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https://oercommons.org/courseware/lesson/97435/overview
|
Introduction to the Mean Value Thm. Overview Google Slides fro an Introduction to the mean value thm. Introduction to the Mean Value Thm. Google Slides: Mean Value Thm.
|
oercommons
|
2025-03-18T00:39:05.777775
|
09/24/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97435/overview",
"title": "Introduction to the Mean Value Thm.",
"author": "Lakhvr Atwal"
}
|
https://oercommons.org/courseware/lesson/115943/overview
|
HIST 10: Introduction to World History to 1450
Overview
This course studies history from a distance, covering tens of thousands of years and touching upon all the locations that humans have ever inhabited. Its focus is on finding patterns and comparisons rather than memorizing facts about names and places. By the end of the course, students should be able to identify and understand long-term and large-scale dynamics of complex change in the past. Themes of the course include connections between groups of people, the movements of people, goods, ideas and non-human species, and human exploitation of the earth and its inhabitants.
Attachments
The attachment for this resource is a sample syllabus for an introductory course covering world history to 1450.
About This Resource
This resource was contributed by Dr. Ruth Mostern, Associate Professor, Department of History, and Director of the World History Center, University of Pittsburgh.
|
oercommons
|
2025-03-18T00:39:05.795934
|
Alliance for Learning in World History
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115943/overview",
"title": "HIST 10: Introduction to World History to 1450",
"author": "Syllabus"
}
|
https://oercommons.org/courseware/lesson/115624/overview
|
Cognitive Styles when Using Technology (SESMag)
Overview
What cognitive styles do we use to interact with technology? The SESMag Project has identified six cognitive facets we bring to our use of technology.
Overview
The SESMag Project has identified six research-based cognitive facets people bring to their use of technology:
- Access to Reliable Technology,
- Communication Literacy, Education, and Culture
- Attitude Toward Technology Risk
- Technology Privacy and Security, and
- Technology Self-Efficacy
Keep reading to learn more about each facet and the SESMag personas that embody different sets of facet values (also called cognitive styles).
GenderMag Personas
The SESMag Project has defined three SESMag personas: Dav, Ash, and Fee. Each persona represents a different set of cognitive styles. Dav and Fee represent the two ends of the cognitive style spectra and Ash is in the middle.
Davu/Davida (“Dav”) | Asha/Ashwin (“Ash”) | Felienne/Felix (“Fee”) | |
Access to Reliable Technology | Spotty access | High access | High access |
Communication Literacy/Education/Culture | Lower (relative to peers) | Medium | Higher (relative to peers) |
Attitudes toward Technology Risks | Risk-averse | Risk-averse | Risk-tolerant |
Technology Privacy and Security | Tech features viewed as high risk | Tech features viewed as low risk | Tech features viewed as low risk |
Perceived Control and Attitude Toward Authority | Technology outputs cannot be challenged/changed | Technology outputs can be challenged/changed | Technology outputs can be challenged/changed |
Technology Self-Efficacy | Lower (relative to peers) | Medium | Higher (relative to peers) |
|
oercommons
|
2025-03-18T00:39:05.822744
|
Psychology
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115624/overview",
"title": "Cognitive Styles when Using Technology (SESMag)",
"author": "Information Science"
}
|
https://oercommons.org/courseware/lesson/120751/overview
|
Introduction to Graphs
Overview
A graph is a powerful tool for analyzing complex patterns and relationships, and it helps in drawing conclusions from them. It has wide applicability across various domains
A Brief Introduction to Graph
A graph is a well-defined collection of vertices (nodes) and edges (links/connections). Nodes generally represent attributes, features, objects, or items, whereas edges represent weights or relationships. A graph can be a network of points connected by edges. Applications of graphs can be found in various fields, including mathematics, computer science, chemistry, biology, social sciences, transportation, agriculture, operational research, etc.
There are various types of graphs, such as directed graphs, undirected graphs, multigraphs, planar graphs, complete graphs, simple graphs, weighted graphs, null graphs, finite graphs, infinite graphs, cyclic graphs, acyclic graphs, and many more. The images above describe two types of graphs:
- Directed Graph: A directed graph consists of edges with directions.
- Undirected Graph: An undirected graph consists of edges with no directions, allowing movement in any direction.
Let’s understand some other types as well:
1) Planar Graphs are graphs that can be drawn on a plane without any edges intersecting.
2) Multigraphs allow parallel edges.
3) Pseudographs are graphs that may contain both parallel edges and self-loops.
4) Complete Graphs are graphs where each node is connected to every other node, with all nodes being distinct.
5) Weighted Graphs are graphs where edges are assigned weights or values.
6) Null Graphs contain no edges.
7) Cyclic Graphs contain at least one cycle.
One of the important concepts in graph theory is the degree of a graph. The degree refers to the number of edges associated with a vertex. A pendant vertex is one with a degree of 1, while an isolated vertex has a degree of 0.
Now, let’s understand three very important theorems of graph theory:
- The sum of the degrees of all vertices in a graph is equal to twice the number of edges.
- The number of vertices of odd degree is even.
- The maximum degree of any vertex in a simple graph with mmm vertices is m−1.
|
oercommons
|
2025-03-18T00:39:05.836699
|
10/16/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/120751/overview",
"title": "Introduction to Graphs",
"author": "S Ratna Manjari"
}
|
https://oercommons.org/courseware/lesson/108946/overview
|
Audacity
Overview
Audacity is a versatile and open-source audio editing software that has gained popularity for its user-friendly interface and robust feature set. It offers a wide range of tools for recording, editing, and enhancing audio files, making it a valuable resource for both beginners and experienced audio enthusiasts. Audacity supports multiple audio formats, allowing users to import and export audio with ease. It includes features such as multi-track editing, real-time audio analysis, and a variety of effects and plugins that enable users to manipulate and improve audio quality. Additionally, its extensive documentation and active online community make it an excellent choice for anyone looking to explore the world of audio editing and production. Whether you need to clean up a podcast, edit a music track, or record a voiceover, Audacity provides a free and powerful solution for all your audio editing needs.
Overview: Audacity is a versatile and open-source audio editing software that has gained popularity for its user-friendly interface and robust feature set. It offers a wide range of tools for recording, editing, and enhancing audio files, making it a valuable resource for both beginners and experienced audio enthusiasts. Audacity supports multiple audio formats, allowing users to import and export audio with ease. It includes features such as multi-track editing, real-time audio analysis, and a variety of effects and plugins that enable users to manipulate and improve audio quality. Additionally, its extensive documentation and active online community make it an excellent choice for anyone looking to explore the world of audio editing and production. Whether you need to clean up a podcast, edit a music track, or record a voiceover, Audacity provides a free and powerful solution for all your audio editing needs.
|
oercommons
|
2025-03-18T00:39:05.849268
|
Javan Sullins
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/108946/overview",
"title": "Audacity",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/90130/overview
|
3cinema two photos and technologyc
3 presentation cinema
cinema scenes presentation three
Overview
cinema scens presentation three
cinema scenes presentation three
cinema scenes presentation three
|
oercommons
|
2025-03-18T00:39:05.866869
|
02/16/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90130/overview",
"title": "cinema scenes presentation three",
"author": "stuart lenig"
}
|
https://oercommons.org/courseware/lesson/80268/overview
|
College Biology Non-Majors Using Open Educational Resources
Overview
This is a syllabus used in a course re-designed of College Biology for non-majors at Prairie View A&M Univesity. The aim of this newly developed course is to democratize education. This course incorporates the use of OER and low-cost materials for the students.
College Biology for Non-Majors: OER
| SYLLABUS | |
| BIOL 1113 COLLEGE BIOLOGY ISpring 2021January 19, 2021 – May 13, 2021INSTRUCTORS: Dr. T.D. VilleralSECTION # AND CRN: Z01, 29318MODE OF INSTRUCTION: Hybrid/Synchronous OnlineOFFICE: E. E. O’Banion Science Building, Suite 430POFFICE PHONE: (936) 261-3176 (Office) 936 261-3179 (Fax)E-MAIL ADDRESS: tdvilleral@pvamu.edu,*I make all attempts to answer questions within 48hrs.FACE-2-FACE DISCUSSION/REMEDIATION:TUESDAYS 7:00-8:20AM (ALL SESSIONS HAVE PASSED) TUESDAYS RECORDED LECTURESTHURSDAYS ZOOM AS SCHEDULEDE.E. O’Banion Building Rm 104VIRTUAL OFFICE HOURS: 11-1PM, WednesdaysSNAIL MAIL: P.O. Box 519; MS 2210E.E. O’Banion Science Bldg, 430E Prairie View, TX 77446 | |
| COURSE | Biology 1113 is an hybrid course offered via a web-based program and face2face, |
| MATERIALS | Via eCourses/CANVAS. All students are expected to read or watch pre-recorded lectures for full in-person review on Thursdays. There is a MANDATORY |
| REQUIRED ELECTRONIC LRNR PERSONALIZE HOMEWORK. LRNR PERSONALIZED | |
| HOMEWORK IS AT A COST TO THE STUDENT OF $40.00. | |
| There is absolutely no way to pass this course without this purchase the first 2 weeks of the term. |
Concepts of Biology is designed for the typical introductory biology course for non-majors, covering standard scope and sequence requirements. The text includes interesting applications and conveys the major themes of biology, with content that is meaningful and easy to understand. The book is designed to demonstrate biology concepts and to promote scientific literacy.
Good news: your textbook is FREE for this class is available and embedded into your CANVAS platform! If you prefer, you can also get a print version at a very low cost. Your book is available in web view and PDF for free. You can also choose to purchase on iBook or get a print version via the campus bookstore or from OpenStax on Amazon.com. You can use whichever formats you want. Web view is recommended -- the responsive design works seamlessly on any device. If you buy on Amazon, make sure you use the link on your book page on openstax.org so you get the official OpenStax print version. (Simple printouts sold by third parties on Amazon are not verifiable.)
Concepts of Biology from OpenStax, Print ISBN 1938168119, Digital ISBN 1947172034,
www.openstax.org/details/concepts-biology. Read “Student Getting Started Guide” on CANVAS.
| Print:ISBN-10: 1938168119ISBN-13: 978-1-938168-11-6 | Digital:ISBN-10: 1-947172-03-4ISBN-13: 978-1-947172-03-6 | iBook:ISBN-10: 1-938168-22-4ISBN-13: 978-1-938168-22-2 |
HOW TO USE YOUR TEXTBOOK:
It is important that you read the assigned chapters before attempting to start any homework or form of assessments. Your textbook has key concepts at the beginning of each chapter. At the end of the chapter the key concepts are reviewed. These serve as the objectives for each chapter. Unless otherwise informed by your instructor you should learn all these concepts. The self-quiz should be taken and the questions that you do not understand should be reviewed for mastery.
Student Learning Outcomes:
Program Learning Outcome # Alignment: Knowledge of #1) the chemical basis of life, #2) the central concepts of Genetics; #3) Cell Biology; #4) Organismal Biology; and #5) Scientific Communication
Core Curriculum Outcome Alignment: Critical Thinking, Communication, Empirical and Quantitative Skills, and Teamwork
| Upon successful completion of the BIOL 1113 course, students will be able to demonstrate the following competencies | Program LearningOutcome # Alignment | Core Curriculum Outcome Alignment | |
| 1 | Define and explain basic biological concepts (characteristics of living things, levels of organization, biological kingdoms, the scientific method, atomic particles, cellular components, organic compounds,photosynthesis and cellular respiration, cellular division, genetic crosses and genetic abnormalities and animal structure/function) | #1 - #4 | Critical Thinking |
| 2 | Apply critical thinking skills to biological science and scientific inquiry | #5 | Critical Thinking |
| 3 | Analyze and interpret empirical and quantitative biological data | #5 | Empirical and Quantitative Skills |
| 4 | Demonstrate the ability to effectively communicate the fundamentals of biology | #5 | Communication |
| 5 | Demonstrate the ability to engage in productive teamwork | #5 | Communication, Teamwork |
| Major Course Requirements | |
| Method of Determining Final Course Grade | |
| Course Grade Requirement | Percent |
| 1) 2 Exams (Midterm and Final Exam) | 40% |
| 3) Class Assignments (Lrnr Personalized Homework, CANVAS assignments, etc.) | 50% |
| 4) Group Discussion Forums and Writing Assignment | 10%Total: 100% |
| Grading Criteria and Conversion:A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = Below 60 | |
| Detailed Description of Major Assignments: | |
| Assignment Title | Description and Grade Requirement |
| 2 Exams | Valued at 40% of the total grade |
| Two major exams will be given during the first summer session. Exams will consist of up to 100 multiple-choice questions and essay questions. These exams will cover information covered in the lectures. Exams may consist of multiple choice, K-type (multiple-multiple choice), matching, diagrams, fill-in-the-blank, true-false, short answer and/or essay questions.There will be NO MAKEUP exams for a missed lecture exam, except for documented excuses. All make-up exams must be taken within two class days upon returning to class. All make-up exams will be essay exams. Each student |
| is responsible for the materials missed during an absence from class. Excused or unexcused absences do not release the student from obtaining the assignments that are missed during an absence. The dates of the lecture exams will be announced in class and posted on CANVAS. The lecture exams count for 50% of your grade.**Exam Policy: Exams should be taken as scheduled. No makeup examinations will be allowed except under documented emergencies and student must provide an officially documented excuse (See Student Handbook). If the exam is not made up, a grade of zero (0) will be entered on the grade sheet. It is your responsibility to notify your instructor when you miss an exam and to be present at the scheduled make-up time.The final exam schedule is set by the University and will be given by the specified date. *Do not schedule any activity or leave the university during the final exam period | |
| Class Assignments | Valued at 50% of the total grade: |
| 1) The Lrnr Personalized Homework (web-based) and consists of a variety of learning modalities. Such as chapter quizzes are weekly web-based activities designed to measure the ability to apply critical thinking and use empirical and quantitative skills presented in course material. There will be a minimum of 10 activities given during the CANVAS assignments will typically be available on at the start of each week and be due 14 days after and on SUNDAYS 11:59PM, no exceptions. There are no extensions or considerations give, please note that this is a POLICY FOR ALL STUDENTS including those with DISABILITIES that state (INSTRUCTOR’S DESCRETION). | |
| Group Discussion Forums and Writing Assignments Valued at 10% of the total grade: | |
| Students will collaboratively engage in assigned scientific topics in an electronic discussion forum. For group discussion forums, students will be randomly placed in small groups and will demonstrate productive teamwork by exhibiting the ability to work effectively with others to support a shared goal and consider different points of view. Students will demonstrate written communication and critical thinking skills by writing a short-written report that summarizes the assigned discussion forum topics covered during the semester. | |
| Course Procedures or Additional Instructor Policies | |
| COMMUNICATIONStudents can communicate with the instructor via the CANVAS Chat and email direct in the CANVAS Learning Management System).All course correspondences will be posted in the ANNOUNCEMENT section of CANVAS.All communications must be in standard English. Your instructor will not read or respond to abbreviated communications in “text message” format.All electronic mail communication related to this course will utilize the mail tab. To communicate by email within the course with other participants or all participants, click the Mail tab link on the left and click Create Message to send a message. Students can send messages to All Users or Select Users in the course, including the instructor. Be sure to check only the recipients that you want to receive the Email. ‘Your instructor will hold a “virtual” office hour on Wednesdays. During these times I will respond to email inquiries as well as to postings on the discussion blogs. Students will receive timely responses to any email sent during normal business hours (i.e., 8 am to 5:00 pm) during the work week (i.e., Monday through Friday). Any e-mail sent at other times will be addressed during the next regular workday. Should I be out of the office, an unavailable to students, for any reason I will post an announcement so that students may plan accordingly.DISCUSSION FORUMS are required for the course. These discussions are provided expressly to facilitate addressing student’s questions and to stimulate discussion involving the content covered in each lesson. Students may communicate with the instructor and with one another via the discussion forum feature in CANVAS, which is an online discussion forum in which students and faculty can communicate asynchronously (i.e., at any time) via message postings. Since postings are asynchronous, others will post responses after your postings. |
COURSE PROCEDURE
This section of Biology 1113 is a three-semester credit hour lecture for 12 weeks course. The course activities are designed to reinforce the textbook materials and to enhance the understanding of scientific concepts. The student should:
- Read assigned electronic textbook chapters during the assigned time interval.
