strengthening the Teaching Profession | used pursuant to fair use
LMS images by Mudassar Iqbal from Pixabay
Question-solution image by Gerd Altmann from Pixabay
License
Except where otherwise noted, this CSTP-Teacher Tech Project Overview is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners.
This resource contains 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 and any district policy requirements before reusing them.
|
oercommons
|
2025-03-18T00:34:35.331340
|
Barbara Soots
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/71943/overview",
"title": "CSTP - Teacher Tech Project Overview",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/114235/overview
|
Migration and Identity in Indigenous Tribes Sample Chart
Overview
This recourse contains a chart and asks students to compare the Cherokee tribes that stayed in the Appalachians to the tribes that migrated across the US to Oklahoma during the Trail of Tears as well as to the Great Plains tribes who were already in the region. The comparison chart contains a section for culture, agriculture, local governance, and treaties with the US government.
Attachments
The attachment for this resource is a sample comparison chart for students to analyze indigenous tribes in the United States.
About This Resource
The sample assignment here was submitted by a participant in a one-day workshop entitled “Teaching Indigenous History as World History” for world history teachers hosted by the Alliance for Learning in World History.
This resource was contributed by Margarete Brehme.
|
oercommons
|
2025-03-18T00:34:35.349037
|
03/14/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114235/overview",
"title": "Migration and Identity in Indigenous Tribes Sample Chart",
"author": "Alliance for Learning in World History"
}
|
https://oercommons.org/courseware/lesson/96144/overview
|
Teach The Future Continuous: A Free ESL Lesson Plan
Overview
Using the Present Continuous as a starting point, this lesson plan will help pre-intermediate students construct sentences such as “I’ll be eating at home.” In addition, students will practice using the Future Continuous with expressions of time.
You can access 150+ more free lessons like this with a free Off2Class account!
Off2Class
When should you teach the Future Continuous to ESL students?
It’s important to teach this topic at the right time. If you start teaching the Future Continuous too early, students can feel overwhelmed or demotivated. This lesson is designed for pre-intermediate students (B1 Level on the CEFR framework). Before you start this lesson, check the following:
- Can your students use the present continuous for actions in progress at the time of speaking?
- Can your students use the simple future with will?
- Have your students had exposure to the past continuous, for actions in progress at a point in the past?
If your students have done all of the above three points, then they are ready to learn the Future Continuous.
What is the Future Continuous?
To help your students identify the Future Continuous, they will be asked to look at a timeline and compare the following sentences:
- Sally is preparing her swimming gear now.
- Sally will start her training session at noon.
- At 12:30 pm, she will be swimming.
The final sentence is in the Future Continuous. This tense is used to describe an event that will be in progress at a specific time in the future. In this case, the action is “swimming” and the specific time in the future is “12:30 pm”. Importantly, this lesson will focus on talking about events that are already underway in the future.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
|
oercommons
|
2025-03-18T00:34:35.367959
|
Christine Chan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/96144/overview",
"title": "Teach The Future Continuous: A Free ESL Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/114094/overview
|
Environmental literacy lesson plan
Overview
This lesson engages students in understanding the impact of plastic pollution on marine life in Egypt's coastal regions through interactive games and activities. By exploring the significance of plastic recycling for marine conservation, students will develop a sense of responsibility as ocean guardians. It is designed for pre-intermediate level students aged between 11 to 12.
Environmental Literacy lesson plan
This lesson engages students in understanding the impact of plastic pollution on marine life in Egypt's coastal regions through interactive games and activities. By exploring the significance of plastic recycling for marine conservation, students will develop a sense of responsibility as ocean guardians. It is designed for pre-intermediate level students aged between 11 to 12.
|
oercommons
|
2025-03-18T00:34:35.385472
|
03/11/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114094/overview",
"title": "Environmental literacy lesson plan",
"author": "Anan AbdElRahamn"
}
|
https://oercommons.org/courseware/lesson/114210/overview
|
Hala Gharib Climate Action Challenge: Environmental Literacy Lesson Plan Template
Overview
The lesson plan will investigate the difference between weather and climate as well as The Köppen climate classification for climate and how this affects our lives. It will present different forms of energy renewable and non renewable and how we can move to transitive forms of energy. It will explore the future of energy as well as future of the environment depending on actions that we can take
The Climate Action Challenge
Environmental Literacy Lesson Plan
| |
Title of Lesson Plan: Transitive Energy. It’s time to take action | |
Educator Author (name, country): Hala Gharib, Egypt | |
Audience (Age, English Level): grade 10- upper intermediate | |
Two Sentence Overview of the Lesson Plan:
The lesson plan will investigate the difference between weather and climate as well as The Köppen climate classification for climate and how this affects our lives. It will present different forms of energy renewable and non renewable and how we can move to transitive forms of energy. It will explore the future of energy as well as future of the environment depending on actions that we can take | |
Resources Needed:
powerpoint presentation, worksheets and game cards | |
Learning Objectives: By the end of the lesson students will be able to 1 - Differentiate between the term weather and the term climate. 2 - Classify the climate in the area where they live according to The Köppen climate classification for climate. 3 - Identify different resources of energy. 4 - Suggest solutions to the issue of climate crisis in the area of energy.
| |
Warm-Up: 1 - whole class discussion about the difference between the term “weather” and then term”Climate” 2 -In groups, students will state three human activities that led to the change of climate through years.
| |
Time
5 m
15m
5m
15 | Activities/Instructions 1 - Use the links: koppen-map.com and hanschen.org to investigate how the climate where you live is classified. Create a poster to show where your school is, what the climate type is, and the impacts of climate change in your country. 2 - In the warm up stage, students have already stated human activities that led to the climate crisis, students will be asked to determine what they have in common and how they are related to energy. Students will be asked to decide on the type of energy used, it is produced and how this energy affects climate actions . 3 - In groups students will decide on “Why do we need energy transition” and how we can produce it. 4 - Students will play “Energy Transition Trumps card game” to find out the different ways we can create energy
|
Closing/Debrief:
students will create their own placard to show how they feel about energy
|
|
oercommons
|
2025-03-18T00:34:35.414215
|
03/13/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/114210/overview",
"title": "Hala Gharib Climate Action Challenge: Environmental Literacy Lesson Plan Template",
"author": "Hala Gharib"
}
|
https://oercommons.org/courseware/lesson/37881/overview
|
The Geometry of Architecture
The Geometry of Architecture
Overview
This is a project that follows the general PBL framework that can be used to help students master the concept of intermediate geometry. It was specifically designed to help students review the fundamental theorems of geometry involving lines, segments, angles, and basic shapes; use the properties of similarity and congruence to solve problems for geometric figures; master trigonometric ratios to solve right triangle problems; compare & contrast various geometric transformations and models; learn how to do geometric proofs and construct basic geometric figures; and understand the basic concepts related to the geometry of circles. Note that the project was designed and delivered per the North Carolina Math 2 curriculum and it can be customized to meet your own specific curriculum needs and resources.
Section 1
This is a project that follows the general PBL framework that can be used to help students master the concept of intermediate geometry. It was specifically designed to help students review the fundamental theorems of geometry involving lines, segments, angles, and basic shapes; use the properties of similarity and congruence to solve problems for geometric figures; master trigonometric ratios to solve right triangle problems; compare & contrast various geometric transformations and models; learn how to do geometric proofs and construct basic geometric figures; and understand the basic concepts related to the geometry of circles. Note that the project was designed and delivered per the North Carolina Math 2 curriculum and it can be customized to meet your own specific curriculum needs and resources.
|
oercommons
|
2025-03-18T00:34:35.432172
|
Trigonometry
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/37881/overview",
"title": "The Geometry of Architecture",
"author": "Mathematics"
}
|
https://oercommons.org/courseware/lesson/105763/overview
|
Flip Grid with Middle School on Bainbridge Island Executive Order9066
Overview
Using primary sources from the Library of Congress students can interact with a Flip ( audio or visual) response to share their connections and insights to the sources presented.
Flip Think See Wonder Connect Executive Order 9066
Steps: Using Flip have students verbally express their thoughts on the following pictures:
https://loc.gov/pictures/resource/ppmsca.24331/
Sleeping baby
https://loc.gov/pictures/resource/ppmsc.09965/
Leaving on train
https://loc.gov/pictures/resource/cph.3d01838/
Posting notice
https://loc.gov/pictures/resource/cph.3b42117/
Assisting dog
Each student will: observe the primary source pictures and answer the following questions
What I THINK about this image?
What I See in this image?
What I Wonder in this image?
How can I CONNECT/ Relate to this image in my life or the world around me?
|
oercommons
|
2025-03-18T00:34:35.451006
|
06/23/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105763/overview",
"title": "Flip Grid with Middle School on Bainbridge Island Executive Order9066",
"author": "Kate Schrock"
}
|
https://oercommons.org/courseware/lesson/90440/overview
|
Modal Verbs - Suggestions - Let's - Why Don't - Shall I/We - Off2Class ESL Lesson Plan
Overview
Suggestions – Let’s, why don’t, shall
This lesson plan discusses different forms to make suggestions in English. It contains useful phrases and activities for intermediate-level students to improve their speaking, writing, and reading skills.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
Suggestions – Let’s, why don’t, shall
This lesson plan discusses different forms to make suggestions in English. It contains useful phrases and activities for intermediate-level students to improve their speaking, writing, and reading skills.
Download the lesson plan Suggestions – Let’s, why don’t, shall here: https://www.off2class.com/lesson-plan-downloads/seven-esl-lesson-plans-to-teach-modal-verbs/
|
oercommons
|
2025-03-18T00:34:35.469308
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90440/overview",
"title": "Modal Verbs - Suggestions - Let's - Why Don't - Shall I/We - Off2Class ESL Lesson Plan",
"author": "Speaking and Listening"
}
|
https://oercommons.org/courseware/lesson/103903/overview
|
Focused Notes Template
Launch Template
State We're In Washington - Teacher Guide Template
Text-Dependent Questions Template
Elementary Civics CBA Template
Overview
Template used by educators developing teacher guides for Civics CBA.
General Overview
Enduring Understanding
Insert text here
Supporting Questions
Students consider these questions - finding and using evidence to support the Enduring Understanding.
Question 1
Question 2 (add as many as needed)
Learning Targets
Students will be able to…
Learning target 1
- Learning target 2 (add as many as needed)
Tasks
Launch
Focused Notes
Text-Dependent Questions
Focused Inquiry
Attribution and License
This Teacher’s Guide for Chapter X: The State We’re In Washington was developed by Author’s Name, School District
The downloadable digital version of The State We're In: Washington. Your guide to state, tribal and local government by the League of Women Voters of Washington Education Fund is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Print copies of The State We’re In: Washington, may be purchased from the League of Women Voters of Washington website.
Except where otherwise noted, Teacher’s Guide - Chapter X: The State We’re In: Washington, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked
Launch
Task: Launch
Hooking students into the content of the chapter.
Distribute the Student handout: Launch to students.
Guide students in answering the prompts on the handout individually and in partners.
There is no “correct” answer. Encourage the students to explain their thinking with each other
Focused Notes
Task: Focused Notes
Activating student thinking about the content of the entire chapter.
Distribute the Student handout: Focused Notes to students.
As students read, they will record their understanding, thinking, and questions about the content using the handout. This can be done individually or collaboratively in pairs or small groups.
Text-Dependent Questions
Task: Text-Dependent Questions
Engaging students in a close reading activity about specific content in the chapter.
Distribute the Student handout: Text Dependent Questions document to students.
First Read
Have the students read the section and answer the First read questions on the Text Dependent Questions document.
Second Read
Use the Second read questions below to facilitate a small or whole group discussion about the reading section. When they are done have them use the Text Dependent Questions handout to record their notes.
TDQ 1
TDQ 2 (add as many as needed)
Post read
After students have done a first and second read of the page, use the following questions to facilitate a class discussion. Have students capture their notes on the student handout.
Question 1
Question 2 (add as many as needed)
Teacher note: You may want to use some or all the Second read or Post read questions. The purpose of the Text Dependent Question activity is to have students do multiple close reads of the text leading to discussion that engages all students. Therefore, you may need to add reading strategies that meet the needs of your students.
Focused Inquiry
Insert Compelling Question
Inquiry Description
In this focused inquiry, insert description…
Standards
Standard Number Standard description (example below – add as many standards as appropriate)
SSS2.6-8.1 Create and use research questions to guide inquiry on an issue or event.
Learning Goals
Learning goal 1.
Learning goal 2 (add as many as needed)
Compelling Question
Insert compelling question
Staging the Question
Step 1
Step 2 (add as many as needed)
Supporting Question
Insert supporting question?
Formative Performance Task
Insert task
Notes to teacher:
Insert any teacher notes.
Delete this section if there are none
Featured Source(s)
Source Name (linked) | Copyright Holder
Source Name (linked) | Copyright Holder
Source Name (linked) | Copyright Holder
Argument
After students analyze various sources to answer the supporting question and discuss their thinking with the class, they will write a brief response to the compelling question, Insert Compelling Question? Responses should include a claim, evidence, and reasoning and cite specific information from sources, including a connection to a key ideal.
Taking Informed Action
Insert informed action.
|
oercommons
|
2025-03-18T00:34:35.517247
|
05/15/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103903/overview",
"title": "Elementary Civics CBA Template",
"author": "Jerry Price"
}
|
https://oercommons.org/courseware/lesson/105263/overview
|
PRODUCT BASED ASSESSMENT
PRODUCT BASED ASSESSMENT
Overview
Product-based assessment using a scrapbook is a unique approach that allows individuals to showcase their knowledge, skills, and creativity through a tangible collection of their work. Instead of traditional exams or tests, this method encourages active learning and hands-on engagement by asking individuals to compile a scrapbook that represents their understanding of a particular subject or project. By including various artifacts, such as written reflections, visual representations, and multimedia elements, this assessment format fosters a holistic understanding of the topic while promoting critical thinking, problem-solving, and self-expression. Moreover, the scrapbook serves as a personal and authentic portfolio, allowing individuals to demonstrate their growth, achievements, and unique perspectives in a comprehensive and engaging manner.
BTLED 2A BAGLEY
The main concept of product-based assessment is to evaluate a student's knowledge and skills by assessing their ability to create or produce a tangible outcome or artifact. Instead of relying solely on traditional testing methods such as exams or quizzes, product-based assessment focuses on the actual application of knowledge in a real-world context.
In product-based assessment, students are typically given a task or project that requires them to demonstrate their understanding of the subject matter and apply it to solve a problem, create a product, or complete a specific assignment. The assessment is then based on the quality, completeness, and effectiveness of the final product or outcome.
This approach emphasizes the importance of practical application and encourages students to develop critical thinking, problem-solving, creativity, and collaboration skills. It allows students to showcase their abilities in a more authentic and meaningful way, as they are required to go beyond memorization and demonstrate their understanding through the creation of a tangible output.
Product-based assessment can take various forms depending on the subject and educational level. It could involve tasks such as designing and building a prototype, conducting a scientific experiment and reporting the results, writing a research paper, creating a multimedia presentation, or developing a computer program. The assessment criteria may include factors such as the accuracy of information, the coherence of arguments, the level of creativity, the effectiveness of communication, and the overall quality of the final product.
By focusing on the process of creating a product rather than solely on test performance, product-based assessment provides a more comprehensive and holistic evaluation of a student's abilities and allows educators to assess skills that are difficult to measure through traditional testing methods.
|
oercommons
|
2025-03-18T00:34:35.535376
|
06/14/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105263/overview",
"title": "PRODUCT BASED ASSESSMENT",
"author": "JASTINE ARRAH CAMAJALAN"
}
|
https://oercommons.org/courseware/lesson/104455/overview
|
Education Standards
Be A Decision Maker! Climate Action Challenge Environmental Literacy Lesson Plan.docx
Overview
The lesson plan focuses on the students playing the role of adult effective decision-makers who can help the planet and imagine its future. Students will build upon their knowledge of climate change causes, effects, and solutions. Students use the four-language skills in content based and language instructions class. They work cooperatively and collaboratively utilizing different higher thinking skills. Students are assigned to write their reflection about the lesson using Google forms and turn their ideas for the planet future into a projects.
Photo was made by Salwa Aly using Canva App
Salwa Aly's Climate Action Challenge Environmental Literacy Lesson Plan.docx
I hope this lesson plan would be useful to other teachers. Please use as little paper as possible in class because you will save a lot of trees by doing so.
An Overview of The Lesson Plan
This lesson plan focuses on using role-playing to help students become decision-makers and in control of the future of the planet according to the decision they make in the present. Content-based and laguage instruction, collaboration, project based learning, the four language skills, and different technological skills will be utilized in this lesson plan.
|
oercommons
|
2025-03-18T00:34:35.561485
|
Interactive
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104455/overview",
"title": "Be A Decision Maker! Climate Action Challenge Environmental Literacy Lesson Plan.docx",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/88992/overview
|
Action Cards with descriptions
Handbook
Scratch Blocks 1 (Black and White Version)
Scratch Blocks 1 (Colored Version)
Scratch Blocks 2 (Black and White Version)
Scratch Blocks 2 (Colored Version)
What is Coding
Hybrid Coding lessons
Overview
Unplugged Coding Game
Introduction
What: Unplugged coding game (handbook for teachers)
Target group: primary school students and teachers
Subject area: educational technology, primary education, coding
The unplugged coding game presented here is a low-threshold way to introduce teachers and students to Scratch. Teachers often fear teaching digital technology (computers and coding in this case). We therefore want to give them a tool to teach coding without preknowledge. The possibilities are explained offline, as this helps children to take up the starter projects with more knowledge and it also gives the chance for discovery learning (experimenting) which helps children to learn better and stimulates their creativity. The game makes it possible for teachers to get to know Scratch in a safe environment (offline). So the teachers can become experts together with the students.
During the Hybrid Coding lessons you learn basic coding skills. Furthemore, you get to know Scratch,the world's largest free coding community for kids. But no worries, if you have no idea about what coding is! You are going to learn everything step by step!
Action Cards
Educational goal(s):
- Students can practice giving instructions through instruction cards.
- Students execute instructions by reading the instruction cards.
- Students learn about functions in a playful way.
Learning content:
Learning that every block has one meaning
(Every block has one action; students need to follow them clearly)
Materials:
Action Cards
Teachers can find all instructions and important information in the Hybrid-Coding-lessons-Handbook!
Action Cards will be handed out by the teacher. On top of that they can also be found in the Attach Section 2.
Scratch Blocks
Educational goal(s):
Students can categorize the instructions and learn the meaning of the colors
Learning content:
Categorize the blocks and know their different functions/actions
Materials:
scratch blocks in black and white (so students learn the meaning of the colors and remember their purposes)
Black and white Scratch blocks will be handed out by the teacher. On top of that they can also be found in the Attach Section 3.
Scratch block based coding
Educational goal(s):
Students can explain the connection between the forms of the blocks and their (specific) functions
Learning content:
Students learn that there are different types of blocks
starting with hat-blocks, c-blocks, cap-blocks, stack-blocks, then later the harder blocks: Boolean- blocks and reporter-blocks (Important to explain the function with an example)
Materials:
scratch blocks (Colored version)
The colored version of Scratch blocks will be handed out by the teacher. On top of that they can also be found in the Attach Section 4.
Scratch blocks combining
Educational goal(s):
Students learn to combine the blocks and functions to create instructions
Learning content:
Students learn how to combine blocks, so that longer actions are possible (e.g., moving from point A to point B)
Materials:
scratch blocks (Colored version)
For this section, you only need the coding blocks (colored version) from the previous section.
Basic Scratch blocks combining in game
Educational goal(s):
Students can create actions on Scratch as well as in the unplugged environment
First programming in the online environment (Scratch)
Learning content:
Students can connect the previously learned tasks
Students can connect different actions together to a game in the unplugged environment
Students can program a little game into Scratch (Online)
Materials:
scratch blocks (Colored version)
Action cards
online material (https://scratch.mit.edu/projects/609729193)
For this section you need scratch blocks (colored version), action cards, as well as online material that you can find via the following link https://scratch.mit.edu/projects/609729193).
|
oercommons
|
2025-03-18T00:34:35.592531
|
Katinka Baldus
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/88992/overview",
"title": "Hybrid Coding lessons",
"author": "Full Course"
}
|
https://oercommons.org/courseware/lesson/113292/overview
|
Resource: Wise Feedback Card
Best Practices: Feedback
Overview
While all feedback has a big impact on students and learning, some kinds of feedback can actually lower interest, effort or persistence. Wise and mastery oriented feedback can build student motivation, persistence and, ultimately, achievement.
The Critical Role of Feedback
While all feedback has a big impact on students and learning, wise and mastery oriented feedback can build student motivation, persistence and, ultimately, achievement.
Some kinds of feedback can actually lower interest, effort or persistence. For example, personal praise like “You're so smart” or “You're a natural” can inhibit resilience and effort. It focuses on intrinsic qualities that seem unchangeable and promotes the idea that students either “have it” or “don't
Why is effective feedback important?
The Challenge:
Many students decide early on if they are “good” or “bad” in science; that is, they have a fixed mindset about their abilities.
What does the research say?
Feedback that emphasizes effort and persistence over inherent ability can overcome a fixed mindset because it teaches that success in science is about curiosity, practice, effort, and learning from past experiences. Research shows that wise and mastery oriented feedback combined can help motivate learners and move students from a fixed mindset about their abilities to a growth mindset, where students see themselves as learners who work through challenges and view setbacks as opportunities.
- Wise feedback affirms two things: an educator's high standards, and his or her faith in each student's abilities to reach those standards. In a 2013 study of 7th graders , “wise feedback” in the form of a short note that emphasized the teacher's high standards and belief that the student was capable of meeting those standards resulted in increased students’ likelihood of submitting revisions of an essay and improved the overall quality of students’ final drafts. The effect was particularly strong among African American students who felt more distrusting of school and perceived a bias toward their racial group.
- Mastery oriented feedback focuses on student effort, persistence, and strategy use, reinforcing the idea that learner growth comes from effort, reflection, and learning from all outcomes, rather than from “inborn talent.” In Mueller and Dweck's foundational 1998 study , students who received mastery oriented feedback on progressively more difficult tasks were subsequently more likely to accept challenges, persist in the face of difficulties, and were more resilient when faced with setbacks. Mastery oriented feedback realigns learner's beliefs about intelligence from one in which intelligence as fixed and unmalleable, to one in which intelligence is something that can grow through a learner's hard work.
For more on the power of wise and mastery oriented feedback in building motivation and persistence, see (Cohen, Steel, Ross, 1999; Dweck, 2002).
Best Practices: use feedback to motivate students
- Establish expectations early and build trust with students. Wise feedback works when each student truly believes that instructors have high expectations and instructors are confident in students’ ability to achieve those expectations.
- Give mastery oriented feedback in varied contexts. Don't save mastery oriented feedback for just written work; give feedback on strategy use, effort, persistence, and growth over time orally, to the whole class, and to small groups as well.
- Encourage students to give mastery oriented feedback to peers.
- Avoid praise feedback. Feedback such as “You're so smart” or “It's your lucky day, you aced this!” actually discourages effort and persistence because it focuses on uncontrollable, intrinsic qualities (being smart or lucky) rather than effort or persistence.
How to give wise and mastery oriented feedback with SNUDLE
As a teacher, you can give feedback on almost every page of SNUDLE. The teacher time savers we've included are grounded in the ideas of wise and mastery oriented feedback. Using these time savers will help you craft feedback that motivates and encourages your students to develop a growth mindset in science.
You can also use printable cards to try giving wise and mastery oriented feedback to students. Keep them on hand to remind yourself of strong feedback strategies. Mastery Oriented Feedback Card | Wise Feedback Cards
Learn more about the research
Learn more about the impact of mastery oriented feedback
Read:
- "The Secret to Raising Smart Kids, " by Carol Dweck. Scientific American, Jan 1, 2015 --In a recent article, Dweck provides an approachable exploration of the power, and perils, of feedback. This article includes scenarios describing learners holding differing mindsets.
- "A Social-Cognitive Approach to Motivation and Personality ." Dweck., Carol S., Leggett, Ellen L. 1988, --Dweck and Leggett's foundational research on how feedback relates to approaches to learning, motivation, and persistence.
- "How Not to Talk to Your Kids: The inverse power of praise, " by Po Bronson--Bronson's New York Times article discussing the culture of personal praise and its impact on learner resilience.
- “The Perils and Promise of Praise ” by Carol Dweck --Carol Dweck provides a quick, accessible overview of recent research on feedback and mindset.
- "Helping Students Motivate Themselves ," by Katherine Schulten ---In her blog post, Schulten includes both a TED talk video by Daniel Pink discussing the science of learning and motivation, as well as Larry Ferlazzo's discussion of practical strategies that are ready for teachers to use in the classroom.
- Mindset: The New Psychology of Success, Carol S. Dweck, 2007. --Carol Dweck discusses the research on mindset and its impact on learner motivation, persistence, and success.
View:
- Carol Dweck-A Study on Praise and Mindsets - Trevor Ragan presents Dweck's research on the connection of praise and learner mindset (4:51)
Learn more about the impact of wise feedback
Read:
- "Breaking the Cycle of Mistrust: Wise Interventions to Provide Critical Feedback Across the Racial Divide. " Yeager, 2014
- “Wise Critiques Help Students Succeed ”Stanford University's SPARQ site provides a succinct summary of the educational problem raised by stereotyping, the impact of wise feedback, and a summary of why it works.
- "Social-Psychological Interventions in Education: They're Not Magic " Yeager,David S.; Walton, Gregory M., 2011. Yeager and Walton review research on small but highly effective and lasting social-psychological interventions and their relationship to educational and social contexts.
- “A Barrier of Mistrust: How Negative Stereotypes Affect Cross-Race Mentoring ” by Geoffrey L. Cohen and Claude M. Steele. Cohen and Steele discuss the research on stereotype threat and mitigating strategies, including wise feedback, to reduce mistrust and increase student effort, persistence, and achievement.
|
oercommons
|
2025-03-18T00:34:35.618335
|
Kristin Robinson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113292/overview",
"title": "Best Practices: Feedback",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/68032/overview
|
Make Space Project
Overview
A PBL project I did in my HS physics and math classes to allow students voice & choice in the design of a maker space my school was building. It followed the Buck Institute model and allowed students to prove mastery in a varitey of learning targets per topics in both courses (probability, geometry, functions, algebra, and trig in geometry and force, energy, electricity & magnetism, etc. in physics). Please feel free to remix this project to suit your own needs.
REMIX - New Entry Event for New School Designs
Make Space Entry Event:
Please access the following resouces and spend 30 minutes researching images and content to get inspired about what is possible in school design that takes advantage of place and an intentional focus on maximizing the learning environment for students. After you have done your initial research, get in groups of 3-4 and share what you found with yoour peers so that you can create an empathy map that synthensizes your observations into a set of design principles you will carry forward in the project (use this article to learn more about empathy maps: https://openpracticelibrary.com/practice/aeiou-observation-framework/).
Research sites:
- https://www.gettingsmart.com/categories/series/place-based-education/
- https://www.fieldingintl.com/videos
- https://www.autens.dk/en/education-facilities/
|
oercommons
|
2025-03-18T00:34:35.637060
|
Physics
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68032/overview",
"title": "Make Space Project",
"author": "Mathematics"
}
|
https://oercommons.org/courseware/lesson/97715/overview
|
Disability Law Clinic - Syllabus
Overview
This is the syllabus for the Disability Law Clinic that I'm teaching in Fall 2022 Term. The Disability Law Clinic is a one-semester, six-credit, live-client clinic. It handles a variety of civil and administrative matters for low-income clients with disabilities, including disability rights, special education, access to assitive technology, and Social Security matters.
Disability Law Clinic - Syllabus
This is the syllabus for the Disability Law Clinic that I'm teaching in Fall 2022 Term. The Disability Law Clinic is a one-semester, six-credit, live-client clinic. It handles a variety of civil and administrative matters for low-income clients with disabilities, including disability rights, special education, access to assitive technology, and Social Security matters.
|
oercommons
|
2025-03-18T00:34:35.653212
|
10/05/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97715/overview",
"title": "Disability Law Clinic - Syllabus",
"author": "David Moss"
}
|
https://oercommons.org/courseware/lesson/71836/overview
|
Adjectives Basic Vocabulary
Overview
This resource will help you to pronounce correctly the sentences that are in the English language and to memorize the adjectives that are in red.
Developing Speaking Skill
This resource will allow you to develop your speaking skills, here you will find three clues that will help guide you through the exercise.
Track 1 English
Track 2 English
Track 3 Pronunciation
The exercise consists of repeating the sentences as many times as possible, obviously track 3 of pronunciation will help you speak in a proper way, after you have repeated several times you will manage to learn the adjectives in English that are marked in red and without realizing it you will have learned some sentences with adjectives in English.
|
oercommons
|
2025-03-18T00:34:35.670597
|
08/27/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/71836/overview",
"title": "Adjectives Basic Vocabulary",
"author": "Cristian Puco"
}
|
https://oercommons.org/courseware/lesson/92540/overview
|
How would you feel and need if.......
Overview
Expressing needs is linked to identifying and expressing feelings. The activity's objective is to enable children to express feelings first and foremost to be able to identify and express their needs.
Expressing needs and wants
Brainstorm some common scenarios that might elicit different feelings. A few examples:
- “Your grandma picked you up after school and took you to get ice cream.”
- “Your classmate spilled paint on your drawing.”
- “Your mom yelled at you.”
- “Your brother wouldn’t let you have a turn on the swings.”
Put the scenarios in a hat and pass the hat around the circle or small group while you play music. When you stop the music, the child left holding the hat should pick out a scenario (you can help read it for the child if they can’t yet read). Then ask the child to describe how they would feel if the scenario happened to them and what would they need at that moment.
Activity Materials
| 1 | Hat |
| Depends on the no. of students | Pieces of paper to write the scenarios on |
|
oercommons
|
2025-03-18T00:34:35.684600
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92540/overview",
"title": "How would you feel and need if.......",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/31195/overview
|
Everella's Wand (text)
My Favorite Things (1 prompt)
My Favorite Things (text)
Poppy's Jalopy (1 prompt)
Poppy's Jalopy (text)
The Fox, the Hen, and the Drum and Cheese for Dinner (1 prompt)
The Fox, the Hen, and the Drum and Cheese for Dinner (paired text)
Instructional TDAs - Grade 4 Fiction
Overview
This is a collection of complex texts and TDA prompts to accompany each text. These can be utilized when developing text dependent analysis skills.
Section 1
This is a collection of complex texts and TDA prompts to accompany each text. These can be utilized when developing text dependent analysis skills.
|
oercommons
|
2025-03-18T00:34:35.703803
|
Karen Henrichs
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/31195/overview",
"title": "Instructional TDAs - Grade 4 Fiction",
"author": "Kelsi Wilcox Boyles"
}
|
https://oercommons.org/courseware/lesson/91273/overview
|
Education Standards
Character List
Grading Rubric
Historical Accuracy Worksheet
Pre-writing Worksheet
To Kill a Mockingbird Monologue Assignment
Overview
After reading the novel To Kill a Mockingbird, this culminating projects has students flex their creative muscles while showing understanding of perspectives and voice.
English 1
For our next major assignment, you will be assuming the identity of one character from Harper Lee’s novel To Kill a Mockingbird. A monologue is a composition in which one single character speaks alone toward an audience. You will write a monologue for your character—somewhat like a missing scene, but the only person speaking will be your character. The goal is to show the audience what your character was really thinking inside when certain events from the novel happened.
You get to choose what your character says and the underlying circumstances for the monologue (when, where, and why your character says what s/he does). You even get to make up a backstory that sheds new light on your character—just so long as the new facts you add do not contradict the facts presented in the novel.
Let your mind explore your character’s deepest secrets, desires, and fears. Get under his/her skin and crawl around in it.
Assignment Criteria:
Your monologue must be 2 full pages, double-spaced, in 12-point Times New Roman font.
Your monologue must be told in the first person point of view, as if you are that character. (For example, if your character is Aunt Alexandra, do not write, “Aunt Alexandra wants Scout to dress more like a girl.” Instead, write something like, “I just don’t understand why a pretty young thing like Jean Louise would run around dressed like a boy in overalls. Doesn’t she want to be a lady? I’ll have to talk some sense into Atticus about the way he raises those children.”)
Your monologue must reflect your character’s life story, as told in the novel and as supplemented by you, including but not limited to the following: diction, voice, clothing, lifestyle, age, career or other community role, socioeconomic background, etc. While you may add new information to create a rounder character, you may not contradict anything in the novel.
You will be responsible for outfitting your character during your performance.
You will find multiple attachments below to provide to your students to help guide them through the assignment.
|
oercommons
|
2025-03-18T00:34:35.739087
|
Kenna McGee
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91273/overview",
"title": "To Kill a Mockingbird Monologue Assignment",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/69011/overview
|
Education Standards
OSPI Other Functions Instructional Task: Laws for Exponents
Overview
This resource was created by the Washington Office of Superintendent of Public Instruction.