- Complete Lrnr Personalized Homework modules and CANVAS quizzes during the assigned time interval. .
- View CANVAS Homepage on regular basis (at least three times a week (suggested check: Monday, Wednesday, and Friday).
- Complete CANVAS participation on a weekly basis.
- Respond to relevant questions during discussion forum (asynchronous and synchronouscommunications) during the assigned time interval.
UNIVERSITY AND COURSE RULES AND PROCEDURES COURSE WORK:
- Students MUST take the scheduled quiz or examination within the 24-hour period on the dates indicated. In the Hybrid delivery format, THERE IS NO OPPORTUNITY FOR MAKE-UP QUIZZES. Quizzes will be both in person and online and can occur without any notice. All assignments MUST be submitted by the established deadline. Assignments submitted within 24 hours of the established deadline will be subject to a significant 50% penalty in points. Submissions made more than 24 hours after the established deadline will not be accepted. There is no “extra credit” work available, nor are exceptions or extensions to established schedules and policies except in the case of medical emergency documented with the Dean of Student Affairs. There are two major exams will be given during the semester. Exam questions will be multiple choice, multiple response, fill- in the blanks, matching or short answers. Do not schedule any activity during the final exam period in this class. There will be no excused absences or makeup for the final exam. The final exam is not cumulative. MAKE-UP EXAMS: Students are strongly advised to take all exams at the scheduled time. Plan and schedule your activities so that you can be present to take all exams at the scheduled time. Students with non-valid or non-official excuses for missing an exam will earn a grade of zero (0) for the missed exam. Students may request a make-up exam for one that was missed. However, the instructor will schedule the time of the make- up exam which will not interrupt the complete coverage of the course topics.
- STUDENT CLASS ATTENDANCE POLICY: The University Attendance Policy requires students to be present for each scheduled class or schedule online assignments. Students are responsible for materials covered during their absences. Online class assignments will start at the prescribed time and end at the prescribed time. Failure to complete online assignments are accumulated beginning with the first day of class. The University catalog provides more detailed information.
- ACADEMIC MISCONDUCT: Students caught cheating will receive a grade of F for the course. Academic Integrity is of high value in this course. CHEATING and FACILITATION is not tolerated in any form and is subjected to an automatic failure and grade of ZERO. Students are prohibited from participation in acts of academic dishonesty, including tampering with records or falsifying admissions or other information. Disciplinary action will be taken against any student who alone or with others engages in any act of academic fraud or deceit. The undergraduate catalog provides more detailed information. It is the responsibility of students and faculty members to maintain academic integrity at the University by refusing to participate in or tolerate academic dishonesty. Reports must be the work of the individual student. Evidence of copying your work from others, including the world wide web, is cheating. Students should read the section on Offenses and Appropriate Disciplinary Actions in the current PVAMU website catalog. Forms of academic dishonesty:
- Cheating: deception in which a student misrepresents that he/she has mastered information on an academic exercise that he/she has not mastered; giving or receiving aid unauthorized by theinstructor on assignments or examinations.
- Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a scheduled test.
- Fabrication: use of invented information or falsified research.
- Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or data as one’s own in work submitted for credit. Failure to identify information or essays from the Internet and submitting them as one’s own work also constitutes plagiarism.
- NONACADEMIC MISCONDUCT (See Student Handbook): The University respects the rights of instructors to teach and students to learn. Maintenance of these rights requires campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the instructor’s ability to conduct the class, (2) the inability of other students to profit from the instructional program, or (3) campus behavior that interferes with the rights of others will not be tolerated. An individual engaging in such disruptive behavior may besubject to disciplinary action. Such incidents will be adjudicated by the Dean of Students under nonacademic procedures.
- SEXUAL MISCONDUCT (See Student Handbook): Sexual harassment of students and employers at Prairie View A&M University is unacceptable and will not be tolerated. Any member of the university community violating this policy will be subject to disciplinary action.
- DISABILITIES: The office of Disability Services is located in Evans Hall, room 315 or call (936) 2613585. This office is responsible for achieving and maintaining program accessibility for all students who self-identify as having an officially documented disability (Rehabilitation Act, Section 504 and Americans with Disability Act)If you have a disability, please inform me so that I can assist you to get “reasonable accommodation” related to the disability. ADA Statement: Students with disabilities who believe they may need adjustment in this class are encouraged to contact the Office of Disabilities Services at (936) 261-3585 as soon as possible. Once you receive a letter of adjustment from the office, please make an appointment with instructor to discuss adjustments for this class.
- STUDENT ACADEMIC APPEALS PROCESS: Authority and responsibility for assigning grades to students rest with the faculty. However, in those instances where students believe that miscommunication, errors, or unfairness of any kind may have adversely affected the instructor’s assessment of their academic performance, the student has a right to appeal by the procedure listed in the Undergraduate Catalog and by doing so within thirty days of receiving the grade or experiencing any other problematic academic event that prompted the complaint. All challenges or recalculations of final course grades must be documented by the student with appropriate paperwork and must be brought to the attention of the instructor within the first week following completion of the course. Quiz and examination grades must be contested within the first week following administration of the quiz or examination. After these deadlines, changes will not be considered. Course Time Limits: This is a semester-based course and you must complete all course requirements within the semester that you are enrolled. It is important to schedule your course study to fit into your academicplan. Be aware many instructors are not on campus during the holidays or term breaks, which can delay the return of corrected assignments. Therefore, if you have important deadlines to meet such as graduation, be sure to complete and submit all of your assignments and take the final examination as scheduled. It is your responsibility to ensure the credits for this course will apply toward graduation or certification deadlines.
DR. VILLERAL’S GOLDEN RULES FOR SUCCESS
- DON’T LIE
- DON’T CHEAT
- DON’T ASK FOR AN EXTENSION
Please take heed to these rules, as any violation is NOT tolerated and will lead to your own detriment. When in DOUBT ASK (?)
There are non-intelligent questions, but don’t be scared to learn or ask!
Follow the rules and read the announcements and you too can “CLICK YOUR WAY TO AN ‘A’!”
Technical Considerations for Online and Web-Assisted Courses Minimum Hardware and Software Requirements:
-Pentium with Windows 7 or PowerMac with OS 10.7 or later
-Ethernet or wireless connection to the Internet
-Internet provider with SLIP or PPP Broadband service
-2GB RAM -Hard drive with 40MB available space
-17” monitor, 1024x768, color or 16 bits
-Sound card w/speakers
-Microphone and recording software
-Keyboard & mouse
-Netscape Communicator ver. 4.61 or Microsoft Internet Explorer ver. 9.0 /plug-ins or Mozilla, Foxfire, Google Chrome
-Plug-ins
- Flash 11+
- Java SE6, SE7
- Quicktime 7.7+ Java: Version 1.5 or higher Media Player: Flash 9 or higher Adobe Reader Version 7 or above
-Participants should have a basic proficiency of the following computer skills: ·Sending and receiving email
·A working knowledge of the Internet
·Proficiency in Microsoft office Suite
·Proficiency in the Acrobat PDF Reader
·Basic knowledge of Windows or Mac O.SX.
Netiquette (online etiquette): students are expected to participate in all discussions and virtual classroom chats when directed to do so. Students are to be respectful and courteous to others in the discussions. Foul or abusive language will not be tolerated. When referring to information from books, websites or articles, please use APA standards to reference sources. Students in traditional classes may not need to participate in online discussions.
Technical Support: Students should call the Prairie View A&M University Helpdesk at 936-261-2525 for technical issues with accessing your online course. The helpdesk is available 24 hours a day/7 day a week. For other technical questions regarding your online course, call the Office of Distance Learning at 936-261-3290 or 936-261- 3282
Communication Expectations and Standards: All emails or discussion postings will receive a response from the instructor within 48 hours. You can send email anytime that is convenient to you, but instructor checks email messages throughout the workweek (Monday through Friday). Instructor will respond to email messages during the workweek by the close of business (5:00 pm) on the day following receipt of them. Emails received on Friday will be responded to by the close of business on the following Monday.
Submission of Assignments (through the learning management system): Assignments, Papers, Exercises, and Projects will be distributed and submitted through your online course. Directions for accessing your online course will be provided. Additional assistance can be obtained from the Office of Distance Learning.
Discussion Requirement for online courses: There will be no required face to face meetings on campus (online courses only). However, we will participate in conversations about the readings, lectures, materials, and other aspects of the course in a true seminar fashion. We will accomplish this by use of the discussion board. Students are required to log-on to the course website often to participate in discussion. It is strongly advised that you check the discussion area daily to keep abreast of discussions. When a topic is posted, everyone is required to participate. The exact use of discussion will be determined by the instructor.
It is strongly suggested that students type their discussion postings in a word processing application and save it to their PC or a removable drive before posting to the discussion board. This is important for two reasons: 1) If for some reason your discussion responses are lost in your online course, you will have another copy; 2) Grammatical errors can be greatly minimized by the use of the spell-and-grammar check functions in word processing applications. Once the post(s) have been typed and corrected in the word processing application, it should be copied and pasted to the discussion board.
Taskstream
Taskstream is a tool that Prairie View A&M University uses for assessment purposes. At least one of your assignments is REQUIRED to be submitted as an "artifact,” an item of coursework that serves as evidence that course objectives are met. More information will be provided during the semester, but for general information, you can visit Taskstream via the link in CANVAS.
Group Discussion Forums with Writing Assignments will be uploaded to Taskstream.
*Tentative course schedule . REVISED AS REQUIRED BY PVAMU TO REFLECT SCHOOL CLOSURES
Spring Session Calendar
E
| Topic Description | Unit 2. Cell Division and Genetics |
| Readings: | Ch. 7 The Cellular Basis for Inheritance |
| Assignment (s): | Lrnr Personalized Homework, CANVAS Participation Quiz THURSDAY |
| EXAM ONE (MIDTERM)*Open to Discussion | THURSDAY |
| Week 8 | Mar 8-14 |
| Topic Description | Unit 3. Molecular Biology and Biotechnology |
| Readings: | Ch. 9 Molecular Biology |
| Assignment (s): | Lrnr Personalized Homework, CANVAS Participation Quiz THURSDAY |
| Week 9 | Mar 15-21 |
| Topic Description | Unit 3. Molecular Biology and Biotechnology |
| Reading: | Ch. 10 BiotechnologyScientific Journal Reading (Available on CANVAS) |
| Assignment (s): | Lrnr Personalized Homework, CANVAS Participation Quiz |
| Week 10 | Mar 22-28 |
| Topic Description | Unit 4. Human Structure and Function |
| Reading: | Ch. 16 The Body’s Systems |
| Assignment (s): | Lrnr Personalized Homework, CANVAS Participation Quiz THURSDAY |
| Week 11 | Mar 29-Apr 11 |
| Topic Description | Unit 4. Human Structure and Function |
| Reading: | Ch. 17 The Immune System |
| Assignment (s): | Lrnr Personalized Homework, CANVAS Participation Quiz THURSDAY |
| IMPORTANT DATES TO CONSIDER | FINAL DAY TO WITHDRAW W/O ACADEMIC RECORD04/05/2021 |
| Week 12 | Apr 12-18 |
| Topic Description | Unit 4. Human Structure and Function |
| Reading: | Ch. 18 Animal Reproduction and Development |
| Assignment (s): | Lrnr Personalized Homework, CANVAS Participation Quiz THURSDAY |
| Week 13 | Apr 19-25 |
| Continuing Unit. 4 | |
| *Barring Pandemic logistical issues this week is reserved for in class debates. | |
| Week 14 | Apr 26-May 2 |
| REVIEW FOR FINAL EXAMS | |
| Week 15 | May 6-May 13 Finals |
| *DATES MAY SHIFT TO ACCOMMODATE STUDENTS AND WILL BE REFLECTED IN THE CANVAS LEARNING PLATFORM |
Student Support and Success
John B. Coleman Library
The library and its partners have as their mission to provide resources and instructional material in support of the evolving curriculum, as a partner in Prairie View A&M University's mission of teaching, research, and service and to support the University's core values of access and quality, diversity, leadership, relevance, and social responsibility through emphasis on ten key areas of service. It maintains library collections and access both on campus, online, and through local agreements to further the educational goals of students and faculty. https://www.pvamu.edu/library/ Phone: 936-261-1500
The Learning Curve (Center for Academic Support)
The Learning Curve offers Tutoring via peer tutoring. The services include workshops (i.e., Save My Semester, Recalculate Your Route), seminars (i.e., Tools You Can Use: TI-84), group review sessions (i.e., College Algebra Topic Reviews, GRE Preparation), group study opportunities (i.e., TSIA, HESI, Study Break, Exam Cram), and test- taking strategies (How to take Notes, Study Buddy, 5 Day Study Guide). The Learning Curve is a nationally certified tutoring program through the National Tutoring Association. The peer tutors are trained and certified by the coordinator each semester. Location: J.B. Coleman Library Rm. 207F. Phone: 936-261-1561
The Center for the Oversight and Management of Personalized Academic Student Success (COMPASS)
The Center for the Oversight and Management of Personalized Academic Student Success (COMPASS) is designed to help Prairie View students in their second year and beyond navigate towards graduation by providing the following services: Academic Advisement, Targeted Tutorials for Personalized Learning, Campus- Wide Referrals, and Academic & Social Workshops. Location: J.B. Coleman Library Rm. 306. Phone: 936-261- 1040
Writing Center
The Writing Center provides student consultants on all aspects of the writing process and a variety of writing assignments. Writing Center consultations assist students in such areas as prewriting, brainstorming, audience awareness, organization, research, and citation. Students taking on-line courses or courses at the Northwest Houston Center or College of Nursing may consult remotely or by email. Location: Hilliard Hall Rm. 121. Phone: 936-261- 3724.
Student Counseling Services
The Student Counseling Services unit offers a range of services and programs to assist students in maximizing their potential for success: short-term individual, couples, and group counseling, as well as crisis intervention, outreach, consultation, and referral services. The staff is licensed by the State of Texas and provides assistance to students who are dealing with academic skills concerns, situational crises, adjustment problems, and emotional difficulties. Information shared with the staff is treated confidentially and in accordance with Texas State Law. Location: Owens- Franklin Health Center Rm. 226. Phone: 936-261-3564
Testing
The Department of Testing administers College Board CLEP examinations, the HESI A2 for pre-nursing majors, LSAT for law school applicants and MPRE for second-year law students, the Experiential Learning Portfolio option, the Texas Success Initiative (TSI) Assessment, which determines college readiness in the state, and exam proctoring, among other service such as SAT and ACT for high school students. Location: Delco Rm. 141. Phone: 936-261-4286
Office of Diagnostic Testing and Disability Services
As a federally mandated educational support unit, the Office of Disability Services serves as the repository for confidential disability files for faculty, staff, and students. For persons with a disability, the Office develops individualized ADA letters of request for accommodations. Other services include: learning style inventories, awareness workshops, accessibility pathways, webinars, computer laboratory with adapted hard and software, adapted furniture, proctoring of non-standardized test administrations, ASL interpreters, ALDs, digital recorders, livescribe, Kurtzweil, and a comprehensive referral network across campus and the broader community. Location: Evans Hall Rm. 317. Phone: 936-261-3585
Veteran Affairs
Veterans Services works with student veterans, current military and military dependents to support their transition to the college environment and continued persistence to graduation. The Office coordinates and certifies benefits for both the G.I. Bill and the Texas Hazlewood Act. Location: Evans Hall Rm. 323. Phone: 936-261-3563
Office for Student Engagement
The Office for Student Engagement delivers comprehensive programs and services designed to meet the co- curricular needs of students. The Office implements inclusive and accessible programs and services that enhance student development through exposure to and participation in diverse and relevant social, cultural, intellectual, recreational, community service, leadership development and campus governance. Location: Memorial Student Center Rm. 221. Phone: 936-261-1340
Career Services
Career Services supports students through professional development, career readiness, and placement and employment assistance. The Office provides one-on-one career coaching, interview preparation, resume and letter writing, and career exploration workshops and seminars. Services are provided for students at the Northwest Houston Center and College of Nursing in the Medical Center twice a month or on a requested basis. Distance Learning students are encouraged to visit the Career Services website for information regarding services provided. Location: Evans Hall Rm. 217. Phone: 936-261-3570
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oercommons
|
2025-03-18T00:39:05.914530
|
05/12/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80268/overview",
"title": "College Biology Non-Majors Using Open Educational Resources",
"author": "Tia Villeral"
}
|
https://oercommons.org/courseware/lesson/116065/overview
|
Self-Advocacy Story Template
Overview
Self-advocacy is a challenging task because it requires us to be vulnerable and express what is most important to us, often at the risk of negative consequences or backlash. This activity helps students to learn self-advocacy through storytelling.
Introduction
Please see attachment for full activity.
Self-advocacy is a challenging task because it requires us to be vulnerable and express what is most important to us, often at the risk of negative consequences or backlash.
Sharing an example or a story about something that illustrates why it is so important to you can be an eff ective way of helping your audience understand where you are coming from. The following template can be used as a guide for situations where you need to give a concrete example of a specifi c personal need or accommodation you need from people you work with. It also is designed to be used with people who are willing to listen to you, but may not understand where you are coming from (as opposed to a hostile audience). Depending on the situation, you may need to shorten the story portion and just provide an example, but the key purpose is to make sure you highlight a need that is important to you personally and that you need others to respect, if not understand.
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oercommons
|
2025-03-18T00:39:05.934432
|
Aujalee Moore
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116065/overview",
"title": "Self-Advocacy Story Template",
"author": "Activity/Lab"
}
|
https://oercommons.org/courseware/lesson/64641/overview
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Class Activity: Collecting Data
Overview
This is a class activity I use to get my students familiar with collecting and recording data. I usually put students in groups of 4 to start a learning community.
Introductory Statistics: Week 1: Class Activity: Collecting and recording student data
Here is a class activity I use in my introductory statistics to get students familiar with collecting and recording data. I usually put students in groups of 4 and it also helps them to start a learning community.
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oercommons
|
2025-03-18T00:39:05.950667
|
03/29/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/64641/overview",
"title": "Class Activity: Collecting Data",
"author": "Rudy Andrade"
}
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https://oercommons.org/courseware/lesson/116071/overview
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Cover Letter Handout
Overview
What is a cover letter? Use this handout with students to teach them Dos and Don'ts
Handout
Handout with examples and notes. See attachment.
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oercommons
|
2025-03-18T00:39:05.967327
|
05/15/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116071/overview",
"title": "Cover Letter Handout",
"author": "Aujalee Moore"
}
|
https://oercommons.org/courseware/lesson/93373/overview
|
Micrograph Escherichia coli Gram stain 100x p000009
Overview
This micrograph was taken at 100X total magnifcation on a brightfield microscope. The subject is Escherichia coli cells grown in broth culture overnight at 37 degrees Celsius. The cells were heat-fixed to a slide and Gram stained prior to visualization.
Image credit: Emily Fox
micrograph
White background with thousands of small, pink, rods and dots of Escherichia coli cells scattered across.
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oercommons
|
2025-03-18T00:39:05.984471
|
Diagram/Illustration
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93373/overview",
"title": "Micrograph Escherichia coli Gram stain 100x p000009",
"author": "Health, Medicine and Nursing"
}
|
https://oercommons.org/courseware/lesson/56666/overview
|
12.1 Patterns of Inhertance Mendelian Genetics 12.1 Mendelian Genetics (Chapter 12 Openstax) 12.1 Mendelian Genetics (Chapter 12 Openstax)Mendelian Genetics Mendelian Genetics
12.1 Mendelian Genetics (Chapter 12 Openstax) 12.1 Mendelian Genetics (Chapter 12 Openstax)Mendelian Genetics Mendelian Genetics
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oercommons
|
2025-03-18T00:39:06.007685
|
08/05/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/56666/overview",
"title": "12.1 Patterns of Inhertance Mendelian Genetics",
"author": "Urbi Ghosh"
}
|
https://oercommons.org/courseware/lesson/103593/overview
|
Biological Anthropology - Open For Antiracism (OFAR)
Overview
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
Action Plan
I recommend this free online textbook - Explorations: An open Invitation To Biological Anthropology. The 2nd edition is almost ready. The 2nd edition is going to come out this summer (2023) and it is going to address any accessibility issues that snuck into the 1st edition.
I added reading materials to modules that address racial / ethnic inequality issues. For example, I added online articles on informed consent in genetics research and how this issue has historically been overlooked especially in minority groups. Another example is an article that talks about how genetic illnesses that affect people with African roots have had far less research funding than genetic problems that affect people with European roots. The idea of science being somehow neutral has to be challenged, and reading materials like these can help students understand that.
Course Description
Course Description
CATALOG DESCRIPTION ANTH 2 - Physical Anthropology 3 Unit(s) Transfer Status: CSU/UC 51 hours Lecture
This course introduces the concepts, methods of inquiry, and scientific explanations for biological evolution and their application to the human species. Issues and topics will include, but are not limited to, genetics, evolutionary theory, human variation and biocultural adaptations, comparative primate anatomy and behavior, and the fossil evidence for human evolution. The scientific method serves as foundation of the course. (C-ID ANTH 110).
Learning Objectives
Upon successful completion of this course, the student will be able to:
- Describe the scientific process as a methodology for understanding the natural world.
- Define the scope of anthropology and discuss the role of biological anthropology within the discipline.
- Identify the main contributors to the development of evolutionary theory.
- Explain the basic principles of Mendelian, molecular and population genetics.
- Evaluate how the forces of evolution produce genetic and phenotypic change over time.
- Demonstrate an understanding of classification, morphology and behavior of living primates.
- Summarize methods used in interpreting the fossil record, including dating techniques.
- Recognize the major groups of hominin fossils and describe alternate phylogenies for human evolution.
- Identify the biological and cultural factors responsible for human variation.
The attached document includes reading assignments and discussion questions, organized by module. These reading assignments and discussion questions can be integrated into existing modules, for instance a module on genetics or human variation.
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oercommons
|
2025-03-18T00:39:06.030833
|
05/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103593/overview",
"title": "Biological Anthropology - Open For Antiracism (OFAR)",
"author": "Tanya Kieselbach"
}
|
https://oercommons.org/courseware/lesson/93716/overview
|
KJimenez_Action Plan Template 21-22_6-22
Podcast Assignment Guidelines
Podcast Structure
African American Literature: Open for Antiracism (OFAR)
Overview
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
How To Remix This Template
OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. Once logged in, click the remix button on this resource to make your own version of this template. Change the title to describe your project and add text, videos, images, and attachments to the sections below. Delete this section and instructions in other sections before publishing. When you are ready to publish, click next to update the overview, license, and description of your resource, and then click publish.
Kiandra Jimenez Action Plan
The OER and open pedagogy has helped my students feel empowered and recognize their existing knowledge base as a resource to their education. In particular, I encouraged the students to use their own ideas, lived experiences, and personal knowledge to critically engage with our texts and apply literary theory to read the texts. Finally, creating a podcast episode as a way to demonstrate their knowledge gave them the opportunity to see the application of critical thinking and writing skills they are learning in the course that apply to things they do not normally associate with English. Creating this podcast allowed them to contribute their voice and knowledge to a broader conversation of literature, as well as provided the opportunity of creating and dissimenating knowledge form diverse perspectives. The students were energized and exctited about the idea of serving as "teachers" on a topic in such a public forum.
Course Description
Course Description:
Prerequisite: ENG-1A, or qualifying placement level.
Course Credit Recommendation: Degree Credit, UC, CSU
Students will critically read diverse literary texts in order to compose inquiry-driven writing. Students will write a minimum of 7500 words of assessed writing. Classroom instruction integrates writing lab activities. Students may not receive credit for both ENG-1B and 1BH. 72 hours lecture and 18 hours laboratory.
Short Description:
Students will critically read diverse literary texts in order to compose inquiry-driven writing.
Entrance Skills:
Before entering the course, students should be able to demonstrate the following skills:
- Write texts using diverse rhetorical or multimodal strategies.
- ENG-1A - Write texts using diverse rhetorical or multimodal strategies.
- ENG-1AH – Write texts using diverse rhetorical or multimodal strategies.
- Write an inquiry-driven research essay on a culturally relevant issue while engaging with text-based sources.
- ENG-1A – Write an inquiry-driven, analytical, or argument-based research essay on a culturally relevant issue that demonstrates critical reading and analysis of text-based sources.
- ENG-1A – Write an inquiry-driven, analytical, or argument-based research essay on a culturally relevant issue that demonstrates critical reading and analysis of text-based sources.
Required Texts:
- The Little Seagull Handbook w/Exercises, 3E (LS)
- Norton Anthology of African American Literature, Volumnes 1 & 2 (AALit)*
- Class Reader: I will occasionally provide links, PDFs (most times printed, but occasionally just downloads) of class readings.
Other Required Materials:
- Loose-leaf, 8.5 x 11” notebook paper for papers and note taking
- Regular access to a computer with word processing, printing, research and viewing materials
- RCC email account, that is checked regularly
Highly Recommended Materials:
- Any college level dictionary and thesaurus (print or phone app)
Course Objectives:
Upon successful completion of the course, students should be able to demonstrate the following activities:
- Identity a text’s genre elements.
- Compare and evaluate literary texts.
- Analyze in readings and use in writings different patterns of logical thinking, including inductive and deductive reasoning, cause and effect, logos, pathos, ethos, and other rhetorical appeals and strategies.
- Gain practice identifying logical fallacies in language and thought.
- Use common literary terms for analysis of literature.
- Compare thesis-driven arguments about literature to suit different rhetorical purposes, including interpretations, evaluation, and analysis.
- Find relevant secondary sources for inquiry-based writing.
- Use primary and secondary sources to compose inquiry-driven writing.
- Practice conventions for citation and documentation of sources systematically.
- Develop flexible strategies for reading, drafting, reviewing, collaborating, revising, rewriting, rereading, and editing.
- Learn to give and to act on productive feedback to works in progress.
- Gain experience at proofreading and editing for presentation of writings.
Student Learning Outcomes:
Upon successful completion of the course, students should be able to demonstrate the following skills:
- Analyze diverse literary texts through various social, historical, cultural, psychological, or aesthetic contexts.
- Critical Thinking: Students will be able to demonstrate higher-order thinking skills about issues, problems, and explanations for which multiple solutions are possible. Students will be able to develop, test, and evaluate rival hypotheses. Students will be able to construct sound arguments and evaluate the arguments of others.
- Develop written arguments in response to diverse literary texts.
- Critical Thinking: Students will be able to demonstrate higher-order thinking skills about issues, problems, and explanations for which multiple solutions are possible. Students will be able to develop, test, and evaluate rival hypotheses. Students will be able to construct sound arguments and evaluate the arguments of others.
Final Podcast Assignment
For the final project students work both individually and collaboratively to produce a podcast episode performing a close-reading of a poem/poems of their choice. The assignment is based on their poetry essay, where they are charged to perform a close-reading of a poem or set of poems their team collobaratively select.
They are assessed separately and colloboratively.
- Their essays are turned in separately, but they are encouraged to work as a team discussing the text and thinking about the poetry selections in community.
- Their group podcast episode is assessed as a whole, and each member is assessed by their separate performance, which must be also supported by their essay.
Students are encouraged to bring their personal life experiences to their readings and into the conversation assessing the poetry. They are required to use literary theory as well as incorporate analysis of craft techniques the poet(s) used in the poetry.
OER Resources we used in class to learn about Literary theory and Close-reading of poetry:
https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/poetry_close_reading.html
https://owl.purdue.edu/owl/subject_specific_writing/writing_in_literature/literary_theory_and_schools_of_criticism/index.html
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oercommons
|
2025-03-18T00:39:06.061014
|
Open for Antiracism Program (OFAR)
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93716/overview",
"title": "African American Literature: Open for Antiracism (OFAR)",
"author": "Kiandra Jimenez"
}
|
https://oercommons.org/courseware/lesson/113532/overview
|
Open Text MCC Presentation PPT_12.16.21
Open Textbooks for Rural Arizona - A Regional Grant Collaboration
Overview
Archived session from the 2022 Arizona Regional OER Conference.
Session Title: Open Textbooks for Rural Arizona - A Regional Grant Collaboration
This resource includes the session abstract, presenters, PPT, and recording.
Session Abstract, PPT, and Recording
Session Abstract
The Open Textbooks for Rural Arizona is a grant initiative established in September 2021. Let by Yavapai College, a consoritum of seven rural Arizona community colleges was formed to increase student cost savings through access to Open Educational Resrouces (OER). The consoritum serves 36,676 students in 11 Arizona counties (77% of Arizona geographically). This session will provide an overview of this exciting project.
Presenter
Megan Crossfield, Manager of Academic Initiatives, Yavapai College
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oercommons
|
2025-03-18T00:39:06.080313
|
02/27/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/113532/overview",
"title": "Open Textbooks for Rural Arizona - A Regional Grant Collaboration",
"author": "OERizona Conference"
}
|
https://oercommons.org/courseware/lesson/107560/overview
|
A Review of Open Access Textbooks for Introductory Organismal Biology
Overview
This is a review of open access textbooks that could be used for the organismal, environmental, and evolutionary biology half of introductory biology for biology majors.
A Review of Open Access Textbooks for Introductory Organismal Biology
Katherine S. LaCommare, PhD
Lecturer IV, University of Michigan Dearborn
Aspiring biology majors take Introductory Biology as a two-course sequence - one semester on cellular and molecular biology and a second on organismal and environmental biology. In addition, one or both courses are required as prerequisites for a variety of degrees and careers. For example, pre-health professional, pre-veterinary medicine, biochemistry, biophysics, bioengineering and environmental biology degrees all require introductory biology. Because the sequence can be taken in any order, both semesters are considered “gateway courses” – high enrollment foundational courses in which students struggle to succeed and persist. Non-persistence then, can stymie equity in the pipeline to a vast array of careers.