Task
OSPI Other Functions Instructional Task D
Other Functions; Standard N-RN.2, Claim 1
Laws for Exponents
Patrick is learning his laws for exponents and is trying to apply them to physics formulas.
- To help Patrick, select all expressions equivalent to .
Rubric
Rubric
Question Number | Standard/Claim | Description |
D | N-RN.2/Claim 1 | A 1-point response demonstrates full and complete understanding of the standard and claim by doing all the following:
|
A 0-point response demonstrates almost no understanding of the standard and claim. |
OSPI Other Functions Instructional Exemplar D
OSPI Other Functions Instructional Task D
Other Functions; Standard N-RN.2, Claim 1
Laws for Exponents
Patrick is learning his laws for exponents and is trying to apply them to physics formulas.
- To help Patrick, select all expressions equivalent to .
|
|
oercommons
|
2025-03-18T00:34:35.768439
|
Hannah Hynes-Petty
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69011/overview",
"title": "OSPI Other Functions Instructional Task: Laws for Exponents",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/69325/overview
|
Education Standards
Teaching Video of the 3 Division Strategies
Division Strategies within 100
Overview
This resources includes a video and Google Slides Presentation
3 Strategies to Introduce Division
I have provided resources to introduce divison within 100.
I have created a 5 minute video to introduce the 3 strategies. The video also reviews and introduces vocabulary terms to relate to division and multiplication.
Lesson Objective:
How can I model different strategies to solve a division problem?
Vocabulary:
Divisor: The number that will that divide the dividend.
Dividend: The number being divided.
Quotient: The answer to a division equation.
Inverse Operation: The action that will undo the operation. The opposite operation.
Equal Groups: A group that has the same number of equivalent things.
The Google Slides Presentation is guided teacher instruction that the teacher can use whole group or in small groups. The Presentation includes a graphic organizer, whole group instruction, group activity, and independent practice.
References:
Bitmoji. (n.d.). Retrieved July 03, 2020, from https://chrome.google.com/webstore/detail/bitmoji/bfgdeiadkckfbkeigkoncpdieiiefpig
Download Free PNG Images Transparent Backgrounds. (2020, July 02). Retrieved July 03, 2020, from http://www.pngmart.com/
Free Google Slides and PowerPoint templates to boost your presentations. (n.d.). Retrieved July 03, 2020, from https://slidesgo.com/
Screencastify. (n.d.). Retrieved July 03, 2020, from https://www.screencastify.com/
|
oercommons
|
2025-03-18T00:34:35.789327
|
07/03/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69325/overview",
"title": "Division Strategies within 100",
"author": "Chloe Bales"
}
|
https://oercommons.org/courseware/lesson/103071/overview
|
Climate Change
Overview
TBD
Getting Started
Module Learning Objectives
- The learner will be able to define climate change.
- The learner will be able to differentiate between climate and weather.
- The learner will be able to give examples of the causes of climate change.
- The learner will be able to identify signs of climate change.
Needed Materials
The learner will need the following materials:
- Tablet, laptop, or other similar device
- Ability to open PDFs, PPTs, and Youtube videos (with audio)
- Climate Chronicle (unit journal)
- Writing utensil
Estimated Completion Time
This module will take learners approximately 1 hour to complete.
Glossary of Terms
Adaptation: Taking actions to avoid, benefit from, or deal with current and future climate change. Adaptation can take place in advance (by planning before an impact occurs) or in response to changes that are already occurring.
Atmosphere: A mixture of nitrogen, oxygen, carbon dioxide, and other gases that surrounds the Earth. The atmosphere is critical to supporting life on Earth.
Biofuel: A type of fuel produced from plants or other forms of biomass. Examples of biofuels include ethanol, biodiesel, and biogas.
Carbon: A chemical element that is essential to all living things. Carbon combines with other elements to form a variety of different compounds. Plants and animals are made up of carbon compounds, and so are certain minerals. Carbon combines with oxygen to make a gas called carbon dioxide.
Carbon dioxide: A colorless, odorless greenhouse gas. It is produced naturally when dead animals or plants decay, and it is used by plants during photosynthesis. People are adding carbon dioxide into the atmosphere, mostly by burning fossil fuels such as coal, oil, and natural gas. This extra carbon dioxide is the main cause of climate change.
Carbon footprint: The total amount of greenhouse gases that are emitted into the atmosphere each year by a person, family, building, organization, or company. A person’s carbon footprint includes greenhouse gas emissions from fuel that he or she burns directly, such as by heating a home or riding in a car. It also includes greenhouse gases that come from producing the goods or services that the person uses, including emissions from power plants that make electricity, factories that make products, and landfills where trash gets sent.
Climate: The average weather conditions in a particular location or region at a particular time of the year. Climate is usually measured over a period of 30 years or more.
Climate change: A significant change in the Earth’s climate. The Earth is currently getting warmer because people are adding heat-trapping greenhouse gases to the atmosphere. The term “global warming” refers to warmer temperatures, while “climate change” refers to the broader set of changes that go along with warmer temperatures, including changes in weather patterns, the oceans, ice and snow, and ecosystems around the world.
Drought: A period of unusually dry weather lasting long enough to cause serious shortages of water for ecosystems and human use (such as drinking water and agriculture) in the affected area.
Ecosystem: A natural community of plants, animals, and other living organisms and the physical environment in which they live and interact.
Emissions: The release of a gas (such as carbon dioxide) or other substance into the air.
Energy: The ability to do work. Energy comes in many forms, such as heat, light, motion, and electricity. Most of the world's energy comes from burning fossil fuels to produce heat, which can then be converted into other forms of energy, such as motion (for example, driving a car) or electricity.
Ethanol: A type of alcohol that can be produced from different forms of biomass, such as agricultural crops. Ethanol can be burned as a fuel, often by blending it with gasoline.
Fossil fuel: A type of fuel that forms deep within the Earth. Examples of fossil fuels include coal, oil, and natural gas. Fossil fuels are created over millions of years as dead plant and animal material becomes trapped and buried in layers of rock, and heat and pressure transform this material into a fuel. All fossil fuels contain carbon, and when people burn these fuels to produce energy, they create carbon dioxide.
Geothermal energy: Heat from inside the Earth. People can use geothermal energy to heat buildings or produce electricity.
Global climate: The average climate around the world.
Global warming: An increase in temperature near the surface of the Earth. Global warming has occurred in the distant past as the result of natural causes. However, the term is most often used to refer to recent and ongoing warming caused by people’s activities. Global warming leads to a bigger set of changes referred to as global climate change.
Greenhouse gas: Also sometimes known as “heat trapping gases,” greenhouse gases are natural or manmade gases that trap heat in the atmosphere and contribute to the greenhouse effect. Greenhouse gases include water vapor, carbon dioxide, methane, nitrous oxide, and fluorinated gases.
Habitat: The place or environment where a plant or animal naturally lives and grows.
Heat stroke: A medical condition that results from being exposed to high temperatures. A person’s body temperature rises rapidly and he or she is unable to cool down by sweating.
Heat wave: A long period of abnormally hot weather, typically lasting for several days.
Magma: Hot, melted rock under the Earth’s crust. Magma becomes lava when it is released through a volcano or other methods.
Methane: A colorless, odorless greenhouse gas. It occurs both naturally and as a result of people’s activities. Methane is produced by the decay of plants, animals, and waste, as well as other processes. It is also the main ingredient in natural gas.
Natural gas: A fossil fuel that is an odorless, colorless gas. Natural gas consists of 50 to 90 percent methane.
Nitrous oxide: A colorless, odorless greenhouse gas. It occurs both naturally and as a result of people’s activities. Major sources include farming practices (such as using fertilizers) that add extra nitrogen to the soil, burning fossil fuels, and certain industrial processes.
Nonrenewable resource: A natural resource that cannot be produced, regrown, or reused fast enough to keep up with how quickly it is used. Fossil fuels such as coal, oil, and natural gas, for example, take millions of years to develop naturally. Thus, their supply for people to use is considered nonrenewable.
Ozone: A gas made up of three atoms of oxygen bonded together. High in the atmosphere, ozone naturally shields the Earth from harmful ultraviolet radiation that comes from the sun. Closer to the Earth’s surface, ozone is a pollutant that is formed by other pollutants that react with each other. Ozone is also a greenhouse gas.
Passive solar heating: The use of windows, building materials, and other features to take advantage of sunlight to heat the inside of a building.
Permafrost: Soil or rock that is frozen year-round. Permafrost can be found in many parts of Alaska, northern Canada, and other countries near the Arctic Ocean. Even though the soil at the surface of the Earth may not be frozen during the warmer months, a layer of permafrost may exist several feet below.
Positive feedback loop: A process in which one change leads to another, which then causes even more of the original change. In climate change, a positive feedback loop occurs when warming causes changes that lead to even more warming. For example, as the Earth gets warmer, the amount of ice that covers the Arctic Ocean is shrinking, which leaves more open water. Ice reflects a lot of sunlight back into space, while the open ocean is dark and absorbs more of the sun’s energy, making the Earth warmer. Thus, melting ice causes the Earth to absorb more energy from the sun and become even warmer.
Precipitation: Rain, hail, mist, sleet, snow, or any other moisture that falls to the Earth.
Rain gauge: An instrument that measures the amount of rain that has fallen in a particular place.
Regional climate: An average of the weather in a particular area over many years. Regional climate influences which kinds of plants and animals can live in a particular area. Factors that influence regional climate include latitude, landforms, nearby bodies of water, and circulation patterns in the ocean and the atmosphere.
Renewable resource: A natural resource that can be produced, regrown, or reused fast enough to keep up with how quickly it is used. Wind, tides, and solar energy, for example, are in no danger of running out and can be consumed by people virtually forever. In contrast, fossil fuels such as coal take millions of years to develop naturally and are considered nonrenewable.
Smog: Air pollution caused by chemical reactions of various pollutants emitted from different sources. Ozone is one of the main ingredients of smog, and it can harm people’s health.
Solar energy: Energy from the sun, which can be converted into other forms of energy such as heat or electricity.
Solar panel: A device that can convert energy from the sun into energy for people to use. Some types of solar panels convert sunlight directly into electricity. Others use sunlight to heat water, which can then be used to provide heat or hot water to a building.
Solar thermal technology: A system that uses sunlight to heat water or create steam, which can then be used to generate electricity.
Subtropics: The parts of the Earth immediately north and south of the tropics. The southern part of the United States is considered subtropical.
Thermal expansion: The increase in volume of a material as it gets warmer. For example, water expands as it is heated, causing each drop of water to increase in size. In the ocean, thermal expansion is one cause of rising sea level.
Tidal power: A form of renewable energy generated from the natural rise and fall of the ocean.
Tides: A variation in the surface level of the oceans caused by the gravitational pull of the moon and sun. Tides fluctuate between high and low twice a day.
Tropics: The parts of the Earth near the Equator, which are very warm all year long because they receive a lot of direct sunlight.
Uranium: A heavy, naturally radioactive, metallic element that is used to produce nuclear power.
Water vapor: Water that is present in the atmosphere as a gas. Water vapor is a greenhouse gas and plays an important role in the natural greenhouse effect. Clouds form when extra water vapor in the atmosphere condenses to form ice, water droplets, and precipitation.
Weather: The condition of the atmosphere at a particular place and time. Some familiar characteristics of the weather include wind, temperature, humidity, atmospheric pressure, cloudiness, and precipitation. Weather can change from hour to hour, day to day, and season to season.
Wetland: An area of land that is periodically saturated with water, which influences the types of plants and animals that can live there. Wetlands include swamps, marshes, bogs, and other similar areas.
Wind turbine: A machine that converts energy from the wind into electricity. The wind spins a set of blades connected to a generator.
Learning Activities
Warm-up Activity
Before we dive into studying climate change, open your Climate Chronicle. This Chronicle will serve as sort of journal for you as you progress through these activities. You will periodically be asked to follow along in or answer prompts in your Chronicle, so keep it nearby.
Warm-up activity: Open your Climate Chronicle and find the Climate Word Search activity. Search for some of the concepts that we'll be examinig in this module.
What is Climate Change?
Climate change is a hot-topic right now. You hear about it on the radio, on the news and TV shows, at school, and even on social media. But what's all the fuss? What exactly is a climate and what's changing about it? And why should we care?
Watch this brief video for a quick introduction to Climate Change
The Fight for Planet Earth: An Exploration of Climate Change & Urban Gardening
Climate change is a complicated and nuanced issue. But we're never too young to start learning about the challenges our planet is facing. And it's never too late to start implementing changes that will help to preserve Earth's resources and protect its inhabitants. Work your way through the interactive presentation linked below and learn more about the climate and ways we can combat global warming, like urban gardening.
Click here to Fight for Planet Earth
Accompanying activity: Follow along and respond to the prompts in your Climate Chronicle.
Climate vs. Weather
Differentiating between climate and weather can be confusing. A lot of the same words are associated with both an area's climate and it's day-to-day weather patterns. While weather and climate may be related, they are not the same. Read the article linked below to learn more about how climate differs from weather.
Click here to read Weather or Climate: What's the Difference (National Geographic)
Accompanying activity: After you're done reading, find the Climate vs. Weather activity in your Climate Chronicle. For each prompt, circle weather that is an example of a climate or a description of an area's weather.
Human Contribution to Climate Change
Understanding the impact of humans on climate change can be overwhelming. But it doesn't have to be. The impact of humans on the environment can be simplified down into a three-step series of events, as shown in the diagram below.
Accompanying activity: Find the same diagram in your Climate Chronicle. Recall what you learned from the Interactive Presentation to correctly label Steps 1, 2, and 3 on the diagram in your Chronicle.
Meet the Greenhouse Gases
You've studied how humans produce gases referred to as Greenhouse Gases, which in turn trap heat. But gases are we specifically talking about? And what are they all about?
Accompanying activity: Meet the Greenhouse Gases and label their corresponding pictures in your Climate Chronicle.
Click here to meet the Greenhouse Gases
Fighting Against Climate Change
You're just one individual. You might be thinking there's nothing you can do to slow down and combate the climate changes our planet is facing. But you're wrong! Even as a kid, there's a lot that you can do on your own that can make a big difference in slowing down the climate crisis.
Accompanying activity: Follow along and respond to the prompts in your Climate Chronicle.
Assessment
Assessment
It's time to show what you learned and earn a Climate Advocate Badge!
Directions: Access the Climate Change Module Quiz and answer the six questions that follow. If you receive a passing score of 85% or higher, you'll receive the Climate Advocate Badge to add to your digital badge collection! Be sure to submit your name at the end of the quiz in order to receive credit.
References and Additional Resources
Center for Climate and Energy Solutions: Climate Basics for Kids
National Geographic: Weather or Climate: What's the Difference?
PBS Digital Studios: I'm Only One Kid...
US Environmental Protection Agency: Causes of Climate Change
US Environmental Protection Agency: A Student's Guide to Global Climate Change
(For instructor-view only) World Wildlife Fund: The Climate Change Quiz
|
oercommons
|
2025-03-18T00:34:35.839094
|
Interactive
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103071/overview",
"title": "Climate Change",
"author": "Diagram/Illustration"
}
|
https://oercommons.org/courseware/lesson/103069/overview
|
Sign in to see your Hubs
Sign in to see your Groups
Create a standalone learning module, lesson, assignment, assessment or activity
Submit OER from the web for review by our librarians
Please log in to save materials. Log in
Overview Test
Main Test
or
|
oercommons
|
2025-03-18T00:34:35.865464
|
04/22/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103069/overview",
"title": "Resource Title Ex",
"author": "Colbe Wilson"
}
|
https://oercommons.org/courseware/lesson/79076/overview
|
Learning Domain: Mathematical Practices
Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?"ť They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Learning Domain: Mathematical Practices
Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize"Óto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents"Óand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Learning Domain: Mathematical Practices
Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and"Óif there is a flaw in an argument"Óexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Learning Domain: Mathematical Practices
Standard: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 - 3(x - y)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
Cluster: Mathematical practices
Standard: Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Cluster: Mathematical practices
Standard: Reason abstractly and quantitatively. Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Cluster: Mathematical practices
Standard: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Cluster: Mathematical practices
Standard: Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
|
oercommons
|
2025-03-18T00:34:35.905920
|
Washington OSPI OER Project
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79076/overview",
"title": "MPIR - Ten Minute Talk",
"author": "Barbara Soots"
}
|
https://oercommons.org/courseware/lesson/108276/overview
|
SpellingCity Tanıtımı
Overview
Kelime çalışmaları için öğretmenler tüm sınıf kademelerinde kullanabilir.
SpellingCity sitesi ile ingilizce kelimelerin yazım , telafuz ve cümle kullanımları hakkında örnek çalışma
|
oercommons
|
2025-03-18T00:34:35.921932
|
09/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/108276/overview",
"title": "SpellingCity Tanıtımı",
"author": "Nurhan Çiftçi"
}
|
https://oercommons.org/courseware/lesson/83585/overview
|
Education Standards
Photocatalysis for Clean Water
Overview
Students will be undertaking several nanotechnology experiments to discover nanotech applications in their own lives and see its potential for the future.
Standards
1. Next Generation Science Standards (NGSS)
Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. (Grades 9 - 12 )
2. Common Core State Standards- Math
Reason abstractly and quantitatively. (Grades K - 12 )
Summarize, represent, and interpret data on a single count or measurement variable (Grades 9 – 12)
3. International Technology and Engineering Educators Association- Technology
Students will develop an understanding of the attributes of design. (Grades K - 12 )
Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. (Grades K - 12 )
4. Indiana State Standards
9-10.LST.7.1: Conduct short as well as more sustained research assignments and tasks to answer a question (including a self-generated question), test a hypothesis, or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating an understanding of the subject under investigation.
Learning Objectives
• Explain how nanoparticles can have photocatalytic properties.
• Demonstrate the process of photocatalysis.
• Determine which nanoparticle more efficiently breaks down the dye, (which is an indication of purification of water) by calculating the time taken for complete photocatalysis.
Materials
8 clear plastic 2-oz. cups with lids
Methyl orange solution; 3 ml for each sample and 3 ml for the control (equivalent to 1 full pipette, approx. 12 ml); 30 ml for $4.50 from Home Science Tools
Methylene blue solution; 3 ml for each sample and 3 ml for the control (equivalent to 1 full pipette, approx. 12 ml); 30 ml for $4.50 from Home Science Tools
Titanium dioxide (TiO2) sample solution (prepared by teacher using 5 g TiO2); enough for both dye samples (3 drops = 1 sample); 100 g of TiO2 nanopowder for $64 from SkySpring Nanomaterials
Zinc oxide (ZnO) sample solution (prepared by teacher using 5 g ZnO)
220 ml distilled water
Stopwatch
6 plastic pipettes
50-ml graduated cylinder, to measure distilled water
Black permanent marker pen, to label samples
Safety equipment: lab apron, safety goggles, gloves
Procedure
Students should label 2 sets of 4 cups as ZnO, MgO, TiO2, and “Control.”
Pour 20 ml of distilled water into each of the eight plastic cups.
Ask students to pour 3 ml of methyl orange into four of the cups; pour 3 ml of methylene blue into the other four cups.
Using a pipette, tell students to place 3 drops of each sample into the cups as labelled (for example, put three zinc oxide drops into the ZnO cup; do the same with the magnesium oxide in the MgO cup and titanium dioxide in the TiO2 cup). They should stir/mix the solutions well with the used pipette.
Have students take a picture of the solutions and controls (pre-UV light).
Tell students to carefully take the cups outside for exposure to UV light. Using a stopwatch, measure the length of time (in minutes and seconds) it takes for each sample to bleach (do not run longer than 10 minutes).
Have students record the time in the given data table; take another picture of the solutions and control. Have them complete their illustrations based off of their pictures.
Model what the procedure will look like before students begin the activity. Do this by having your own set of dye solutions and make one as they observe the process.
Clarify any questions regarding the activity. Remind students where and how their data will be recorded on their lab reports; suggest that they write down any observations they recorded during their experiment.
Credits
This learning module was created by Rafeela Nalim, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).
|
oercommons
|
2025-03-18T00:34:35.949879
|
07/15/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/83585/overview",
"title": "Photocatalysis for Clean Water",
"author": "Integrated Nanosystems Development Institute (INDI)"
}
|
https://oercommons.org/courseware/lesson/103598/overview
|
Lucy in the sky returns
Overview
Might you want to find out about Lucy overhead Merchandise exchange? On the off chance that that is the situation, you've arrived perfectly located.
Lucy overhead Items and As often as possible Posed Inquiries on Lucy overhead Merchandise exchange are examined in this article.
Lucy overhead is popular for all styles of ladies' dresses, from graduation, celebration, summer, swim, shorts and some more. It sells all the assesories like earings, bracellets, rings, etc.
Lucy overhead doesn't have a store nor does it offer internet based help. It isn't offering to different wholesalers since it's styles and assesories are planned only.
lucy in the sky returns
Might you want to find out about Lucy overhead Merchandise exchange? On the off chance that that is the situation, you've arrived perfectly located.
Lucy overhead Items and As often as possible Posed Inquiries on Lucy overhead Merchandise exchange are examined in this article.
Lucy overhead is popular for all styles of ladies' dresses, from graduation, celebration, summer, swim, shorts and some more. It sells all the assesories like earings, bracellets, rings, etc.
Lucy overhead doesn't have a store nor does it offer internet based help. It isn't offering to different wholesalers since it's styles and assesories are planned only.
|
oercommons
|
2025-03-18T00:34:35.962650
|
05/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103598/overview",
"title": "Lucy in the sky returns",
"author": "Abigale Huels"
}
|
https://oercommons.org/courseware/lesson/25083/overview
|
A Winter's Tail Text
Beginning, Middle, End Organizer
Behavior Sort
Opinion Framed Sentence
Story Map
Thumbs Up Thumbs Down
Unit Overview
Relationships Alternate Education Framework Remix
Overview
These introductory plans will springboard students into the inspirational text, Dolphin Tale: The Junior Novel. This modified text, and a full length feature movie, was inspired by the true story of Winter, an injured bottlenose dolphin, and her recovery. Selected as an anchor text for this unit, Dolphin Tale: The Junior Novel provides many opportunities for third graders to engage in deep comprehension with a motivating and relevant text. The modified text, was created using more simplistic language while keeping the main idea and characters intact. Students will recount events and identify the many and varied types of relationships presented in the story. Later in this unit, students will read a modified version of, Winter’s Tail, the informative account of Winter’s rescue and her rehabilitation. This set of lessons is intended to span between 6-10 instructional periods and will also set the stage for specific learning structures and routines. Students will use response strategies to identify relationships among characters and animals. Through reading and discussion, students will cite key details and evidence that support the main idea of portions of the text read. Contained in this plan are day-by-day lessons. |
Section 1
These introductory plans will springboard students into the inspirational text, Dolphin Tale: The Junior Novel. This modified text, and a full length feature movie, was inspired by the true story of Winter, an injured bottlenose dolphin, and her recovery. Selected as an anchor text for this unit, Dolphin Tale: The Junior Novel provides many opportunities for third graders to engage in deep comprehension with a motivating and relevant text. The modified text, was created using more simplistic language while keeping the main idea and characters intact. Students will recount events and identify the many and varied types of relationships presented in the story. Later in this unit, students will read a modified version of, Winter’s Tail, the informative account of Winter’s rescue and her rehabilitation. This set of lessons is intended to span between 6-10 instructional periods and will also set the stage for specific learning structures and routines. Students will use response strategies to identify relationships among characters and animals. Through reading and discussion, students will cite key details and evidence that support the main idea of portions of the text read. Contained in this plan are day-by-day lessons. |
|
oercommons
|
2025-03-18T00:34:35.982298
|
MSDE Admin
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/25083/overview",
"title": "Relationships Alternate Education Framework Remix",
"author": "Lisa Johnson"
}
|
https://oercommons.org/courseware/lesson/63697/overview
|
Moon Quiz
All about the Moon
Overview
This is a lesson plan for elementary students around third grade. They will make a model of the moon, upload a video of it, and answer a quiz on it.
Science Lesson - Moon
Lesson Topic - The Moon
Lesson Objective - Students will be able to define the features of the moon.
Criteria - Students will be able to create and submit a model of the moon, film it, and upload it to Google Videos so that they can be reviewed. Students will then, on their own time, answer a quiz on BrainPop about the moon.
Lesson Plan:
1.) Students will visit the moon resource website, and I will review step-by-step with them on how to create a moon model. This model will be shown in class.
2.) Students will go home, create the model, and then upload it to Google Docs as a video link, so I will review the model and their video. They must state at least two facts about the moon, and how it is reflected in their model.
3.) Students will then, on their own time at home, review the BrainPop video and take a quiz on it, print out their results, and bring it back to me.
Assessment - I will see how well they have created their moon model, and review the facts they have given. Students must do it on a timely fashion, and must submit the video correctly. Students will also be given credit for their quizzes, and are encouraged to do it until they have gotten a 100% on their quiz.
|
oercommons
|
2025-03-18T00:34:36.001310
|
03/04/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/63697/overview",
"title": "All about the Moon",
"author": "Tia McCarley"
}
|
https://oercommons.org/courseware/lesson/97757/overview
|
Adding Three Numbers
Overview
Students will understand how to take three numbers given to them and add them together in a quick and efficient manner, and then understand how to apply these skills learned into their daily lives,
Stage 1 - Desired Results
ESTABLISHED GOALS |
1. Students will develop an understanding of addition strategies with three different numbers 2. Students will be able to apply problem solving strategies in different aspects of their schooling 3. Students will understand how to make word problems easier for their own comprehension (able to deal with complex problems on their own) 4. Students will know what strategies work best for them moving forward in their schooling 5. Students understand how to use this knowledge in their everyday lives and how it will benefit them |
Transfer
Students will be able to independently use their learning to… |
1. Explain how they chose which two numbers to add first 2. Identify when they can use the strategies they are taught, such as adding two numbers to 10 first 3. Recognize that numbers can be added in any order they wish to put them in 4. Successfully add three separate numbers together 5. Comprehend how to add three things together in their daily lives also |
Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
1. Students will understand how to make sense of problems and have confidence in solving them 2. Students will understand to look for places they can use their strategies 3. That addition is used in everyday scenarios 4. That you can add numbers together in any order you want to 5. That you add the ones place first and then the tens place when determining addition of more than one-digit numbers 6. That you can pick which two numbers you want to add first based on what will be easiest to add the third number to 7. How to read addition problems in word or just number form 8. How to work with others to decide the total amount of something all three of you have | 1. How can I solve problems involving addition of three numbers? 2. How can I understand strategies such as adding two numbers together first in order to solve this problem? 3. What are the different ways I can group two numbers together before adding the third number? 4. How can I work with others to add three separate amounts together? 5. How can I add these numbers together the quickest? Is it with one of these strategies? 6. How do I create a number problem that makes it easier to add numbers when I'm given a word problem? 7. How is this material useful to my everyday life? |
Aquistion
Students will know… | Students will be skilled at… |
1. Students will know that finding patterns will help them solve problems quicker. 2. How to correctly solve the answer to adding three numbers together 3. How to pick which two numbers they want to add first 4. How to group numbers together to make it easier 5. How to possibly add two-digit numbers to one-digit numbers 6. How to understand addition in a word problem 7. How to quickly find the answer to addition problems | 1. Students will be skilled at working with other students to solve problems 2. Students will be skilled at finding patterns in order to solve a given problem. 3. Students will be skilled at recognizing when they can use strategies they are taught to quickly compete a problem 4. Applying strategies to new problems they are given 5. Knowing what strategies they can use for what types of problems 6. Comprehending word problems in math |
Stage 2 - Assessment Evidence
Evaluative Criteria | Assessment Evidence |
1. Accurate answers for problems 2. Correct answer based on method used 3. Justification of methods used 4. Clarity of work and organization 5. Improvement throughout year 6. Working well in a group | PERFORMANCE TASK(S): 1.0 - Group Discussion: asking students what they know about terms of addition and how it helps them in real life 1.1 - Graphic organizer (do understand and do not understand) 2.0 - Adding one-digit numbers together 2.1 - Quiz on simple addition of three numbers 3.0 - Group work 3.1 - Own items - Students bring in a certain number of small objects that they own, and will group up with two other students and have to add their obects together in three different ways 4.0 - Utilizing random choices 4.1 - Dice game - Students will roll three dice, all with the same number of sides but does not matter how many sides, and work to quickly add those three numbers together
Unit Test
|
1. Accurate answers for problems 2. Justification of methods used 3. Clarity of work and organization 4. Improvement throughout the year | OTHER EVIDENCE: 1. Test on the terms utilized in addition 2. Test on the overall knowledge of addition of numbers 3. Quizzes throughout the unit making sure students have an understanding of each topic 4. Group discussions on how we are feeling and how we can better each lesson to be more accomodating
|
Stage 3 - Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
What learning experiences and instruction will enable students to achieve the desired results? How will the design
W = Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?
H = Hook all students, and Hold their interest?
E1 = Equip students, help them Experience the key ideas and Explore the issue?
R = Provide opportunities to Rethink and Revise their understandings and work?
E2 = Allow students to Evaluate their work and its implications?
T = be Tailored (personalized) to the different needs, interests, and abilities of learners?
O = Be Organized to maximize initial and sustained engagement as well as effective learning?
1.00 - Figuring out why we need addition [H]
Sample Questions to ask:
- Where do we use addition in our daily lives?
- How can we find addition in our likes and interests?
Create an interest in hands-on experiences that the class can come up with.
2.00 - Introduction of vocabulary being used [W]
- Introduce project outlines, course requirements, and what is expected of the students
2.01 - Check in with teacher to see if student's understand
3.00 - Introduction of what the expectations will be for each unit [W,H,E,R,T]
3.01 - Discussion: ask the students what kinds of activities they want to participate in
3.02 - Help students understand what they will do in each unit and what they have to do
4.00 - Addition of three one-digit numbers [W,H,E2,R]
4.01 - Introduce strategies used in adding three numbers together
4.02 - Group activity - bringing things from home and adding them to other student's things
5.00 - Addition of three numbers; some one-digit and some two-digit [W,E2,R,T,O]
5.01 - Introduce strategies used in adding two-digit and one-digit numbers together
5.02 - Dice game - rolling three dice and adding the numbers that come up (random)
5.03 - Quiz on addition of two-digit numbers with one-digit numbers
6.00 - Word problems utilizing addition [W,E,R,E2,T]
6.01 - Introduction of word problems
- students can create their own situations to involve
6.02 - Activity: word problem sheet and students must solve
6.03 - Discussion: How can we use these types of addition problems in everyday life?
6.04 - Unit Test
This unit will be organized from starting with introductions to topics and then gradually getting harder as the unit goes on. Each concept will be applied to the next before moving on, connecting all the topics, and engaging the students in collaborative learning.
|
oercommons
|
2025-03-18T00:34:36.031844
|
10/07/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97757/overview",
"title": "Adding Three Numbers",
"author": "Lily Podolan"
}
|
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
|
2025-03-18T00:34:36.072118
|
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
|
2025-03-18T00:34:36.093298
|
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
|
2025-03-18T00:34:36.110496
|
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/71008/overview
|
Introduction to .NET Technology-I
Overview
The Multiple Choice Questions(MCQ) focus on the Introduction to .NET Framework, ASP.NET and Web Aplication basic questions.
Multiple Choice Questions
Q1. What is/are TRUE with .Net Framework?
- Language
- Platform for developing software
- Form-based and Web-based applications
- Developed by Microsoft.
Ans: 2,3 and 4
Q2. ASP.Net language is/are
- C#
- Visual Basic.Net.
- HTML, CSS
- J#
Ans: 1, 2, 4
Q3. ASP.NET is only used to create web applications and web services
- True
- False
Ans: 1
Q4. Which is the latest version of .NET Framework?
- 4.7
- 4.7.1
- 4.8
- 4.9
Ans: 3
Q5. Which of the following is/are TRUE with Web Applications?
- Installed only on client machine
- Installed only web server machine
- Both a and b
- None of the above
Ans: 2
Q6. Advantages of web applications is/are
- Client machine need only web browser to accessed any web applications
- IIS need to be installed on Web server to run web applications software
- C# and Visual Basic.Net. languages are needed in client machine to run any web applications
- Cross platform
Ans: 1, 2 and 4
Q7. Which of the following is/are TRUE with Asp.Net popularity among other languages?
- Cross platform
- Extending .net framework
- Performance
- Backend code
Ans: 1, 2, 3 and 4
Q8. ADO.NET technology is used to interact with ____________.
- Clent machine
- Web server
- Databases
- Web services
Ans: 3
Q9. ASP.NET is a superset of the .NET Framework
- TRUE
- FALSE
Ans: 2
Q10. Which technology was used before ASP.NET version 1?