One feature of the biology curriculum within each course is that it is both standardized and varied - standardized because most courses cover the same basic material, varied because institutions and individual instructors will tailor their course to their specific college curriculum as well as personal tastes. This is a challenge for textbook creators, whether commercial or open access, because the books need to contain a sufficient breadth of topics to accommodate variation among institutions and instructors but simultaneously be streamlined and digestible for students. This has resulted in expensive commercial textbooks because they often include the proverbial kitchen sink of introductory biological concepts to accommodate every possible scenario of the introductory curriculum.
One strategy that I would like to use to improve equity in my course, Introduction to Organismal and Environmental Biology, is to reduce student costs by replacing my current commercial text with one that is freely available to students. Here, I review freely available biology textbooks. Because some texts are designed for both semesters and some only one semester. My review is restricted to books that can be used for the organismal, environmental, and evolutionary biology half of introductory biology.
In this review, I will describe: Comprehensiveness, structure, organization and modularity, pedagogy, relevance (including cultural relevance), accessibility and navigability, readability and clarity, as well as the availability of accompanying resources for the open access textbooks listed below. Each review begins with a summary of the book and its strengths and weaknesses.
Title: Biology 2e
Available: OpenStax; Link: https://openstax.org/details/books/biology-2e
Authors (Senior): Clark, Douglas (GRCC), Choi
Date: Web Version Last Updated – 2023; PDF Version Last Updated: 2020
License: Creative Commons Attribution License v4.0
Summary: Biology 2e is a comprehensive textbook that is highly consistent and organized. It includes many instructor resources and is easily adoptable due to the consistency and modularity of the chapters and sections. One strength of this textbook is that each section is short and digestible and the book adheres nicely to modern pedagogical techniques. However, one weakness is that instructors may find some concepts either not covered or too brief – this is particularly true for the evolution concepts. Because this text is published by OpenStax, if instructors adopt it, they can take advantage of the wide range of instructor and student resources that are available with the text.
Access: Students can access the text online, through an app, by downloading a PDF, ordering a print copy ($30-$50 dollars), or by downloading the book on iBooks.
The Book:
This book covers the full-range of concepts that could be taught in the typical two-semester sequence of introductory biology. It is divided into 8 units ranging from the study of life through ecology. Topics covered within each unit are comprehensive and would meet the needs of most instructors teaching either the first or second semester in the introductory sequence. The topics included are presented in a clear and logical fashion. Each unit is divided into chapters that cover a specific concept. For example, Unit 4: Evolutionary Processes is divided into 3 chapters – Evolution and the Origin of Species, Evolution of Populations, and Phylogenies and the History of Life. Each chapter has a consistent set-up. They start with an introductory page that includes an overview and outline of the chapter. Chapters are typically divided into three to six sections depending on the chapter and topic. For example, the Evolution and the Origin of Species chapter has 3 sections. Each section contains up-to-date pedagogical features. For example, each section begins with learning objectives and includes call-out boxes labeled - Everyday Connections, Career Connections, Link to Learning, and ends with a list of key terms, a summary, visual connection questions, review questions and critical thinking questions. The Everyday and Career Connection boxes make the content relevant by helping students connect the concept to current events and career trajectories. For example, in the evolution chapter, the Everyday Connection box discusses evolution and flu vaccines. The Career Connection box describes the life of a field biologist. The Link to Learning boxes provide links to videos or other information that elaborate and illuminate the concepts of the section. The Link to Learning boxes in the Understanding Evolution section send students to information on misconceptions in evolution and a video on human bones. Key words are bolded. Illustrations are included to illuminate key ideas. The structure of each unit, chapter and section results in a highly organized and modular text that is easy for students to follow and navigate. This modularity, consistency, and pedagogy makes it easy for faculty to adopt the specific sections they need. Within the chapters that I reviewed, I didn’t find any issues with clarity, errors, or cultural relevance.
Consistency, organization, pedagogy, navigability are great features of Biology 2e. Each chapter is written to be concise and digestible for students. The downside to reducing content is that instructors may find some concepts that they teach missing – see below. Because the text is produced by OpenStax, there are a plethora of instructor resources available or in development. Biology 2e is one of the books that can be assigned in Canvas through the Beta version of a tool called Assignable. There is a Canvas course cartridge that allows adopters to import the text into Canvas; there are PowerPoint slides as well as student facing resources on reading, notetaking, and time management.
My biggest concern about the text, at least with respect to the evolution chapters, is that the text is so condensed that it lacks some foundational information that students need to develop a full understanding of the concepts. For example, the book briefly discusses phenotypic variation with respect to evolution. This seems to be a simple concept but for students to fully understand and appreciate the role of variation in evolution and natural selection they need an understanding of discrete vs quantitative variation, genetic variation, heredity, genotypic variation, the relationship between phenotypic and genotypic variation, and the interaction between variation and the environment. The book doesn’t elaborate on these concepts. The penultimate challenge for textbook creators is balancing digestibility and streamlining with depth of content. In this case, the evolution chapters of Biology 2e might be too streamlined. Of lesser concern but worth noting is that in some chapters, illustrations could be improved to enhance clarity of the topics for students – this is particularly true in the Population Genetics section. The Link to Learning videos could be more directly connected to the specific concepts that are being illustrated. For example, in the Understanding Evolution and Formation of New Species sections, the videos don’t directly connect to the concept in the chapter and don’t necessarily provide an enhanced illustration of the concept.
Overall, the text is comparable in breadth to commercial textbooks and contains many modern pedagogical components as well as student and instructor resources that users will appreciate.
Title: Introductory Biology - Evolutionary and Ecological Perspective
Available: https://pressbooks.umn.edu/introbio/
Authors: Various – see each chapter for attribution
Date: n.d.
License: Creative Commons Attribution License v4.0
Summary: Introductory Biology: Evolutionary and Ecological Perspectives is a streamlined, attractive textbook for the Organismal and Environmental Biology course of the introductory biology sequence. It is largely the Biology 2e book but has been reorganized and edited to reframe and expand some sections. Many instructors may find these reframed and expanded sections to be the book’s strength. However, it lacks the consistency, pedagogical features, and extra resources that accompany Biology 2e. This is its biggest weakness.
Access: Students can access the book online or download it as a pdf or epub. Other formats are also available.
The Book
This book covers the topics that would typically be covered in the Organismal and Environmental Biology course in the introductory biology sequence. It doesn’t include cellular and molecular biology. It is divided into 26 chapters or sections with each of these divided into subchapters or subsections. Much of the content of the book is the OpenStax Biology 2e textbook remixed and reorganized. Because much of the book is a variation of Biology 2e, it is highly readable, digestible, and clear for students. Content, illustrations, videos are largely the same as Biology 2e with some changes and additions. Key differences include changes to navigability, reorganization and restructuring of content (in some cases reframing and expanding it), and a change to pedagogy.
First, navigability is a bit easier. When reading the book online, there is a content link available on every page that allows for a more streamlined experience jumping from chapter to chapter or section to section.
While the content is largely the same as Biology 2e, the chapters are organized and structured differently. This results in the loss of consistency and the loss of some key pedagogical features but improves the framing of the content. In Biology 2e the organization is very consistent. Each chapter has an introduction. Each section starts with defined learning outcomes. The chapters end with a glossary, summary, and review items. Introductory Biology lacks this consistency and pedagogy, not all chapters start with an introduction. Learning objectives have been removed. The glossary is now embedded into the section (which is fine) but the review items have been removed. However, because some sections have been reorganized and re-labeled, the reframing of the content improves its presentation and adds back in content that many instructors teach. For instance, in Biology 2e, Chapter 18.1 -Understanding Evolution has four topics: Charles Darwin and Natural Selection, Patterns and Process of Evolution, Evidence of Evolution, and Misconceptions of Evolution. In Introductory Biology, the topic Charles Darwin and Natural Selection has become Chapter 6: Section 24. It has been edited and updated to reflect the role of Charles Darwin’s ideas in the history of evolutionary thought and the development of the theory of natural selection. In Introductory Biology, Chapter 7: Section 25 expands the natural selection content. This chapter elaborates on natural selection and adaptation and its different modes – content many instructors include when teaching natural selection.
Overall, the writing is clear, easily digestible, and error-free. The book maintains the boxes on Everyday and Career Connections which maintains the relevancy, cultural relevancy, and longevity of the text.
Title: An Interactive Introduction to Organismal and Molecular Biology
Available: Open Textbooks; Link - https://open.umn.edu/opentextbooks/textbooks/an-interactive-introduction-to-organismal-and-molecular-biology
Authors: Andrea Bierema, Michigan State University
Date: 2021
License: Creative Commons Attribution-ShareAlike License v4.0
Summary: An Interactive Introduction to Organismal and Molecular Biology is a highly interactive text that covers the basic concepts of the nature of science, organismal biology, and molecular biology. Each section has several chapters, and each chapter is a mix of text, videos, and interactive activities. Its strength is the interactive nature of the book. The book covers many of the topics that would be covered in the organismal and environmental biology semester of most introductory biology sequences, it doesn’t cover these concepts in depth. Its biggest weakness is this lack of depth and that it lacks topics that are staples of this course in most curricula - history of life, evolution of diversity, and the structure and function of organisms – plants and animals specifically.
Access: The book is available as a PDF, Online, ebook or and ODF.
The Book
An Interactive Introduction to Organismal and Molecular Biology is a 3-section, 24-chapter book that covers – An Introduction to Science, Organismal Biology, and Molecular Biology. Each section has a set of chapters. For example, the Organismal Biology section has 9 chapters covering ecology, biodiversity, climate change, evolution, and phylogenetic trees. It lacks comprehensiveness because it doesn’t contain chapters on the history of life on earth, the evolution of diversity, or the structure, function, and diversity of organisms. Many instructors may find the lack of these topics problematic because they are common concepts taught in the organismal and environmental biology semester of the Introductory Biology sequence. In addition, the topics that are covered lack the depth of content that would typically be covered in an introductory major’s biology course. The treatment of evolutionary concepts is more similar to a non-major’s biology curriculum than major’s biology course. This is problematic for most biology majors who require a more comprehensive understanding of evolutionary mechanisms and concepts than is provided by this book.
Navigation and flow through the book is very easy with a “Contents” tab on every page for easy navigation to other sections.
Each chapter is consistently structured. All chapters begin with a list of learning objectives that describe what students will be able to accomplish after completing the chapter. The chapter then proceeds with a mix of text, videos, interactive questions, and activities to help the students learn and understand the material. This gives the book a very modern feel with respect to pedagogy. This also gives the book significant modularity.
The content that I reviewed is accurate. The writing is straightforward. Although, some sections could be improved with editing for grammatical clarity.
One of the highlights of this text is the freshness of the examples, figures and illustrations. It results in a text that would be highly relevant to students and is not so narrowly focused that it lacks longevity. This is particularly true of the entire first section: Introduction to Science. It covers the topic in depth and is highly interactive and engaging.
Title: Principles of Biology
Available: LibreTexts; Link: https://bio.libretexts.org/Bookshelves/Introductory_and_General_
Biology/Book%3A_Principles_of_Biology
Authors: Bartee, Shriner, Creech
Date: 2017
License: Creative Commons Attribution License v4.0
Summary: Principles of Biology is a general biology text designed for major’s biology. It is largely based on the OpenStax Biology 2e, which is its strength, but is missing some key topics that are often covered in an Introduction to Organismal and Environmental Biology course – History of Life, an overview of biological diversity, evolution of plants and animals and overview of plant and animal diversity, physiology and structure and function, which is its weakness.
Access: The book can be accessed through LibreTexts. Students can download a PDF, buy a print copy or print sections of the book. Instructors can import sections into their LMS.
The Book:
The book is organized as three main sections: Cell biology, Genetics and Ecology and Evolution. Each section is described as a course and starts with a list of course outcomes. Each section is further divided into chapters. The Ecology and Evolution section has 6 chapters on evolutionary and ecological concepts. Each chapter is further divided into sections. The book is well structured and organized with each chapter having a consistent feel as each other chapter. The structure and organization is like a traditional text. The flow of topics is consistent with traditional texts and navigability is straightforward with the content button on the side menu to easily navigate between sections.
One main issue with this textbook is its comprehensiveness. It doesn’t contain chapters or sections on history of life, evolution of biodiversity, evolution of plants and animals, physiology, and structure and function which are all topics that are a frequent component to introductory organismal and environmental biology. The material covered in the book is accurate but because the book is largely based on Biology 2e it prioritizes streamlining and digestibility over depth of content and this can, in some cases, be problematic. See my review and comments on Biology 2e for a more thorough discussion on the depth of content in this book.
The book is based on basic biological principles and therefore has longevity. The content and career connection boxes of Biology 2e have been removed which reduce the relevancy for students. The book doesn’t contain videos or other multimedia content which can also be helpful for improving the relevancy to students. Boxes and multimedia and links to videos are a nice way to improve cultural relevance because these links can point to such wide variety of resources.
With many of the LMS integration features in LibreTexts the texts has an easily navigable interface and a high degree of modularity. The writing is clear and free of grammatical errors.
|
oercommons
|
2025-03-18T00:39:06.116414
|
Katherine LaCommare
|
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"url": "https://oercommons.org/courseware/lesson/107560/overview",
"title": "A Review of Open Access Textbooks for Introductory Organismal Biology",
"author": "Teaching/Learning Strategy"
}
|
https://oercommons.org/courseware/lesson/91511/overview
|
EI explanation 2
EI questionnaire 1
EI questionnaire 2
Goals Worksheet
Hope_Worksheet
Introvert guide to networking in high school
SMARTgoals
SMART-Goal-Template
Career Exploration Curriculum for Minnesota High School/College Partnerships
Overview
| During the Spring 2022 semester, I had the privilege to interview numerous teachers, administrators, and students at my college (RCTC) and our local public high schools (RPS) about developing a career exploration curriculum for undecided high school students. Based on these interviews, I have developed a set of curricular resources that encourages student exploration and planning. If you have any questions, or just want to connect, please email me at <mike.mutschelknaus@rctc.edu> I look forward to hearing from you. |
What type of student would benefit most from this curriculum?
Figure 1, from a statistical analysis of Indiana and Minnesota high school students, shows the four types of high school students out there. Think of the nonparticipants as those high school students who are in college track courses and who definitely plan to go to a four-year college. Think of the concentrators as those high school students who are in career track programs like auto mechanics and who definitely plan to get a job very soon after high school. The curriculum I’ve developed is for the explorers and samplers: those students who just don’t know what they want to do yet.
Figure 1: From https://ies.ed.gov/ncee/rel/Products/Resource/40014
What is the curriculum?
Figure 2 shows the broad outlines of the curriculum. Students explore their inner motivations, their options out in the real world, make plans, and then get engaged with others to make their plans a reality.
Figure 2: "Getting Ready" curriculum overview
What is the starting point for this course?
What is the starting point for the course?
The unique part of the course is that there are several different starting points. A teacher could even set the course up so that each student chose their own pathway through the course.
The “exploring what’s out there” path
- Explore the world
- Explore yourself
- Make a plan
- Find your people
The “exploring what’s inside me” path
- Explore yourself
- Explore the world
- Make a plan
- Find your people
The “I know what I want to do already” path
- Make a plan
- Find your people
- Explore yourself
- Explore the world
Explore yourself
This set of resources helps students to gain the active self-knowledge they can use to plan for their futures.
- Reality Check: This tool is a down-to-earth questionnaire that allows students to figure out how much money they will need to have in order to live the lifestyle they want.
- The Good Project: Lesson plans and resources from Howard Gardner (yes, the multiple intelligences theory) on how to do good work.
- Minnesota State CAREERwise: The "Assess Yourself" section of this web site has several career self assessments and skills assessments that students can use to discover their interests.
- Authentic Happiness questionnaires: These University of Pennsylvania researchers started the field of positive psychology. These questionnaires are statistically valid and reliable. Students can take these to find out more about their own happiness. Happiness, after all is what we all seek.
- Harvard’s Project Implicit: We all need to learn more about our biases. These questionnaires will help students to realize that they are biased. We all are. In order to succeed in the future, we need to work on overcoming our biases.
Emotional intelligence (EI): In order to succeed, students are going to have to understand their emotions and those of others. The resources here provide an overview of EI, and some questionnaires for students to understand their own EI.
- EI Questionnaires: There are two self-assessments in this module. One self-assessment is not enough. Students should take both in order to see if they get similar results on both tests.
- EI content. There are two basic summaries and handouts in this module. These explain the principles of EI.
- EI videos from Daniel Goleman. Goleman is the founder of the EI field.
- Secret to high performance and fulfilment: https://youtu.be/HTfYv3IEOqM
- Why aren’t we more compassionate: https://youtu.be/mefC12rQovI
- EI Videos from Brene Brown. Brown is an expert on empathy.
- Power of vulnerability: https://youtu.be/iCvmsMzlF7o
- https://youtu.be/1Evwgu369Jw
Explore the world
These resources allow students to check out the different options available to them after high school. A teacher could create lessons, and assignments, for example, that make students explore each of these areas. The college track kids should find out about careers. The technical/trades kids should find out about college. The "I don't know what I want to do" kids should find out about volunteering, etc.
Careers
- Career Wise "Careers in Demand" section: This provides information on the fastest growing careers in Minnesota.
- Career Wise "Research Careers" section: This is a good place to go for students who want to know more about what certain types of careers entail.
- Centers of excellence for Minnesota State: Each center of excellence listed on this web site (agriculture, energy, engineering, healthforce, IT, advanced manufacturing and transportation) has a detailed web page that explains the career and provides links for students to get started on their training.
- Find a job: This Minnesota State site provides a wealth of resources about how to explore the job market, write a resume, and develop job search skills.
- The Game of Careers: So, it's not like an Xbox video game, but it's still more fun than reading a textbook. Definitely worth checking out.
- Interest Assessment at Career One Stop: For those students who don't know where to start, this might be the place.
- Minnesota goverment portal: This lists every state job in Minnesota, and also provides a great set of resources for several types of job seekers.
- My Next Move Interest Profiler: This self-assessment is popular, but two careers it recommended for me were dental hygienist and dancer. So, I'm not so sure about it.
- Occupational Outlook Handbook: The Department of Labor's OOH provides a wealth of career information. It's useful for comparing careers in different states. How much do nurses make in California, for example, compared to nurses in Wyoming. Students might need to be educated, though, on cost of living disparities.
College
- Petersons College Guide: A good place for students to do some dreaming. If they want to move to Texas and go to vet school, Peterson's can help them figure that out.
- Minnesota State: All the public college campuses, all the public college programs, right here in one place. This does not include the University of Minnesota.
- University of Minnesota system: Access to all of the University of Minnesota campuses
- Rochester Community and Technical College: There are lots of opportunities for higher education, right here in Rochester.
Volunteering
Community service is often overlooked as a path after high school graduation. It should not be. Young adults have three attributes that every community needs: Energy, enthusiasm, and time. Here are some volunteer for recent high school graduates around Rochester, Minnesota.
- Volunteer Match: This is a great way to find volunteer opportunities near you. When I used this to do a search for Winona, I found numerous open positions, from full-time Americorps positions right down to part-time bingo calling at a nearby nursing home.
- Mayo Clinic Volunteer Home: If a student is interested in a health care career, volunteering at Mayo would be a good place to start.
- Americacorps: High school students need to know that there are full time volunteer positions available for them. Americorps is not just for college graduates. For example, I found a fulltime volunteer opportunity at a school in northern Minnesota that pays $1630 a month. The education requirement was a high school diploma or GED.
- Red Cross: The Red Cross always needs volunteers.
- United Way: An excellent site for finding local volunteer opportunities.
Military service
Students should be aware of their options in the military. Here's the official government web site that explains all of their options: Army, National Guard, Marine, Air Force, Coast Guard, Navy, and Space Force: Today's Military
Starting your own business
Many of the young people I know don't want to work for others. They want to be entrepreneurs. Here are some ways to help them get started.
Minnesota State college programs: Do a search for "entrepreneur". Most communilty colleges have courses or programs to help students learn how to get started.
State of Minnesota business portal: Here is where you go to officially incorporate a business in Minnesota. There are many helpful resources on this web site.
Rochester Small Business Development Center: People can get local help planning their businesses here.
Rochester, Minnesota, Chamber of Commerce: Recent high school graduates probably wouldn't join the Chamber, but there are good resources here.
Small Business Administration--Plan your Business: Helpful competitor analysis and business plan templates are available here.
Make a plan
So, students have found some possibilities for their futures. They now need to take concrete action. They need to do something! Here are resources to help them do that.
- Setting goals: Check out the "Setting Goals" section in this web site. Also, the attached SMART goal and hope templates should help students get started.
- Rochester Community and Technical College guided pathways: This will show students where to go and how to get started at RCTC.
- LinkedIn: Students should use LinkedIn, in my opinion, to start creating their career portfolio.
- Indeed: Students can also create a profile on Indeed.
- Find a job: This Minnesota State site provides a wealth of resources about how to explore the job market, write a resume, and develop job search skills.
- Minnesota State workforce development scholarships: For high-demand careers in Minnesota, there is considerable financial help available.
- Skill up: If students discover they need to develop certain skills in order to get the careers they want, this Minnesota State site will help them make plans for developing those skills.
- Career exploration : This Minnesota State site helps students move from finding a career to making career plans.
- Minnesota state online programs : Follow these screen shots to find entirely online programs at Minnesota State colleges and universities
Find your people
I think this might be the most important section of the course, and the most difficult for young adults striving to be independent. They need to find the people who can help them and, equally important, identify the gatekeepers. If they don't do that, they'll will not make very much progress.
The original idea for the advice below came from Monica Schuschu's excellent blog post, which I have included as an attachment.
Start where you are
Before students are able to talk to people in the professional world and at college, they need lots of practice describing their goals and plans out loud to people they feel comfortable with. Teachers should set up classroom discussion circles so students can share with their peers. Students should also be encouraged to discuss their goals with their families, relatives, and family friends.
Find your five
Students should find five people who they can go to for help as they plan their futures. These should be people they trust, people they have relationships with. It could be a family friend. It could be a custodian at the school. It could be a parent, a pastor, or many others. Whoever it is, students need to have a close circle of adults they feel comfortable talking with about their futures.
Network
Too often, students think networking is about creating an online profile and sending out messages. Teachers need to help students realize that networking is most effective when it is face-to-face. Students should ask questions like these:
- Who is in my high school that can help me?
- Who is in my community that can help me?
- Are there any volunteer opportunities I should be doing that will bring me into contact with the people I want to be round?
- Who is at Rochester Community and Technical College (If they are in the Rochester area) that can help me?
- Who is already doing what I want to do? Where are they working at?
Once these people are identified, teachers should help students make two appointments and follow through with those appointments. Teachers should help students prepare their pitch about their future goals and also a set of questions they can ask the person. Think of these sessions as informational interviews.
Approach the gatekeepers
Once students feel comfortable talking about their future plans, they need to take action. They need to find, and work with, the gatekeepers who can help them get to the opportunities they need. Sooner or later, they will need to talk to their high school guidance counselors, their teachers who write recommendations, hiring managers, college admissions officers, and people like that. Teachers should help students set up one appointment, with one gatekeeper, and help the student follow through.
Follow the guru
If a student has some good fortune, they will find one person through their efforts that they really feel a close connection with. This guru usually does not provide specific "do this next" advice. Instead, he or she is an inspiration to the student, a role model for what they want to achieve, a person to talk to, a mentor, an elder. Like the Chinese proverb asserts: "When the student is ready, the teacher appears." If your students do find gurus, that's great. Encourage them to maintain those relationships. If your students do not find gurus during your time with them, reassure them that it often does take some time.
Additional curriculum
- Supervised Agricultural Experiences: This is a nationally recogonized complete curriculum from the Future Farmers of America (FFA) with a high school student target audience. It is thorough and complete. With minimal adaptation, you could use this curriculum in any career exploration course.
- Foodtrepreneurship: This 2022 free textbook explains the basics of starting your own food business, such as a restaurant or a food truck.
- On Course Workshop: Curated by master educator Skip Downing, this collection of free teacher resources can be used to enhance or develop career exploration courses.
- Go to "Educator Resources" and then the "Best Practices" link to register and get your password. It's free, and you won't get any junk emails.
- The other educator resources are also quite helpful.
- The Good Project : Overseen by Howard Gardner, the developer of multiple intelligence theory, this collection of lesson plans and resources aims at helping teachers do more good in the world. Howard Gardner is from Harvard University. You can trust his stuff.
- Skip Downings "On Course" Youtube site: You don't need to use Skip's book in order to avail yourself of several useful videos on topics like self-responsibility, self-motivation, self-management, interdependence, self-awareness, lifelong learning, emotional intelligence, and believing in yourself.
- Minnesota State Career Exploration Tools: Everything a teacher needs for a career exploration course is right here in this web site, from self-assesments and career paths right through resume building, job interviewing and entrepreneurship
- https://careerwise.minnstate.edu/
|
oercommons
|
2025-03-18T00:39:06.169465
|
Mike Mutschelknaus
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/91511/overview",
"title": "Career Exploration Curriculum for Minnesota High School/College Partnerships",
"author": "Full Course"
}
|
https://oercommons.org/courseware/lesson/54439/overview
|
Mini-lecture: how to use the solubility rules to assign phases
Mini-lecture: What does soluble really mean?
Mini-lecture: writing net ionic equations
Solubility rules
Tricks for remembering solubility rules
Solubility and Net Ionic Equations
Overview
This module includes solubility rules, how to use the solubility rules, calculating moles of ions from grams of compound, and how to write Net Ionic Equations.
Solubility: definition and rules
Before we can write a net ionic equation, we need to learn what solubility means and what the rules are.
Certain ionic compounds are soluble in water, but not all of them are. The YouTube video on solubility rules is a fun way to remember the rules.
Once we know the rules, let's see what it means to a chemist: soluble ionic compounds means breaking apart into ions.
Writing Total Molecular, Total Ionic, and Net Ionic Equations
I had to cut out the solubility chart that I used in the video since it was from our textbook.
Now that we can:
1- Predict products of exchange reactions
2- Identify soluble (aq) and insoluble (s)
Let's practice applying these skills to writing
Total Molecular Equations (balanced reaction with all the neutral compounds)
Total Ionic Equations (Balanced reaction with all (aq) compounds split into their ions)
Net Ionic Equations (cancel out what is the same on both sides of the Total Ionic Equation)
Moles of Ions in Solution
Related to solubility, is a question about moles of ions in solution.
We have to set up conversions here- moles of compound to moles of ions.
Check out the mini-lecture for an example.
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oercommons
|
2025-03-18T00:39:06.194800
|
05/17/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/54439/overview",
"title": "Solubility and Net Ionic Equations",
"author": "Amy Petros"
}
|
https://oercommons.org/courseware/lesson/54082/overview
|
Alabama Virtual Library
Overview
This brief module provides instructions for students on how to get to the Alabama Virtual Library.
How to get to the Alabama Virtual Library
Instructors please note: Students who cannot access the AVL need to contact the library as soon as possible to facilitate getting them a username/password.
Because this is a foundational module -- a module that helps students get to modules where they can actually accomlish research -- there is no suggested exercise.
The Alabama Virtual Library (AVL) is a resource provided by the state of Alabama that includes access to multiple excellent academic resources. These resources are often as easy to search as Google or Wikipedia, but the materials contained in them are appropriate for academic use. You don't need to worry about who wrote it or when it was written or if it's going to be there tomorrow. Added bonus: Many times, citation information is provided along with the resource.
The AVL uses geolocation to allow access. Passwords can be provided if this doesn't work for you. See below.
There are two ways to access the AVL:
- Go to http://www.avl.lib.al.us (Links to an external site.)
- Go to Shelton's web page, mouse-over "Instruction & Workforce," select "Library Services," select "EResources" from the tile menu, select "Alabama Virtual Library."
The AVL uses geolocation to see if you are in the state of Alabama and provide access. If you aren't in the state, if you are near the state boarder, or if you get your internet access from a cell phone or a satellite, you may have trouble. This video shows how to confirm if your geolocation is working.
If geolocation doesn't work for you, please email me at kgriffths@sheltonstate.edu from your Shelton State email account and I will request an account for you. I will be able to provide you with a temporary login that you will be able to use for about a week. Within a week, the AVL will have emailed you with permanent login credentials.
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oercommons
|
2025-03-18T00:39:06.209178
|
05/07/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/54082/overview",
"title": "Alabama Virtual Library",
"author": "Kelly Griffiths"
}
|
https://oercommons.org/courseware/lesson/105204/overview
|
Portfolio Assessment
Overview
Portfolio Assessment
Portfolio Ass
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oercommons
|
2025-03-18T00:39:06.225202
|
06/13/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105204/overview",
"title": "Portfolio Assessment",
"author": "Girlly Oyangoren"
}
|
https://oercommons.org/courseware/lesson/122404/overview
|
Education 4.0
Overview
Education 4.0 redefines the learning ecosystem to be more innovative, adaptive, and aligned with the demands of a rapidly changing world. Education 4.0 is an innovative approach to learning that aligns with the Fourth Industrial Revolution (Industry 4.0). It leverages advanced technologies, such as artificial intelligence (AI), the Internet of Things (IoT), and big data, to transform traditional education systems. Education 4.0 emphasizes personalized learning, skill development for the future workforce, and the integration of technology to create a dynamic, student-centered educational experience.
Education 4.0
Education 4.0 is an innovative approach to learning that aligns with the Fourth Industrial Revolution (Industry 4.0). It leverages advanced technologies, such as artificial intelligence (AI), the Internet of Things (IoT), and big data, to transform traditional education systems. Education 4.0 emphasizes personalized learning, skill development for the future workforce, and the integration of technology to create a dynamic, student-centered educational experience.
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oercommons
|
2025-03-18T00:39:06.242160
|
12/03/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122404/overview",
"title": "Education 4.0",
"author": "Thiyagu K"
}
|
https://oercommons.org/courseware/lesson/75629/overview
|
Education Standards
https://youtu.be/tTOSm5WbKvA
Principles of Design
Overview
Design Image
Overview of Design Principles
Understanding the science and art of designing content will ensure the intended audience is receiving a clear and consise message of material. These seven design principles will help guide content creation will prevent any confusion from material and allows the designer to place emphasis or generate additional interest that will support the overall message and story of the material.