- 0.9
- Active Server Pages (ASP)
- Both a and b
- None of the above
Ans: 2
|
oercommons
|
2025-03-18T00:34:36.152902
|
08/07/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/71008/overview",
"title": "Introduction to .NET Technology-I",
"author": "Dr. Minorita Lyngdoh"
}
|
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
|
2025-03-18T00:34:36.170216
|
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
|
2025-03-18T00:34:36.188292
|
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
|
2025-03-18T00:34:36.217204
|
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/87586/overview
|
Education Standards
Using Digital Tools-2nd Grade
Using Digital Tools for a Purpose & How Computers Work- grade 2
Overview
This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.
Using Digital Tools for a Purpose & How Computers Work
Overview
This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: How Computers Work & Using Digital Tools for a Purpose.
Grade
Second grade
Duration
Two Lessons, 20 minutes each
Standards and Learning Objectives
Washington State Ed Tech Standards
- 1.a. With guidance from an educator, students consider and set personal learning goals and utilize appropriate technologies that will demonstrate knowledge and reflection of the process.
- 1.b. With guidance from an educator, students learn about various technologies that can be used to connect to others or make their learning environments personal and select resources from those available to enhance their learning
- 1.c. With guidance from an educator, students recognize performance feedback from digital tools, make adjustments based on it and use age-appropriate technology to share learning.
- 1.d. With guidance from an educator, students explore a variety of technologies that will help them in their learning and begin to demonstrate an understanding of how knowledge can be transferred between tools.
- 3.a. With guidance from an educator, students use digital tools and resources, contained within a classroom platform or provided by the teacher, to find information on topics of interest.
- 5.a. With guidance from an educator, students identify a problem and select appropriate technology tools to explore and find solutions.
English Language Arts
- CCSS.ELA-LITERACY.W.6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
- CCSS.ELA-LITERACY.SL.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.
- CCSS.ELA-LITERACY.RL.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
Washington State Computer Science Standards
- 1A-01: Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
- 1A-03: Describe basic hardware and software problems using accurate terminology.
Lesson One: How Computers Work & Coding
Materials
- Laptops
- Account names and passwords
- Headphones
Formative Assessment
Observe to students to make sure they can navigate the coding game successfully.
Procedure:
Digital Citizen Identity Video about how the internet works (4-5 minutes)
- Digital Citizen Identity, DQ Institute, August 2017, (Length: 4:12 minutes)
Demonstration & Discussion (5 minutes)
- Ask students what happens every time a picture or some information is sent through the internet. (It gets broken up into lots of little packets.)
- Ask students what can happen when not all of the packets of information make it to your computer at the same time. (Videos can lag, or things can take a long time to load.)
- Ask students who remembers some things that can get in the way of computer signals traveling through the air. (walls, appliances, furniture.)
- Explain that computers are also trying to follow our directions when they perform commands using a coding language so they can understand what we want them to do. Explain that you will be practicing some coding today.
- Demonstrate the following two coding games on the Smart Board. The coding games will need to be previewed so that you are able to demo each one for the students. These can be played now if time permits, or used during Coding Week in December. Minecraft has an intro video you can play for students.
Lesson Two: Using an Application for a Purpose (Sora)
Materials
- Laptops
- Headphones
- Chart Paper
- Checked out Sora book
- Physical copy of chosen picture book
Formative Assessment
Observe students to make sure they can navigate to Sora and check out a read-along book. For the secondary activity make sure they can create a Word document, rename it, insert an image and table.
Procedure:
Preparation (before class arrives)
- Choose a physical book to read (possibly a commonly known fairy tale)
- Find a similar book in Sora under the Read Along books and check it out.
Read-Aloud & Discussion (10-15 minutes)
- Read the physical book you have chosen.
- Demonstrate how to navigate to Sora from HelloID, expand the menu of Read-Along books, choose one, and check it out. Demonstrate where to find their shelf once it is checked out.
- Play the Sora Read-Along version of the story you have chosen on the Smart Board.
- Discuss what the students noticed was the same and different about the two stories. (You may want to write down some simple answers on a piece of chart paper divided into two sections.)
Activity (5-10 minutes)
- Have students log in to their own laptops and access Sora.
- They need to find and check out at least one Read-Along book.
Optional Secondary Lesson (10-15 minutes, probably on a different day)
- Remind students of the two stories you read before. Show them the chart you made.
- Demonstrate how to navigate to HelloID, Office 365, Word, and open a new blank document.
- Demonstrate how to do the following: Rename the Document, recognize the mountain icon that stands for image under the Insert Tab and insert a picture from Bing online, Insert a Table using the same ribbon, type text in the table, use the Shift and CapsLock buttons, use the backspace and delete buttons, use the Undo icon if you make a mistake.
Optional Secondary Activity (5-10 minutes)
- Have students log in, open HelloID, Office 365, and a new document in Word.
- They need to insert one image representing the stories you read, insert a table (See example below,) and begin to type the similarities and differences from your chart in their table.
Image by Jenny Banker
|
oercommons
|
2025-03-18T00:34:36.264250
|
shaelynn charvet bates
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87586/overview",
"title": "Using Digital Tools for a Purpose & How Computers Work- grade 2",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/116903/overview
|
Introduction to The Tragedy of Julius Caesar
Overview
No Strings Attached: This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials.
Writing Prompt 1: Introduction to The Tragedy of Julius Caesar
IMAGINE THE FOLLOWING, by Robert Bell
The year is 2023. There has been a great war between the forces of terror, led by the sinister Albanian, Ak'med-Raul, and the United States. At first the war was clearly being won by the evil Ak'med-Raul; but just when things seemed their worst; just when hope was all but lost; the forces of America were rallied, inspired, and led to victory by the intrepid, the brilliant General Bell. Not only were the forces of Ak'med-Raul defeated, but Ak'med-Raul himself was killed in hand-to-hand combat by the skillful, strong, courageous General Bell. You are delighted at the outcome of the war. Not only because America won, but because you have been both a supporter and best-friend to General Bell since you both graduated from XX High School in 2004.
But victory has been bought with a price. Because the war was fought on American soil, the entire infrastructure of the country is in chaos. The roads have been all but destroyed, the manufacturing has been brought to a standstill; the communications networks have been all but destroyed; and millions of families are without housing and the necessities of life. In its most desperate hour, the Congress of the United States turns to the man who saved the nation: The rugged, good-looking, intelligent General Bell. "He," declares the Congress, "is the only man who can bring our country together and solve all of our problems." In the negotiations that follow, General Bell agrees to take over the job of rebuilding the country on one condition: He be given complete, total powers and be made President for life. It seems to you, at this point, that the Congress is going to agree.
Yet, you have misgivings. If the wonderful General Bell is going to take over the country, that will be the end of the checks and balances system of government; if the terrific General Bell is going to take over the country, that will be the end of the traditional, two hundred year old American way of life. It will be the end of American republican democracy as we know it.
One night a group of conspirators comes to you to ask for your help. They are planning to murder the pretty General Bell because he will be destroying the American way of life as we know it. They ask you to join their group to help them kill the superb General Bell the next day.
You tell them you must think it over and you will give them an answer before midnight. You find yourself in a moral dilemma: On one hand you are the life-long friend of General Bell; but, on the other hand, you are a strong believer in the American government and the American way of life. What should you do? Join the conspirators and help them kill General Bell, or should you go a tell your friend that his life is in danger and name those who came to you with their plan?
In your journal, write a substantial paragraph explaining what you would do and why. Remember, you only have two choices: You can join the conspirators and save the American government, or you can tell General Bell and save your best-friend's life.
Writing Prompt 2: Introduction to The Tragedy of Julius Caesar
Prewriting: Journal Enrty 2- The Tragedy of Julius Caesar
Respond the following questions in your writing journal:
1. How do you decide if someone is a good or "honorable" person? Explain-include the qualities of an honorable person and then give a real or imagined example of each quality.
2. Think of a situation in which you or someone you know talked yourself/himself into believing that what you wanted to do was really the right thing to do. Was it easy to make excuses for the decision? (we call this rationalizing) What were the consequences for the decision? Explain by giving details of the situation and explaining the outcome.
Checklist:
Do you have an introductory sentence?
Are your ideas explained in 4-5 sentences and supported with examples??? Are your examples interesting and easy to follow???
Do you have enough detail to make what you are saying interesting??? Did you conclude what you are saying with a solid concluding sentence?
Updated August 2010
Use the back if more space is needed
|
oercommons
|
2025-03-18T00:34:36.327446
|
06/18/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116903/overview",
"title": "Introduction to The Tragedy of Julius Caesar",
"author": "leisel paradis"
}
|
https://oercommons.org/courseware/lesson/101903/overview
|
The Great Depression and New Deal Journal Activity
Overview
writing activity to give students insight into how people were doing during the 1930s in America.
The Great Depression and New Deal
The Great Depression and New Deal
Objective: Students will visit each of the websites below, read through them, and then choose a person to be from this time period. From this chosen point of view, students will write 5 journal entries describing what is going on in their life during The Great Depression. Each entry must have a corresponding photo from one of the given sites, and each entry must include at least 3 historical facts within the context of the entry.
https://dp.la/primary-source-sets/the-new-deal
|
oercommons
|
2025-03-18T00:34:36.340293
|
Elizabeth Galizia
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101903/overview",
"title": "The Great Depression and New Deal Journal Activity",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/78024/overview
|
Current Reality and Barriers Professional Development
Overview
This professional development will lead a team of math teachers through a goal-setting process where they first identify their current reality, then set goals for improvement, identify barriers, and finish with generating solutions.
Self Assessment of Current Reality
Teachers will take a self-assessment regarding where they are in regard to certain statements as it pertains to their classroom. They will then identify 3 areas where they would like to see improvement.
Step 1: Click on this link to make a copy of the current reality self-survey.
Step 2: Take the survey.
Step 3: Write down three areas where you would like to make some changes.
Goals
The facilitator will monitor the time and gather the sticky notes when finished. Be sure to mix them up to help maintain privacy.
Now that you have identified the three areas where you would like to improve, write each of those areas on a separate sticky note. These notes will all be pooled together to maintain privacy.
Once all sticky notes are gathered, the facilitator will read them all out loud and sort them into categories. The group will then notice patterns.
Now that patterns have been identified, the group will identify three goal areas for the group to focus on. These goal areas will be recorded on this Google Doc. One member of the group will need to name the forced copy and share it with the other team members. Only complete the goal section at this time.
Barriers
Now that goals have been identified, let's acknowledge the barriers that could pose a challenge to us reaching those goals. Grab your sticky notes again, and for the next 3 minutes, write down all potential barriers to achieving those goals as a team. One barrier per sticky note.
With your list of barriers in front of you, take a moment and look them over. Now, remove all of the barriers that are beyond your control. Maybe it's an administrative decision, perhaps it's something to do with the schedule. Whatever the reason, if it is something beyond your control or influence, go ahead and remove those sticky notes from the group.
Each group member will now read his/her sticky notes aloud to the group. If one is read that you also have, let the group know and put those sticky notes together in a stack. Follow this process until each team member has read all of his/her barriers.
Now that you have your list of barriers, let's turn to the possible solutions. Remember to focus on the barriers that you have control over - things like attendance, we can't control. The remainder of your time will be spent completing the Goal Setting Document that you recorded your goals on in the previous section. When you are finished, you will have a list of goals, what further learning is needed, possible solutions, and support that is needed for those solutions.
Goal Setting
Use this Google Form to think through a goal based on the conversations we have had today.
|
oercommons
|
2025-03-18T00:34:36.356480
|
Jami Daniel
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78024/overview",
"title": "Current Reality and Barriers Professional Development",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/68591/overview
|
Education Standards
MS-Forests_ Carbon Sequestration Storyline (PDF)
PEI SOLS MS Forests: Carbon Sequestration
Overview
Students explore the phenomena of how a tree gets its mass. They are encouraged to think back to what they know about photosynthesis and explain what they know and what they wonder about the phenomena of a seed transforming into a large tree and having mass. Specifically, carbon is taken in from the atmosphere in the form of CO2 and transformed into glucose to provide energy and ultimately building material (cellulose). In this storyline, carbon sequestration refers to the removal of carbon (in the form of carbon dioxide) from the atmosphere through the process of photosynthesis. Carbon storage refers to the amount of carbon bound up in woody material above and below ground.
Carbon sequestration occurs in trees, other plants, the ocean, and soil. Not all plants sequester the same amount of carbon, for example, there’s a difference in the amount of carbon sequestered between young and old trees, and between different species of trees. This has implications for working forests and old growth forests. Using information from this storyline, students will draw conclusions about the value of managing forests to benefit human needs and natural needs.
|
oercommons
|
2025-03-18T00:34:36.385205
|
Hattie Osborne
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68591/overview",
"title": "PEI SOLS MS Forests: Carbon Sequestration",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/117123/overview
|
Ed Tech OER: Genially
Overview
Genially demo. Gather ideas to inspire your students.
CC-BY: Mountain Heights Academy: Rose VanMoorlehem
Ed Tech OER: Genially Demo
Create engaging, interactive lessons like this one with Genially. Click on the yellow circles with + signs to see a variety of demos.
|
oercommons
|
2025-03-18T00:34:36.397243
|
06/21/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/117123/overview",
"title": "Ed Tech OER: Genially",
"author": "DeLaina Tonks"
}
|
https://oercommons.org/courseware/lesson/112418/overview
|
College Research Project
Overview
Choosing a place of higher education is no easy task. With so many options, it can be hard to narrow down choices. Beyond that, many students do not even know where to start. Use this project as a tool to help students learn where to access helpful information when it comes to choosing the best fit for them. Also, this project can be used to reinforce research skills.
Project Document
Download the College Research Project Guidelines
|
oercommons
|
2025-03-18T00:34:36.414146
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112418/overview",
"title": "College Research Project",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/78337/overview
|
Education Standards
Reading Appreciation
Overview
Students will connect with literature as they complete activities in their digital "Reading Adventures Journal."
Reading Appreciation-My Reading Adventures Journal
Students will connect with literature as they complete activities in their personal "Reading Adventures Journal." The digital journal has links to apply for a library card, access book databases, browse and borrow from their local libraries and connect to e-book resources. There are short activities throughout the journal with templates for reading inquiry, book notes, book spotlight activities, and creating book reviews & recommendations. Students will be encouraged to track reading on their digital book shelves and genre logs. Along the way, students can respond to activities using a choice of tools and give their journal some personal bling with the stickers and emojis.
Make a Copy of My Reading Adventures Journal
Standards & Skills
AASL:
- Inquire-Think,Create & Grow
- Curate-Think
- Explore- Think & Share
ISTE:
- Empowered Learner
- Knowledge Constructor
- Creative Communicator
Tech Skills:
- I can navigate Google Slides
- I can insert and manipulate text boxes
- I can copy and paste images and slides
- I can take partial screenshots.
|
oercommons
|
2025-03-18T00:34:36.438338
|
Reading Informational Text
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78337/overview",
"title": "Reading Appreciation",
"author": "English Language Arts"
}
|
https://oercommons.org/courseware/lesson/17862/overview
|
Appendix E: Progressions Within the NGSS
Appendix F: NGSS Practices
Asking Questions - Appendix F: Science and Engineering Practices in the NGSS
Chapter 11: NRC Framework
Developing and Using Models - A Snippet from the NRC Framework
Matrix of NGSS Crosscutting Concepts
Our Community Map
Reasoning Triangle
Science Flowchart (Dynamic)
Survey #1 collected responses
Survey #1: Why Teach Science ?
Survey 2a
Survey 2b
Survey 3
Survey 4
Survey 5
Survey #6
Survey #7
Tool for generating Anchoring Phenomena (optional use in group discussion)
US Census Factfinder
Oregon Science Project "Team Informal" Hybrid NGSS Module #1 - Phenomena & Equity
Overview
The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.
Why Teach Science?
Why Teach Science?
"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)
Individual instructions:
Open "Survey #1: Why Teach Science?" below. Complete the survey by ranking the reasons for teaching science. After submitting the survey, your results will be mailed to you. You will want to have these results on hand for the group discussion.
Group instructions:
In your group meeting, return to the survey.
- Take each of the five statements on teaching science one at a time. Read the statement aloud, then allow each group member to share thoughts on the importance of that statement.
- Review your individual responses to the survey (which were e-mailed to you) and discuss which statement you ranked as most important and why. If there are differences in your rankings, try to discern as a group how you came to different conclusions. You may even try to persuade your group mates to change their mind (or be persuaded by them!).
- The facilitator will share repsonses to the same survey from a group of formal (elementary) educators. Discuss any differences between your responses and those of the formal educators.
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
Open "Our Community Map" (linked below)
- Create a marker
- Place yourself on the Google Map
Include the following information in the description accompanying your marker:
- Your name
- Picture of yourself (that you like - bonus points if it's you at work)
- Title/role and institution
- Short description of the work you do in science education
- One reason that a high quality science education for ALL students is important for your community
* HINT for entering multiple lines of info on Google Map points: use SHIFT+Enter to create a line break without closing the editor box. *
Now, create a marker or an area to identify the community members you serve (or some segment thereof).
- You may for example, create a marker on a school that you work with, or map out an area (use the "Draw Shape" tool) that marks a population of students you serve.
- In the marker description, provide information about the population of students (number of students served, age/grade, demographics, economic stats, etc.) as relevant. You may wish to consult Census data at the website below.
- Include a relevant picture, if possible.
- Please also describe one reason that high quality science education from you/your institution is important for these students.
Follow the link to our community map below. You must be signed into a Google account in order to have access to editing features. After opening the map, select EDIT from the left-hand menu. The editable map has a "layer" entitled "OSPTI Educators" and a layer entitled "OSPTI Students Served" where you can add a point/area of interest and enter information as listed above. For help, look for the (?) icon at the bottom right of the map.
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
Individual Instructions
Watch the video below, in which scientists describe the discovery of a new species of spider. Be sure to listen for:
- How these scientists - and science educators - discuss how science works
- Ways that scientists use evidence to craft arguments
- How scientists reason with evidence
Open the following resources (linked below) and examine them in light of the example described in the video.
- "Science Flowchart (Dynamic)" - be sure to hover over the different parts of the flowchart to examine them.
- "Appendix F: NGSS Practices" - consider where each practice might fit into the flowchart, if at all.
- "Matrix of NGSS Crosscutting Concepts" - consider where each crosscutting concept might fit into the flowchart, if at all.
Open and complete "Survey #2a" individually before meeting with your group. Save your answers, which will be e-mailed to you after submission.
Group instructions:
In your group meeting, share your answers to Survey 2a with each other. Review the video and the associated resources if necessary. Discuss the ways in which your answers differed. Try to find common threads and modify your answers based on feedback and discussion from your group members.
After your discussion, report your results in Survey 2b linked below.
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."
Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning.
As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS.
Individual instructions:
- Open Appendix A and skim the 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)
- Open Survey #3 (linked below) and respond to the questions. Your response will be e-mailed to you - please save it for the group discussion.
Group instructions:
- One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts.
- Return to Appendix A and allow each participant to silently read the text below the most commonly selected shift statement.
- Discuss as a group any insights gained from the text. Share your ideas on the conceptual shifts based on your prior knowledge, teaching experience, insights gained from the summer institute, or anything else that comes to mind. Where else might you go to learn more about this conceptual shift?
- Repeat for each shift statement until everyone's two statements have been covered.
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
Individual Instructions
Watch the video below. Listen for the role of phenomena in the NGSS-inspired classroom.
Read the brief statements below in preparation for group discussion.
Group Instructions
Open "Appendix E: Progressions within NGSS" (linked below).
- Read the first page on your own.
- On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCIs) covered in the NGSS vision.
- Each person shares with the group: What do you think the difference is between a phenomenon and an NGSS Disciplinary Core Idea?
- Each person finds an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomenon that relates to that core idea. Share your idea with the group. (If you need help with this, or are unsure about phenomena, you may examine the optional "Tool for Generating Anchoring Phenomena" linked below.)
Open the "Reasoning Triangle" (linked below and included in your summer packet).
- 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?
One person in the group should open Survey #4 (linked below). Discuss the questions together and answer them together as a group, using language and ideas from the resources reviewed above. (You may wish to share screens/devices so that several group members have the chance to "take control" and write on behalf of the group.)
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
Individual Instructions:
Read "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" and "Developing and Using Models - A Snippet from the NRC Framework" (both linked below).
Watch Part 1 AND Part 2 of the elementary video case below. Listen and watch for:
- What phenomenon the students are trying to figure out
- How it seems that this phenomenon 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 phenomenon
- 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
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
Individual instructions
Open "Chapter 11: NRC Framework" (linked below) and skim through it. Choose the parts of the chapter that you are interested in reading in greater detail because of relevance to your teaching practice or 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.
Open Survey #6 (linked below) and complete the survey on your own. Your response will be e-mailed to you; save it for your group discussion.
Watch the video below.
As part of the Oregon Science Project, you are an advocate for science in the elementary classroom -- even as you yourself may not be the classroom teacher who presents it. Science in elementary is a large equity issue in Oregon, where we are 50th in the nation for time spent teaching science K-5.
Group instructions:
Each person shares their responses to Survey #6. As a group, discuss how they were similar or different.
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.
Open Survey #7 and reflect on the prompt in a small group discussion. After discussion, each group member should submit their own response. Afterwards, share your responses and find similarities and differences between your shared thinking.
|
oercommons
|
2025-03-18T00:34:36.491453
|
10/17/2017
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/17862/overview",
"title": "Oregon Science Project \"Team Informal\" Hybrid NGSS Module #1 - Phenomena & Equity",
"author": "Nick Spicher"
}
|
https://oercommons.org/courseware/lesson/113624/overview
|
Identifying Healthy Behaviors That Affect Personal Health
Overview
This resource is to be used in a kindergarten-2nd grade classroom to help teach how to Identify Healthy Behaviors That Affect Personal Health
Standards, Objectives, and Essential Questions
Indiana Academic Standards for Physical Education and/or Health | 2 .1.1 | ||
Interdisciplinary Standards | |||
Essential Question(s) |
|
Materials and Resources
Materials & Resources |
|
Vocabulary Words and Phrases of Focus
- Healthy
- Unhealthy
- Exercise
- Nutrition
Healthy vs Unhealthy behaviors
Understanding a balanced diet
Hook and Phenomena
Hook/Phenomena | State the objective and tell students about the assessment. Youtube video about healthy behaviors. |
Instructional Agenda
Instructional Agenda |
I DO/Whole Group: We will utilize sticky notes and identify healthy behaviors. The teacher will create 2 different categories “Nutrition” and “Exercise”. We will begin by discussing the importance of making healthy choices for our bodies and then each student will write an example and stick it in the correct category. The teacher will encourage discussion about why they stuck their note where they did.
Formative Assessment- Have students write down what they ate for breakfast, lunch, and dinner yesterday and rate it on a scale 1-5, with 5 being the healthiest and 1 being the least healthy.
The teacher will then do it themselves on the whiteboard to model it for the students. The teacher will have the students help to rate her food items.
We Do/Guided Practice: Stations-
Formative Assessment- Each student names a healthy behavior that they can do at home.
You Do/Independent Practice: The students will draw and label a healthy meal including at least one fruit and one vegetable.
Summative Assessment- teacher gives students an assortment of flashcards with different behaviors/foods on them. For example, sitting on the couch, playing outside, apples, potato chips, etc. The students sort them into healthy vs unhealthy piles.
|
Scaffolding for Gap Repair and Extended Learning Opportunities
Scaffolding for Gap Repair and Extended Learning Opportunities | SPED | ELL | High Ability |
|
|
|
Assesments
Assessments | Formative | Summative |
- Have students write down what they ate for breakfast, lunch, and dinner and have them discuss with a partner what the healthy vs. unhealthy options were and rate it on a scale 1-5, with 5 being the healthiest and 1 being the least healthy. - Have each student name a healthy behavior outside of the classroom- i.e. playing outside, going for a walk, playing hopscotch, etc. | -teacher gives students an assortment of flashcards with different behaviors/foods on them. For example, sitting on the couch, playing outside, apples, potato chips, etc. The students sort them into healthy vs unhealthy piles. |
|
oercommons
|
2025-03-18T00:34:36.534823
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113624/overview",
"title": "Identifying Healthy Behaviors That Affect Personal Health",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/94941/overview
|
Shortening Relative Clauses: A Free ESL Lesson Plan
Overview
This lesson focuses on reducing subject relative clauses as well as shortening relative pronouns. An example of reducing a subject relative clause might be removing “who is” from the sentence, “the man who is standing over there.” In that example
Relative pronouns include that, which, who, whom, what, and whose.
An example might be “He doesn’t like the shirt that I bought.”
In defining relative clauses, when the relative pronoun (that) is the object of the clause (I bought)we can drop the relative pronoun.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
One of the earliest maxims taught in writing to “Omit needless words!” This free ESL Lesson Plan focuses on shortening relative clauses, a practical way of eliminating unnecessary words and ensuring that communication is clear and concise. The lesson provides a firm understanding of relative clauses as well as practice examples on shortening those clauses. And, to clarify, this lesson is suitable for advanced students.
This lesson focuses on reducing subject relative clauses as well as shortening relative pronouns. An example of reducing a subject relative clause might be removing “who is” from the sentence, “the man who is standing over there.” In that example
Relative pronouns include that, which, who, whom, what, and whose.
An example might be “He doesn’t like the shirt that I bought.”
In defining relative clauses, when the relative pronoun (that) is the object of the clause (I bought)we can drop the relative pronoun.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
|
oercommons
|
2025-03-18T00:34:36.553704
|
07/06/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94941/overview",
"title": "Shortening Relative Clauses: A Free ESL Lesson Plan",
"author": "Christine Chan"
}
|
https://oercommons.org/courseware/lesson/75219/overview
|
Education Standards
Biography
Black Freedom Struggle in the United States: A Selection of Primary Sources
Britannica
Digital Public Library of America
Document 1
Document 2
Document 3
Document 4
Document 5
Fact Monster
Google Art & Culture
History Topics
Lesson Reflection Worksheet
Library of Congress Digital Collections
LIFE Magazine Photo Archive
National Archives
POWER Library
POWER Library - PA Photos and Documents
Rubric for Student Reflection
Smithsonian's History Explorer
"T" Chart
Slavery and Abolition
Overview
Students will examine various primary source images and documents to develop research questions and make connections. They will then research historical figures to learn about contributions and significance they had to the movement. As they research, students will also learn about what individual slaves did before and after the Civil War and if emancipation changed their lives. The students will then examine various primary source documents and record their findings on the Analyzing a Written Document worksheet. They will then paraphrase what the document was about and explain why they believe it is important to history.
Learning Objectives
Students will know / be able to...
- Examine primary source history documents to find connections.
- Research and learn about several important figures from this time and why their contributions were important.
- Interpret and summarize the contents of several primary source documents.
Note:
- This lesson plan can also be adapted for elementary and high school students.
Warm Up / Introduction
Instructor Notes:
- Use 10 to 15 primary source images and documents from the resources below to create a visual walkabout. The images/documents selected should be affixed at various locations throughout the room. Number each image/document from 1 to 15.
- Download the "T" chart and place it next to each of the images/documents you placed around the room.
- Students should be placed in small groups. Each group should begin with item 1 and proceed throughout the room examining each primary source item. As they examine each item, they should discuss how this item connects or relates to the topic. They should also develop at least one question they want answered about the item.
- Students should record each connection and question on the "T" chart for the appropriate item.
- The visual walkabout images / documents and all associated "T" charts should remain in place so they can be added to as the students dig deeper into the topic.
Websites for primary source documents:
- POWER Library - PA Photos and Documents
- POWER Library - AP Images
- Digital Public Library of America
- Library of Congress Digital Collections
- National Archives
- Black Freedom Struggle in the United States: A Selection of Primary Sources
- Google Art and Culture
- LIFE Magazine Photo Archive
Additional Notes:
- If teaching remotely, this activity can also be completed by placing the primary source items in a shared folder which is available to everyone and then using a document program for the "T" charts. The document program should allow collaboration.
Directions:
|
Research / Explore Activity
Instructor Notes:
- Students should be paired up to research some of the famous figures of this time. Each pair should be given one person to research. Suggested figures include:
- Sojourner Truth
- Harriet Tubman
- William Lloyd Garrison
- Frederick Douglas
- Harriet Beecher Stowe
- Theodore Dwight Weld
- John Brown
- David Walker
- Henry Highland Garnet
- Martin Delany
- William Wells Brown
- Dred Scott
- As part of the research, students should learn about:
- Who the person was.
- What the person was best known for doing.
- Why were they significant to the movement.
- Although optional, students can use a graphic organizer to record their information on each person.
- Students should also research what individual slaves did before and after the Civil War and if emancipation changed their lives in any way.
- Students should also research answers to questions from the visual walkabout images / documents.
POWER Library eResources that can be used:
- POWER Library - BookFLIX
- POWER Library - E-Books (EBSCO)
- POWER Library - Gale In Context Elementary
- POWER Library - Gale Topics Collections - U.S. History
- POWER Library - Gale E-Books
- POWER Library - Gale General OneFile
- POWER Library - Gale OneFile High School
- POWER Library - Gale In Context Middle School
- POWER Library - TrueFLIX
Additional websites for research:
- History
- Britannica
- National Archives
- Biography
- Fact Monster
- Library of Congress
- Digital Library of America
- Smithsonian's History Explorer
Extended Activities:
- Students can create trading cards for each of the famous individuals researched.
- Students can create a timeline of events
- Uncle Tom's Cabin is also available in E-Books (EBSCO) on the POWER Library. This resource can be used as an extended reading activity.
Directions:
|
Reinforcement / Creation Activity
Instructor Notes:
- Students should analyze the attached primary source documents using the Analyzing a Written Document worksheet from the National Archives. These documents are part of the Black Freedom Struggle in the United States: A Selection of Primary Sources resource. A link to this resource is also provided as part of the POWER Library interface. Other primary source documents can also be used.
- Once each document is analyzed, students need to summarize the material by paraphrasing what the document is about. They should also write a few sentences to explain why they think this document is important to history.
Direct links to primary source documents:
- Document 1: Harriet Tubman's activities as a scout and a spy from 1874
- Document 2: Sojourner Truth: Her Story as Told by Herself
- Document 3: The Southern Tragedy and Nat Turner
- Document 4: Journal article on a runaway slave
- Document 5: Decision in the Dred Scott Case
Directions:
|
Reflection
Instructor Reflection:
- Reflect on the lesson plan and document what worked for you, what did not work for you, and what you would change for the next time you utilize this lesson.
Student Reflection:Using the Lesson Reflection Worksheet, reflect on the following questions:
|
|
oercommons
|
2025-03-18T00:34:36.599134
|
U.S. History
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75219/overview",
"title": "Slavery and Abolition",
"author": "History"
}
|
https://oercommons.org/courseware/lesson/121188/overview
|
OAS Standard: I.VA.P.2.2 Production
Digital Citizenship: 1.2.c Intellectual Property
Overview
This lesson plan, designed for high school art students, focuses on digital citizenship and intellectual property. Students demonstrate understanding and respect for the rights and obligations of using and sharing intellectual property (ISTE Standard: 1.2.c Intellectual Property) such as artwork from history. Students understand the legal consequences of appropriation, fair use, copyright, open source, social media, and creative commons as they apply to works of art and design (OAS Standard: I.VA.P.2.2 Production). Students explore available content online and curate an original piece of artwork inspired by a piece of artwork from the 20th century. Students understand the level of modifications that need to be made in order to avoid plagiarism. The lesson concludes with students completing a CFA and written response explaining the modifications they made to their work to avoid plagiarism.
Standards & Expectations
This lesson plan, designed for high school art students, focuses on digital citizenship and intellectual property. Students demonstrate understanding and respect for the rights and obligations of using and sharing intellectual property (ISTE Standard: 1.2.c Intellectual Property) such as artwork from history. Students understand the legal consequences of appropriation, fair use, copyright, open source, social media, and creative commons as they apply to works of art and design (OAS Standard: I.VA.P.2.2 Production). Students explore available content online and curate an original piece of artwork inspired by a piece of artwork from the 20th century. Students understand the level of modifications that need to be made in order to avoid plagiarism. The lesson concludes with students completing a CFA and written response explaining the modifications they made to their work to avoid plagiarism.
Title:
Digital Citizenship & Intellectual Property: Exploring Creativity and Legal Boundaries
Overview
This lesson plan aims to teach high school students about the importance of digital citizenship and intellectual property (IP) in the creative arts. By using both historical and contemporary examples, students will explore how artists balance the protection of their work with the creative process. This plan encourages students to reflect on the ethical and legal considerations of using, sharing, and modifying works of art while remaining within the boundaries of copyright laws and open-source licenses.
Learning Objectives
1. Understanding Legal Concepts**: Students will learn the implications of copyright, fair use, open-source, and creative commons in art and design.