Diving into Basic Design Principles
The purpose of this introductory video is to provide a preassessment of the existing knowledge of students. It also serves to massage the mind and prepare them for a disscussion around design.
This video announces the 4 basic principles of design and take a moment to consider what each means according to the visual representation.
Contrast
Contrast is a great tool to give emphasis or differentiate a unique element or to visually convey which is clearly dominant or clearly different. It also creates energy to a slide by pulling focus to the highlighted element or clearly displaying a distinct set of quite different elements. This is useful in multimedia design in that it highlights the focal point visually which creates an instant focus as the differentiating element is pulled out among the other components. Contrast also helps to prevent confusion as to what should be the most important message or item. This is a great tool to make the message clear, simple and to the point.
This flyer is using contrast to pull the eye to the announcement and purpose of the flyer, the dominant message is live music.
Repetition
Repetition is using the same or similar elements in design thus it creates unity and cohesiveness to a presentation. This can be the use of consistent font, slide design or theme, text box colors, etc. to tie slides together so that the intended audience understands the details support the main message or objectives. Repetition is a great way to pull together different visual imagery by featuring a common element in design that is consistent among different parts, thus pulling it all together for the intended audience. This is helpful in multimedia design in that one can use items from multiple sources that support their message and allow it to visually support one idea or element of communication.
This example of marketing collateral for a company shows a consistent use of the color orange, logo presence, and repetitive graphics so that there is unity between the different elements.
Alignment
Alignment is the principle that achieves unity within a design. It creates a visual connection among elements using an invisible line. This principle adds sophistication and professionalism to the design. This is helpful with multimedia design as it cleans the design through organized and thoughtful placement of elements. The use of grids or software tools allow for perfect alignment so that the unity is clear.
This image shows like items grouped together in a row aligned by center. All ingredients are then aligned to the boarders of a square indicating to the viewer that all elements are part of a single recipe.
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oercommons
|
2025-03-18T00:39:06.265777
|
12/11/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75629/overview",
"title": "Principles of Design",
"author": "Katherine Cook"
}
|
https://oercommons.org/courseware/lesson/93186/overview
|
COOP_I~1
COOP_I~2
EVALUATION FORM
lesson cover sheet
lesson cover sheet
LESSON EVALUTATION
LESSON PLAN
LSSNPL
PDE430
REFLECTION
REFLECTION SUPERVISOR EVAL
STPRS
STPRS Summary
What to Expect When you Sub
Your own classroom
Student Teaching Practicum
Overview
This seminar is offered concurrently with the student teaching practicum. Weekly sessions will focus on 1) topics related to student teaching; 2) professionalism; and 3) career development.
Student Teaching Practicum
Welcome to Student Teaching. In the state of Pennsylvania, you are required to have 70 full-time days of student teaching under the supervision of a cooperating teacher. The cooperating teacher, who has at least three years of successful full-time teaching, will mentor you in the day-to-day operations of a classroom in your specialty area. The cooperating teacher will guide you through the four domains of teaching, Planning and Preparation, Instruction, Classroom Environment, and Professionalism.
The cooperating teacher will evaluate you formally on two lessons. For these lessons, you will be required to submit a packet of information to the professor of this course. The packet will include the following items: a cover sheet, the formal lesson plan, the evaluation form completed by the cooperating teacher, and your reflection. See page two of this module for the forms.
You will also be assigned a university supervisor who will work directly with you, the cooperating teacher, and the professor for the course. The university supervisor will reinforce the four domains mentioned previously and formally evaluate you four times throughout the semester. For these lessons, you will be required to submit a packet of information to the professor of this course. The packet will include the following items: a cover sheet, the formal lesson plan, the evaluation form completed by the university supervisor, and your reflection. See page three of this module for the forms.
In addition to the lesson evaluations, your cooperating teacher will complete a monthly report and submit it to both the university supervisor and the professor of this course. The monthly report will include a mid-term grade in the second month and a final grade in the fourth month.
Also, at the end of the second and fourth months, the cooperating teacher AND the student teacher will complete the Student Teaching Performance Rating Scale (STPRS) and submit it to the university supervisor. The university supervisor will create a summary of this report and a summary of the PDE 430 and provide it to the professor of the course.
The PDE 430 is the evaluation form required by the Pennsylvania Department of Education as one part of the certification process. This form will be completed by the university supervisor at mid-term and final and provided to the professor of the course and the student-teacher.
At the end of the successful student teaching experience, you will apply for certification through the TIMS process on the PDE website.
Cooperating Teacher Observation/Evaluation
The cooperating teacher will evaluate you formally on two lessons. For these lessons, you will be required to submit a packet of information to the professor of this course. The packet will include the following items: a cover sheet, the formal lesson plan, the evaluation form completed by the cooperating teacher, and your reflection. See attachments for the forms.
University Supervisor Observation/Evaluation
You will also be assigned a university supervisor who will work directly with you, the cooperating teacher, and the professor for the course. The university supervisor will reinforce the four domains mentioned previously and formally evaluate you four times throughout the semester. For these lessons, you will be required to submit a packet of information to the professor of this course. The packet will include the following items: a cover sheet, the formal lesson plan, the evaluation form completed by the university supervisor, and your reflection. See attachments of this module for the forms. The reflection is different than the cooperating teacher reflection.
Other Forms
Your cooperating teacher will complete a monthly report and submit it to both the university supervisor and the professor of this course. The monthly report will include a mid-term grade in the second month and a final grade in the fourth month.
Also, at the end of the second and fourth months, the cooperating teacher AND the student teacher will complete the Student Teaching Performance Rating Scale (STPRS) and submit it to the university supervisor. The university supervisor will create a summary of this report and a summary of the PDE 430 and provide it to the professor of the course.
the PDE 430 is the evaluation form required by the Pennsylvania Department of Education as one part of the certification process. This form will be completed by the university supervisor at mid-term and final and provided to the professor of the course and the student-teacher.
Classroom Management
Classroom management refers to what teachers do to organize students, space, time, and materials so that learning takes place. (Wang, M., Haertel, G., & Walberg, H. (1993/1994). What helps students learn. Educational Leadership, vol. 51, no. 4: 74 - 79)
Consider the following when starting the school year: This all takes place BEFORE the first day.
- Floor - Count the number of desks and chairs needed. Arrange the desks for seeing the presentation areas (whiteboards, etc.). Clear traffic areas for mobility in the classroom. Are tables or lab areas where you want them so materials are accessible and seating is not interfering with the traffic areas of the classroom?
- Create an area for student belongings. Are lockers provided? Is there an area for storing coats? Is there an area for student work that is corrected and ready to take home?
- Work areas - Are materials accessible? How will you store materials (Ideas: plastic coffee cans, totes, trays, dishpans)?
- Walls - Post rules, procedures, calendars, schedules, menus, maps, charts, emergency information, and clocks. Add things like the objectives for the day, assignments, student work displays, and birthdays. You may want to add an example of the heading for papers.
- Organize incoming and outgoing papers. Where will you collect work? How will you return the corrected work?
- Rotate things like recess games and classroom library free reading books. The changes will motivate students to use them. You can add topics and titles that compliment your content for teaching.
- Prepare a letter to send home to introduce yourself and request materials, like a box of tissues from each family and a package of pencils. This will help with things you have to purchase on your own.
- Match each student to a desk somehow (put the name on the desk or have a seating chart outside the classroom on the first day. Have materials on the desk for each student - textbooks, tablets, pencils, etc.
- Think about a bell or timer for attention getters and group or independent work.
- Wrap cords from electronics so they are hidden and not in traffic areas.
- Organize your lessons. For supplemental materials and resources, will you use file cabinets, bins, etc.? How will you mark them so you can easily locate them when needed?
- Organize forms: Hall pass, restroom pass, attendance slips, tardy slips, lunch orders, nurse pass, emergency guides, etc.
- Post outside your door: your name, room number, grade or subject, and some type of welcome.
As students enter:
- Greet students at the door each day. Consider adding a student greeter also, and change the student greeter weekly or use it as an incentive that can be earned. Consider giving students a choice of what kind of greeting they want, for example, high five, fist bump, elbow bump, wave, etc.
- As students enter, get them to work immediately. Some teachers use Bell Ringers, Bell Work, Get the Goof (finding a mistake in something and fixing it), Ticket in the Door, To Do Now, etc. Post this work before students enter so they get busy immediately.
- Have procedures in place for routines:
- Start the period or day
- Quieting the class -- have cues in place for this
- Students seeking help
- Movement of students and papers/materials
- Dismissal at the end of the day or period
- Three steps to teaching these procedures:
- Teach. State, explain, model, and demonstrate the procedure.
- Rehearse. Practice the procedure.
- Reinforce. Reteach, remind, affirm.
- Rules - Limit your rules to no more than five. Write in a positive tone, like Be polite and helpful. Post these and refer to them often after they are taught initially.
See resources attached for What to expect when you sub and Your own classroom.
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oercommons
|
2025-03-18T00:39:06.296261
|
Reading
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/93186/overview",
"title": "Student Teaching Practicum",
"author": "Assessment"
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|
https://oercommons.org/courseware/lesson/92378/overview
|
My Open Education Resource
Overview
This is an Online Educational Resource to help students learn how to break down readings to understand them better. This is based off PHIL 1000 OL1 at the University of Colorado, Colorado Springs. It shows an example discussion and ways to break down sentences/quotes from the readings. There are also tips that might be helpful when taking an online class.
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oercommons
|
2025-03-18T00:39:06.308599
|
04/28/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92378/overview",
"title": "My Open Education Resource",
"author": "Jade Kinsey"
}
|
https://oercommons.org/courseware/lesson/74640/overview
|
French Level 1, Activity 04 : Les mots apparentés / Cognates (Online)
Overview
In this activity, students will learn about cognates with a slideshow and play a cognate bingo game.
Activity Information
Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench
Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.
Cognates / Les mots apparentés
Description
In this activity, students will learn about cognates with a slideshow and play a cognate bingo game.
Semantic Topics
Cognates, bingo, false cognates, les mots apparentés, les faux amis, individual words, mots individus
Products
Cognates, les mots apparentés
Practices
Used when learning a new language, les mots apparentés can aid in comprehension
Perspectives
Cognates are sometimes used to study the origins of words. How can cognates help us to better understand other languages?
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
- Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of French and their native language.
Idaho State Content Standards
- CLTR 2.1: Analyze the significance of a product (art, music, literature, etc...) in a target culture.
- CONN 2.1: Access authentic materials prepared in the target language by or for native speakers.
- COMP 1.1: Observe formal and informal forms of language.
NCSSFL-ACTFL Can-Do Statements
- I can use French/English cognates to help improve my understanding in unfamiliar situations.
- I can identify common false cognates to avoid misunderstandings.
- I can comprehend articles in French magazines.
Materials Needed
Warm-Up
Warm-Up
1. Begin by introducing the Can-Dos for today's activity.
2. Today we are going to chat about cognates. In English, what is a cognate? (Ask the group)
Aujourd'hui nous allons parler des mots apparenté. En Anglais, qu'est-ce qu'un exemple d'un mot apparenté?Connaissez-vous des exemples de mots apparentes en anglais?
3. A cognate is a word that sounds very similar in English and French. For example, the word "moderne" in French is "modern" in English. Also, the word "romantique" in French is "romantic" in English. Moderne and romantique are cognates.
Un mot apparenté est un mot qui est similaire en français et en anglais. Par exemple, le mot “moderne” en français est “modern” en anglais. En plus, le mot “romantique” en français est “romantic” en anglais. “Modern” et “romantique” sont des mots apparentés.
4. There are "false friends" in French. For example, "pain" in does not mean "pain" in English. It is a false friend or false cognate.
Aussi, il y a des “faux amis” en français. Par exemple, ”pain” ne signifie pas “pain” en anglais. Ça veut dire “bread.” C'est un “faux ami,” et non un mot apparenté.
Main Activity
Main Activity
1. Now we are going to play bingo!
Maintenant, nous allons jouer au Bingo !
2. I'm going to say a cognate and you are going to find it on your card.
Je vais dire un mot apparenté en français et vous devez le trouver sur votre carte.
3. The first person to complete a line wins!
La première personne à completer une ligne, gagne !
*Bingo code can be found on the Google Slideshow*
Wrap-Up
Wrap-Up
Ask some of the following question(s) to finish the activity:
- Quel est votre mot apparenté préféré ? (What is your preferred cognate?)
- À votre avis, pensez-vous qu'il y a beaucoup de mots apparentés en français ? (In your opinion, do you think that there are a lot of cognates in French?)
- Quels sont d'autres exemples des mots apparentés ? (What are some other examples of cognates?)
If you have extra time, you can play this short video about the Francophone world. Ask the students to be actively listening for English/French cognates.
Cultural Resources
List of French/English Cognates
End of Activity
- Can-Do statement check-in... “Where are we?”
- Read can-do statements and have students evaluate their confidence.
- Encourage students to be honest in their self-evaluation
- Pay attention, and try to use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements
- I can use French/English cognates to help improve my understanding in unfamiliar situations.
- I can identify common false cognates to avoid misunderstandings.
- I can comprehend articles in French magazines.
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oercommons
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2025-03-18T00:39:06.345987
|
Amber Hoye
|
{
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"url": "https://oercommons.org/courseware/lesson/74640/overview",
"title": "French Level 1, Activity 04 : Les mots apparentés / Cognates (Online)",
"author": "Mimi Fahnstrom"
}
|
https://oercommons.org/courseware/lesson/122764/overview
|
Vocabulary Control
Overview
Vocabulary control is a strategic approach to managing language, terminology, and word usage in specific contexts. It is employed to ensure clarity, consistency, and accuracy in communication across various domains.
Vocabulary Control
A. What is vocabulary control?
Vocabulary Control refers to the process of creating, maintaining, and using a controlled vocabulary, whereby a limited set of terms must be used to index documents, and to search for these documents, in a particular system. It may be defined as a list of terms showing their relationships and used to represent the specific subject of the document. The aim of vocabulary control is to ensure consistency in indexing and retrieval, thus making it easier for users to find relevant materials across different libraries and databases.
B. What is the need of controlling vocabulary in IR?
Controlling vocabulary in information retrieval (IR) is very important because it helps to enhance the search process in terms of efficiency and effectiveness. The following are the factors that raise the need for controlled vocabulary:
1.Consistency:
Different terms may be used to describe the same concept (e.g., "cars" vs. "automobiles"). Controlled vocabulary ensures that uniform terms are used for indexing and retrieval, reducing ambiguity and making searches more consistent.
2.Synonym Control:
Controlled vocabulary systems map synonyms to a single preferred term, which ensures that users can locate all relevant information even though different terms are used. For example, "heart attack" and "myocardial infarction" can be represented by a standard term, which enables comprehensive retrieval.
3.Disambiguation:
Some words have multiple meanings (homonyms), such as "apple" (the fruit or the tech company). Controlled vocabulary ensures that terms are clearly defined, so the correct meaning is applied based on context.
4.Improved Search Precision:
Controlled vocabulary improves search accuracy by reducing irrelevant results. Users can find more precise results because indexing terms are carefully selected to represent content accurately.
5.Hierarchical Relationships:
Controlled vocabularies typically include broader, narrower, and related terms, which enable the user to browse a topic at different levels of specificity and increase both recall and precision of searches.