2. Creativity within Limits**: Students will explore how to create original artworks inspired by 20th-century art while adhering to intellectual property laws.
3. Ethical Sharing in Digital Spaces**: Students will critically assess how digital platforms influence the sharing and modification of creative works.
4. Modifications and Plagiarism Prevention**: Students will practice curating and modifying existing works while avoiding plagiarism, demonstrating their understanding through both visual and written responses.
Main Content
1. Introduction to Intellectual Property (IP) in Art:
Content: A clear and concise introduction to what intellectual property means in the context of visual arts, covering core concepts like copyright, fair use, and public domain.
Why This Matters: This section helps students understand the basics of IP law, which is essential to maintaining ethical standards in creative industries. A strong foundation in these topics will prepare students for real-world challenges as artists or designers.
2. Case Studies: Historical and Contemporary Examples:
Content: Examples from both historical and contemporary art, such as Shepard Fairey's "Hope" poster (Obama campaign) or Banksy’s street art, showcasing real-world copyright controversies. Other examples can include open-source creative projects.
Why This Matters: These cases provide context, making the theoretical concepts tangible for students. Learning from well-known IP disputes makes the lesson relevant and engaging, showing students that IP laws affect artists across different mediums and timelines.
3. Interactive Workshop: Creating Art with Legal Boundaries:
Content: A practical session where students are tasked to create their own artwork inspired by a 20th-century artist while adhering to copyright and fair use principles.
They can use platforms like Creative Commons to source images or materials, ensuring they work within open-source or fair use guidelines.
Why This Matters: Students learn that creativity and legal constraints can coexist. By actively engaging in this process, they better understand how to navigate intellectual property challenges in their future work.
4. Plagiarism and Modifications: Avoiding Common Pitfalls:
Content: Guidance on how to modify existing works without infringing on copyright. This section provides tools and tips for students to alter works sufficiently to avoid plagiarism while maintaining artistic integrity.
Why This Matters: By learning how to modify artwork properly, students avoid plagiarism and copyright issues. This helps them develop both their artistic skills and their ethical judgment.
5. Digital Sharing and Ethical Use of Platforms:
Content: This section focuses on how artists can ethically share their work online through social media and digital platforms while respecting the IP rights of others. Students will discuss digital ethics and proper sharing protocols.
Why This Matters: As more creative content moves to digital platforms, students must understand the rules for ethical sharing. This prepares them for the realities of a digitally-driven art world where online collaboration and sharing are key.
6. Group Activity: Peer Review and Discussion on Copyright in Digital Age:
Content: Students will present their created works and receive feedback from peers on how well they navigated the IP laws. They will also engage in a discussion about the role of copyright in the digital age, particularly focusing on social media and digital art.
Why This Matters: Group activities foster collaborative learning and critical thinking. Peer feedback encourages students to refine their approach to balancing creativity and legal compliance.
0
Final Assignment and Submission:
- Assignment: After completing their art project, students will write a brief reflection on the modifications they made and explain how they avoided plagiarism or copyright infringement.
- Written Response: The student should explain their creative process, including how they sourced and modified their inspiration.
- Submission: The final work (art piece and written response) will be uploaded to the class website, where students can view each other’s work and provide constructive feedback.
Assessment:
1. Creativity and Originality**: Does the student create a piece that shows thoughtfulness and creativity while adhering to copyright laws?
2. IP Knowledge Demonstration: Does the student accurately describe how they navigated intellectual property laws in their project?
3. Ethical Digital Sharing: Is the student able to articulate and apply ethical digital sharin0g practices in their reflection?
Improvements and Reasons for Changes:
1. Interactive Case Studies:
- Reason: Providing concrete examples of IP issues in the art world makes the lesson more engaging and applicable. Students can relate theory to real-world situations, deepening their understanding.
2. Hands-on Creation with Legal Constraints:
- Reason: Giving students the opportunity to create their own art within IP restrictions teaches them that creativity can thrive even under legal boundaries. This mirrors the real-world challenges artists face.
3. Group Activity with Peer Review:
- Reason: Adding a peer review component encourages students to critically engage with each other's work and learn from diverse perspectives. It also promotes collaborative learning and problem-solving skills.
4. Emphasis on Ethical Digital Sharing:
- Reason: In today’s digital-first environment, artists need to understand the impact of sharing their work online. This section prepares students for the ethical and legal issues they’ll encounter when sharing art in digital spaces.
5. Reflection on Modifications and Plagiarism Prevention:
- Reason: Reflection encourages students to critically think about their creative process, reinforcing their understanding of plagiarism and how to avoid it.
|
oercommons
|
2025-03-18T00:34:36.623648
|
Chuyue Xu
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/121188/overview",
"title": "Digital Citizenship: 1.2.c Intellectual Property",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/87270/overview
|
PowerPoint for Teachers: Designing a Classroom Newsletter
Overview
This module serves as an introduction to designing classroom resources using PowerPoint, a user-friendly program often used to create slideshow presentations. If you want to create eye-catching newsletters for your classroom—even with little to no knowledge of design or educational technology—PowerPoint is the tool for you!
Introduction
Hello teachers!
Do you relate to the struggle of searching the web for professional, well-designed newsletter templates on Teachers Pay Teachers—only to be discouraged by the price tag? Maybe you would prefer to create your own classroom newsletters, but you're disheartened by your lack of experience with complex programs like Photoshop. You could type up a simple newsletter in Word, but word processors are inefficient for designing visually interesting documents.
If this sounds like you, let me introduce you to the magic of PowerPoint. You likely have experience using PowerPoint already; after all, it is the most popular program for creating presentations. However, PowerPoint is also the perfect tool for creating visually stunning newsletters for your classroom. It is powerful, yet easy to navigate. If you understand the basics of creating a new file, inserting basic objects and shapes, and exporting your document, you have all the skills needed to make unique newsletters on PowerPoint!
Creating Your Newsletter Template
When you create a new presentation on PowerPoint, your document will not resemble a newsletter. Instead, you will see a blank, wide-screen slide with two text empty boxes in the middle. To transform this blank slide into your newsletter template, you will need to adjust some settings.
First, change the size of your presentation to fit a regular sheet of paper. Go to the "Design" slide and select "Slide size." Choose "Page setup." You will see a pop-up box. Change your paper settings to match the paper you will use for your newsletter. Also, change the orientation of your slide if you want a vertically-oriented document.
Once this step is complete, your newsletter is ready for some design elements!
Designing Your Newsletter
Now that your document is set up, it is time to focus on design! The first step is to determine what information you want to be conveyed in the newsletter. Do you want to have separate sections for school events, academics, and important updates? You can include anything you'd like, but make sure to keep your content in mind when designing the structure of your document.
Next, it's time to insert some basic objects. You could simply insert a title and some textboxes and call it quits, but you want an attractive newsletter, right? You aren't just writing a newsletter; you're designing one.
The first step is to create some boxes. These can be used for sectioning out the different topics in your newsletter. To insert shapes, go to the "Insert" tab and choose your shape. In this case, select the rectangle tool.
Using the rectangle tool, create your main boxes. Change the color of the outline to black—or your preferred color—and change the inside color to transparent. You can also play around with line width, transparency, and style. Feel free to add other shapes and objects. In the following example, I combined rectangles and triangles to create a flag for each section's label.
Adding Content to Your Newsletter
Now that your newsletter has some structure, it is time to add text boxes. Text boxes will hold the majority of your newsletter's content—the title, labels, and paragraphs of text. You can choose your preferred font, but make sure it is easy to read and does not distract from the other elements of your design! I recommend downloading fun fonts from the internet. You can find free font packs on teacherspayteachers.com.
After your text boxes are added, your newsletter might look something like this:
When inserting text, there are some design guidelines to keep in mind. First, make sure your text elements are aligned. I centered my title and subtitles and kept my paragraphs left-justified. You can align your text differently, but make sure it is aligned in a way that does not make your design difficult to process! On this note, make sure your shapes are properly aligned as well.
Additionally, choose a font color that is easy to read. A great way to accomplish this is to provide contrast! If your background is white and your text is dark, it will be a lot easier to read the text.
You might also want to include images in your newsletter. You can insert various types of pictures in the "Insert" tab.
Play around with the different types of pictures you can add. Insert your own pictures, stock photos, icons, or other images! If you are including images from the internet, make sure you are in compliance with any copyright restrictions.
It is also important to avoid overwhelming your design with too many images. A busy design might make it difficult for your students and students' families to comprehend the information presented in your newsletter. When too many elements are forced into a design, the viewer can experience cognitive overload, so make sure each element of your newsletter is purposeful and relevant!
Once you are done playing around with your design, your newsletter might look something like this (but with more textual information—this is just an example):
While this example has minimal content, it is a great starting point for a visually-pleasing classroom newsletter. As you may have realized by now, creating a newsletter like this requires little to no knowledge of design or educational technology! Using PowerPoint, anyone can create an eye-catching document for students and families.
Exporting Your Newsletter
The final step is to export and print your newsletter. Fortunately, this is the easiest step of all! When you are satisfied with your design, go to the "File" tab. Here, you can choose to save your file, export it as a PDF or image, or print your newsletter. You can even save your file as a template. This might be useful if you will be creating newsletters every week and you want to keep a consistent style.
Once your file is saved, exported, or printed, you're done!
I hope this module helped you understand that creating the perfect newsletter is not an impossible task. You don't need to waste time searching for pricey templates—nor should you settle and create basic (boring) newsletters on Word. PowerPoint is simple, and it is the only tool you will ever need! Happy designing!
|
oercommons
|
2025-03-18T00:34:36.642582
|
Special Education
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87270/overview",
"title": "PowerPoint for Teachers: Designing a Classroom Newsletter",
"author": "Elementary Education"
}
|
https://oercommons.org/courseware/lesson/80693/overview
|
Education Standards
How to change state of matter demo
MatterPropertiesandChangesCompleteUNITthGrade-1
CHANGE OF STATE OF MATTER
Overview
In the previous lesson, we learnt about the properties of a solid, liquid and gas matter/ material. in this lesson you will learn how some materials can be changed from a solid, liquid and gas by heating or cooling the material.
Grade 4 NS & Tech Change of state of matter lesson
Lesson description
In this lesson, students will learn about the three main states of matter: solid, liquid, and gas. They will learn about how matter can change between these states and how this relates to particle theory.
What is a change of state?
Explanation;
Start the lesson by watching the video with the learnerson how to change state of matter. Explain to learners how matter can change state by heating or cooling (pause and explain and discuss each change of state). Allow learners to take the online quiz to so that they can check themselves whether they understood the concepts learnt so far and clarify any misunderstanding. It is important to take the quiz first before sharing it with learners, so that you can explain how to take the quiz and any other concepts that are not mentioned in the video.
Most materials or matter can change from one form to another form. This is called a change of state. The states of matter are solid, liquid and gas. A change of state happens when a liquid such as water to a solid such as ice, or when a gas such as water vapour changes to a liquid such a water. You can change a state of materials by heating or cooling the solid, liquid or gas.
Practical demonstration
Below is a powerpoint presentation of how to carry out the experiment of changing a solid to liquid and gas.
After watching this presentation, complete the online worksheet given about the changes of states and submit for marking and feedback.online worksheet
|
oercommons
|
2025-03-18T00:34:36.666261
|
05/22/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80693/overview",
"title": "CHANGE OF STATE OF MATTER",
"author": "nompumelelo bukhali"
}
|
https://oercommons.org/courseware/lesson/100408/overview
|
RFI Syllabus TCAT OER
Overview
Ready for Industry™ (RFI) is a resource that includes 5 self-paced courses that create a bridge between
standard education and the knowledge needed to succeed in industry, targeted at late high school, early
post-secondary and/or workforce.
RFI Syllabus Sledzinski TCAT
Program: TCAT Fastrack to Success
Class Number:
Class Name: Ready for Industry
Length: 100 Hours (15-20 hours per course, students may choose more than one)
Class Description:
Ready for Industry™ (RFI) is a resource that includes 5 self-paced courses that create a bridge between
standard education and the knowledge needed to succeed in industry, targeted at late high school, early
post-secondary and/or workforce. The 15-20-hour courses address the industries below. Outlines of
the courses follow.
➢ Introduction to RFI
➢ Construction
➢ Healthcare
➢ Information Technology
➢ Logistics
➢ Manufacturing
Prerequisites:
Student Email Account
Entry Level Skill-Sets/Standards:
Students should have proficiency with basic personal computer skills including using a mouse/keyboard, Use a web-browser to open and navigate web pages, Basic operating system functions to support saving and printing files..
Textbook (s), Supplementary and Related Instructional Materials:
None
Required Textbooks:
None
Supplementary Materials:
Supplemental textbook materials will be provided when assigned.
Online references and training materials will be used extensively for this course.
Instructional Materials:
Delivery of the Workplace Skills lessons will be presented primarily through the Ready for Industry Online Learning Management System (LMS). Students will be provided with a username/password to access the class content. Browse to the web address below to log in.
http://web.readyforindustry.com/
- Class Outline: Ready for Industry consists of an introduction and 5 industry focused courses. Complete the Introduction to RFI and choose at least 1 of the 5 courses to complete.
Unit | Topics | Assignment Reference | Resource |
|
|
|
|
Introduction to RFI | |||
1 | An Introduction to the Industries |
|
|
Overview of Construction |
|
| |
Overview of Healthcare |
|
| |
Overview of Information Technology |
|
| |
Overview of Logistics |
|
| |
Overview of Manufacturing |
|
| |
Construction | |||
1 | Section 1: Introduction to Construction |
|
|
Introduction to Architecture | Workplace Skills | KeyTrain | |
Introduction to Construction | Workplace Skills | KeyTrain | |
Construction Industry Terminology | Workplace Skills | KeyTrain | |
2 | Section 2: Working in Construction |
|
|
Major Steps in Constructing a House | Workplace Skills | KeyTrain | |
Fundamentals of Building Construction |
|
| |
Standard Operating Procedures for Construction |
|
| |
Project Management Systems & Software |
|
| |
OSHA Safety Regulations in Construction |
|
| |
Construction Site Safety Rules |
|
| |
Construction Best Practices | Workplace Skills | KeyTrain | |
Quality Issues and Defects in Construction | Workplace Skills | KeyTrain | |
3 | Section 3: Exploring a Career in Construction |
|
|
Structural and Civil Engineering Careers | Workplace Skills | KeyTrain | |
Construction Site Managers | Workplace Skills | KeyTrain | |
Carpenters | Workplace Skills | KeyTrain | |
Construction Electricians |
|
| |
HVAC Technicians |
|
| |
Construction Plumbers |
|
| |
Commercial and Residential Painters |
|
| |
Heavy Equipment Operators, Metal and Ironworkers |
|
| |
Landscape Architects |
|
| |
Urban Planners |
|
| |
Solar and Wind Technicians - Green Technologies |
|
| |
4 | Section 4: Current Issues in Construction |
|
|
Lack of Skilled Labor |
|
| |
Increase in Building Materials Costs |
|
| |
Increase in Customer Demand |
|
| |
Regional Construction Issues - Western United States |
|
| |
Regional Construction Issues - Eastern and Southern United States |
|
| |
Green Construction |
|
| |
Energy Conservation |
|
| |
Urbanization and Smart Communities |
|
| |
Smart Portfolio Management |
|
| |
Prefabrication in Construction |
|
| |
Prefab Logistics, Onsite Installation and Build |
|
| |
Configuration and Structural Design |
|
| |
Strategic Sourcing and Procurement |
|
| |
5 | Section 5: Looking for a Career in Construction |
|
|
Focusing on the Top Construction Careers |
|
| |
Education Pathways for Construction Careers |
|
| |
Writing a Resume for Construction Careers |
|
| |
Finding a Job in Construction |
|
| |
Preparing for a Construction Career Interview |
|
| |
6 | Section 6: Workplace Expectations in Construction |
|
|
Employer Expectations |
|
| |
Working as a Team in Construction |
|
| |
Time Management in Construction |
|
| |
Self-Management |
|
| |
Healthcare | |||
1 | Section 1: Introduction to Healthcare |
|
|
What is Healthcare? |
|
| |
The Importance of Healthcare to Society |
|
| |
Where Healthcare Professionals Work |
|
| |
Major Categories of Healthcare |
|
| |
2 | Section 2: Working in Healthcare |
|
|
The Language of Medicine |
|
| |
Basic Anatomical Terms |
|
| |
Terms Related to Conditions and Diseases |
|
| |
Terms Related to Medical Equipment |
|
| |
Terms Related to Medication Administration |
|
| |
Terms Related to Medical Procedures |
|
| |
Terms Related to Patient Status |
|
| |
Terms Related to Health Insurance |
|
| |
Basic Medical Abbreviations |
|
| |
Soft Skills Needed in Healthcare |
|
| |
Importance of Critical Thinking |
|
| |
Attention to Detail |
|
| |
Empathy & Emotional Stability |
|
| |
Professionalism in Healthcare |
|
| |
Basic Communication Strategies |
|
| |
Key Principles in Patient Interactions |
|
| |
Safety & Infection Control in Healthcare |
|
| |
Preventing Healthcare Acquired Infections |
|
| |
Healthcare Privacy (HIPAA) |
|
| |
Healthcare Quality |
|
| |
Legal Issues Affecting Healthcare |
|
| |
Patient Rights |
|
| |
Medical Ethics |
|
| |
3 | Section 3: Exploring a Career in Healthcare |
|
|
Careers in Medicine - Physician |
|
| |
Careers in Nursing |
|
| |
Careers in Pharmaceutical Science |
|
| |
Careers in Clinical/Diagnostic Services |
|
| |
Careers in Emergency Medical Services |
|
| |
Careers in Home Health/Hospice |
|
| |
Careers in Dental Sciences |
|
| |
Careers in Therapeutics |
|
| |
Careers in Medical Rehabilitation |
|
| |
Careers Related to Healthy Lifestyles |
|
| |
Other Healthcare Fields |
|
| |
4 | Section 4: Current Issues in Healthcare |
|
|
Skepticism of the Healthcare Community |
|
| |
The U.S. Healthcare Insurance System |
|
| |
Drivers of Healthcare Costs in the U.S. |
|
| |
Recent Trends in U.S. Mortality Rates |
|
| |
Prevention of Medical Errors |
|
| |
Availability of Healthcare in the U.S |
|
| |
State of U.S. Public Health Infrastructure |
|
| |
Workforce Crisis in U.S Healthcare |
|
| |
Telemedicine in the U.S. |
|
| |
5 | Section 5: Looking for a Career in Healthcare |
|
|
Focusing on the Top Healthcare Careers |
|
| |
Education Pathways for Healthcare Careers |
|
| |
Writing a Resume for Healthcare Careers |
|
| |
Finding a Job in Healthcare |
|
| |
Preparing for a Healthcare Career Interview |
|
| |
6 | Section 6: Workplace Expectations in Healthcare |
|
|
Employer Expectations |
|
| |
Working as a Team in Healthcare |
|
| |
Goal Setting & Time Management in Healthcare |
|
| |
Self-Management |
|
| |
Information Technology | |||
1 | Section 1: Introduction to Information Technology |
|
|
What is Information Technology? |
|
| |
The importance of Information Technology in Society |
|
| |
Common IT Devices and Terminology - Personal Computing |
|
| |
Common IT Devices and Terminology - Networking, Clouds and the Internet |
|
| |
Common IT Devices and Terminology - Industrial Computing Applications |
|
| |
2 | Section 2: Working in Information Technology |
|
|
IT Architecture in a Company |
|
| |
Data Backup and Recovery |
|
| |
Understanding Saas and PaaS vs. Internal Platforms |
|
| |
User Security Profiles |
|
| |
Information Security Policies |
|
| |
Identity Theft Protection |
|
| |
Cyberattacks and Ransomware |
|
| |
Security Incident Response Plans |
|
| |
Software Needs in Business |
|
| |
Basic Coding Concepts |
|
| |
Software Development |
|
| |
Web Development |
|
| |
Information Security Management Systems |
|
| |
3 | Section 3: Exploring a Career in Information Technology |
|
|
Software Developers |
|
| |
Web Developers |
|
| |
Data Management |
|
| |
Cybersecurity |
|
| |
Hardware Design and Maintenance |
|
| |
Customer Service and Support |
|
| |
4 | Section 4: Current Issues in Information Technology |
|
|
Data Security |
|
| |
Cloud Computing |
|
| |
Internet of Things (IoT) |
|
| |
Data Privacy |
|
| |
Social Media |
|
| |
Smart Automation Technology |
|
| |
Software Architecture |
|
| |
Skills Gaps in IT |
|
| |
Globalization and E-Commerce |
|
| |
Virtual Reality & Augmented Reality |
|
| |
Blockchain Technology |
|
| |
3D Printing |
|
| |
Machine Learning (ML) & Artificial Intelligence (AI) |
|
| |
Biometrics |
|
| |
5 | Section 5: Looking for a Career in Information Technology |
|
|
Focusing on the Top IT Careers |
|
| |
Education Pathways for IT Careers |
|
| |
Writing a Resume for IT Careers |
|
| |
Finding a Job in IT |
|
| |
Preparing for an IT Career Interview |
|
| |
6 | Section 6: Workplace Expectations in Information Technology |
|
|
Employer Expectations |
|
| |
Working as a Team in IT |
|
| |
Time Management in IT |
|
| |
Self-Management |
|
| |
Logistics | |||
1 | Section 1: Introduction to Logistics |
|
|
The Logistics Industry and Logistics Management |
|
| |
The Logistics Industry - Elements of Logistics Management |
|
| |
The Importance of Transportation, Distribution and Logistics in Society |
|
| |
Key Logistics Terms |
|
| |
Concepts of Logistics - Materials Management to Physical Distribution |
|
| |
Primary Modes of Transportation |
|
| |
2 | Section 2: Working in Logistics |
|
|
Working in Transportation: What is a Supply Chain? |
|
| |
Supply Chain Management |
|
| |
Life Cycle of a Load |
|
| |
Types of Logistics Options |
|
| |
OSHA Requirements for Transportation and Logistics |
|
| |
Safety Hazards in Logistics |
|
| |
The Importance of Insuring a Load |
|
| |
Transportation Risks |
|
| |
Criminal Activities and Terrorism |
|
| |
Cybersecurity and Transportation Infrastructures |
|
| |
Common Quality Issues in Logistics |
|
| |
Factors to Measure Logistics Service Quality |
|
| |
Quality Control Programs |
|
| |
3 | Section 3: Exploring a Career in Logistics |
|
|
Industrial Truck and Tractor Operators |
|
| |
Cargo and Freight Agents |
|
| |
Distribution Workers and Managers |
|
| |
Distribution Operations Managers |
|
| |
Stockers and Order Fillers |
|
| |
Production Planner/Manager |
|
| |
Warehouse Laborers |
|
| |
Freight, Stock and Material Movers |
|
| |
Logisticians |
|
| |
Logistics Analysts/Engineers |
|
| |
Supply Chain Manager |
|
| |
Shipping, Receiving & Inventory Clerks |
|
| |
Transit Drivers |
|
| |
4 | Section 4: Current Issues in Logistics |
|
|
Fleet Costs - Insurance, Fuel & Maintenance |
|
| |
Driver Shortage & Retention |
|
| |
Government Regulations – Loads, Weight & Driver Time |
|
| |
Traffic Management |
|
| |
Effects of Economic Conditions and Competition |
|
| |
Automated Supply Chain Processes |
|
| |
Implementing Technology Strategies |
|
| |
Self-Driving Trucks and Drones |
|
| |
Automated Freight Matching |
|
| |
Vehicle-to-Vehicle Communication |
|
| |
Remote Diagnosis |
|
| |
Vehicle-to-Infrastructure Communication |
|
| |
5 | Section 5: Looking for a Career in Logistics |
|
|
Focusing on the Top Logistics Careers |
|
| |
Education Pathways for Logistics Careers |
|
| |
Writing a Resume for Logistics Careers |
|
| |
Finding a Job in Logistics |
|
| |
Preparing for a Logistics Career Interview |
|
| |
6 | Section 6: Workplace Expectations in Logistics |
|
|
Employer Expectations |
|
| |
Working as a Team in Logistics |
|
| |
Time Management in Logistics |
|
| |
Self-Management |
|
| |
Manufacturing | |||
| Section 1: Introduction to Manufacturing |
|
|
| Introduction to Manufacturing |
|
|
| The Importance of Manufacturing in Society |
|
|
| Manufacturing Careers Overview |
|
|
| Common Manufacturing Industries |
|
|
| Common Manufacturing Types |
|
|
| Manufacturing Processes & Terminology: Forming, Molding, Machining |
|
|
| Manufacturing Processes & Terminology: Assembly & Finishing |
|
|
| Manufacturing Processes & Terminology: Continuous Processes |
|
|
| Section 2: Working in Manufacturing |
|
|
| Three Key Concepts to Production Management |
|
|
| Common Manufacturing Processes |
|
|
| Robotics in Manufacturing |
|
|
| Food Manufacturing |
|
|
| Working with Perishable Materials |
|
|
| Fabrication vs. Assembly |
|
|
| Warehousing in Manufacturing |
|
|
| Production Planning |
|
|
| Modern Assembly Lines |
|
|
| Purchasing and Lead Times |
|
|
| What is OSHA? |
|
|
| OSHA Regulations and Hazard Communications |
|
|
| Common PPE Equipment |
|
|
| Manufacturing Safety: Ergonomics, Falls, and Respiratory Hazards |
|
|
| Manufacturing Safety: Lockout/ Tagout, Machine Guards, and Motorized Equipment |
|
|
| What is Lean Manufacturing? |
|
|
| What is Six Sigma? |
|
|
| What is Total Quality Management (TQM)? |
|
|
| Section 3: Exploring a Career in Manufacturing |
|
|
| Maintenance and Repair Technicians |
|
|
| Welders |
|
|
| Machinists |
|
|
| Manufacturing Painters |
|
|
| Mechanics |
|
|
| Testing and Non-Destructive Testing Technicians |
|
|
| Industrial Electricians |
|
|
| Plumber and Pipefitters |
|
|
| Press Technicians |
|
|
| Robot Operators |
|
|
| Production & Process Engineers |
|
|
| Quality Assurance Technicians |
|
|
| Logistics & Inventory Control Specialists |
|
|
| Health, Safety & Environmental Control Specialists |
|
|
| Section 4: Current Issues in Manufacturing |
|
|
| Introduction to Manufacturing Challenges |
|
|
| Supply Chain Resilience and Smart Factories |
|
|
| Labor Unions |
|
|
| Cost Increases & Disruption in Transportation |
|
|
| Reshoring, Outsourcing, Offshoring |
|
|
| Green Manufacturing Strategies |
|
|
| Smart Manufacturing |
|
|
| Advancements in Manufacturing |
|
|
| Section 5: Looking for a Career in Manufacturing |
|
|
| Focusing on the Top Manufacturing Careers |
|
|
| Education Pathways for Manufacturing Careers |
|
|
| Writing a Resume for Manufacturing Careers |
|
|
| Finding a Job in Manufacturing |
|
|
| Preparing for a Manufacturing Career Interview |
|
|
| Interview Skills |
|
|
| Section 6: Workplace Expectations in Manufacturing |
|
|
| Employer Expectations |
|
|
| Working as a Team in Manufacturing |
|
|
| Time Management in Manufacturing |
|
|
| Self-Management |
|
|
| Conflict Resolution |
|
|
| Personal Development and Lifelong Learning |
|
|
- Academic Assessment and Evaluation:
A. Testing Procedures _____ % of Grade
The specific evaluation process through which levels of achievement are determined. Evaluation methods should be reflective of the stated Expected Student Learning Outcomes of the course.
Testing procedures should include the number and type of test (discussion/objective, cumulative/non-cumulative, etc.)
B. Laboratory / Shop Expectations _______% of Grade
Experiments, reports, etc. Laboratory experiments should be tied directly to specific academic activities to reflect theoretical concepts of the course.
C. Field Work ______% of Grade
Library papers, surveys, interviews, practicum, attendance at suggested/required events, etc
D. Other Evaluation Methods _______% of Grade
Off-campus evaluation processes, standardized testing, computer applications, etc.
E. Bonus Points/ Extra Credit Per Task – (+/- 5 Points)
Extra credit such as reports, projects, acting as a shop assistant ect…
F. Penalties
Example:
Any incomplete portions of a required assignment, or turning in an assignment after the assigned due-date will be subject to points being deducted on the basis of a maximum of points for each incomplete required objective, and a maximum of (-5) points deducted for each day overdue.
G. Academic Grading Scale
94 – 100(+) A Mastery of Learning Objectives and Skills
87 – 93% B Competent Knowledge and Skills
80 – 86% C Passable Knowledge with Minimal Skills
73 – 79% D Unsatisfactory Knowledge and Skill Abilities
0 – 72% F Failure to Reach Acceptable Knowledge or Skill Abilities
Students are required to archive their completed unit assignments and the various unit exercises and projects for the duration of their enrollment in the (program name) program.
Example Academic Assessment and Evaluation section for the Technology Foundations Class Syllabus:
A. Unit Level Exam(s) (Units 1-3) – 100%
100% of each unit grade (Units 1-3) is based on a unit Level examination (Levels 3, 4 and 5). Examinations are delivered through a computer-based delivery system (KeyTrain LMS) and given in a varied format. The minimum competency score for each Level exam is 80% as demonstration of passing the Level objectives. Unit objectives can be reviewed and exams will be re-taken as a requirement to meet the minimum competency score for all unit objectives.
B. Penalties
Any incomplete portions of a required assignment, or turning in an assignment after the assigned due-date will be subject to points being deducted on the basis of a maximum of points for each incomplete required objective, and a maximum of (-5) points deducted for each day overdue.
C. Academic Grading Scale
94 – 100(+) A Mastery of Learning Objectives and Skills
87 – 93% B Competent Knowledge and Skills
80 – 86% C Passable Knowledge with Minimal Skills
73 – 79% D Unsatisfactory Knowledge and Skill Abilities
0 – 72% F Failure to Reach Acceptable Knowledge or Skill Abilities
Students are required to archive their completed unit assignments and the various unit exercises and projects for the duration of their enrollment in the CIT program.
- Policies: (Do not remove this section from your class syllabus!)
Details specific to all Technology Center policies as well as each policy listed can be found in the current revision to the TCAT Knoxville Institutional Catalog and Student Handbook online at
https://tcatknoxville.edu/current-students/student-handbookcatalog
(You will need to reference your institutions online catalog and student handbook)
- Attendance:
The nature of the programs at the Tennessee Colleges of Applied Technology is such that it is necessary for every student to attend regularly. Excessive interruptions due to absences will have an adverse effect on student progress.
The attendance policy is intended to promote dependability and positive worker characteristics essential to success in the workforce. Students are expected to be punctual and attend class each day. The purpose of the attendance policy is to provide those students with mitigating circumstances or emergencies beyond their control an exception to perfect attendance. Discretionary hours or personal time away from school is not considered appropriate absences. Further, students are required to call in absences to their instructor.
All students must attend at least 90.3% of their scheduled hours in order to maintain satisfactory attendance.
Any student who terminates for any cause and is in probationary status will continue the same probationary status if that student re-enters within one year of the termination date. When a student is terminated a second time because of failing grades and/or violation of policies, the administration must give approval before re-application can be made. Any student terminated due to attendance violations must wait a full trimester before being permitted to re-enroll.
- Disciplinary Policies:
Additional Information can be found on the Tennessee Board of Regents website at http://www.tbr.edu/policies/default.aspx?id=8033
0240-3-21-.01 Institution Policy Statement
0240-3-21-.02 Disciplinary Offenses
0240-3-21-.03 Academic and Classroom Misconduct
0240-3-21-.04 Disciplinary Sanctions
0240-3-21-.05 Disciplinary Procedures
0240-3-21-.06 Traffic and Parking Regulations
- Student Progress:
The Progress Policy provides the minimum criteria for evaluating student achievement relating to identified occupational competencies and defines retention standards of the institution.
Evaluations are recorded for each student at the end of the 72 days of instruction that comprise a trimester.
The trimester grade report will reflect each student’s progress in the following areas:
• Skill Proficiency
• Related Information (Academic Scores)
• Worker Characteristics
A student must maintain a “C” or better average for the 72 day period of instruction. Failure to do so will result in termination at the end of the trimester.
NOTE: Additional retention standards for specific programs may be maintained by the school pursuant to accreditation or licensing requirements. Students receiving financial aid should refer to that section of the catalog for additional requirements for eligibility.
- Computer Operation, Internet/Network Access:
Each computer user must review the policy and guidelines of the institution before operating any computer system. Compliance with this policy is necessary to insure maximum utilization and performance of each computer system, as well as provide a sense of security and respectful cooperation among the school community. Strict adherence to this policy will prevent costly damage or repair, down-time, and/or loss of computer privileges.
(1) No computer system may be used without prior approval of the supervising instructor or other school official.
(2) Because software is protected under copyright laws, no software can be copied without written authorization.
(3) No outside software can be loaded on school computers without written approval.
(4) Changes to a system’s configuration or the inappropriate deleting or changing of computer settings is forbidden.
(5) Technical manuals must not be removed from the training area.
(6) Computers must not be moved or repositioned on tables.
(7) To prevent damage to any system, computer users should not eat, drink or smoke around computer equipment.
(8) Specific instructions for access to the Internet or network:
(a) The system may not be used for personal or private matters.
(b) Creating, distributing, or accessing hate mail, pornographic or obscene material, discriminatory or harassing materials or communications is strictly forbidden.
(c) Anti-social behaviors (including spamming) are forbidden.
(d) Accessing pornographic images or language is forbidden.
(e) Creating, distributing, or accessing confidential material, including, but not limited to, test files or student/personnel records is forbidden.
Any person who violates this policy will be subject to appropriate disciplinary sanctions, including dismissal and/or possible prosecution.
- Services for Students with Disabilities:
According to Section 504 of the 1973 Rehabilitation Act and the 1990 Americans with Disabilities Act (ADA), a student with a disability is someone who has a physical or mental impairment; has a history of impairment; or is believed to have a disability that substantially limits one or more of the major life activities, such as learning, speaking, working, hearing, breathing, caring for oneself, performing manual tasks, seeing, or walking.
TCAT provides services and academic accommodations for students with disabilities who self-identify as having a disability and provide appropriate documentation of the disability to Student Services. Student Services coordinates the services and academic accommodations for all students with disabilities.
These services include, but are not limited to, assistance with registration; new student advising; volunteer note-takers; notification to faculty of accommodation requests; extended/alternative testing; readers, scribes, and interpreters; tutor referrals; designated liaisons to faculty, staff, and the Department of Vocational Rehabilitation; use of campus adaptive equipment; and assistance in identifying/locating adaptive equipment.
Services of a personal nature are not provided. Students who need support services or accommodations for testing are encouraged to contact this office prior to enrollment.
Persons who need assistance or information on services that are available to students with disabilities should contact the Student Services Department.
Syllabus Changes:
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual communication and posting both notification and nature of change(s) on the course Learning Management System.
Technical Support:
For additional support on specific course content, objectives and requirements, please contact your course Instructor.
|
oercommons
|
2025-03-18T00:34:36.952100
|
02/01/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100408/overview",
"title": "RFI Syllabus TCAT OER",
"author": "Michael Sledzinski"
}
|
https://oercommons.org/courseware/lesson/111968/overview
|
RECURSOS DIGITALES
DIVERSIFICACIÓN DEL ARTE
Overview
SESIÓN SOBRE LAS TECNICAS DE PINTADO Y SOBRE LA CREACIÓN DE NUEVOS PROYECTOS ARTISTICOS
SESIÓN SOBRE LAS TECNICAS DEL ARTE
SESIÓN SOBRE LAS TECNICAS DE ARTE
DIVERSIFICACIÓN DEL ARTE
La pintura y el dibujo han desempeñado roles fundamentales a lo largo de la historia de la humanidad,
desplegando su importancia en diversos aspectos culturales, sociales y emocionales. Estas formas de
expresión artística no solo han sido medios para capturar la realidad visual, sino también poderosas
herramientas para transmitir ideas, emociones y experiencias. La importancia de la pintura y el dibujo
se manifiesta en múltiples dimensiones como por ejemplo :
1. La Comunicación Visual:
La pintura y el dibujo son formas de comunicación visual que trascienden las barreras del lenguaje
verbal. Permiten a los artistas comunicar conceptos complejos, narrativas y sentimientos de manera
directa y universal. Desde las pinturas rupestres prehistóricas hasta las obras contemporáneas, estas
expresiones visuales han sido un medio esencial para compartir historias y perspectivas culturales.
2. Exploración Creativa:
El acto de pintar y dibujar proporciona a los individuos un espacio para la exploración creativa y la
experimentación artística. A través de estas actividades, se fomenta la imaginación y se desarrolla la
capacidad de pensar de manera abstracta, contribuyendo al crecimiento personal y cultural.
3. Documentación Histórica:
A lo largo de los siglos, la pintura y el dibujo han servido como registros visuales de la historia. Desde
retratos de figuras históricas hasta escenas que documentan eventos importantes, estas formas de arte
actúan como testigos visuales que preservan la memoria y la identidad de sociedades y civilizaciones.
4. Expresión Emocional:
La pintura y el dibujo ofrecen a los artistas una vía única para expresar emociones y estados de ánimo.
A través de la elección de colores, pinceladas y composiciones, los artistas pueden transmitir alegría,
tristeza, esperanza o angustia, creando conexiones emocionales con los espectadores.
5. Desarrollo Cognitivo:
Estas formas de arte también desempeñan un papel crucial en el desarrollo cognitivo, especialmente
en niños. El dibujo temprano no solo mejora las habilidades motoras finas, sino que también estimula
la observación y la capacidad de representar visualmente el mundo que los rodea.
6. Innovación y Experimentación:
La pintura y el dibujo han sido campos de innovación y experimentación a lo largo de la historia del
arte. Artistas pioneros han desafiado convenciones, desarrollado nuevas técnicas y explorado la
relación entre forma y contenido, contribuyendo así a la evolución continua de estas disciplinas.
En resumen, la pintura y el dibujo no solo son formas de arte, sino también herramientas poderosas
que han desempeñado un papel central en la forma en que la humanidad se comunica, se expresa y se
conecta con el mundo que la rodea. Su importancia perdura a lo largo del tiempo, manteniendo su
relevancia en la expresión creativa y enriqueciendo la experiencia humana.
La pintura es una forma de expresión artística que ha evolucionado a lo largo de la historia, dando
lugar a diversas técnicas que han enriquecido la capacidad de los artistas para plasmar su creatividad y
transmitir emociones. Desde las antiguas pinturas rupestres hasta las obras maestras contemporáneas,
las técnicas de pintura han experimentado un continuo desarrollo, reflejando cambios culturales,
sociales y tecnológicos.
Las técnicas de pintura se pueden clasificar en varias categorías, dependiendo de los materiales
utilizados, la aplicación de la pintura y los efectos deseados. Algunas de las técnicas más destacadas a
lo largo de la historia incluyen:
Fresco: Utilizada desde la antigüedad, esta técnica implica aplicar pigmentos sobre una superficie de
yeso húmedo. La pintura se fusiona con el yeso a medida que se seca, creando obras duraderas y
vibrantes.
Óleo: Esta técnica se popularizó durante el Renacimiento. Los artistas utilizan pigmentos mezclados
con aceites, generalmente de linaza. Esto proporciona una amplia gama de colores, así como la
posibilidad de crear capas y texturas complejas.
Acuarela: Utilizando pigmentos solubles en agua, la acuarela se aplica sobre papel. Se caracteriza por
su transparencia y la capacidad de crear tonos suaves. Los artistas controlan la intensidad del color
mediante la cantidad de agua utilizada.
Temple: Empleada en la Edad Media y el Renacimiento, esta técnica implica la mezcla de pigmentos
con huevo como aglutinante. Proporciona colores brillantes y una superficie más dura en comparación
con la pintura al óleo.
Acrílico: Desarrollada en el siglo XX, la pintura acrílica utiliza pigmentos mezclados con un polímero
acrílico como aglutinante. Se seca rápidamente, permitiendo capas sucesivas en poco tiempo. Ofrece
versatilidad en términos de texturas y estilos.
Collage: Aunque no es una técnica de pintura tradicional, el collage involucra la combinación de
diferentes materiales y texturas, como recortes de periódicos, telas y objetos, para crear
composiciones visuales únicas.
Pintura al spray: Surgida en el ámbito del arte urbano y el graffiti, la pintura al spray utiliza aerosoles
para aplicar pintura en superficies como paredes o lienzos. Ofrece una libertad creativa única y una
rápida aplicación de colores.
|
oercommons
|
2025-03-18T00:34:36.976378
|
01/27/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111968/overview",
"title": "DIVERSIFICACIÓN DEL ARTE",
"author": "Jacky Yana"
}
|
https://oercommons.org/courseware/lesson/105537/overview
|
The Climate Action Challenge: Environmental Literacy Lesson Plan
Overview
This lesson plan is aimed to show why it is important to learn about climate change. Here in the north of Brazil, most students, even teachers don’t understand we should care more about the environment.
The class starts with a warmup activity showing how lots of people are already facing problems because of environmental issues.
Why should we bother about Climate change?
Title of Lesson Plan: Why should we bother about Climate change?
| ||
Educator Author (name, country): Luciara Baleixo da Silva - Brazil
| ||
Audience (Age, English Level): Students between 18 and 35, A2 and B1 | ||
Two Sentence Overview of the Lesson Plan: This lesson plan is aimed to show why it is important to learn about climate change. Here in the north of Brazil, most students, even teachers don’t understand we should care more about the environment. The class starts with a warmup activity showing how lots of people are already facing problems because of environmental issues.
| ||
Resources Needed: Online tools, like google slides, Canva, and padlet. The teacher also needs to have ice cubes, a tray or a plate, and one or two toy houses (they can be LEGO ones) to put inside the plate with the ice.
| ||
Learning Objectives: By the end of the lesson, students will understand better why it is necessary to worry about climate change and do something to reduce its impacts.
| ||
Warm-Up: 10 minutes “It’s getting hot here” - The teacher brings some ice cubes, puts them on a plate/container, and asks students what is going to happen if they stay out of the fridge and it gets hotter. The students answer that they are going to melt; The teacher puts a very small toy house (or two, if possible) on the plate and asks what might happen to the house(s); Students say the melted water is going to “invade” the house(s). Now the teacher asks “What if the earth gets hotter, and the ice caps melt? What is going to happen? Can this happen?” Obs: The ice will be melting, then by the end of the class the students confirm what happens. The teacher should put the plate/container in a place by the sun, if possible. If it is hard to bring this material to the classroom teacher can show this video, either as a homework preparation activity or during the class if there is a TV or computer available https://www.youtube.com/watch?v=lDZWWcAfn-c
| ||
| Time | Activities/Instructions
Pre-video activity: Rearrange the words to make a sentence Our climate is the earth’s normal weather over a very long time It usually takes hundreds, or thousands of years for the climate to change Changes make life harder for our plants, animals, and for people around the world. Obs: Teacher can write these words in sheets of paper and hand them out to the students, so they can walk around the room trying to put the sentences together. Online class: Divide students in groups (depending on the number) Each group gets a part in the sentence structure -> Subject, verb, and complement Share the Jamboard link below and ask them to drag and drop the parts according to their roles. Obs: The teacher can drag and drop and the students just say where to place the parts. Obs: Feel free to add more sentences.
Write the options below on the board or play the wordwall activity. https://wordwall.net/resource/57832857 1.How long does it take for the climate to change? a) Decades b) hundreds or thousands of years c) five years 2.Who do these changes make life harder for? a)Plants, animals, and people around the world b)Only plants around the world c) Only plants and animals around the world 3.Who/what causes the Climate to change faster? a)Humans, including plants b)Humans, including animals c) Humans, including you and me 4.What happens when we use fuels like oil and gasoline and remove forests? a)We release oxygen into the atmosphere b)We release greenhouse plants into the atmosphere c)We release greenhouse gases into the atmosphere 5.What can greenhouse gases cause? a) Rain b) temperature c) temperature rise 6. How can you and I help? a)Reuse things, ride a bike or take the bus, use less electricity, and eat food growing closer to home. b)Buy more products c) Use more plastic bags
Give them some time to share their ideas with the others, ask each one to say something they remember from the video. Then they choose a person they most agree with, give them the idea that they can choose who they work with. After this group talk (10 minutes) they create a Canva animation (15 minutes) showing the causes and possible actions to reduce our impact on climate change. If there is no internet access have some paper sheets and colored pencils so they can make some drawings, also a thread and paper clips to hold and hang their drawings to showcase what they created.
| |
Closing/Debrief: They should share their thoughts about the topic in an informal conversation.
|
|
oercommons
|
2025-03-18T00:34:37.000085
|
06/17/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105537/overview",
"title": "The Climate Action Challenge: Environmental Literacy Lesson Plan",
"author": "Luciara Baleixo da Silva"
}
|
https://oercommons.org/courseware/lesson/98214/overview
|
Beginner's Guide to Gimkit
Overview
What is Gimkit?
Here is a Beginner tool to help create your first Gimkit.
What is Gimkit and how can both teachers and students use this technology tool?
What is Gimkit?
Gimkit is an online tool that teachers or students can use to create games that coincide with the lesson being taught. Gimkit offers unique features like students earning virtual cash for competing in the games which they can spend their virtual cash to give them boosts.
Steps to Create a Gimkit
Create a new Kit
Give your new Kit a title, the language you wish it to present, and the subject regarding the topic
You may choose a cover picture for your Kit
Now the Kit will pop up several different options like add questions or create flashcards, this part is entirely up to you
After adding questions or creating flashcards, click the "All Done" button in the top right corner
Your Kit is now live and ready to be used as homework or play the game live
Using Your Gimkit as a Game
If you would like to use your Gimkit as a game for your students, simply follow these steps:
Go to the Kit you would like to use and click on button to the right that says "Play Live"
You will now be prompted to a variety of different games you would like to use your Kit in
After choosing the game you would like to use, the screen offers different options before starting like how much starting cash, clapping, and clean powerups only (These are all extra features that you can add into your game for the students if you would like to)
Once selecting your options, you will be prompted to the hosting screen
The hosting screen provides the code for the students to gain access for entering the game
Once all students are in, the game will start
Gimkit Benefits
Gimkit is a great online tool for students to engage in learning, comprehending, and retaining information being presented in class. Gimkit is easy to use, free to everyone, and has a variety of fun games to offer. Gimkit could also be used as a project for middle and high school students. It is a great way for students to learn about different technology softwares and how to use them.
|
oercommons
|
2025-03-18T00:34:37.018104
|
carleigh bunnell
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/98214/overview",
"title": "Beginner's Guide to Gimkit",
"author": "Lecture Notes"
}
|
https://oercommons.org/courseware/lesson/87822/overview
|
Fact vs. Opinion Anchor Chart
Overview
"K Fact vs Opinion Anchor Chart CKLA" is licensed under CC BY 4.0 / A derivative from the original work
Fact vs Opinion Anchor Chart
"K Fact vs Opinion Anchor Chart CKLA" is licensed under CC BY 4.0 / A derivative from the original work
|
oercommons
|
2025-03-18T00:34:37.030146
|
11/16/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87822/overview",
"title": "Fact vs. Opinion Anchor Chart",
"author": "Katie Garrett"
}
|
https://oercommons.org/courseware/lesson/94606/overview
|
الكاميرات الرقمية
Overview
يهدف الموقع الى التعرف على الكاميرات الرقمية ومعرفة أهميتها
يحتوي الموقع على أنواع عديدة من الكاميرات الرقمية المختلفة إمكانية الاستفادة في عدة مجالات .
الصفحة الرئيسية
الكاميرات الرقمية
مرحبا بكـــــم في موقع الكاميــــــرات الرقميـــــة
إعداد / سمية الزبيدي إشراف د/ أنور الوحش
المواضيع
تعريف الكاميرات الرقمية
تاريخ الكاميرات الرقمية
مزيا الكاميرات الرقمية
انواع الكاميرات الرقمية
من نحن
نحن طلبة قسم تكنولوجيا التعليم والمعلومات الدفعة التاسعة
شعبة المعلومات
تعريف الكاميرات الرقمية
*آلة التصوير الرقمية أو الكاميرا الرقمية
(بالإنجليزية: Digital Camera)
هي آلة إلكترونية، تلتقط الصور الفوتوغرافية، وتخزنها بشكل إلكتروني بدلاً من استخدام الأفلام مثل آلات التصوير التقليدية.[1][2][3] آلات التصوير الرقمية الحديثة أصبحت متعددة الاستخدام، بحيث أنه بإمكان بعضها تسجيل الصوت، أو الفيديو بالإضافة للصور تأتي أغلب الآلات من هذا النوع مرفقة ببطاقة ذاكرة، تختلف أحجامها باختلاف أنواعها لتخزين كمّ أكبر من الصور.
كاميرا رقمية إنتاج شركة كانون
تسمح كل الكاميرات الرقمية بعرض الصور، وحذف غير المرغوب فيها قبل طباعتها، وبالتالي توفر عليك الذهاب إلى معمل تحميض الصور والانتظار ليوم أو عدة أيام حتى يتم تحميضها.
تأريخ الكاميرات الرقمية
تأريخ الكاميرات الرقمية
تاريخ الكاميرا الرقمية:
يعود تاريخ الكاميرا الرقمية إلى أوائل الخمسينيات من القرن الماضي. ترتبط تقنية الكاميرا الرقمية ارتباطًا مباشرًا بنفس التقنية التي سجلت الصور التلفزيونية وتطورت منها .
التصوير الرقمي و VTR
في عام 1951 ، التقط أول مسجل شريط فيديو (VTR) صورًا حية من كاميرات التلفزيون عن طريق تحويل المعلومات إلى نبضات كهربائية (رقمية) وحفظ المعلومات على شريط مغناطيسي. قامت مختبرات بنج كروسبي (فريق البحث الممول من كروسبي برئاسة المهندس جون مولين) بإنشاء أول مسجلات فيديو رقمية مبكرة. بحلول عام 1956 ، تم إتقان تقنية VTR (اخترع VR1000 بواسطة Charles P. Ginsburg وشركة Ampex Corporation) وشائع الاستخدام من قبل صناعة التلفزيون. تستخدم كل من كاميرات التلفزيون / الفيديو والكاميرات الرقمية CCD (جهاز مشحون مزدوج) لاستشعار لون الضوء وشدته.
التصوير الرقمي والعلوم
خلال الستينيات من القرن الماضي ، تحولت وكالة ناسا من استخدام الإشارات التناظرية إلى الرقمية مع مسابيرها الفضائية لرسم خريطة لسطح القمر وإرسال الصور الرقمية إلى الأرض. كانت تكنولوجيا الكمبيوتر تتقدم أيضًا في هذا الوقت ، واستخدمت وكالة ناسا أجهزة الكمبيوتر لتحسين الصور التي ترسلها مسابير الفضاء.
كان للتصوير الرقمي أيضًا استخدام حكومي آخر في ذلك الوقت: أقمار التجسس الصناعية. ساعد استخدام الحكومة للتكنولوجيا الرقمية في تقدم علم التصوير الرقمي. ومع ذلك ، قدم القطاع الخاص أيضًا مساهمات كبيرة. حصلت شركة Texas Instruments على براءة اختراع لكاميرا إلكترونية لا تحتوي على أفلام في عام 1972 ، وكانت أول من فعل ذلك. في أغسطس 1981 ، أطلقت شركة Sony كاميرا Sony Mavica الثابتة الإلكترونية ، وهي أول كاميرا إلكترونية تجارية. تم تسجيل الصور على قرص صغير ثم وضعها في قارئ فيديو متصل بشاشة تلفزيون أو طابعة ملونة. ومع ذلك ، لا يمكن اعتبار Mavica المبكرة كاميرا رقمية حقيقية على الرغم من أنها بدأت ثورة الكاميرا الرقمية. كانت كاميرا فيديو تلتقط إطارات متجمدة للفيديو.
كوداك
منذ منتصف السبعينيات ، ابتكرت كوداك العديد من مستشعرات الصور ذات الحالة الصلبة التي "تحول الضوء إلى صور رقمية" للاستخدام المهني والمستهلك المنزلي. في عام 1986 ، اخترع علماء كوداك أول مستشعر ميجابكسل في العالم ، قادر على تسجيل 1.4 مليون بكسل يمكنه إنتاج طباعة رقمية بجودة الصور مقاس 5 × 7 بوصات. في عام 1987 ، أصدرت Kodak سبعة منتجات لتسجيل وتخزين ومعالجة ونقل وطباعة صور الفيديو الإلكترونية الثابتة. في عام 1990 ، طورت Kodak نظام الأقراص المضغوطة للصور واقترحت "أول معيار عالمي لتعريف اللون في البيئة الرقمية لأجهزة الكمبيوتر وملحقاتها." في عام 1991 ، أصدرت Kodak أول نظام كاميرا رقمية احترافي (DCS) ، والذي كان يستهدف المصورين الصحفيين. كانت كاميرا نيكون F-3 مجهزة من قبل كوداك مع مستشعر 1.3 ميجا بكسل.
كاميرات رقمية للمستهلكين
كانت الكاميرات الرقمية الأولى للسوق على مستوى المستهلك والتي عملت مع كمبيوتر منزلي عبر كابل تسلسلي هي كاميرا Apple QuickTake 100 (17 فبراير 1994) ، وكاميرا Kodak DC40 (28 مارس 1995) ، وكاسيو QV-11 مع شاشة LCD (أواخر عام 1995) ، وكاميرا سايبر شوت الرقمية الساكنة من سوني (1996).
ومع ذلك ، دخلت Kodak في حملة تسويق مشتركة قوية للترويج لـ DC40 وللمساعدة في تقديم فكرة التصوير الرقمي للجمهور. تعاون كل من Kinko و Microsoft مع Kodak لإنشاء محطات عمل وأكشاك لبرامج صنع الصور الرقمية ، والتي سمحت للعملاء بإنتاج أقراص مضغوطة للصور الفوتوغرافية وصور فوتوغرافية وإضافة صور رقمية إلى المستندات. تعاونت شركة IBM مع Kodak في إجراء تبادل صور على شبكة الإنترنت. كانت Hewlett-Packard أول شركة تصنع طابعات نفث الحبر الملونة التي تكمل صور الكاميرا الرقمية الجديدة.
نجح التسويق. اليوم ، الكاميرات الرقمية في كل مكان.مصدر
شيلب ، سكوت ج. "دليل المبتدئين الشامل للتصوير الفوتوغرافي." الطبعة الثانية ، مطبعة التركيز الانتقائي ، 2006 ، سان فرانسيسكو ، كاليفورنيا.
مزايا الكاميرات الرقمية
مزايا الكاميرات الرقمية
السُّرعة: ولعل هذا هو أهم عامل، إذ أن نجاح معظم الأعمال في العصر الحاضر قائم على السرعة، فمع التصوير الرقمي، يمكنك التقاط الصورة وتخزينها على حاسوبك في أقل من دقيقة، ويمكنك طباعتها بنفس جودة ورق الطباعة التقليدي في أقل من خمس دقائق، كما يمكنك نشرها على الإنترنت، أو إرسالها بالبريد الإلكتروني في دقائق معدودة.
قلّة التكلفة: وربما قد يستغرب البعض، إذ أن كلفة شراء آلة تصوير رقمية قد يساوي ضعفيّ أو ثلاثة أضعاف سعر الآلة الفيلمية (التقليدية). إلا أن العكس هو الصحيح، فمع الآلة الفيلمية، تبدأ التكاليف وتستمر. من شراء مستمرّ للأفلام، وتكاليف لتظهير (تحميض) كل فيلم، مع ازدياد الوضع سوءً عند فساد بعض الصور؛ إما لأخطاء أو مشاكل أثناء التصوير أو في الفيلم أو أثناء عملية التظهير. أما الآلة الرقمية، فيمكنك فيها مسح الصور بضغطة زر، ويمكنك استخدام الذاكرة (ذاكرة تخزين الصور) آلاف المرّات دون مشاكل، علماً بأن أسعار هذه الذاكرات منخفضة ويمكنها تخزين مئات الصور عالية الجودة، وليس لعدد محدود كما في الفيلم. وعندما لا تعجبك أي صورة أو حتى مجموعة من الصور فضغطة زر واحدة تعيد الذاكرة خالية.
تمكنك شاشة الكرستال السائل من مشاهدة الصور قبل وأثناء وبعد التقاطها وكذلك التحكم بوظائف الكاميرا
تعدّد الخيارات: سواء قبل التقاط الصورة أو بعده، فقبل الالتقاط يمكنك رؤية الصورة النهائية، بحيث يمكنك تعديل التعريض مثلاً أو تطبيق تأثيرات كالتصوير بالأبيض والأسود. وبعد الالتقاط يمكنك معاينة الصورة، وتطبيق بعض المؤثرات عليها، كالتدوير والعكس، أو حتى حذفها. أما عند نقلها إلى الحاسوب، فهناك تبدأ الخيارات ولا تنتهي.
التطور المستمر في تصنيع الآلات الرقمية: ويشمل هذا التطوير تقنيات حسّاسات الضوء، وكذلك تقنيات منع اهتزاز الصورة، نتيجة لاهتزاز آلة التصوير، وكذلك العديد من التقنيات الأخرى، ويترافق كل ذلك مع تدني في أسعار آلات التصوير الرقمية.
سهولة الاستخدام: وهذه من الأمور المهمة للمبتدئين والمستخدمين العاديين، حيث تقوم معظم آلات التصوير الرقمية بضبط كل الإعدادات اللازمة لالتقاط صورة جيّدة. أما في الآلات المتوسطة والعالية المستوى، فتمتلك خيارات متعدّدة، كما تضم أنماط تصوير جاهزة يمكن الاختيار من بينها بحسب بيئة التصوير.
الحفاظ على البيئة: لأنها لا تحتاج إلى مواد كيميائية مضرّة بالبيئة، كما هو موجود في التصوير التقليدي.
بالإضافة إلى العديد من المزايا الأخرى التي تجعل من التصوير الرقمي خيارًا استراتيجيًا.
الشركات المنتجة للكاميرات الرقمية عدل
هناك العديد من الشركات المصنعة والمنتجة للكاميرات الرقمية منها:
ون أوليمبس بينتاكس فوجي فيلم كوداك ليكا باناسونيك سوني سامسونج هاسيلبلا سيجما رايكو
كاسيو
وهناك شركات مهمة في عالم التصوير الفوتوغرافي ولكن الآن ابتعدوا عن المجال، لأسباب مختلفة مثل كونيكا مينوليتا (أصبحت ملك لسوني). وهناك شركات اخري تتنج الكاميرات الرقمية ولكن تعتبر إلى حد ما شركات درجة ثانية بسبب قلة جودة أجهزتها وتدني مبيعات كاميراتها الرقمية مثل:
بينكو
اجفا
سانيو
توشيبا
أنواع الكاميرات الرقمية
أنواع الكاميرات الرقمية
_كاميرات بسيطة (Compact)
و هي الكاميرات الرقمية العادية، ومعظم الناس يستخدمون هذا النوع، حيث يتميز بعدد قليل جدا من الكاميرات. ستجد فيه تحكم في الكاميرا مثل سرعة الغالق أو فتحة العدسة فتقريبا كلهم لا يسمحون في التصوير إلا بالوضع الأوتوماتيك، بحيث لا يحتاج صاحب الكاميرا إلى ضبطها قبل التصوير أو للتحكم اليدوي، وفي الغالب يكون بها عدسة زووم حوالي،3x فإما تكون بالكامل داخل جسد الكاميرا أو تدخل تلقائيا بعد استعمالها بالكامل داخل جسد الكاميرا وشاشه كبيرة للعرض ومشاركة الصور مع الأصحاب والأهل وبالطبع كلهم يحتوون على فلاش داخلي ولو أنه يكون له نطاق ضيق في معظم الأحوال يتراوح بين 4 و 6 متر وهناك نوع آخر منقسم من هذا النوع وهو
٢_كاميرات بسيطة فائقة الصغر (Ultra Compact)
تسمي كاميرات الجيب هي نوع آخر من الكاميرات الكومباكت ولكنها تكون صغيرة الحجم وتدخل بسهولة في الجيب.. تقريبا أقل من 25 مم سمك ووزنها في الغالب يكون أقل من 130 جم، وتحمل أيضا مواصفات الكاميرا الكومباكت العادية.
أهم الشركات المنتجة لهذا النوع:
1- كاسيو 2- سامسونج 3- أوليمبس 4- نيكون 5- باناسونيك وليكا 6- كانون 7- سوني 8- كوداك 9-بينتاكس
٣_كاميرات متطورة (Advanced) عدل
أما هذا النوع فهو نوع متطور عن الكاميرات البسيطة من حيث الحجم والإمكانيات، فهو أكبر حجما وبالتالي يعطي تحكم في الكاميرا أفضل ويحتوي على مواصفات أعلى مثل تحكم في بعض أو كل التحكمات اليدوية وفي أغلب الأحيان يحتوي على عدسة زووم أفضل يتراوح مقدار الزووم فيها من3x إلى 6x(مثل كانون A710) ويصل في بعض الأحيان إلى 7x(مثل Samsung NV7 OPS)، وغالبا ما يحتوي هذا النوع على عدد بيكسل أعلى يصل الآن إلى 10 و 12 ميجا بيكسل مثل النيكون p5100 (و هذه الأعداد كبيرة جدا أكثر مما يحتاج الناس، وتأثيرها علي جودة الصورة قليلا بمعنى أن ممكن كاميرا بـ 7 ميجا بيكسل يكون تصويرها أفضل من الـ 12 ميجابيكسل فجودة الصورة لا تعتمد فقط على الميجابيكسل)و الكثير من هذا النوع يحتوي على شاشات كبيره تتراوح ما بين 2.5 إنش و 3 إنش وبعضهم يحتوي على منظار صغير (viewfinder).
أفضل الشركات المنتجة لهذا النوع: 1- كانون 2- باناسونيك 3- نيكون 4- سوني 5- رايكو 6- ليكا 7- اوليمبس 8- فوجي فيلم 9- سامسونج 10- كوداك
٤_كاميرات زووم عالي - شبه احترافية (SLR-Like OR Super-Zoom)
كاميرا زووم عالي شبه احترافية FZ18 من باناسونيك
هذا النوع أكثر تطورا من الأنواع السابقة إلى حد ما، فهو أكبر حجما من الأنواع السابقة..و يأتي شكله على شكل الكاميرات الاحترافية الDSLR ويحتوي هذا النوع من الكاميرات دائما على عدسات ذات زووم عالي أو سوبر زووم يتراوح الزووم من 7x إلى 18x(مثل الباناسونيك Fz18) ولكن الأغلبية تحتوي على عدسة زووم 12x أو 10x(مثل الباناسونيك fz8 والكانون s5is وكوداك z712is) ويتميز هذا النوع بالتحكم اليدوي الكامل في الكاميرا، فتستطيع التحكم في فتحة العدسة وسرعة الغالق وغيرها من التحكمات اليدوية، ويتوفر فيها دائما شاشة واضحة وكبيرة وهناك بعض الأنواع فيها شاشة متحركة (مثل الكانون S3) وأيضا يوجد بها منظار إلكتروني والفلاش يكون من النوع ال(pop-up)، وهو نوع أقوى من الفلاش العادي في الكاميرات البسيطة ويتراوح قوته من 6 متر إلى 15 متر في بعض الأحيان. وهناك موديلات تسمح بتركيب فلاش خارجي(مثل الفوجي S6500fd) ومعظم هذه الأنواع تحتوي على خاصيه مانع الاهتزاز أو (Image Stabilizer). طبعا هذه الكاميرات جودتها اقل من الdslr أو الكاميرات الاحترافية. ولكنها تستطيع التقاط صور في غاية الروعة والموديلات ال(high-end) من هذا النوع قادرة على منافسة بعض الكاميرات الاحترافية(مثل الباناسونيك fz50 والفوجي S9600) حتى أنه هناك بعض الأنواع فعليا أغلى من بعض الكاميرات الاحترافية و تسمى كاميرات السوبر زووم في بعض الأحيان (Bridge-cameras) - بالعربي كاميرات الجسر - لانها قللت الفرق الكبير بين الكاميرات العادية البسيطة والكاميرات الاحترافية. أشهر الشركات المنتجة للكاميرا الشبه احترافية :
1- باناسونيك 2- فوجي فيلم 3- كانون 4- اوليمبس 5- سوني 6- كوداك 7- سامسونج
٥_كاميرات احترافية (DSLRs)
الكاميرا الرقمية الاحترافية Canon EOS-1Ds Mark III من إنتاج شركة كانون
الكاميرات الاحترافية (الكاميرا الرقمية ذات العدسة الأحادية العاكسة) أو (بالإنجليزية: DSLRs)(بمعنى Digital single-lens reflex camera)هي كاميرات أكثر احترافية من كل ما سبق وأيضا اغلى من كل ما سبق وهي عبارة عن مزيج بين الكاميرا الرقمية الحديثة التي سبق ذكرها والكاميرا الفيلم الـ 35 مم، الفرق أن بدلا من استخدام الفيلم يتم استخدام ما يسمي بالـ Sensor أو الحساس (أما من نوع CCD أو CMOS) ويتميز بأن مساحته مساوية لنفس مساحة سلبية الفيلم التقليدي مما يرفع سعر الكاميرا ويقدم صور عالية الدقة. في هذا النوع هناك تحكم كامل في الكاميرا بدرجه ذلك ، فإنهم يتجنبون نظام المرآة ، ويعتمدون بدلاً من ذلك على محددات الرؤية الإلكترونية وشاشات LCD ، هذا يسمح لهم بأن يكونوا أصغر وأخف من كاميرات DSLR ، تميل الكاميرات عديمة المرآة أيضًا إلى تضمين تقنية أكثر تطوراً ، بما في ذلك أنظمة التركيز التلقائي على المستشعر للحصول على التركيز الفوري.