6.Cross-Language Retrieval:
Controlled vocabularies help in mapping terms across languages, thereby improving retrieval for users who may be searching in different languages. It supports better data exchange and integration between different systems, so that it is easier for information to be shared and retrieved across platforms.
C. What are the tools of Vocabulary Control?
The vocabulary control tools standardize terms and improve information retrieval by achieving consistency in how terms should be used and indexed. The key tools of vocabulary control include:
1. Thesauri:
A thesaurus is a structured list of terms that provides relationships such as synonyms, broader terms (BT), narrower terms (NT), and related terms (RT). It helps users identify the most appropriate terms for searching and indexing.
Example: Medical Subject Headings (MeSH) for medical literature.
2. Subject Headings:
Subject heading lists provide pre-determined, standardized terms to describe subjects or topics for use in indexing and cataloging.
Example: LCSH is commonly used in libraries to ensure that cataloging is standardized.
3. Authority Files:
Authority files standardize the use of names for authors, organizations, places, and subjects. This means that name forms can be controlled (e.g., "J.K. Rowling" vs. "Joanne Rowling").
Example: Name Authority Files by the Library of Congress, which standardizes author names.
4. Classification Systems:
These systems use a controlled vocabulary to categorize subjects hierarchically, helping users to search systematically.
Example: Dewey Decimal Classification (DDC) or Universal Decimal Classification (UDC).
5. Taxonomies:
A taxonomy is a hierarchical structure used to organize and categorize terms systematically, from general to specific. It helps in representing the structure of knowledge in a particular field.
Example:Taxonomies in specialized fields like biology (organizing species) or e-commerce (product categories).
6. Ontologies:
Ontologies further specify and structure controlled vocabularies by describing the concepts in relation to each other, such as properties and rules. Beyond a thesaurus, an ontology formally describes the way terms are related.
Example: Gene Ontology (GO) in bioinformatics.
7. Glossaries and Controlled Vocabularies:
Glossaries are lists of specialized vocabulary and definitions, and controlled vocabularies provide lists of standardized terms that have to be used in indexing and searching.
Example: ERIC Thesaurus for education-related vocabulary.
8. Keyword Lists:
These are controlled lists of accepted terms for indexing and retrieval, ensuring that searches retrieve relevant materials consistently.
Example: A controlled keyword list for legal databases.
D. What is classaurus?
Classaurus is a mixed knowledge organization tool that provides features of both classification and a thesaurus. It has been developed for a flexible and dynamic way of information organization, by combining principles of hierarchical classification used in the traditional classification systems with associative relationships used in the thesauri.
Main Features of Classaurus
1.Hierarchical Structure:
As with a thesaurus, Classaurus categorizes concepts hierarchically, so that BT (broader terms) are contained by NT (narrower terms).
2. Associative Relationships:
It also contains the associative relationships in a thesaurus, relating RT (related terms) which may not necessarily be part of a hierarchy but are conceptually related.
3. Flexibility in Use:
Classaurus is much more flexible than the traditional classification systems since it classifies concepts and, at the same time, allows one to retrieve information based on a network of relationships between concepts.
4.Faceted Classification:
Classaurus can also support faceted classification that provides for multiple dimensional access to information through the use of different facets or characteristics of a subject such as time, place, action, etc.
5.Application:
Classaurus comes in handy when the normal hierarchical classification is too strait-laced and there needs to be an interconnected view of concepts, for example in digital libraries or complex domains of subjects.
Classaurus combines the strength of both the classification and thesauri thus improving the ability to obtain and organize information, becoming a useful tool for the management of knowledge and for information retrieval.
E. What are the differences between natural language and artificial language?
Natural language and artificial language are two different types of communication systems that have some basic differences. The following are some main differences:
1. Origin and Development
- Natural Language:
Such languages are developed naturally with the course of time through people's social and cultural interactions.
Examples: English, Hindi, Chinese, Swahili, etc.
- Artificial Language:
Such languages are created deliberately with an intention to serve for some specific purpose by humans.
Examples: Programming languages (such as Python, Java), constructed languages (such as Esperanto, Klingon).
2.Structure and Complexity
- Natural Language:
Generally full of grammar, syntax, and idiomatic expressions, which may cause ambiguity and more than one meaning.
Complex and often irregular rules that have developed naturally.
- Artificial Language:
Formal and rule-governed, in which ambiguity is reduced and clarity is maximized.
Rules are predetermined, regular, and often mathematical or logical
3.Purpose
- Natural Language:
Used for general human communication, social interaction, and to express thoughts, emotions, and culture.
- Artificial Language:
Developed for specific purposes, like computer coding (programming languages), logical reasoning (formal languages), or international communication (constructed languages, like Esperanto).
4.Flexibility and Ambiguity
- Natural Language:
Flexible, with the ability to change, and also accommodates figurative language (metaphors, idioms).
Generally ambiguous, as the same word may be used for different meanings based on context (e.g., "bank" referring to a financial institution or the bank of a river).
- Artificial Language:
Less flexible, with fixed meanings and less room for ambiguity.
Every symbol or word is meant to have a clear, unambiguous meaning.
5.Users
- Natural Language:
Used by human communities for verbal and written communication in everyday life.
- Artificial Language:
Used in specialized domains, like computer programming, formal logic, or specific scientific purposes. Often understood and used by a smaller group of people or machines.
6.Evolution
- Natural Language:
Continuously evolving over time, influenced by cultural, social, and historical factors.
New words and phrases arise naturally, and meanings can change.
- Artificial Language:
Does not evolve on its own but can be updated or modified deliberately by its creators or users for specific needs.
7. Example Use Cases
- Natural Language:
Used in everyday communication, storytelling, literature, and conversation.
- Artificial Language:
Used in technology (programming languages), formal logic (mathematical languages), or international communication experiments (constructed languages like Esperanto).
Summary:
Natural languages are complex, flexible, and evolve naturally, used for everyday human communication.
Artificial languages are constructed with fixed rules with the purpose of avoiding ambiguity and enhancing precision in specialized fields such as computing or logic.
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oercommons
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2025-03-18T00:39:06.370292
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12/08/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/122764/overview",
"title": "Vocabulary Control",
"author": "Dipak Mondal"
}
|
https://oercommons.org/courseware/lesson/90317/overview
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On Vacation - Planning Your Destination – An ESL Lesson Plan
Overview
Planning Your Destination at a Glance
In this lesson, students will be required to do a variety of tasks that revolve around vacation planning. The lesson begins with an activity that elicits vacation-related vocabulary. Then students will move on to a reading exercise that will test their reading comprehension. Following this, students will participate in a role-play exercise. To conclude the lesson, students will have the chance to share their ideas and opinions about their ideal holiday destinations. With that being said, this lesson is a fun way to get to know your students!
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
In this lesson, students will be required to do a variety of tasks that revolve around vacation planning. The lesson begins with an activity that elicits vacation-related vocabulary. Then students will move on to a reading exercise that will test their reading comprehension. Following this, students will participate in a role-play exercise. To conclude the lesson, students will have the chance to share their ideas and opinions about their ideal holiday destinations. With that being said, this lesson is a fun way to get to know your students!
Download the lesson plan On Vacation – Planning Your Destination here: https://www.off2class.com/lesson-plan-downloads/planning-your-vacation-an-esl-lesson-plan/
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oercommons
|
2025-03-18T00:39:06.388944
|
Student Guide
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90317/overview",
"title": "On Vacation - Planning Your Destination – An ESL Lesson Plan",
"author": "Lesson Plan"
}
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https://oercommons.org/courseware/lesson/89475/overview
|
PROTEINS
Overview
Proteins are large, complex molecules that play many critical roles in the body. Proteins are complex nitrogenous organic substances of plant and animal origin. They are of great importance in the functioning of living cells They do most of the work in cells and are required for the structure, function, and regulation of the body's tissues and organs. Apart from there essential food stuff like Carbohydrate and fats, they also provide very of therapeutically active compounds such as hormones, enzymes, sera, antitoxins.
pharma
Proteins are large, complex molecules that play many critical roles in the body. Proteins are complex nitrogenous organic substances of plant and animal origin. They are of great importance in the functioning of living cells They do most of the work in cells and are required for the structure, function, and regulation of the body's tissues and organs. Apart from there essential food stuff like Carbohydrate and fats, they also provide very of therapeutically active compounds such as hormones, enzymes, sera, antitoxins.
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oercommons
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2025-03-18T00:39:06.405417
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01/22/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/89475/overview",
"title": "PROTEINS",
"author": "Vikrant Arya"
}
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https://oercommons.org/courseware/lesson/92717/overview
|
CELLULAR MEMBRANE AUDIO
Final assessment.
First activity: Listening comprehension.
First warming up: matching game
Scramble game 2
Scramble game 3
Scramble game 4
Scramble game 5
Scramble game 6
Scramble game 7
Second Activity: Powerpoint game
Second warming up: scramble game
Introduction to cells
Overview
Sources:
- Power point game
- Educaplay
- Genially
- YouTube
LESSON PLAN FORM
Name of students teachers:
Sofia Trujillo
Juliana Serrano
Alejandro Calderon
Daniel Puentes
Topic: cells and present simple/ Wh questions.
Target Population: science students (secondary education 11º)
Level: B1 (Students can give a prepared straightforward presentation on familiar topic within his/her field)
Focus: Reading comprehension - listening comprehension
ICT National Standard teachers:
- Reflect on the key areas and topics to adress within the subject area given the rapid growth in knowledge.
- Constantly pursue technical and cognitive proficiency.
- Use technology to interact with colleagues and participate in teachers' communities of practice.
DBA by the MEN:
- Utiliza variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto.
- Identifico la idea principal de un texto oral cuando tengo conocimiento previo de un tema.
Pre-activity
Language focus: Present simple/ Wh questions.
| FIRST WARMING UP | SECOND WARMING UP |
| Minute: 10 | Minute: 10 |
1. In the first warming up, we will show a matching game activity related with vocabulary about the cell. Therefore, learners will match the meaning of the word with the image or description. | 2. In the second warming up, learners will play with a scramble game about cells. Students have to organize some words in order to make coherence sentences. |
While activity
| FISRT ACTIVITY | SECOND ACTIVITY |
Minute: 20 | Minute: 20 |
Skill focus: Listening comprehension | Skill focus: reading comprehension |
| 1. In this first activity, bottom-up approach is followed since students will watch a video about the cell and then answer some specific questions based on that video. | 2. In the second activity, we will give a text about cells to students. They will read the text in order to understand the content. Then, they are going to play a PowerPoint game in groups about the text. |
Post-activity
Minute: 30min |
Skill focus: speaking |
Instruction: In this last activity, students will draw a cells part (e.g: cellular membrane); then, they will plan a brief presentation explaining their draw (e.g: the function of the cellular membrane). |
An example will be attached below:
Assesment.
Minute: 10 |
In this section, we will test the knowledge of the students on the topic proposed in the lesson "the cell". They have to complete the following test in genially. |
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oercommons
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2025-03-18T00:39:06.439124
|
05/14/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92717/overview",
"title": "Introduction to cells",
"author": "sofia trujillo cuellar"
}
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https://oercommons.org/courseware/lesson/89994/overview
|
Tobacco farming
Overview
This is a farm in Malakisi. The crop is almost ready for harvest. One of our students was attached here
Industrial Crop farming in Bungoma
Commercial crop farming
Tobacco farming in Malakisi, Bungoma
Student supervision
This is a farm in Malakisi. The crop is almost ready for harvest. One of our students was attached here
Commercial crop farming
Tobacco farming in Malakisi, Bungoma
Student supervision
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oercommons
|
2025-03-18T00:39:06.455721
|
02/13/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/89994/overview",
"title": "Tobacco farming",
"author": "Everlyne Namikoye"
}
|
https://oercommons.org/courseware/lesson/92950/overview
|
IBUPROFEN DRUG
Overview
infrograph- ibuprofen
Chemistry- ibuprofen
IT'S AN INFOGRAPH ON THE DRUG CALLED IBUPROFEN.
IT CONTAINS BASIC INFOMATION OF THE DRUG, TYPE OF ISOMERS, IT'S USES AND ITS SIDE EFFECTS.
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oercommons
|
2025-03-18T00:39:06.472075
|
05/23/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92950/overview",
"title": "IBUPROFEN DRUG",
"author": "firdos khan"
}
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https://oercommons.org/courseware/lesson/72118/overview
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Bias Stabilization
Overview
This will be useful in understanding bias compensation and transistor stability i.e. operating point stability.
Bias compensation
The stabilization occurs due to negative feedback action. The negative feedback, although improves the stability of operating point, it reduces the gain of the amplifier.
As the gain of the amplifier is a very important consideration, some compensation techniques are used to maintain excellent bias and thermal stabilization. Let us now go through such bias compensation techniques.
Diode Compensation for Instability
These are the circuits that implement compensation techniques using diodes to deal with biasing instability. The stabilization techniques refer to the use of resistive biasing circuits which permit IB to vary so as to keep IC relatively constant.
There are two types of diode compensation methods. They are −
- Diode compensation for instability due to VBE variation
- Diode compensation for instability due to ICO variation
Let us understand these two compensation methods in detail.
Diode Compensation for Instability due to VBE Variation
In a Silicon transistor, the changes in the value of VBE results in the changes in IC. A diode can be employed in the emitter circuit in order to compensate the variations in VBE or ICO. As the diode and transistor used are of same material, the voltage VD across the diode has same temperature coefficient as VBE of the transistor.
The following figure shows self-bias with stabilization and compensation.
The diode D is forward biased by the source VDD and the resistor RD. The variation in VBE with temperature is same as the variation in VD with temperature, hence the quantity (VBE – VD) remains constant. So the current IC remains constant in spite of the variation in VBE.
Diode Compensation for Instability due to ICO Variation
The following figure shows the circuit diagram of a transistor amplifier with diode D used for compensation of variation in ICO.
So, the reverse saturation current IO of the diode will increase with temperature at the same rate as the transistor collector saturation current ICO.
I=VCC−VBER≅VCCR=ConstantI=VCC−VBER≅VCCR=Constant
The diode D is reverse biased by VBE and the current through it is the reverse saturation current IO.
Now the base current is,
IB=I−IOIB=I−IO
Substituting the above value in the expression for collector current.
IC=β(I−IO)+(1+β)ICOIC=β(I−IO)+(1+β)ICO
If β ≫ 1,
IC=βI−βIO+βICOIC=βI−βIO+βICO
I is almost constant and if IO of diode and ICO of transistor track each other over the operating temperature range, then IC remains constant.
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oercommons
|
2025-03-18T00:39:06.487684
|
09/06/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72118/overview",
"title": "Bias Stabilization",
"author": "venkateswarlu ennipalli"
}
|
https://oercommons.org/courseware/lesson/105802/overview
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The Future of Learning
Overview
Aims to create a dynamic and interactive learning environment that stimulates curiosity, promotes collaboration, and challenges students to think critically and creatively. By integrating technology, authentic learning experiences, and digital assessments, the flexible learning approach supports the acquisition of 21st-century skills and prepares students to thrive in a rapidly changing world
The Future of Learning
A Proposed Schema of 21st Century Skills Flexible Learning Approach
Marlo Jay O. Montijo
Cebu Technological University -Argao Campus
marlojay.montijo@ctu.edu.ph
June 20, 2023
Introduction
In the wake of the pandemic, both teachers and students have encountered a multitude of challenges in the field of education. Teachers have had to navigate the transition to new teaching methods, striving to deliver high-quality learning experiences to their students. The struggles faced by educators include adapting to remote instruction, ensuring student engagement, addressing equity and access issues, and maintaining effective communication in virtual classrooms. These challenges require innovative strategies that incorporate technology-driven flexible teaching and learning approaches. By harnessing the current trends in educational technology, personalized learning, and digital resources, educators can design comprehensive models to overcome these obstacles and enhance the educational experience for their students.