كاميرات Compact: تُعرّف كاميرا Compact بأنها الكاميرا التي تحتوي على عدسة ثابتة ، في حين أن هذا يحد من تعدد استخداماتها ، إلا أنه يجعل الكاميرات الـ Compact أكثر قابلية للنقل وسهلة الاستخدام ، فضلاً عن كونها أرخص بشكل عام.
٦_كاميرا رقمية ذات عدسة أحادية عاكسة
آلة التصوير الرقمية ذات العدسة الأحادية العاكسة (بالإنجليزية: Digital Single-Lens Reflex Camera) ويطلق عليها اختصاراً Digital SLR أو DSLR وهي آلة تصوير تعتمد على أشهار الضوء الصادر من المشهد المراد تصويره بواسطة عدسات على حساس الكاميرا يقوم بتحويل فوتونات الضوء الساقطة على الحساس إلى إشارات رقمية يتم معالجتها وتخزينها على وسط رقمي يمكن من إعادة إنتاج الصورة لاحقا، وتختلف عن الكاميرا المدمجة في نظام المعاينة والالتقاط الميكانيكى.[1]
كاميرا تصوير نيكون مثال للكاميرا ذات العدسة الأحادية العاكسة.
٧_بغض النظر عما إذا كنت جديدًا في التصوير الفوتوغرافي أو كنت تقوم بالتصوير لفترة من الوقت ، فإن Canon سيكون اسمًا مألوفًا لك ، الشركة الشهيرة لديها مجموعة واسعة تشمل العديد انواع الكاميرات بميزانيات مختلفة.
قد يكون من الصعب معرفة أي كاميرا Canon هي الكاميرا المناسبة لك ، مع مجموعة واسعة من الخيارات التي تتراوح من الكاميرات الصغيرة الحجم المناسبة للجيب إلى كاميرات DSLR وانظمة Mirrorless الأكثر تقدمًا. هنالك العديد من الكاميرات من كانون ، وقد يكون من المحيّر ايها تختار ، فاذا ماكنت تبحث عن كاميرا كانون ، فنحن نوفر لك افضل الخيارات في هذا المقال.
انواع كاميرات كانون
هنالك العديد من انواع كاميرات كانون نذكر لك هنا اهمّها:
كاميرات DSLR: تم تصنيع الكاميرات الرقمية ذات العدسة الواحدة للتصوير لجميع الأغراض ، إنها تسمح بتغيير العدسة ، وتميل إلى الحصول على قدر مناسب من مقاومة الطقس. تستخدم كاميرات DSLR نظام مرآة داخلي لعكس الصورة من العدسة في معين المنظر البصري
افضل 10 كاميرات كانون
. كاميرا Canon EOS R5:1
مهما كان ما تلتقطه ، وكيفما كنت تصوّره ، ستتيح لك كاميرا EOS R5 أن تكون مبدعًا بطرق لم تكن لتتمكن من التقاطها من قبل. التقط صورًا رائعة بدقة 45 ميجابكسل بمعدل يصل إلى 20 إطارًا في الثانية ، أو فيديو بدقة 12 بت 8K RAW باستخدام العرض الكامل لمستشعر الكاميرا. تمت برمجة الضبط البؤري التلقائي المتقدم باستخدام الذكاء الاصطناعي للتعلم العميق ، بينما يعمل تثبيت الصورة داخل الجسم بالتنسيق مع مُثبِّت الصور الخاص بالعدسة لتوفير ما يصل إلى 8 درجات توقف من الحماية ضد اهتزاز الكاميرا.
المميزات:
جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 45 ميجابكسل.
معالج الصور DIGIC X مع نطاق ISO من 100-51200 ؛ قابل للتوسيع حتى 102400×1.
تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية.
تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي.
تتيح تتبع للأشخاص والحيوانات باستخدام تقنية التعلم العميق.
فيديو داخلي 8K RAW كامل الإطار.
اشتريه من امازون السعودية
اشتريه من امازون الامارات
. كاميرا Canon EOS 250D:2
اذا كنت تبحث عن افضل كاميرا كانون رخيصة فهذه الكاميرا رائعة ، التقط صوراً تستحق التذكر مع كاميرا كانون EOS 250D دي اس ال ار القوية. تم تصميمها بعناية فائقة وتأتي مزودة بالكثير من الوظائف المتطورة التي تمنحك الكثير من المرونة في التصوير. هذه الكاميرا مزودة بمستشعر APS-C متطور جداً يعطي غباشاً في الخلفية خلف الهدف.
مع معالج DIGIC 8 القادر على تصوير أفلام 4 كيه، تتيح لك هذه الكاميرا التقاط الصور في ظروف الإضاءة المنخفضة. تتيح لك دقة الكاميرا البالغة 24.1 ميجابكسل التقاط كل لقطة بتفاصيل مذهلة. علاوة على ذلك، توفر هذه الكاميرا تصوير بتقنية لايف فيو بفضل تقنية CMOS AF ثنائي . تتيح لك خاصية البلوتوث والشبكة اللاسلكية مشاركة وتحرير الصور الملتقطة بسهولة على اللاب توب أو الهاتف الذكي.
المميزات:
مستشعر APS-C بدقة 24.1 ميجابكسل و ومعالج DIGIC 8 للحصول على جودة صورة فائقة.
عدسة viewfinder/4K للحصول على دقة فائقة.
CMOS AF ثنائي للتركيز السريع عند التصوير والتركيز السلس عند التصوير مع تقنية لايف فيو مع خاصية اكتشاف العين ايه اف.
شاشة قابلة للدوران: التقط الصور من مجموعة واسعة من المنظورات وتحكم في الكاميرا من خلال شاشة تعمل باللمس.
خاصية البلوتوث والشبكة اللاسلكية.
اشتريه من امازون السعودية
اشتريه من امازون الامارات
اشتريه من امازون العالمي
. كاميرا Canon EOS R6.3
مستشعر الصورة الأساسي يتيح نطاق ISO أصليًا يبلغ 100-102 ، 400. مع التصوير المستمر عالي السرعة حتى 12 إطارًا في الثانية مع الغالق الميكانيكي وما يصل إلى 20 إطارًا في الثانية مع الغالق الإلكتروني الصامت، يمكن لكاميرا EOS R6 مواكبة أي هدف سريع الحركة تقريبًا.
المميزات:
جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 20 ميجابكسل.
معالج الصور DIGIC X مع نطاق ISO من 100-102400 ؛ قابل للتوسيع حتى 204800.
تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية.
تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي.
تتبع الموضوع للأشخاص والحيوانات باستخدام تقنية التعلم العميق.
دقة التقاط الفيديو: 4K UHD 2160p.
اشتريه من امازون السعودية
اشتريه من امازون الامارات
اشتريه من امازون العالمي
. كاميرا Canon EOS 6D Mark II.4
تقدم كاميرا Canon EOS 6D Mark II أداء الإطار الكامل في كاميرا DSLR صغيرة الحجم ومميزة بالكامل. بفضل جودة الصورة المذهلة والتركيز التلقائي السريع والدقيق والتنوع المطلوب للعديد من البيئات.
المميزات:
تجمع كاميرا EOS 6D Mark II بين مستشعر CMOS كامل الإطار 26.2 ميجابكسل ومعالج الصور DIGIC 7 الممتاز ونطاق ISO من 100 إلى 40000 لتقديم صور ومقاطع فيديو بجودة لا تصدق.
تتميز كاميرا EOS 6D Mark II بنظام تركيز بؤري تلقائي واسع النطاق من 45 نقطة من النوع المتقاطع.
تتميز كاميرا EOS 6D Mark II بأنها خفيفة الوزن ومتينة ، وتظل قادرة في مجموعة متنوعة من السيناريوهات.
الأجزاء المغلقة بسبب الطقس تعني أداءً غير متقطع ، حتى عندما تصبح الظروف فوضوية.
تتيح لك شاشة LCD متغيرة الزاوية التي تعمل باللمس التصوير في مجموعة متنوعة من الزوايا وتتميز بالتشغيل باللمس.
اشتريه من امازون السعودية
اشتريه من امازون الامارات
. كاميرا Canon EOS R.5
لم يكن الانتقال إلى كاميرا ذات إطار كامل أسهل من أي وقت مضى مع كاميرا EOS RP بدون مرآة. يتضمن مستشعر CMOS بدقة 26.2 ميجابكسل ، وضبط تلقائي للصورة سريع ودقيق ، وفيديو بدقة 4K ، ومعالج DIGIC 8 القوي للحصول على نتائج استثنائية ، حتى في الإضاءة المنخفضة.
المميزات:
خفيفة وصغيرة
حامل Rf متوافق مع عدسات RF وعدسات EF / EF-S
جودة صورة عالية مع 26.2 ميجابيكسل مستشعر CMOS كامل الإطار ومعالج الصور DIGIC 8
Dual Pixel CMOS AF لتركيز تلقائي سريع ودقيق
اشتريه من امازون السعودية
اشتريه من امازون الامارات
. كاميرا Canon EOS 5D Mark IV.6
توفر كاميرا EOS 5D Mark IV ملفات فيديو ثابتة عالية الدقة و 4K بوضوح وتفاصيل مذهلة. إنه يقرن مستشعر 30.4 ميجابكسل كامل الإطار مع نظام تركيز بؤري تلقائي 61 نقطة والمزيد من التحسينات التشغيلية.
المميزات:
مستشعر CMOS كامل الإطار جديد 30.4 ميجابكسل للتصوير متعدد الاستخدامات في أي ضوء تقريبًا ، مع نطاق ISO 100-32000 ؛ قابل للتوسيع حتى 50-102400 (ما يعادل ISO).
فيديو 4K Motion JPEG (نوع سينما DCI 4096 × 2160) عند 30p أو 24p ؛ التقاط إطار ثابت داخل الكاميرا لصور 4K بدقة 8.8 ميجابكسل ؛ تتضمن خيارات الفيديو المتعددة الوضوح العالي الكامل حتى 60 بكسل ، والدقة العالية حتى 120 بكسل.
تركيز بؤري تلقائي CMOS ثنائي البكسل رائع للتركيز البؤري التلقائي على نحو سلس وسريع الاستجابة أثناء تصوير الفيديو أو العرض المباشر ؛ تحتوي شاشة LCD على واجهة شاشة لمس كاملة ، بما في ذلك اختيار منطقة التركيز البؤري التلقائي.
سرعة تصوير مستمرة تصل إلى 7.0 إطارات في الثانية مع معالج الصور DIGIC 6 plus عالي الأداء لتحسين السرعة وجودة الصورة الممتازة.
اشتريه من امازون السعودية
اشتريه من امازون الامارات
اشتريه من امازون العالمي
. كاميرا Canon EOS M200.7
كاميرا Compat من كانون مميزة.
المميزات:
صور عالية الجودة تم التقاطها بكاميرا EOS M200 الأخيرة اختبار الزمن ، التقاط أجواء المناسبات المهمة وإظهار أهدافك في أفضل حالاتها.
اربط كاميرا EOS M200 بجهازك الذكي باستخدام Wi-Fi و Bluetooth لنقل الصور تلقائيًا ومشاركة الصور عبر الإنترنت والتحكم في الكاميرا عن بُعد.
تعمل واجهة المستخدم الإرشادية ووضع المساعدة الإبداعية في كاميرا EOS m200 على تسهيل الصور ذات المظهر الاحترافي.
كاميرا EOS M200 صغيرة الحجم وخفيفة الوزن بما يكفي لأخذها معك في حقيبتك اليومية. تساعدك شاشة اللمس التي يمكن قلبها بزاوية 180 درجة على التركيب من زوايا إبداعية.
تلتقط كاميرا EOS M200 مقاطع فيديو بدقة 4K ، حاول أيضًا تصوير لقطات عالية الدقة بالكامل على نحو سلس بمعدل 60 إطارًا في الثانية أو لقطات بالحركة البطيئة بمعدل 120 إطارًا في الثانية في الوضع عالي الدقة أو 4K بفاصل زمني.
أقرب مسافة تركيز 25 سم
اشتريه من امازون السعودية
اشتريه من امازون الامارات
كاميرا Canon PowerShot G9 X Mark II.8
تجمع كاميرا PowerShot G9 X Mark II بين تصميم فائق النحافة وميزات عالية الأداء مثل معالج الصور DIGIC 7 وتقنية Bluetooth المدمجة. سواء كنت تلتقط صورًا أو مقاطع فيديو ، فإنه يجعل من السهل التقاط الأوقات الثمينة في حياتك بطريقة مذهلة وأنيقة.
المميزات:
1.0 بوصة ، 20.1 ميجابيكسل حساس CMOS عالي الحساسية
معالج الصور Digic 7
كاميرا فائقة النحافة وخفيفة الوزن بحجم الجيب
الميزات: لوحة شاشة تعمل باللمس
اشتريه من امازون العالمي
كاميرا Canon EOS M50 Mark II.9
تحمل كاميرا EOS M50 Mark II الأداء القوي لكاميرا EOS M50 الشهيرة وتعتمد عليه مع التحسينات التي ستكون ملحوظة. لا تزال تحصل على جودة الصورة الرائعة لمستشعر CMOS بدقة 24.1 ميجابكسل ، وقوة معالج الصور DIGIC 8 ، و 4 K UHD 24p و HD 120p للفيديو بالحركة البطيئة والمزيد ، إلى جانب بعض التعزيزات الإضافية.
المميزات:
مستشعر CMOS بدقة 24.1 ميجابكسل (aps c) مع ISO 100 25600 (h: 51200).
معالج الصور digic 8 مع مُحسِّن الإضاءة التلقائي.
تحسين البكسل الثنائي cmos af وكشف العين af.
4K UHD 24p و HD 120p للتصوير البطيء.
شاشة LCD تعمل باللمس بزاوية متغيرة ملائمة للتدوين المرئي والتكوين المتنوع.
اشتريه من امازون السعودية
8_كاميرا أحادية الاستخدام
نيكون دي 600
ويكيبيديا
المحتوى متاح وفق CC BY-SA 3.0 إن لم يرد خلاف ذلك.
سياسة الخصوصية شروط الاستخدامسطح الم
أعلى من الكاميرات شبه احترافية، الحساس في هذا النوع من الكاميرات (الSensor) يتراوح ما بين 6 ميجا بيكسل إلى 17 ميجا بيكسل والآن توجد كاميراHasselblad H3DII-50 بحساس قيمته 50 ميجابيكسل وأيضا يتميز هذا النوع بكبر حجم السينسور مما يجعل هذا النوع من الكاميرات له أفضلية من حيث جودة الصورة علي كل الأنواع السابقة. تتميز الكاميرات الاحترافية بوفرة الاكسسوارات والملحقات للكاميرا مثل الفلاشات والعدسات (وهذا النوع من الكاميرات يقبل تغير العدسات، ولكل شركة عدساتها الخاصة بها) وغيرها من الملحقات والأكسسوارات.
و لا تنتج كل الشركات كاميرات DSLR بل بعضا منها فقط وهم:
كانون
نيكون
اوليمبس
بينتاكس
سيجما
ليكا
فوجي فيلم
سوني
باناسونيك
سامسونج
و هناك بعض الشركات أوقفت إنتاج الكاميرات الاحترافية مثل: كوداك وكونيكا مينوليتا وإبسون وعدد قليل جدا آخر من الشركات. ولكل سببه الخاص به.
انظر أيضًا
مراجع
أَضاف JarBot آخر تعديل قبل 1 شهور
صفحات ذات صلة
|
oercommons
|
2025-03-18T00:34:37.065914
|
Assessment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94606/overview",
"title": "الكاميرات الرقمية",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/107182/overview
|
Loyalty – EPIC Decisions
Overview
In this lesson, students will demonstrate their understanding of loyalty through discussion with their classmates. An optional public service announcement activity is provided. This lesson is based on a video about Carl Erskine’s core leadership topic of loyalty and his book, The Parallel.
Lesson Overview
Please adapt the lesson activity to fit your students' abilities and interests.
Introduction
In this lesson, students will demonstrate their understanding of loyalty through discussion with their classmates. An optional public service announcement activity is provided. This lesson is based on a video about Carl Erskine’s core leadership topic of loyalty and his book, The Parallel.
Grades 9 – 12
Themes
- Inclusion
- Kindness
- Friendship
- Social Change
Objectives
During the lesson, students will:
- Describe the attributes of loyalty.
- Discuss the barriers to demonstrate loyalty towards others.
- Investigate strategies to overcome barriers to loyalty.
During the extension activity, students will:
- Create a public service announcement that promotes loyalty toward others
Essential Questioning
Students should be able to answer these questions by the end of this lesson:
- What is the definition of loyalty?
- How did Carl and Johnny’s friendship model loyalty?
- What are some current barriers to loyalty?
- How can you model loyalty?
Indiana Academic Standards
English/Language Arts
- 9-10.CC.1
- 9-10.CC.3
- 9-10.CC.4
- 9-10.CC.7
- 11-12.CC.1
- 11-12.CC.2
- 11-12.CC.3
- 11-12.CC.6
Employability Skills
- 9-10.LS.2
- 9-10.LS.9
- 9-10.LS.11
- 9-10.SE.3
- 11-12.LS.1
- 11-12.LS.12
- 11-12.LS.13
- 11-12.LS.14
- 11-12.SE.3
Download the attached PDF document for complete lesson materials.
Download the attached Word version for fully accessible document. (coming soon!)
|
oercommons
|
2025-03-18T00:34:37.127523
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107182/overview",
"title": "Loyalty – EPIC Decisions",
"author": "Sociology"
}
|
https://oercommons.org/courseware/lesson/119438/overview
|
Education Standards
Exploring Soybean Utilization in Animal Feed
Overview
STUDENT LEARNING OBJECTIVE: Students will be able to analyze the importance and applications of soybeans in animal feed production and evaluate its impact on livestock nutrition.
MEASURABLE ACHIEVEMENT GOAL: Students will create a detailed infographic that illustrates the journey of soybeans from field to animal feed, highlighting its nutritional components, processing methods, and benefits for different types of livestock. The infographic should include at least three different animals and their specific nutritional needs met by soybean-based feed.
Lesson by Allison Johnson, Falls City, NE
STUDENT LEARNING OBJECTIVE: Students will be able to analyze the importance and applications of soybeans in animal feed production and evaluate its impact on livestock nutrition.
MEASURABLE ACHIEVEMENT GOAL: Students will create a detailed infographic that illustrates the journey of soybeans from field to animal feed, highlighting its nutritional components, processing methods, and benefits for different types of livestock. The infographic should include at least three different animals and their specific nutritional needs met by soybean-based feed.
1. Lesson Introduction:
- Begin the class by displaying various animal feed samples and asking students to guess which might contain soybeans.
- Pose the question: "Why do you think soybeans are so widely used in animal feed?"
- Show a brief video clip (2-3 minutes) showcasing a soybean processing plant to spark interest. https://www.youtube.com/watch?v=NGtAmgjhOOU
2. Guided Lesson:
- Present a PowerPoint or digital slideshow outlining the key nutritional components of soybeans and their importance in animal feed.
- Demonstrate the protein content comparison between soybeans and other feed sources using a bar graph.
- Explain the process of soybean meal production, using diagrams or flowcharts.
- Discuss how different animals benefit from soybean-based feed, providing specific examples for poultry, swine, and cattle.
- Common misconception to address: "Soybean-based feed is only used for cattle." Clarify that it's used for various livestock species.
3. Independent Practice:
- Instruct students to work individually on creating their infographics.
- Provide access to computers or tablets for research and design.
- Encourage students to use reliable sources and cite them in their work.
- Remind students to include all required elements: soybean journey, nutritional components, processing methods, and benefits for at least three animals.
- Set a time limit of 30 minutes for this activity.
4. Partnered Practice:
- Divide the class into small groups and provide each with a set of animal nutrition fact sheets and soybean composition data.
- Guide students through calculating the protein contribution of soybean meal in a sample feed formulation.
- Have groups brainstorm and share how soybean characteristics might benefit different animals. o Circulate among groups to provide support and clarification as needed.
- Conduct a whole-class discussion to compare and contrast findings.
5. Closing the Lesson (5 min):
- Conduct a gallery walk where students display their infographics and peers provide constructive feedback using post-it notes.
6. Lead a brief discussion on the most interesting or surprising facts students discovered during their research.
7. Assessment: Ask students to interview a local farmer or livestock nutritionist (in person, by phone, or email) about their use of soybean-based feed and write a two-paragraph summary of their findings
|
oercommons
|
2025-03-18T00:34:37.150232
|
Stacie Turnbull
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/119438/overview",
"title": "Exploring Soybean Utilization in Animal Feed",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/52662/overview
|
Lesson Five
Lesson Four
Lesson One
Lesson Seven
Lesson Six
Lesson Three
Lesson Two
Activity Tracker Improvement
Overview
In this project, students will start by discussing the strengths and weaknesses of existing activity trackers and determining the variables that affect the accuracy of these trackers. Students will then conduct interviews with people who wear activity trackers or wear a tracker themselves for a week to determine the pros, cons, and accuracies of the trackers. Then, codes and algorithms will be used to determine what should count as the threshold for a step to achieve maximum tracker accuracy by using Sparkfun Inventor's Kit, Raspberry Pi, and Linux.
Section 1
In this project, students will start by discussing the strengths and weaknesses of existing activity trackers and determining the variables that affect the accuracy of these trackers. Students will then conduct interviews with people who wear activity trackers or wear a tracker themselves for a week to determine the pros, cons, and accuracies of the trackers. Then, codes and algorithms will be used to determine what should count as the threshold for a step to achieve maximum tracker accuracy by using Sparkfun Inventor's Kit, Raspberry Pi, and Linux.
|
oercommons
|
2025-03-18T00:34:37.168449
|
03/25/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/52662/overview",
"title": "Activity Tracker Improvement",
"author": "Marie Caniglia"
}
|
https://oercommons.org/courseware/lesson/64454/overview
|
Grade 9-12 Health Education Learning Resources
Overview
Resources for grade 9-12 Health Education
Health Education Resources
Health Education Menu: A list of health education resources that includes videos, worksheets, and activities.
EVERFI Health & Wellness: EVERFI’s health and wellness resources teach students to make healthy choices in a safe environment. EVERFI partners with sponsors nationwide to offer interactive, online health resources to K-12 schools free of charge.
Photo by Kamala Saraswathi on Unsplash
|
oercommons
|
2025-03-18T00:34:37.180718
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64454/overview",
"title": "Grade 9-12 Health Education Learning Resources",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/84408/overview
|
| SVCSRP LESSON PLAN |
| Name & Contact | Emily ColemanStrasburg High SchoolChemistry Teacherebcoleman@shenandoah.k12.va.us |
| Subject Area | Chemistry |
| Grade Level | 10-12 |
| Duration | |
| Short Description | This lesson plan is for the first day of school where we go over the normal stuff, like the syllabus and rules, but the biggest part is where we go over lab safety. We go over the different rules that we should follow while in the lab and then we also go into how to handle an emergency situation while completing a lab. |
| Specific Objectives | - Students must understand proper safety attire.
- Students must understand the location and safe use of chemicals and equipment.
- Students must understand how to use a Material Safety Data Sheet.
- Students must understand proper response to emergency situations.
|
| VA Core Content SOL/CTE Competencies | - Chemistry CH. 1 : The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations
- and verifiable data. Key concepts include
- a) designated laboratory equipment;
- b) safe use of chemicals and equipment
- c) proper response to emergency situations
|
| | |
| VA Computer Science SOL | - Fostering an Inclusive Computing Culture
- Collaborating Around Computing
- The students will work together in small groups, but then we will be talking together as a whole class after they have talked in their little groups.
- Recognizing and Defining Computational Problems
- Developing and Using Abstractions
- Creating Computational Artifacts
- Testing and Refining Computational Artifacts
- The students will look at different scenarios and have to come up with multiple different ways to respond. We will then figure out what is the best way to respond to a situation.
- Communicating About Computing
|
| Computational Thinking Core Components | - The students will have to look at the different scenarios and break them down in order to come up with a proper way to respond.
- Students will see patterns show up with how to respond to a situation as we work through our 6-3-5 rotation.
|
| Learning Outcomes | - Identify all student learning outcomes from this lesson.
- Student will be able to know proper lab protocol and the different pieces of lab ware that we will use during the year.
|
| Integration with STEM | - Science
- Technology
- Engineering
- Mathematics
- Other topics:
|
| Data Science Components | - Data Collection & Acquisition
- Data Representation & Visualization
- Data Interpretation & Processing
- Data Analysis & Prediction
|
| Vocabulary | apron/lab coat, goggles, gloves, fire extinguisher, fire blanket, safety shower, eye wash, broken glass container, fume hood, clay triangle, crucible with lid, watch glass, wash bottle, evaporating dish, erlenmeyer flask, graduated cylinder, bunsen burner, dropping pipet, tongs, test tube rack, test tube holder, ring stand, wire gauze, volume, mass, temperature, pressure |
| Materials | apron/lab coat, goggles, gloves, fire extinguisher, fire blanket, safety shower, eye wash, broken glass container, fume hood, clay triangle, crucible with lid, watch glass, wash bottle, evaporating dish, erlenmeyer flask, graduated cylinder, bunsen burner, dropping pipet, tongs, test tube rack, test tube holder, ring stand, wire gauze, volume, mass, temperature, pressureLab Safety Scenarios |
| Expected Prior Knowledge | General idea of how to act in a laboratory setting. By the time they get to chemistry, they should have gone over lab safety during both Earth Science and Biology. |
| VDOE Profile of a Graduate Connections | - Have to look at different lab scenarios and think through how to solve each one.
- Same as critical thinking
- The students will be working in groups to come up with ideas.
|
| Lesson Outline:Use this guiding information for the Engagement, Exploration, Explanation, Elaboration, and Evaluation steps in your lesson plan. | Launch/Warm-Up/IntroductionQuestions are only for guide |
| EngagementI start off the lesson with a video of a guy working in a lab setting doing everything wrong. The students have to use their prior knowledge to pick out different ways that the guy was not exhibiting proper lab protocol. | | ExplorationThey will be given envelopes with different scenarios that could potentially happen during a lab and they will try to come up with how they should respond to the situation if it did actually occur.They will also be going through lab drawers as well, and they will be separating the materials based on what they believe the purpose of each piece is. | | ExplanationWhy would you act the way y'all came up with and not this way? | | ElaborationThey will use the information that they are learning everytime that we come into lab and will have to know how to react if something happens. | | EvaluationThe students will be evaluated formally and informally. I will be walking around listening to them as they are going through their discussions. They are also writing down the information in the packet that they will turn in at the end of the unit. |
|
| Include differentiation, if applicable (ESL, SPED, Learning styles, etc.) |
| |
| Closure/Student ReflectionThey will have random scenarios that they have not seen before and will have to take the same approach that they did in groups, but individually. |
| Assessment and Rubric: | Informal/ObservationsAre they on task?Are they thinking about the scenarios in the correct way? |
| Link Assessments/RubricsThe assessments will be on the assessment program that we have through the county. |
| Lesson Materials(Handouts, resources, websites) | https://docs.google.com/document/d/1gnkAre2i536EicVxFutZkbgsP1t5bP51uYaKDyABFOI/edit?usp=sharing |
| Teacher Reflection (After lesson is taught to students) | |
|
oercommons
|
2025-03-18T00:34:37.210672
|
07/31/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/84408/overview",
"title": "Lab Safety and Glassware",
"author": "Emily Coleman"
}
|
https://oercommons.org/courseware/lesson/94230/overview
|
Bubble Breathing
Overview
Introduce younger children to calming breathing in a fun way. By focussing on trying to blow big bubbles, children are encouraged to focus on their out breath and breathe in a slow, calm way
Anger Issues
Remind them not to blow too hard, or they will pop the bubble
It makes the child know how to use the Breathing technique. this technique helps them slow and control their breathing.
Description:
1. Imagine you have a wand to blow bubbles.
2. Take a deep breath in through your nose.
3. Slowly breathe out through your mouth as if you are blowing a bubble through a wand.
4. Repeat as many times as necessary.
|
oercommons
|
2025-03-18T00:34:37.223801
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94230/overview",
"title": "Bubble Breathing",
"author": "Special Education"
}
|
https://oercommons.org/courseware/lesson/69474/overview
|
earthquake data teacher copy
Earthquake worksheet
https://vault.sierraclub.org/john_muir_exhibit/writings/the_earthquake.aspx
John Muir Writings
physical_map_of_north_america
Plate Tectonics Video
Tectonic Plates
Earthquake Hazards in America: 4th Grade
Overview
This lesson examines where Earthqakes happen and introduces Tectonic Plates. Students will examine the data and draw their own conclusions about the link between earthquakes and plate movement.
Reading
Objectives: Fourth grade students will examine data about earthquakes in order to understand how they are connected to plate tectonics. The classroom’s smart board and Ladybug system will be utilized.
|
Anticipatory Set or Focus: Discuss with the group their pre-conceived ideas about earthquakes.
|
Body of the Lesson Phase One: Determine in which states earthquakes happen. Students will work as a group to determine the frequency of earthquakes in each state. They will be given a set of data, guiding questions, and colorable maps of the United States. Students will be encouraged to use the data to identify the top ten states for earthquakes. They will be guided to consider the mountain ranges in the states identified. Phase Two: Plate Tectonics Students will watch a short video about plate tectonics. (https://www.youtube.com/watch?v=FbbwaAIMvvs) After viewing, we will discuss how the information in the video relates to what they learned coloring their maps. I will guide the discussion towards the causation factors. (For example: “What do mountain ranges have to do with earthquakes?”) I will guide the students to understand that earthquakes often happen along the boundaries between continents and oceans. We will discuss how plate tectonics cause not only earthquakes, but also mountain ranges.
|
Closure We will come back together as a class and talk about what data surprised them and what they learned. I will have monitored their progress to make sure they were on the right track and not misinterpreting the data. We will wrap up the lesson by reinforcing the idea that earthquakes often happen at the plate boundary. We will clarify what happens at plate boundaries (mountain ranges, earthquakes, etc).
|
Extensions: This topic could easily be expanded into multiple days. We could do a hands-on activity about tectonic plates using cardboard to model the convergent, divergent and transform types of boundaries. We could do another day studying earthquakes, including watching footage and analyzing the risks earthquakes can pose. As well, the study of plate boundaries could be expanded to the world or to the minor plates in the United States as well as the major ones. Another day (or two) could be spend studying Continental Drift and Pangea. This lesson lends itself to multiple interdisciplinary applications. To tie in with math, the students could perform the statistical analysis to create the data chart themselves. To tie in with social studies, they could complete this lesson while studying the geography of the United States. To tie in with English, the students could read literature about natural disasters, such as Edwidge Danticat’s novel “Eight Days: A Story of Haiti” about a boy trapped for eight days following an earthquake. |
|
Evaluation Strategy: Evaluation will be final grading of the worksheet and class participation. Later in the unit, there will be a quiz containing questions about this lesson. |
Resources: Blank maps of the US Topographic map of the US Tectonic plate map of the US Data chart on earthquake frequency Colored Pencils, crayons or markers Smart Board or other method of showing video |
ReferencesKing, H. M. (2019). Plate Tectonics Map. Retrieved from Geology.com: https://geology.com/plate-tectonics.shtml National Map. (2014). Retrieved from USGS.gov: https://nationalmap.gov/small_scale/printable/climatemap.html#list New Earthquake Hazards Program. (n.d.). Retrieved from USGS.gov: https://www.usgs.gov/natural-hazards/earthquake-hazards/lists-maps-and-statistics Physical map of North America. (n.d.). Retrieved from Vidiani.com: http://www.vidiani.com/physical-map-of-north-america/ Techtonic Plates and Earthquakes. (2017, October 12). Retrieved from Pixeldust Studios: https://www.youtube.com/watch?v=FbbwaAIMvvs
|
Slide Presentation about Earthquakes
John Muir Reading : https://vault.sierraclub.org/john_muir_exhibit/writings/the_earthquake.aspx
Slide Presentation about Earthquakes
|
oercommons
|
2025-03-18T00:34:37.261895
|
07/08/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69474/overview",
"title": "Earthquake Hazards in America: 4th Grade",
"author": "danielle holman"
}
|
https://oercommons.org/courseware/lesson/78571/overview
|
https://docs.google.com/presentation/d/1OAE84Yn4uVc6DrR0SQPQci7xjqVaLG0FbfRe8C7M5ZE/edit?usp=sharing
Cohesion Part I
Overview
This resource reviews the concept of using transitions and basic organizational principles to add cohesion to writing. See also "Cohesion Part II" and Cohesion Part III."
Cohesion Part I
These slides go over transitions and organizational principles and include short mentor texts to teach these concepts.
|
oercommons
|
2025-03-18T00:34:37.279438
|
03/24/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/78571/overview",
"title": "Cohesion Part I",
"author": "Jenna Ellis"
}
|
https://oercommons.org/courseware/lesson/119562/overview
|
Education Standards
The Impact of Diversified Agriculture: Livestock and Soybean Production
Overview
STUDENT LEARNING OBJECTIVE: Students will be able to analyze the environmental, economic, and social impacts of raising livestock and cultivating soybeans in diversified agricultural systems.
MEASURABLE ACHIEVEMENT GOAL: Students will create a comparative brochure that illustrates the impacts of livestock raising and soybean cultivation on the environment, economy, and society. The brochure should include at least three impacts for each category (environmental, economic, social) for both livestock and soybeans, supported by relevant data or examples.
STANDARD(S) ADDRESSED:
1. Nebraska AFNR Standard: AFNR.HS.2.1 - Analyze how issues, trends, technologies, and public policies impact systems in the Agriculture, Food & Natural Resources career cluster.
2. Nebraska AFNR Standard: AFNR.HS.5.2 - Evaluate the impacts of agricultural practices on natural resources.
STUDENT LEARNING OBJECTIVE:
Students will be able to analyze the environmental, economic, and social impacts of raising livestock and cultivating soybeans in diversified agricultural systems.
MEASURABLE ACHIEVEMENT GOAL: Students will create a comparative brochure that illustrates the impacts of livestock raising and soybean cultivation on the environment, economy, and society. The brochure should include at least three impacts for each category (environmental, economic, social) for both livestock and soybeans, supported by relevant data or examples.
PROCEDURE:
1. Lesson Introduction:
- Begin the class by displaying images of various agricultural landscapes, including livestock farms and soybean fields.
- Ask students: "What do you see in these images, and how do you think these agricultural practices might affect our world?"
- Conduct a quick think-pair-share activity where students discuss their initial thoughts with a partner and then share with the class.
2. Guided Lesson:
- Present a brief overview of diversified agriculture, emphasizing its role in sustainable farming practices.
- Introduce the concept of livestock raising in diversified systems, highlighting common practices and species.
- Discuss soybean cultivation, its global importance, and its role in both human and animal nutrition.
- Connect the dots between livestock and soybean production in modern agriculture.
- Use visual aids such as charts and graphs to illustrate key statistics related to livestock and soybean production.
- Common misconception to address: "Livestock production is always detrimental to the environment." Explain that while there are significant environmental concerns, proper management in diversified systems can mitigate some impacts and provide benefits like soil fertility improvement.
3. Independent Practice:
- Explain the brochure assignment, emphasizing the need for balanced representation of both livestock and soybean impacts.
- Provide a rubric that outlines expectations for content, visual appeal, and use of data. o Allow students to work independently on their brochures, using classroom computers or tablets for research and design.
- Encourage students to use online design tools like Canva or Piktochart for creating their brochures.
- Circulate to provide individual support and feedback as needed.
4. Partnered Practice:
- Divide the class into small groups of 3-4 students.
- Provide each group with a set of case studies showcasing different diversified agricultural systems that include livestock and soybean production.
- Ask groups to identify and list potential environmental, economic, and social impacts for each case study.
- Circulate among groups, offering guidance and asking probing questions to deepen their analysis.
- Have groups share their findings with the class, encouraging discussion and comparison of different perspectives.
- Introduce and model the use of reliable sources for agricultural data and statistics.
5. Closing the Lesson:
- Conduct a gallery walk where students display their infographics and peers provide feedback using post-it notes.
- Lead a whole-class discussion on the most surprising or impactful findings from the brochures.
- Ask students to reflect on how diversified agriculture might shape the future of food production and environmental sustainability.
ASSESSMENT: Ask students to write a reflective essay (3-4 paragraphs) on how their personal food choices might be influenced by what they've learned about livestock and soybean production in diversified agricultural systems. Encourage them to consider potential changes they might make in their diet or purchasing habits based on this new knowledge.
|
oercommons
|
2025-03-18T00:34:37.303693
|
09/10/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/119562/overview",
"title": "The Impact of Diversified Agriculture: Livestock and Soybean Production",
"author": "Stacie Turnbull"
}
|
https://oercommons.org/courseware/lesson/109729/overview
|
Exploring the History and Potential of Education Technology
Overview
A brief history of educational technology and a glimpse at where educational technology may be headed in the future.
Course Description and Learning Objectives
Course Description:
Learners will examine the history of education technology, identify important milestones in education technology, and take a tour of the future possibilities.
Learning Objectives:
- Discover education technologies across the ages
- Examine changes to education technology across the decades
- Explore the future of education technology
Education Technology Across the Ages
Section Learning Objectives:
- Explore education technology throughout history
- Define education in your own terms
- Decide what should or should not be considered education technology
Key Points:
- The definition of education technology varies
- Education technology has existed for thousands of years
- Education technology includes both oral and written forms
- People differ on what consitutes education technology
When viewing the animation (SMARTEduEMEA, 2011) provided below, think about the following:
- How do you define education technology/?
- Do you agree that all of examples provided in the video are education technology?
References:
SMARTEduEMEA. (2011, October 3). The history of technology in education [Video]. YouTube. The history of technology in education - YouTube
Changes to Education Technology
Section Learning Objectives:
- Examine how education technology has changed over time
- Identify the most impactful technological advancement in education
Key Points:
- Education technololgy has evolved throughout history
- Major advancements have occurred within the last century
- Examples of education technology that have transformed education include:
- Projector
- Calculator
- Computer
- Whiteboard
While reviewing the infographic linked below, identify which education technology you feel has been most impactful to student learning.
Timeline of Educational Technology in Schools Infographic
References:
Educational Technology Infographics. (2014, March 31). Timeline of educational technolgy in schools [Infographic]. elearninginfographics.com. Timeline of Educational Technology in Schools Infographic - e-Learning Infographics (elearninginfographics.com)
Future of Education Technology
Section Learning Objectives:
- Explore future education technology
- Identify an educational technology that will benefit students in the future
- Examine ethical issues related to the future of education technologies
Key Points:
- Advancements in technologies continually changes the way students learn and the way teachers teach
- Education technologies of the future have the potential to reach more students and personalize learning
- Ethical concerns regarding privacy and security in education technology exist
While viewing the video, think about another potential ethical concern related to advancing education technologies. If you are unable to come up with one, search out a reputable resource on the subject.
References:
21st Century Skills. (2023, February 12). Use of AI in education [Video]. YouTube. Use of AI in Education | Educational Technology - YouTube
|
oercommons
|
2025-03-18T00:34:37.323262
|
10/29/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/109729/overview",
"title": "Exploring the History and Potential of Education Technology",
"author": "Jeanna Pitcock"
}
|
https://oercommons.org/courseware/lesson/20675/overview
|
Oregon Science Project Hybrid 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
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. Design this task as an opener/engagement piece of a lesson or unit. 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
|
2025-03-18T00:34:37.357139
|
02/01/2018
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/20675/overview",
"title": "Oregon Science Project Hybrid Module #2 - Talk & Equity",
"author": "Kevin Lair"
}
|
https://oercommons.org/courseware/lesson/10045/overview
|
ppt on function overriding
ppt on Inheritance and Virtual function
ppt on pure virtual function
ppt on types of inheritance
ppt on virtual function mechanism
ppt on virtual functions
TPS activity on Inheritance
TPS activity on Virtual Functions
Inheritance and Virtual Functions
Overview
this contains Quiz (READ ONLY), Followed by TPS activity on Inheritance and Virtual Functions, Finally PPT are provided as Resource Materials
Section 1
this contains Quiz (READ ONLY), Followed by TPS activity on Inheritance and Virtual Functions, Finally PPT are provided as Resource Materials
|
oercommons
|
2025-03-18T00:34:37.375976
|
07/25/2016
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/10045/overview",
"title": "Inheritance and Virtual Functions",
"author": "Lalitha vp"
}
|
https://oercommons.org/courseware/lesson/92499/overview
|
True or False Worksheet
Overview
True or False Worksheet
She is going to Los Angeles. (False. She is going to Long lsland.)
Isabel is trying to book a ticket for a bus. (False, because she also tries to book a ticket for train.)
She has a dog. (False. She has a cat.)
She lives in New york. (True.)
She is free on Tuesday, Wednesday, and Saturday. (False. She is free on Sunday not Saturday.)
She is going to Long Island. (True.)
She wants to book her ticket before 11 pm. (False. She wants to book it before 1 pm.)
|
oercommons
|
2025-03-18T00:34:37.388788
|
05/06/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92499/overview",
"title": "True or False Worksheet",
"author": "öykü akça"
}
|
https://oercommons.org/courseware/lesson/87573/overview
|
Education Standards
K-6th scope & sequence
Internet Safety and Media Balance- grade 4
Overview
This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: Internet Safety & Media Balance.
Internet Safety & Media Balance-Grade 4
Overview
This Digital Citizenship unit was created by the Snohomish School District. This strand in the unit focuses on: Internet Safety & Media Balance.
Grade
Fourth Grade
Duration
Two lessons, 20-30 minutes each
Standards and Learning Objectives
Washington State Ed Tech Standards:
- 2.a. Students demonstrate an understanding of the role an online identity plays in the digital world and learn the permanence of their decisions when interacting online.
- 2.b. Students practice and encourage others in safe, legal and ethical behavior when using technology and interacting online, with guidance from an educator.
- 2.d. Students demonstrate an understanding of what personal data is, how to keep it private and how it might be shared online.
Washington State SEL Standards:
- BENCHMARK 4A - Demonstrates awareness of other people’s emotions, perspectives, cultures, languages, histories, identities, and abilities.
- BENCHMARK 4B - Demonstrates an awareness and respect for similarities and differences among community, cultural and social groups.
- BENCHMARK 4C - Demonstrates an understanding of the variation within and across cultures.
- BENCHMARK 5A - Demonstrates a range of communication and social skills to interact effectively with others.
- BENCHMARK 5B - Demonstrates the ability to identify and take steps to resolve interpersonal conflicts in constructive ways.
- BENCHMARK 5C - Demonstrates the ability to engage in respectful and healthy relationships with individuals of diverse perspectives, cultures, language, history, identity, and ability.
Washington State Computer Science Standards
- 1A-01: Select and operate appropriate software to perform a variety of tasks, and recognize that users have different needs and preferences for the technology they use.
- 1A-03: Describe basic hardware and software problems using accurate terminology.
Lesson One: Media Balance (20-30 minutes)
Materials
- Link to video below
- ZenTangle Coloring Sheets or other art idea
- One of the ZenTangle videos linked below
Formative Assessment
Student responses during discussion times will serve as formative assessment and guide the remainder of the lesson, including the possible need for more clarification or continued practice to gain understanding of concepts. Exit Tickets will be used for the same purpose.
Procedure:
Media Balance Video (5 minutes) Show the following video for the students.
- Wise Tech Choices, Finding Balance Part 1, iKeepSafe, February 2016 (Length: 3:12 minutes)
Discussion Questions (5-10 minutes) Lead a discussion using the following questions as a guide and allowing for student comments and participation. You may want to create a place to write student answers.
- The narrator mentions the word “Introspective.” What does that mean?
- Can someone give an example?
- Has anyone ever noticed a feeling of sluggishness after a long period of time playing video games or watching tv?
- Has anyone ever noticed emotions like anger or frustration with people around you after a long period of time on a screen?
- The narrator mentions the importance of 4 things: Socializing, School, Entertainment, and Exercise. Let’s brainstorm some activities you do for each of those categories.
Zen-Tangle Art Activity (5-15 minutes)
- Talk about how kids can use art, physical activity, or time with friends to release some of that frustration that can come after too much screen-time. Today, we’re going to practice with a zentangle drawing.
- Use one of the following YouTube links, or lead a zentangle of your own.
- How To Draw Zentangle Art for Kids, Unik art and craft for children with Fajar, March 2016
- Zentangle Art Patterns for Beginners, by Quest Tech, May 2019
- Another option might be to set out pages from a ZenTangle coloring book
Lesson Two: Online Safety & Citizenship (20-30 minutes)
Materials
- Links to the 4 videos below
- Links to Where on Google Earth is Carmen SanDiego? online field trips
Formative Assessment
Student responses during discussion times will serve as formative assessment and guide the remainder of the lesson, including the possible need for more clarification or continued practice to gain understanding of concepts. Exit Tickets will be used for the same purpose.
Procedure:
Online Safety and Digital Footprint Videos (8-10 minutes)
- Private and Personal Information, Common Sense Education, August 2018, (Length 1:36)
- What Is Personal Information?, Planet Nutshell, June 2014 (Length: 2:41)
- Digital Footprint Management, DQ Institute, August 2017, (Length: 2:25 minutes)
- You And Your Digital Billboard, CyberWise, July 2017, (Length 1:31)
Discussion Questions (10-15 minutes) In between each video, pause for a discussion using the following questions as a guide and allowing for student comments and participation. You may want to create a place to write student answers.
- Guiding Questions to explore after the first two videos about personal information:
- What are some examples of private information and personal information?
- How are they the same? How are they different?
- Why is it important not to share private information?
- What about personal information—what if you don’t want to share it? Do you have to?
- Guiding Question for Digital Footprint Video: This video goes a little more in depth about some things that could happen if we’re not careful with our private information. Did you learn anything different from this video?
- Digital Billboard Guiding Question: Now we’re going to think about why you might sometimes want to think twice before posting information, even if it’s not private. Can anyone think of a reason why it’s important to think before you post a picture or something else online?
- Exit Ticket: Write down on a sticky note or piece of paper, one reason why you should be careful about sharing private information on the internet.
Online Field Trip Activity if Time (5-10 minutes)
- There are lots of great places to go on the internet that are safe. Demonstrate on the Smart Board the Carmen SanDiego mystery-solving field trips. Links below.
|
oercommons
|
2025-03-18T00:34:37.436592
|
shaelynn charvet bates
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87573/overview",
"title": "Internet Safety and Media Balance- grade 4",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/67619/overview
|
Crafting 3D Formative Assessment Items
Overview
The design for this Canvas course was adapted from the Advancing Coherent and Equitable Systems of Science Education: Resource D developed by Phil Bell and Deb Morrison. (Links to an external site.) Participants build their 3D assessment design capacity by following a step-by-step process using supporting tools to design formative assessment items—before piloting them in their classrooms. The approaches learned in this course can be used with any science curricula, at any grade level, and across all domains of science and engineering.
|
oercommons
|
2025-03-18T00:34:37.448919
|
05/29/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67619/overview",
"title": "Crafting 3D Formative Assessment Items",
"author": "Scott Killough"
}
|
https://oercommons.org/courseware/lesson/107554/overview
|
2023 June SR Caucus Meeting Minutes
Overview
June 14 2023 SR Caucus Meeting Minutes
June 14 2023 SR Caucus Meeting Minutes
June 14 2023 SR Caucus Meeting Minutes
|
oercommons
|
2025-03-18T00:34:37.464533
|
08/09/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/107554/overview",
"title": "2023 June SR Caucus Meeting Minutes",
"author": "Leila Ledbetter"
}
|
https://oercommons.org/courseware/lesson/89436/overview
|
EXPERIENTIAL LEARNING
Overview
The image describes the stages in the experiential learning cycle as proposed by Kolb, 1984
EXPERIENTIAL LEARNING THE GAME CHANGER!
Experiential learning entails the process of making meaning from a direct experience.
Meaning is created through reflection and collaboration with peers
|
oercommons
|
2025-03-18T00:34:37.480612
|
01/21/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/89436/overview",
"title": "EXPERIENTIAL LEARNING",
"author": "Damaris kariuki"
}
|
https://oercommons.org/courseware/lesson/65596/overview
|
Engineering Thermodynamics -Syllabus,Course outcomes and Objectives
Overview
Over view of Thermodynamics
Thermodynamics for Third Semester
Learning Outcomes and Objectives of Engineering Thermodynamics
|
oercommons
|
2025-03-18T00:34:37.496067
|
04/24/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65596/overview",
"title": "Engineering Thermodynamics -Syllabus,Course outcomes and Objectives",
"author": "SUJA THANGARAJ"
}
|
https://oercommons.org/courseware/lesson/112904/overview
|
Activity: One idea
Overview
Science is better when everyone contributes at least one idea. In this activity, students will practice contributing and hearing ideas from everyone in the class. Students will reflect on the impact of hearing others' ideas on their thinking as scientists.
One idea
Like the "60 second rule," activities that encourage each student to contribute ideas and to listen to others build collaboration skills, science understanding, and community.
Tokens or Popsicle sticks can be used as tangibles to show when a student has contributed; sticky notes or other ways of contributing non-verbally are also good indicators and open up contributions from students that prefer to contribute non-verbally.
|
oercommons
|
2025-03-18T00:34:37.512847
|
Kristin Robinson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/112904/overview",
"title": "Activity: One idea",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/99889/overview
|
Experience MLA SR Caucus 2023
Overview
2023 Experience MLA agenda and networking activity for members and non-members.
Agenda
5 minutes-Welcome
10 minutes-Brief overview of caucus activities
5 minutes-How the breakout room networking will work/share link to topics in OER Commons
25 minutes-Breakout rooms networking
10 minutes-Discussion
5 minutes-Wrap-up
Networking Topics
Experience MLA Systematic Reviews Caucus
Group Networking Topics for Breakout Rooms
Directions: Choose a main topic from the list below and use the prompts below each topic to start a group discussion or create your own topics/prompts. Be ready to share what your group discusses. (Session is recorded except for breakout rooms). If your group has trouble getting started, start with an icebreaker from the Random Icebreaker Generator https://teambuilding.com/blog/icebreaker-questions#random
__________________________________________________________________
Topic #1: Review Types
Prompts:
Understanding review types/methods
Questions suitable for different review types
Discuss any of the review types-could be your experiences working with them
Living reviews
Helpful articles/resources
Topic #2: Searching:
Prompts:
Creating better searches
Getting more efficient at searching
Issues with searches
Peer reviewing searches
PRESS
Tips
Databases
Filters
Authorship
Meeting with teams
Helpful articles/resources
Topic #3: Systematic Review Services:
Prompts:
Managing requests
Workflows
Team members
Paid versus Free
Starting a service
Service models
Setting boundaries
Helpful articles/resources
Topic #4: Software/Tools:
Prompts:
Free tools
Subscription tools
New tools
AI/Machine Learning
Learning how to use tools
Teaching tools
Tools for various review stages
Helpful articles/resources
Topic #5: Other stages of the review:
Prompts:
Share experiences working on other areas of the review (beyond the search)
How involved are you in the other areas outside of the search?
Future ways for librarians to collaborate with researchers
Helpful articles/resources
Topic #6: Additional topics or create your own:
Prompts:
Managing stress
Managing time
Managing tasks
Organization systems
Managing feeling overwhelmed/or too many commitments
Communicating with researchers
Self-Care
Helpful articles/ resource
|
oercommons
|
2025-03-18T00:34:37.542878
|
01/11/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99889/overview",
"title": "Experience MLA SR Caucus 2023",
"author": "Stephanie Roth"
}
|
https://oercommons.org/courseware/lesson/70591/overview
|
(Remote Learning) German Clap Dance Lesson
Overview
**For remote learning: Students will pick between two dances to practice during the week:
German Clap Dance (in this lesson) or Line Dance
**For classroom: Teacher will focus on this dance all week.
In this lesson, the German Clap Dance is introduced. The steps are broken down and students get a feel for the rhythm of the music.
German Clap Dance
(Remote Learning) German Clap Dance Lesson
Created July 2020 Michelle Johnson
Lesson Topic:
Lesson of the German Clap Dance.
Lesson Description:
**For remote learning: Students will pick between two dances to practice during the week:
German Clap Dance (in this lesson) or Line Dance
**For classroom: Teacher will focus on this dance all week.
In this lesson, the German Clap Dance is introduced. The steps are broken down and students get a feel for the rhythm of the music.
Learning Goals/Outcomes:
The student will be able to perform the German Clap Dance with eighty percent accuracy.
Nebraska Standards:
PE.6.1.1.a: Moves to a beat or rhythm in a dance.
Teacher Planning:
Equipment/Materials Needed:
Music for German Clap Dance
Music Playing Device
Computer
Projector (if in classroom)
Speakers (if in classroom)
Time Required for Lesson:
30 minutes
Technology Use:
__X___ YES _____NO
Instructional Plan:
Anticipatory Set/Pre-Activity:
Talk to the students about the country of Germany and the German Clap Dance.
(Ex: Germany is a country in Europe. The German Clap Dance dates back thousands of years. It is a folk dance. A folk dance is a dance developed by people that reflect the life of the people of a certain country or region.)
Show them a video of this dance:
https://www.youtube.com/watch?v=4Ct19ZudhBI
https://www.youtube.com/watch?v=lqTZe1YYhAE&t=111s
Music:
D'hammerschmledsgselin (Germany) Bobby Morganstein The Complete Multicultural Party, Vol. 18
https://www.youtube.com/watch?v=H2ck3ofBiJo
Benefits/Explanation/Real-World Connection:
Students can perform this dance at German festivals and weddings or anytime with friends and family.
Activities (i.e. instructions, warm-up, lesson, cool-down):
Formation: A double circle, facing a partner.
**If at home, practice with family member(s)
Part 1:
Count 1: Slap your thighs.
Count 2: Clap your hands.
Count 3: Clap your partner’s right hand (to right hand).
Count 4: Slap your thighs.
Count 5: Clap your hands.
Count 6: Clap your partner’s left hand (to left hand).
Count 7: Slap your thighs.
Count 8: Clap your hands.
Count 9: Clap your partner’s hand with your right hand.
Count 10: Clap your partner’s hand with your left hand.
Count 11: Slap your thighs.
Count 12: Clap your hands.
Count 13: Slap both your partner’s hands.
Part 2:
Gallops in line of dance (LOD) with partner in loose ballroom hold
Gallop-2 & 3 & 4 &5 &6 & 7, stop
Back & 2 & 3 & 4 &5 &6 & 7, stop
Forward 2 & 3 & 4 &5 &6 & 7, stop
New partner 2 & 3 & 4 &5 &6 & 7, stop
Students repeat the dance from the top with their new partners.
Once mastered, combine part 1 and 2 with no music.
Perform total dance:
Students will perform entire dance with music.
Closure:
Ask students if they have any questions over the steps. If remote learning—they will submit what dance they picked and submit a short video of the dance one time through.
Assessment :
Teacher will look for correct performance of dances and if students keep the rhythm.
Supplemental Information:
Modifications:
Have students learn the clapping sequence without contact with their partners until you see that they have it. Then, add the physical contact. Start slow, and increase speed as students start to master the dance moves.
Safety Precautions:
Make sure students do not clap hands too hard with their partner or miss their hand and hit them instead. Keep to the rhythm of the music to keep on task and not too fast.
Comments (adaptations for various grades/ages, teaching styles, etc.):
This is best for middle school age students, but can be adapted for 3-5th grade.
|
oercommons
|
2025-03-18T00:34:37.587350
|
Assessment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70591/overview",
"title": "(Remote Learning) German Clap Dance Lesson",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/85992/overview
|
SHAPE Washington Overview of Teaching Games for Understanding
Overview
An overivew of Teaching Games for Understanding (TGfU).
The SHAPE Washington OER consists of 6 units:
Grades 3-5 - Soccer and Fistball
Grades 6-8 - Tchoukball and Badminton
Grades 9-10 - Flag/Touch Rugby and Spikeball
Teaching Games for Understanding (TGfU) Overview
Why use TGfU?
Physical education skills are often taught in isolation and students have difficulty connecting the skill and tactical components together. The TGfU model uses a modified game-practice-modified game approach which encourages students to develop their problem-solving skills through modified game play. The initial modified game allows students to begin understanding why they need to learn the skill and to think tactically as to how they can use the skill within the game. After the initial modified game students are asked critical thinking questions to reinforce the connection between the skill and tactical components. Students then practice the skill and tactic specific to the lesson, reinforcing the student’s why and how of the initial modified game. After the practice portion of the lesson students return to the initial modified game or a similar modified game where they are better able to apply the skills and tactics that were initially missing. The merit of this project is it provides students with a connection between tactics and skills of a sport which is often missing. The impact on teachers is an instructional strategy that connects tactics as well as skill development. This impacts students as they will engage in critical thinking skills throughout the unit as they make connections between tactics and skills as well as become more physically literate as they develop the competence and confidence to participate in sports throughout their lifetime. TGfU increases student motivation, student understanding of the game and increases physical activity intensity throughout the lesson compared to a traditional skills-theme approach.
Stages of TGfU:
- Initial Game – game is modified to focus on the tactical problem / focus of the lesson for the day
- Game Appreciation – students play the modified game and develop an understanding of the tactical problem, specifically the skills and strategies needed to be successful.
- Questions for the Initial Game – questions are meant to help students work through the skills and strategies they need to use and/or work on to be more successful in the game.
- Practice Tasks – tasks are designed to practice the skills and strategies needed for success in the Initial Game.
- Application Game – this is typically the Initial Game again to see how students have improved their skills and strategies focused on during the practice tasks.
|
oercommons
|
2025-03-18T00:34:37.602973
|
Unit of Study
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/85992/overview",
"title": "SHAPE Washington Overview of Teaching Games for Understanding",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/82004/overview
|
Special Issue: Innovation in Aging
Overview
Special Issue: Innovation in Aging
Innovation in Aging, Volume 3, Issue Supplement 1
PRE-REGISTERING QUALITATIVE RESEARCH: BENEFITS, UNINTENDED CONSEQUENCES, AND UNANSWERED QUESTIONS
Innovation in Aging, Volume 3, Issue Supplement_1, November 2019, Page S400, https://doi.org/10.1093/geroni/igz038.1483
Published: 08 November 2019
Abstract: While preregistration has gained increasing acceptance for quantitative, particularly experimental, studies, its relevance and implementation for qualitative research has only recently been proposed. This presentation provides an overview of the very recent and ongoing debate on the potential benefits and costs of implementing preregistration for qualitative research. The presentation summarizes the debates about whether and how preregistration will lead to greater transparency in qualitative research, explores the implications of preregistration for qualitative research, identifies some of the costs incurred in preregistering qualitative studies, describes the inaccurate assumptions about qualitative research that are repeatedly embedded in calls for preregistration, and identifies some likely, unintended consequences of adopting the same approaches employed or proposed for quantitative studies. Acknowledging the importance of greater transparency and reduced publication bias for all research, including qualitative studies, questions about transparency that qualitative researchers must urgently address are also suggested.
CHALLENGES IN PRE-REGISTRATION AND APPLYING OPEN SCIENCE PRINCIPLES WHEN USING SECONDARY OR LONGITUDINAL DATA
Innovation in Aging, Volume 3, Issue Supplement_1, November 2019, Page S400, https://doi.org/10.1093/geroni/igz038.1482
Published: 08 November 2019
Abstract: The application of open science, preregistration, and transparency principle is challenging when using existing data, including ongoing long-term longitudinal data. The goal is to distinguish clearly between exploratory and confirmatory research, but in the context of archival or longitudinal work there are risks associated with prior knowledge that has been obtained from these secondary sources. That said, new principles are being developed, including specialized pre-registration templates, that can guide the application of open science and transparency ideas to longitudinal and other secondary data, thereby increasing credibility of such work. These include: 1) disclosure of prior knowledge about a given dataset, ranging from “never worked with these data” to having multiple publications, in the pre-registration, 2) use of hold-out subsamples that can be used for validation or confirmatory purposes, and 3) making more clear what research questions are exploratory and confirmatory.
OPEN SCIENCE AND TRANSPARENT RESEARCH PRACTICES: IMPLICATIONS FOR GERONTOLOGY
Derek M Isaacowitz, Jonathan W King
Innovation in Aging, Volume 3, Issue Supplement_1, November 2019, Page S399, https://doi.org/10.1093/geroni/igz038.1479
Published: 08 November 2019
Abstract: Scientists from many disciplines have recently suggested changes in research practices, with the goal of ensuring greater scientific integrity. Some suggestions have focused on reducing researcher degrees of freedom to extract significant findings from exploratory analyses, whereas others concern how best to power studies and analyze results. Yet others involve ensuring that other interested researchers can easily access study materials, code, and data, to help with re-analysis and/or replication. These changes are moving targets, with discussions and suggested practices ongoing. However, aging researchers have not yet been major participants in these discussions, and aging journals are just starting to consider open science policies. This symposium, sponsored by the GSA Publications Committee, will highlight transparency and open science practices that seem most relevant to aging researchers, discuss potential challenges to implementing them as well as reasons for doing so, and will consider how aging journals may implement these practices. Open science practices to be considered include: preregistration, open data, open materials and code, sample size justification and analytic tools for considering null effects. Presenters from a range of areas of aging research (lab, secondary data, qualitative) will show examples of open science practices in their work and will discuss concerns about, and challenges of, implementing them. Then, editorial team members will discuss the implications of these changes for aging journals. Finally, discussant Jon King will give NIA’s perspective on the importance of encouraging open science practices in the aging field.
PREREGISTRATION TO FACILITATE A REPLICABLE SCIENCE OF AGING
Innovation in Aging, Volume 3, Issue Supplement_1, November 2019, Page S400, https://doi.org/10.1093/geroni/igz038.1481
Published: 08 November 2019
Abstract: Psychology and other sciences have been in the midst of a replication crisis. One proposal to address this crisis is the preregistration of studies, including study hypotheses, methods, measures, and analysis approaches to reduce false positive findings resulting from “experimenter degrees of freedom.” This talk will explore the benefits, and also the challenges, of preregistration, along with common misconceptions about preregistration. A preregistration case study will be presented involving a series of experiments exploring different hypotheses regarding the mechanism behind changes in attentional processing associated with aging (http://doi.org/10.1525/collabra.26). This talk will present a brief tutorial of how to preregister studies and where to preregister them. The importance of preregistration for intervention studies will be emphasized.
OPEN SCIENCE IN GERONTOLOGY: IMPLICATIONS FOR PUBLISHING
Innovation in Aging, Volume 3, Issue Supplement_1, November 2019, Pages S399–S400, https://doi.org/10.1093/geroni/igz038.1480
Published: 08 November 2019
Abstract: One big push in open science is to change journal practices to encourage a more transparent and replicable scientific record. I will start by considering why these issues are important from the perspective of a journal editor. The Transparency and Openness Promotion Guidelines were developed as a modular way for journals to encourage and/or require certain practices by authors before submitting. I will describe the TOP guidelines and will recount my experience in working to bring the Journals of Gerontology: Psychological Sciences to Level 1 of the TOP guidelines. Despite the challenges involved in changing journal practices to encourage and/or mandate greater use of open science practices, these changes will likely be coming to more journals in gerontology and beyond in the coming years, making it important for authors to be aware of changes in expectations and practices.
|
oercommons
|
2025-03-18T00:34:37.619527
|
06/04/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/82004/overview",
"title": "Special Issue: Innovation in Aging",
"author": "OSKB Admin"
}
|
https://oercommons.org/courseware/lesson/79700/overview
|
https://www.history.com/topics/american-civil-war/battle-of-gettysburg
https://www.ourdocuments.gov/doc.php?flash=false&doc=36&page=transcript
Battle of Gettysburg
Overview
This leason is on The Battle of Gettysburg. There is a online text, a video, and a quiz.
Online text for Battle of Gettysburg
Video on Battle of Gettysburg
If you want to see the prestiation the link is here.
https://docs.google.com/presentation/d/1Azc73XxrnGNnVwhoUcY3zZvk6iKxgWA3Xudd2NxiMJA/edit?usp=sharing
Watch this video
https://www.awesomescreenshot.com/video/3558586?key=a09b6596dba3eb3679e7c0f319e1226c
If you want you can read the Gettysburg Adress here
https://www.ourdocuments.gov/doc.php?flash=false&doc=36&page=transcript
Quiz on the Battle of Gettysburg
Answer Key for Quiz
1.When was the Battle of Gettysburg?
a.July,1863
b.January,1864
c.June1864
d.November,1863
Answer:A
2.What was the battle strategy with 15,000 people to cut through the middle of the north’s line in the Battle of Gettysburg?
a.Pickett’s strike
b.Gettysburg massacre
c.Pickett’s charge
d.Lee’s charge
Answer:C
3.Who had more casualties. Was it the North or the South
a.The North
b.The South
c.They were equal
Answer:B
4.Who led the South?
a.Robert Lee
b.Abraham Lincoln
c.George Washington
d.George Meade
Answer:A
5.About how many casualties were there in the Battle of Gettysburg?
a.30,000 people
b.40,000 people
c.20,000 people
d.50,000 people
Answer:D
6.Why did Lee want to attack?
a.To get food
b.To lower morale in the North
c.a and b
d.None of the above
Answer:C
7.Who was the winner of the Battle of Gettysburg?
a.The North won
b.The South won
c.It was a tie
Answer:A
8.What state was the Battle of Gettysburg in?
a.Utah
b.Pennsylvania
c.West Virginia
d.Tennessee
Answer:B
9.When did Abaham Lincoln give the Gettysburg Address?
a.December,1863
b.July,1863
c.November,1863
d.June,1863
Answer:C
10.Gettysburg was as far as the South got into the North
a.True
b.False
Answer:A
Answer key for the Teacher:
1.When was the Battle of Gettysburg?
a.July,1863
b.January,1864
c.June1864
d.November,1863
2.What was the battle strategy with 15,000 people to cut through the middle of the north’s line in the Battle of Gettysburg?
a.Pickett’s strike
b.Gettysburg massacre
c.Pickett’s charge
d.Lee’s charge
3.Who had more casualties. Was it the North or the South
a.The North
b.The South
c.They were equal
4.Who led the South?
a.Robert Lee
b.Abraham Lincoln
c.George Washington
d.George Meade
5.About how many casualties were there in the Battle of Gettysburg?
a.30,000 people
b.40,000 people
c.20,000 people
d.50,000 people
6.Why did Lee want to attack?
a.To get food
b.To lower morale in the North
c.a and b
d.None of the above
7.Who was the winner of the Battle of Gettysburg?
a.The North won
b.The South won
c.It was a tie
8.What state was the Battle of Gettysburg in?
a.Utah
b.Pennsylvania
c.West Virginia
d.Tennessee
9.When did Abaham Lincoln give the Gettysburg Address?
a.December,1863
b.July,1863
c.November,1863
d.June,1863
10.Gettysburg was as far as the South got into the North
a.True
b.False
|
oercommons
|
2025-03-18T00:34:37.650646
|
Reading
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/79700/overview",
"title": "Battle of Gettysburg",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/75036/overview
|
Deck Officer Training and Technology: Developing a Critical Approach
Overview
This resource is for maritime education professionals.
The purpose of this OER is to develop a critical approach to the role of the deck officer (OOW) and their relationship with technology. This OER will attempt to try and identify approaches or strategies we can use to enhance our teaching practice and ensure the training and skills delivered to the deck officer reflects their operating environment.
Understanding the Challenge
Introduction
A ship has traditionally been structured in a hierarchical fashion. The Captain being the person responsible for ensuring the ship, the crew and the cargo reach its destination safely.
The Captain enjoyed a great degree of autonomy in the way they organised and operated their vessel, with limited communication once away from the coast, they were solely responsible for making decisions.
Communication satellites, navigational system satellites and the internet of things has means that the position of the ship and its systems can be monitored from a shore based location 24 hours a day.
Decisions are made in an office based on the data feedback from shipboard sensors and the Captain is advised as to the optimum route and speed the vessel should take.
The video below, produced by the technology and engineering firm Wartsilla shows the evolution of the seafarer.
The purpose of this OER is to encourage and develop a critical approach to how we, as education professionals, view the relationship between the Officer of the Watch (OOW) and technology with a view to try and identify approaches or strategies we can use to enhance our teaching practice.
The Officer of the Watch is a key role in the safe navigation of a ship. They are responsible for monitoring the planned passage of the vessel and ensuring that the ship does not pose a risk of collision to other vessels or to the marine environment.
First though, let us be clear about what we mean by the term critical thinking and how we can develop this skill.
Activity: Watch the video below for an overview on what we mean by taking a critical approach.
Source: Open Education Edinburgh
The Human - Computer Interface
Throughout this course we will look at theories and concepts from within and outwith the maritime context to develop our thinking on this topic.
How do you view the role of technology on the bridge of the ship?
Which of these statements do you agree with and why?
- Technology on the bridge of a ship supports the decision-making of the OOW
- Technology on the bridge of the ship influences the decision-making of the OOW
It's important we consider these statements as our answer will influence our teaching strtategies and approaches as maritime educational professionals.
Activity
Read the paper below which highlights the role of technology in the distribution of cognitive load between the human the computer.
Click here to access the paper.
Which of the modes of cognitive distribution (Dror & Mnookin, 2010 page 48)best describes the relationship between the OOW and technology on the bridge of a ship?
Post your comments on the padlet page link here.
In the next section we will look at the role of technology in our day-to-day tasks.
References:
Dror, I. E. & Mnookin, J. L., 2010. The use of technology in human expert domains:challenges and risks arising from the use of automated fingerprint identification systems in forensic science. Law, Probability and Risk, Volume 9, pp. 47-67.
Eliopoulou, E., Papanikolaou, A. & Voulgarellis, M., 2016. Statistical analysis of ship accidents and review of safety level. Safety Science, Volume 85, pp. 282-292.
Technology and Routine Tasks
In this section we look at how the OOW interacts with technology on a daily basis and whether an understanding of these interactions can assist us in the design and delivery on training programmes for deck officers.
If you are unfamiliar with the equipment you will find on the bridge of a ship and the role of the OOW this video will give you an excellent overview. Episode 4: How I Sea It; How do you "drive" a mega cruise ship?
Much of the role of the Officer of the Watch involves routine interaction with the technological equipment and outside environment.
Developing a deeper understanding and creating awareness of everyday tasks and routines is important. In their paper, Bowo & Furusho (2019) analysed maritime accidents and the primary cause they concluded was that ‘a fairly simple task performed rapidly or with scant attention is the most common cause of maritime accidents’.
What can we learn from the behaviour of the OOW by analysing their routine interactions?
Can we change or influence their behaviour through these interactions to create an intervention which can prevent an accident or incident occuring?
This would require a shift in our relationship with technology and introduces us to the topic of actor network theory.
The OOW and Actor Network Theory
Watch the video below for an introduction on Actor Network Theory.
What are the implications for the OOW if we consider their role as being linked and influenced by their interactions with the humans and technology they come into contact with in the course of their watchkeeping duties?
The image below is adapted from the the ‘Single action versus pattern of action’ diagram from (Pentland & Thorvald, 2015). On the left hand side we see the role of the OOW as the receiver of data and information from the navigational instruments and they will make a decision based on their interpretation of that information. On the left hand side we see the OOW as part of the network of navigational instruments. This change in view point has implications for how we teach and instruct the OOW in their role.
Would viewing the OOW as part of an actor network theory, change our approach to training?
Using Metrics to Understand Decision Making
In their paper researching the cause of Electronic Chart Display Information Systems (ECDIS) Car , et al. (2019) found that most ECDIS incidents were a result of the human-computer interface (p.83) as opposed to a technical failure or machine reliability issues.
Activity
Read the paper from Car, et al (2019) below.
Car , M., Vujičić, S., Žuškin, S. & Brčić, D., 2019. Human Machine Interface: Interaction of OOW's with the ECDIS System (pages 74-86). Dubrovnik, University of Dubrovnik, Maritime Department.
A better understanding of how the OOW interacts with the ECDIS and other navigational equipment could lead to the development of more effective training. These everyday occurrences and engagements with digital technologies result in what (Pink, et al., 2017, p. 1) describe as ‘mundane data’.
Activity
Read this report on how surgeons are using simulators and wearable technology to better understand the decision making process and inform future actions.
Tracking the movements, minds of surgeons to improve performance
How could data obtained from the OOW be used to improve training ?
Identify some of the ethical issues related to obtaining and using personal data?
There are a number of questions that arise from this section. Click on the link HERE to share some of your thoughts on the Padlet page.
References:
Bowo, L. & Furusho, M., 2019. A Comparison of the Common Causes of Maritime Accidents in Canada, Indonesia, Japan, Australia, and England. Advances in Intelligent Systems and Computing, Volume 778, pp. 256-267.
Pink, S., Sumatojo, S. & Lupton, D., 2017. Mundane data: The routines, contingencies and accomplishments of digital living. Big Data & Society, pp. 1-12.
The Post-Humanist Seafarer
Making Sense of the World Around Us
Traditional training programmes and ship simulator courses for an officer of the watch take an anthropocentric view placing human activity at the centre of all operations (Maritime and Coastguard Agency, 2010). As we have seen, digital technologies have an increasingly important role in the navigation of a ship and the relationship between these technologies and the OOW is an crucial one.
In this section we develop our thinking of the relationship of the OOW and technology. Is an anthropocentric model still relevant for us as educators or should we recognise that we are now operating in a post-humanist environment?
Firstly, let's be clear what we mean by the term post-humanist. Watch the video below.
Can we say that we are currently operating in post-humanist environment at sea?
We can certainly say we are moving closer towards it and if we want to ensure our training is relevant and that we prepare our OOW for the environment they will be working in, we need to recognise the skills they will be required to develop. This is because the digital technologies that are common-place and mandatory on the bridge of a ship create and shape our understanding of the outside environment. Our physical interaction with these technologies form an embodied knowledge, the mind ‘cannot be seen as separate from the body or bodily experience.’ (Dufva & Dufva, 2019, p. 19).
While we still teach our deck officers about celestial navigation and the use of a sextant, skills such as 'digi-grasping' will become increasingly important. Digi-grasping is the ‘active and empowered sense-making and participation in an increasingly digitalised world' (Dufva & Dufva, 2019). The significance for education is that digi-grasping is more than a theoretical or technical understanding it reflects the qualities and skills required to operate in the physical and digital environment.
An example of this is the development of virtual reality training for the OOW.
Activity
Read the paper ' A ship driving teaching system based on multi-level virtual reality technology'.
Cao, F.-h., 2016. A Ship Driving Teaching System Based on Multi-level Virtual Reality Technology. International Journal of Emerging Technologies in Learning, 11(11).
This raises two questions that the maritime industry is facing.
How do you close the gap between the teaching methods and technologies used in the classroom and what the OOW will be experiencing onboard their ship?
What is the relevance in training deck officers 'traditional' seamanship subjects, such as celestial navigation and the use of a sextant?
You can post some of your thoughts or comments HERE.
References
Dufva, T. & Dufva, M., 2019. Grasping the future of the digital society. Futures, Volume 107, pp. 17-28
Future Training Considerations
In the previous sections we have looked at some of the key issues regarding the current training of deck officers. How by developing a critical approach we can identify and develop teaching strategies to prepare them for their operating environment.
What is clear is that the traditional methods of training our seafarers is not meeting the requirements of the workplace. This is evidenced by the number of ‘human-element’ incidents involving ships. The challenge for traditional maritime educational training (MET) institutes is that the skills and experience of the qualified lecturers do not reflect the skills required in the workplace (Emad, et al., 2020).
In this section we will look at current developments in the maritime industry and how that may further impact the training requirements of future OOW.
As an introduction, watch the video below.
The biggest impact on the shipping industry in the next 10-15 years will be the introduction of commercially operated Maritime Autonomous Surface Ships (MASS). Four degrees of autonomy have been identified, shown in the table below.
Table 1-2: Degrees of Autonomy (IMO) | |
1 | Ship with automated processes and decision support. Seafarers are on board to operate and control shipboard systems and functions. Some operations may be automated and at times be unsupervised but with seafarers on board ready to take control. |
2 | Remotely controlled ship with seafarers on board. The ship is controlled and operated from another location. Seafarers are available on board to take control and to operate the shipboard systems and functions. |
3 | Remotely controlled ship without seafarers on board. The ship is controlled and operated from another location. There are no seafarers on board. |
4 | Fully autonomous ship. The operating system of the ship is able to make decisions and determine actions by itself. |
Autonomous ships are currently in operation in near-coastal waters around Sweden and Norway and in 2021 the first trans-Atlantic crossing is planned to take place using a fully autonomous vessel, the Mayflower.
This creates another human-computer interaction which has not yet been encountered at sea. How will the crew of a manned vessel interact with a remotely operated or fully autonomous vessel?
Activity
Read the paper below to learn more about the planning of human - computer interactions on the high-seas.
Ahvenjärvi, S., 2016. The Human Element and Autonomous Ships. International Journal on Marine Navigation and Safety of Sea Transportation, 10(3).
The challenge for maritime educators is trying to envisage what the future may look like and, as was highlighted by Emasd et al. (2020) the experience of the qualified lecturers do not reflect the skills required in the workplace.
We tend to focus our attention on the skills required for the OOW in the future.
The paper above though highlights a problem in the experience and knowledge of those involved in education.
How do you think educators need to develop their skills and approach in order to remain relevant in a rapidly changing landscape?
Post your thoughts in the Padlet HERE.
References
Emad, G. R., Khabir, M. & Shahbakhsh, M., 2020. Shipping 4.0 and Training Seafarers for the Future Autonomous and Unmanned Ships. Qeshm Island, s.n.
Maritime UK, 2019. Maritime Autonomous Surface Ships (MASS) UK Industry Conduct Principles and Code of Practice. London: Maritime UK.
|
oercommons
|
2025-03-18T00:34:37.690156
|
Angus Ferguson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75036/overview",
"title": "Deck Officer Training and Technology: Developing a Critical Approach",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/69636/overview
|
Lesson Rubric
Overview
This rubric is designed to evaluate social studies lessons under the Iowa Core Social Studies Standards.
Rubric
Please identify how much you agree/disagree with the following statements.
This lesson aligned with the Iowa Core Social Studies Standards.
| Strongly Disagree | Disagree | Somewhat | Agree | Strongly Agree |
| 1 | 2 | 3 | 4 | 5 |
This lesson is aligned with the stated Learning Goals.
| Strongly Disagree | Disagree | Somewhat | Agree | Strongly Agree |
| 1 | 2 | 3 | 4 | 5 |
This lesson contains age appropriate materials.
| Strongly Disagree | Disagree | Somewhat | Agree | Strongly Agree |
| 1 | 2 | 3 | 4 | 5 |
This lesson allows students opportunities to show their learning.
| Strongly Disagree | Disagree | Somewhat | Agree | Strongly Agree |
| 1 | 2 | 3 | 4 | 5 |
This lesson allows for student collaboration.
| Strongly Disagree | Disagree | Somewhat | Agree | Strongly Agree |
| 1 | 2 | 3 | 4 | 5 |
This lesson utilizes technology in an effective manner.
| Strongly Disagree | Disagree | Somewhat | Agree | Strongly Agree |
| 1 | 2 | 3 | 4 | 5 |
This student would lead to high student engagement.
| Strongly Disagree | Disagree | Somewhat | Agree | Strongly Agree |
| 1 | 2 | 3 | 4 | 5 |
This lesson is relevant to a student's understanding of the modern world.
| Strongly Disagree | Disagree | Somewhat | Agree | Strongly Agree |
| 1 | 2 | 3 | 4 | 5 |
|
oercommons
|
2025-03-18T00:34:37.708736
|
Josh Battern
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69636/overview",
"title": "Lesson Rubric",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/93175/overview
|
Fidget Spinner/ Stress Ball To Reduce Stimming
Overview
To offer the child alternative to stimming by providing him/her with a toy that could help the child cope with their emotions and self stimulate in a more appropriate and/or safe way.
Stimming
Make it clear to the child that they have to ask for the toy first and if it is a suitable time, they will be given it. If it is not, reassure them that they can ask for it again later and preferably specify the time they will be allowed access.
Age of Child: 9
Setting: School
Area of Challenge: Stimming
SEL: Assessment
Type of Resource: Activity
ACTIVITY NAME: Fidget spinner/ Stress ball
ACTIVITY OBJECTIVE: To offer the child alternative to stimming by providing him/her with a toy that could help the child cope with their emotions and self stimulate in a more appropriate and/or safe way.
ACTIVITY DESCRIPTION: Remind the child of the available toys (fidget spinner or stress ball) explaining that they should only be used during certain activities and not during lesson time. Offer the toy to the child as an alternative to their usual stim.
|
oercommons
|
2025-03-18T00:34:37.722190
|
Activity/Lab
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93175/overview",
"title": "Fidget Spinner/ Stress Ball To Reduce Stimming",
"author": "Psychology"
}
|
https://oercommons.org/courseware/lesson/87303/overview
|
5 Types Of Virtual Reality – Creating A Better Future
AR and VR in Education
AR vs VR | What are Virtual and Augmented Realities?
The Research on Augmented and Virtual Reality for the Classroom
Types of AR
What are the different types of Augmented Reality?
Virtual Reality vs. Augmented Reality in Education
Overview
This resource is to provide an understanding of the following: Virtual Reality, Augmented Reality, Properties of Virtual Reality, Properties of Augmented Reality, The Effectiveness of the Emergining Technologies in Education, Outcomes of Student Learning and Experience.
Virtual Reality
What is Virtual Reality?
- The use of computer technology to create a stimulated environment. This is a virtual experience that can be observed, listened to, and interact with but you can't touch.
Types of Virtual Realities:
- Non-Immersive Virtual Reality
- This technology provides a computer-generated environment but allows the user to stay aware of and keep control of their physical environment.
- Semi-Immersive Virtual Reality
- Semi-immersive technology provides realism through 3D graphics, which is a term known as vertical reality depth.
- Fully Immersive Virtual Reality
- Fully-immersive simulations give users the most realiistic simulation experience with complete sight and sound.
Augmented Reality
What is Augmened Reality?
Augmented Reality is an experience where designers enhance parts of users' physical world with computer-generated input.
What are Augmented Reality Markers?
Reality markers are recognition-based AR or image recognition which relies on identifying markers/user-defined images to function.
Types of Augmented Reality Without Markers?
- Location-Based Augmented Reality
- Aims at the fusion of 3D virtual objects in the physical space where the user is located.
- Project-Based Augmented Reality
- Used for the deliver of the digital data within a stationary context. For example, projected-based augmented reality focuses on rendering virtual 3D objects within the user's physical space.
- Overlay Augmented Reality
- Provides multiple views of target object with the option to display additional relevant information about that object.
- Countour-Based Augmented Reality
- The use of the special cameras helps with the human eyes to outline specific objects with lines to facilitate certain situations.
Virtual Reality vs Augmented Reality Video
Effectiveness of Augmented Reality and Virtual Reality
- Augmented Reality and Virtual Reality is effective in education because it brings an artificial computer-generated world.
- Students can easily experience and interact with the technology.
- These realities makes it easy to effectiveness of transfering information to students in a way they will understand.
- Utilizing the interactive learning experiences can bring more excitement into the classroom experience which can create new learning opportunities.
- AR and VR gives stuents more ways to learn which covers differentiated instruction.
- AR and VR enhances not only the students ability to learn but their learning experience.
Outcomes of Using Virtual Reality and Augmented Reality in Education
- Effective transfer of information
- Improves student learning outcomes
- Boost student engagement
- Eradicates distraction during study
- Can bring out student's creativity by enhancing the power of imagination.
- Virtual and Augmented Reality creates a memorable learning experience.
- The technology can enhance a quicker understanding of complex topics.
- Can enhance learning through game-based education.
Virtual Reality and Augmented Reality Transforming Education
|
oercommons
|
2025-03-18T00:34:37.752707
|
Yasmeen Merriweather
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87303/overview",
"title": "Virtual Reality vs. Augmented Reality in Education",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/106278/overview
|
Plot Elements Guided Notes
Presto - Short Film
Seventh Grade by Gary Soto
Plot Elements with Short Films
Overview
This is a lesson to help students identify plot elements in different texts. It is designed for 7th grade students in the ELA classroom. The graphic organizer on the Google Slides helps the students stay organized and provides a visual of plot diagramming. The short film is funny and engaging for the students.
Instructions
In this lesson students will learn about plot elements and practice analyzing a text for the different elements.
Step 1 - Provide the guided notes for the students so they can be knowledgeable of the terminology.
Step 2 - Students will analyze a short film for the different plot elements. Explain that this will lead to analyzing a short story for plot elements next.
Step 3 - Watch and discuss the first short film, Presto. Model to the students how to analyze the different sections to correctly complete a plot diagram.
Step 4 - Watch another short film (select one of your choice) and allow students to work with a partner, while observing the students and checking for understanding.
Step 5 - The third short film (your choice) provides students with the opportunity to complete the assignment independently. This will provide the data on who has a solid understanding of plot elements and who needs more instruction.
Step 6 - Read the short story 7th Grade by Gary Soto. While reading, discuss the different plot elements. Model to students how to analyze the text for meaning and allow students to participate while using the new academic vocabulary.
|
oercommons
|
2025-03-18T00:34:37.774119
|
Teaching/Learning Strategy
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106278/overview",
"title": "Plot Elements with Short Films",
"author": "Reading"
}
|
https://oercommons.org/courseware/lesson/70886/overview
|
Water Balloon Toss - Grade 8
Overview
Middle school lessons utilize local phenomenon and are organized by grade bands. By designing instruction around local phenomenon, students are provided with a reason to learn shifting the focus from learning about a disconnected topic to figuring out why or how something happens. #Going 3D with GRC
Lesson - Force and Motion
Student Science Performance
Phenomenon: Sometimes when a person throws a water balloon at me I can catch it without it breaking and sometimes it breaks when I try to catch it.
Gather:
Students explore ways to fill and break balloons in a consistent manner and determine criteria for the problem (e.g., 4-meter underhand toss, drop 2 meters onto grass, drop 1 meter onto concrete) and how to change variables inconsistent ways. Materials – Water Balloons, water, and bins, measuring tape/meter stick, large syringes, and other objects upon request.
Students design a solution to the problem of increasing the proportion of water balloons that survive collisions without breaking.
Students plan and carry out an investigation to test the effectiveness of their solution to the problem of dropping balloons without causing them to break.
Students use a model to organize data from the experiment and find patterns in the data to use as evidence to support an explanation for your solution of successfully dropping balloons without causing them to break.
(Teacher Hint- This activity is definitely an outside activity on a warm day. The focus of this investigation is twofold. One is to help students understand the engineering design - is the figure on the engineering process at the end of the lesson. Students must determine how much water will be added to the balloon. Establish minimum criteria throughout the investigation based upon the strength of balloons. Encourage students to construct a data table to record proportions.)
Reason:
5. Students develop a model to show the system of forces acting on a balloon when it is successfully dropped (without breaking the balloon). (This could be done as a poster.)
Class Discussion:
Q: Why did you select the criteria you did in defining the problem?
Q: How does your model show the forces acting on the balloon?
Q: What causes the balloon to break?
Q: Why is the way the forces are distributed on impact important to the design?
Q: How can we use the laws of motion to make sense of this phenomenon?
Q: What are some examples of analogous phenomena?
(Teacher Hints: It is important students understand that each group is defining the problem and limitations placed on a solution. Focus on the forces, engineering design, and how the design was tested. The laws of motion should be used conceptually not by a number - an object in motion stays in motion - the sum of the forces acting on an object determines the motion of the object - the momentum of an object increases with increasing mass and/or velocity. Analogous phenomena are phenomena with the same causes but the different contexts (e.g., bumpers on cars that have crumple folds to distribute the force of a collision over time, high jump pits have soft landing foam, springs on a car to soften the ride.)
Communicate Reasoning:
6. Students construct an explanation for how the system you have engineered operates to change how the forces acting on the balloons cause fewer balloons to break.
(Teacher Hints: Students focus on both the way the system operates as well as how the design distributes the force of impact over both time and area. Key core ideas for this challenge: 1) an object in motion tends to stay in motion until acted upon by a force, 2) for every force there is an equal and opposite force, and 3) the force is proportional to the mass and velocity of the object.)
*See attached document below for full lesson.
Additional Lessons can be found at #Going 3D with GRC (Gathering, Reasoning and Communicating). Original authors were: Kathy Ulrich, Delene Butler, and H. Guy.
|
oercommons
|
2025-03-18T00:34:37.794375
|
Jamie Rumage
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70886/overview",
"title": "Water Balloon Toss - Grade 8",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/101433/overview
|
Moonshine and Methamphetamine - Understanding the Historical and Present-Day Impact on the Economically Disadvantaged
Overview
This activity was produced in conjunction with The Library of Congress and the TPS at Metropolitan State University of Denver.
This activity will allow learners to look with with empathy, respect and understanding:
- prohibition and the war on drugs
- the historical and present day challenges these present for economically disadvantaged individuals
Activity Plan for High School students Grades 9-12
Crossroads of History
Activity Plan
| Program Title | Moonshine and Methamphetamine - Understanding the Historical and Present-Day Impact on the Economically Disadvantaged | Instructional Level | Grades 9-12 | Target Audience | Secondary Students |
| TPS Western Region Location | North Georgia |
| Resources UsedSocial Justice Standards | Diversity Anchor standards:
|
| Facing History and Ourselves | Analyzing Images and/or the Crop It strategy |
| Library of Congress Teacher Resources C3 Teachers: Inquiry Design ModelGeorgia Performance Standards:Additional sources: | Teacher's Guide: Analyzing Photographs & Prints | Teacher Resources - Library of Congress (loc.gov)
|
| Introductory Text/ Program justification | Just as many economically disadvantaged people engaged in the production and sale of illegal alcohol, or "moonshine" during Prohibition, despite the risks and consequences, today many individuals participate in the illegal drug trade. This can lead to criminal activity, including organized crime, and can have negative impacts on communities and public health. |
| Materials needed: | |
| Technology |
|
| Consumables & Copies |
|
| LOC Primary Source links |
| |
| Entry Activity/Task |
| |
| Focused Activity/Task |
| |
| Conclusion Activity/TaskExtension Activity |
|
| Assessment of Student Learning |
|
| Student Learning Accommodations & Modifications |
|
| Multicultural Considerations |
|
Adapted from template by Creator: Morgen Larsen for NCCE.org
Except where otherwise noted, this work is licensed under a Creative Commons Attribution 4.0 International License
|
oercommons
|
2025-03-18T00:34:37.820638
|
U.S. History
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101433/overview",
"title": "Moonshine and Methamphetamine - Understanding the Historical and Present-Day Impact on the Economically Disadvantaged",
"author": "Social Science"
}
|
https://oercommons.org/courseware/lesson/69495/overview
|
Education Standards
Balancing Chemical Equations
Changing Matter Not Weight
Chapter 7 Notes
Law of Conservation of Mass Lab
Mathematically Balancing Equations
Law of Conservation of Mass
Overview
This unit dicusses the law of conservation of mass, as well as teaches the fundamentals of balancing chemical equations.
Gum Lab
Students determine the portion of original mass of gum that is swallowed for sugar and sugar-free gum.
Changing Matter Not Weight
Matter is not created nor destroyed; it simply changes from one form to another. This law of conservation of mass challenges elementary students’ ideas about matter, because many children may think that matter is created or destroyed in a chemical reaction. In this lesson, students will challenge their preconceptions about matter by experimenting with physical and chemical changes to determine that the total weight of the matter does not change. Students will use math to show that the total weight of matter is equal to the sum of the weight of its component parts, and they will graph this information to show that the weight of matter is conserved during physical and chemical changes.
Notes PowerPoint
Follow the Powerpoint, and take notes. Make sure to include all vocabulary.
Balancing Chemical Equations Article
This lesson will reinforce your knowledge about chemical formulas and introduce the concept of balanced chemical equations.
Balancing Chemical Equations Activity
How do you know if a chemical equation is balanced? What can you change to balance an equation? Play a game to test your ideas!
Video
Mathematically Balancing Equations
This provides a mathematical method of balancing chemical equations as an alternative to the conventional method (by inspection)
|
oercommons
|
2025-03-18T00:34:37.849705
|
Reading
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/69495/overview",
"title": "Law of Conservation of Mass",
"author": "Interactive"
}
|
https://oercommons.org/courseware/lesson/75638/overview
|
Module 2: Systems of Equations
Overview
This Module helps students to explore the process of solving systems of equations. Students will use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction to make connections to solving systems of equations. Students will complete various activities from watching Youtube videos to completing Google Docs and FlipGrids explaining their rationale. Students will also read articles to analyze applications of solving systems of equations.
Systems of Equations
Module 2:
Systems of Equations
Teacher Version
- Each Lesson is made to be used within a 50 minute period.
- Each Module is made to be completed within a 5-day week.
- Each Module is based on some of the material from the Open Stax Elementary Algebra 2e: https://d3bxy9euw4e147.cloudfront.net/oscms-prodcms/media/documents/ElementaryAlgebra2e-WEB_1.pdf
- Some of the questions are based on this textbook: http://www.wallace.ccfaculty.org/book/Beginning_and_Intermediate_Algebra.pdf
- Google Classroom that supports these lessons can be accessed with code: lpazqtb
Standards:
Science:
HS-PSI-7- 7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.
Technology:
EMPOWERED LEARNER 1C- Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Mathematics:
CCSS.MATH.CONTENT.8.EE.C.7- Solve linear equations in one variable.
CCSS.MATH.CONTENT.8.EE.C.8- Analyze and solve pairs of simultaneous linear equations.
CCSS.MATH.CONTENT.HSA.REI.B.3- Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
CCSS.MATH.CONTENT.HSA.REI.C.5- Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
CCSS.MATH.CONTENT.HSA.REI.C.6- Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
CCSS.MATH.CONTENT.HSA.REI.C.8-(+) Represent a system of linear equations as a single matrix equation in a vector variable.
CCSS.MATH.CONTENT.HSA.REI.D.10- Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).
CCSS.MATH.PRACTICE.MP2-Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP4-Model with mathematics.
CCSS.MATH.PRACTICE.MP6-Attend to precision.
Daily Outline:
Day 1:CREATING SYSTEMS OF LINEAR EQUATIONS IN TWO VARIABLES
- (20 minutes) Students will read through an article about applying linear systems in reality.
- (30 minutes) Students will complete a worksheet that guides them through creating systems of equations. This is provided by a Google Doc.
Day 2: SOLVING SYSTEMS GRAPHICALLY
- (15 minutes) Students will watch a Youtube video introducing systems of equations being solved graphically. They should follow along and take notes.
- (35 minutes) Students will complete the alpine slide activity which guides them through creating a system of equations and solving it.
Day 3: SOLVING SYSTEMS BY COMBINATION
- (30 minutes) Students will follow along with the Emaze presentation based on the combination method. This includes watching a video at the end of the presentation that shows another example of this method.
- (20 minutes) Students will fill out their exit slip for the day in this Google Forms. It asks questions about applying the method to their life.
Day 4: SOLVING SYSTEMS BY SUBSTITUTION
- (10 minutes) Students will complete the warmup for solving systems by substitution. It includes prior knowledge from past lessons.
- (20 minutes) Students will follow along with a Youtube video about solving systems using substitution. Students will take notes.
- (20 minutes) Students will complete the substitution activity provided in the Google Doc below.
Day 5: LAB DAY
- (5 minutes) Students will watch a video I have created to show them how to set up a matrix from a system of equations.
- (10 minutes) Students will watch the Youtube video about balancing chemical equations using linear algebra.
- (35 minutes) Students will complete the Google Doc that will assess their application skills using linear algebra and matrices to solve systems of equations.
|
oercommons
|
2025-03-18T00:34:37.872775
|
Homework/Assignment
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75638/overview",
"title": "Module 2: Systems of Equations",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/52930/overview
|
TurtleStitch Lesson #2
TurtleStitch Lesson #3
TurtleStitch Lessons #4 & #5
TurtleStitch Powerpoint #1
TurtleStitch Powerpoint #2
TurtleStitch Powerpoint #3
TurtleStitch Unit Plan
TurtleStitch
Overview
In this project/lab, students will create a program using TurtleStitch, a Snap-based, block programing website, to embroider a pattern on a t-shirt or piece of fabric. Students will complete a series of lessons to better understand the block language and create their program.
Section 1
In this project/lab, students will create a program using TurtleStitch, a Snap-based, block programing website, to embroider a pattern on a t-shirt or piece of fabric. Students will complete a series of lessons to better understand the block language and create their program.
|
oercommons
|
2025-03-18T00:34:37.891069
|
04/02/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/52930/overview",
"title": "TurtleStitch",
"author": "Marie Caniglia"
}
|
https://oercommons.org/courseware/lesson/104678/overview
|
Lesson Plan on environmental literacy
Overview
The lesson plan combines language skills with environmental awareness. Students engage in reading, writing, and discussion activities centered around sustainability, ecological responsibility, and the importance of adopting eco-friendly practices in their daily lives.
At the end of the lesson students are asked to reflect on what they have learned during the lesson. They identify the most significant takeaways, new perspectives gained, or questions that have appeared. They are encouraged to do self-reflection and critical evaluation of their own development and understanding.
Green Living
The lesson combines language skills with environmental awareness. Students engage in reading, writing, and discussion activities centered around sustainability, ecological responsibility, and the importance of adopting eco-friendly practices in their daily lives.
|
oercommons
|
2025-03-18T00:34:37.908451
|
06/05/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104678/overview",
"title": "Lesson Plan on environmental literacy",
"author": "Alina Mardari"
}
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.