Source: Picciano, A. G. (2017). Theories and Frameworks for Online Education: Seeking an Integrated Model. Online Learning, 21(3). https://doi.org/10.24059/olj.v21i3.1225
Learning Experience:
Flexible learning approaches can offer a variety of benefits to learners, including:
Increased learner autonomy: Learners have more control over their own learning, which can lead to increased motivation and engagement.
Personalized learning: Learners can choose the content, pace, and methods that best suit their individual needs and interests.
Opportunities for collaboration: Learners can collaborate with others online or in person, which can help them to learn from each other and build relationships.
Access to a wider range of resources: Learners can access a wider range of learning resources, including online courses, textbooks, and videos.
Social Presence
Social presence is an important aspect of flexible learning. It refers to the degree to which learners feel connected to each other and to the instructor in an online learning environment. Social presence can be facilitated through a variety of means, including asynchronous discussion forums, synchronous chat, video conferencing, group projects, and social media.
Social presence is important for a number of reasons. It can help to increase motivation, improve communication, build relationships, and encourage collaboration. If you are designing a flexible learning environment, it is important to consider how you will facilitate social presence. There are a variety of ways to do this, and the best approach will vary depending on the specific context. However, by incorporating social presence into your design, you can create a learning environment that is more engaging and effective.
Here are some additional tips for facilitating social presence in flexible learning:
- Make sure that learners have opportunities to interact with each other and the instructor.
- Encourage learners to share their thoughts and ideas.
- Use social media to connect learners with each other and with the instructor.
- Personalize the learning experience.
- Provide opportunities for learners to reflect on their learning.
Cognitive Presence
Cognitive presence is an important aspect of flexible learning. It refers to the degree to which learners are able to construct meaning through sustained reflection and discourse. Cognitive presence can be facilitated through a variety of means, including challenging tasks, open-ended discussions, reflective activities, and constructivist pedagogy.
Cognitive presence is important for a number of reasons. It can help to increase understanding, improve critical thinking, promote creativity, and encourage deeper learning. If you are designing a flexible learning environment, it is important to consider how you will facilitate cognitive presence. There are a variety of ways to do this, and the best approach will vary depending on the specific context. However, by incorporating cognitive presence into your design, you can create a learning environment that is more engaging and effective.
Teaching Presence:
Teaching presence is an important aspect of flexible learning. It refers to the degree to which the instructor facilitates and promotes meaningful learning through the design, facilitation, and direction of cognitive and social processes. Teaching presence can be facilitated through a variety of means, including designing the course, facilitating discussions, and directing the learning process.
Teaching presence is important for a number of reasons. It can help to increase learner engagement, promote deep learning, and encourage collaboration. If you are designing a flexible learning environment, it is important to consider how you will facilitate teaching presence. There are a variety of ways to do this, and the best approach will vary depending on the specific context. However, by incorporating teaching presence into your design, you can create a learning environment that is more engaging and effective.
- Create Intended learning outcomes (ILOs) for your students, to learn and acquire the 21st century skills you chose, this can help you as basis of your mode/ diagram design.
Students be able to identify and analyze problems in a flexible learning environment
- Your diagram, in the bare minimum must visualize the interaction the following:
Diagram Content | Application | Observed | Not Observed |
| Identifying Problems and Formulating Questions |
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Psychomotor ILO: Creative Problem-Solving
Affective ILO: Open-Mindedness and Adaptability | Cognitive: data interpretation Making reasoned judgments Psychomotor brainstorming sessions/ prototype innovative solutions Affective: students may participate in collaborative discussions |
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| To help students develop a solid foundation of knowledge and skills, instructors can provide explicit instruction on the critical thinking process, problem-solving strategies, and relevant concepts. This includes clearly explaining the steps involved in each process and modeling the thinking process through examples and demonstrations |
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Case-Based Learning
Collaborative Projects | open-ended questions that encourage critical thinking and sharing of ideas Assign problem-solving scenarios or case studies that allow students to apply their knowledge and skills in a real-world context discussions as a platform for collaborative problem. Introduce real-world cases or scenarios that require critical thinking and problem-solving. |
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Augmentation:
Modification:
Redefinition: | using a digital textbook using a collaborative document editing tool where students can work together in real-time Facilitating online group collaboration Collaborate with peers from different countries through video conferencing |
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OER 2: | OER 1: YouTube's Education channel OER 2: Open Access Journals |
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| These flexible learning techniques allow students to learn by doing |
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Formative Assessment: Summative Assessment: | Pre-assessment exam Online quizzes Term exams, project presentations
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| Modification of the parameters, variables, and conditions of the virtual experiments to create unique scenarios for students to explore |
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Part 3, Discuss each aspect of your model…
The Future learning
The 21st-century skill that I will focus on is Critical Thinking and Problem Solving. This skill is essential to teach because it equips learners with the ability to analyze information, evaluate evidence, and think critically to solve complex problems. In today's rapidly changing world, students need to develop these skills to navigate and thrive in various personal, academic, and professional situations. Research has shown that fostering critical thinking skills leads to improved academic performance, higher-order thinking abilities, and better decision-making. By teaching critical thinking and problem-solving, I aim to empower my learners to become independent, creative, and adaptable thinkers who can tackle real-world challenges.
To teach critical thinking and problem-solving, I will draw upon the principles of Constructivism, a learning theory that emphasizes active engagement and meaning-making through authentic experiences (Brooks & Brooks, 1999). This theory is suitable for my topic as it promotes active exploration, collaboration, and reflection, which are crucial for developing critical thinking skills. Additionally, I will integrate the concept of authentic learning, where learners engage in real-world tasks and problem-solving activities relevant to their lives, to make the learning experience more meaningful and applicable (Herrington & Oliver, 2000). In delivering instruction, I will adopt a flexible teaching approach that allows for student-centered and inquiry-based learning. This approach empowers students to take ownership of their learning, promotes active engagement, and fosters critical thinking. Strategies such as project-based learning, case studies, and problem-solving activities will be employed to provide authentic contexts for applying critical thinking skills. By incorporating these strategies, I aim to create a dynamic and interactive learning environment that stimulates curiosity, promotes collaboration, and challenges students to think critically and creatively.
In delivering the topic, I will utilize various technology tools, apps, and websites that align with the flexible teaching approach and support the development of critical thinking skills. For example, I will use online interactive simulations and virtual labs to provide students with hands-on experiences and opportunities to apply critical thinking and problem-solving in a virtual environment (Smetana & Bell, 2012). These tools allow students to manipulate variables, observe outcomes, and analyze data, fostering critical thinking and scientific inquiry skills. Additionally, I will integrate open educational resources (OERs) such as open textbooks, videos, and interactive modules to provide students with diverse and accessible learning materials. OERs promote equity, cost savings, and customization of resources to suit the needs of learners (Hilton, 2016). By incorporating a combination of technology tools, apps, sites, and OERs, I aim to create a rich and interactive learning experience that caters to different learning styles, engages students, and supports the development of critical thinking skills.
In terms of assessments, I will implement a variety of digital assessment strategies that align with the flexible learning approach and cater to the diverse needs of learners. This includes diagnostic assessments to gauge students' prior knowledge and skills, formative assessments to provide ongoing feedback and support learning progress, and summative assessments to evaluate learning outcomes. These assessments can be conducted through online quizzes, interactive assignments, and project-based assessments. The suitable process of digital assessments allows for immediate feedback, personalized learning pathways, and the integration of multimedia elements to enhance the assessment experience (Morrison et al., 2010). By leveraging technology tools and apps, such as learning management systems and online assessment platforms, I can effectively assess students' critical thinking skills, monitor their progress, and provide timely feedback for improvement. The use of technology tools in assessment also aligns with the Modification and Redefinition levels of the SAMR model, as it allows for the transformation of traditional assessment practices.
References
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf
OECD. (2020). Education during COVID-19: Initial insights from TALIS. OECD Publishing. Retrieved from https://doi.org/10.1787/3434db7e-en
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2020). Education: From disruption to recovery. UNESCO. Retrieved from https://en.unesco.org/covid19/educationresponse/recovery
Halpern, D. F. ( 2014). Thought and knowledge: An introduction to critical thinking (5th ed.). Psychology Press.
Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. ASCD.
Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.
Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337-1370.
Hilton, J. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, 64(4), 573-590.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2010). Designing effective instruction (6th ed.). Wiley.
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oercommons
|
2025-03-18T00:39:06.547741
|
06/26/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/105802/overview",
"title": "The Future of Learning",
"author": "MARLO JAY MONTIJO"
}
|
https://oercommons.org/courseware/lesson/96869/overview
|
Emergency Drugs For The Dental Hygienist (Basic) (Pharmacology)
Overview
The target learner will have started in a dental hygiene program and have basic knowledge of common medical emergencies that may occur in the dental office. As a dental hygiene student, this lesson will enhance the learner's knowledge on basic emergency drug use as a dental hygienist in a clinic. Ideally, the learner would have completed the lesson regarding emergency drugs in their pharmacology course and can utilize this lesson as a supplement to self refelect on their retention of knowledge and key take aways.
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oercommons
|
2025-03-18T00:39:06.560827
|
08/30/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/96869/overview",
"title": "Emergency Drugs For The Dental Hygienist (Basic) (Pharmacology)",
"author": "Kristina Lengling"
}
|
https://oercommons.org/courseware/lesson/89261/overview
|
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oercommons
|
2025-03-18T00:39:06.583172
|
01/14/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/89261/overview",
"title": "PAPIA BAWA",
"author": "Papia Bawa"
}
|
https://oercommons.org/courseware/lesson/92074/overview
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Visual Deception Defenses
Overview
This OER was created to inform individuals about the visual mechanisms which allow animals, primarily prey, to defend themselves in nature. These different mechanisms are incredibly complex, and could provide a reader with more insight into how these mechanisms function in nature. The types of defense mechanisms that this OER explores include camouflage, mimicry, and deimatic modifications.
Visual Deception & Confusion: A Look at Defensive Mechanisms in Animals
Animals rely on several different means of defense to ensure their ability to survive in nature, and one such method is visual deception. Defense by visual deception, in a broad definition, is when animals use visual signaling to deceive or dissuade potential predators. Visual signaling is a complex behavior. Numerous factors. such as color, pattern, viewing angle, size, and shadowing all influencing what is perceived by the observing animal or predator. This arms animals who use visual deception with a means to defend themselves with a multitude of tools and methods to survive in the presence of a predator. Most of the methods and applications of visual deception fall into three main categories of defense mechanisms: mimicry, camouflage, and deimatic modifications. Mimicry is when an animal resembles another species of animal, plant, or even an inanimate object with sometimes a near identical appearance. Camouflage is the mechanism where animals blend in with their surroundings to prevent predators from identifying them, knowing their location, or seeing their movements. Camouflage is also called cryptic coloration and relies heavily on the animal's physical characteristics to match the features of the environment (Boudreau et al 2011). Finally, deimatic displays are when animal species spontaneously produce an appearance that scares, confuses, or distracts potential predators during encounters. As further explained below, all of these visual deception defenses are elaborate and have a wide range of applications from species all across the animal kingdom.
A variety of species protect themselves from predators by utilizing mimicry to confuse and evade. For these species, ocular deception works by mimicking other species or singular natural objects around them. One example of a species using mimicry as a defensive mechanism can be seen deep in the oceans of the Caribbean. The bottom feeding octopus, Macrotritopus defilippi, was recorded on multiple separate occasions, from multiple different subjects, exhibiting the movement patterns and body shape of the sand-dwelling flounder, Bothus lunatus (Hanlon et al. 2010). As seen in Figure 1 below, the octopi were photographed on multiple occasions modifying their physical shape and movement behaviors to copy that of the flat and slow-moving flounder.
Figure 1: Macrotritopus defilippi performing flounder mimicry. (A) Normal backward swimming; October 2000. (B) Apparent flounder mimicry; October 2000. Figure 1. The Biological Bulletin. Open Access. Four examples of the bottom-dwelling octopus mimicking the sand-dwelling flounder.
Normally these octopi suffer from attacks from local predators such as sharks, but when mimicking the flounders, the octopi suffer from far fewer attacks (Hanlon et al. 2010). This is just one example of a species actively using mimicry to protect themselves, however, some species have evolved over hundreds of thousands of years to benefit from passive mimicry. Species like the False Coral Snake, Oxyrhopus petolarius, benefit from mimicry as a defense mechanism by confusing predators into believing they are poisonous and not worth attacking (Buasso et al. 2006). In this case the false coral snake has evolved over time to develop the same ring coloration and similar color pattern as the poisonous species of coral snake, Micrurus fulvius. Instead of actively changing their physical shape or movement patterns like the bottom-dwelling octopi, these coral snakes inherit the mimicry traits of their ancestors to protect themselves from predators. One last example of mimicry can be seen not in an animal mimicking another, but an animal using mimicry to match an object in the environment around them. The common stick-bug, Phasmatodea, seen all over the world, also uses mimicry as a defensive mechanism. The stick-bug does this exactly as its name states, it mimics a stick (Purser 2003). As seen below in Figure 2, two stick-bugs use mimicry to match the branch they are hanging on to hide from predators.
Figure 2: A pair of mating phasmids suspended below a branch in secondary forest near Rotorua, New Zealand. Photo 3. Jungle Bugs: Masters of Camouflage and Mimicry. Special Permission. Two Stick-bugs using environmental mimicry as a defensive mechanism
As one can see, a multitude of species utilize mimicry as a defensive mechanism to protect themselves from predators around them. This comes in the form of active mimicry, changing their physical makeup and behavior to confuse and evade attackers. Passive mimicry is another form of mimicry that can be seen in animals evolving over time to mimic poisonous species. Lastly, it can be seen in species using mimicry to match singular environmental objects and hide from the eyes of their predators. Unlike camouflage where species match the whole environment, not just one object.
Camouflage, also defined as crypsis, allows an animal to conceal itself from predators by blending into its environment using a specific color, pattern, and shape. The overall defense mechanism works by exploiting a predator’s cognitive ability (Cuthill 2019). The colors and patterns displayed by animals, combined with optical factors can reduce the salience of primitive features, surfaces, edges, body parts, and even the whole body of an animal (Merlaita et al. 2017). Camouflage can take on a number of different visual forms including background matching, disruptive coloration, distraction marks, and self shadowing. These colors and patterns can remain the same throughout an animal’s entire life, or can change rapidly depending on a specific species’ type of camouflage. This means of defense is incredibly diverse and exists across a broad range of species within the animal kingdom.
Perhaps the most broad form of camouflage, background matching relies on a species’ ability to resemble their environment using a variety of colors and patterns (Cuthill et al. 2017) When an animal’s environment is homogeneous, with no variation in texture, luminance, and hue, a single optimal camouflage pattern exists. This form of camouflage can be seen in Figure 3, which demonstrates a nightjar’s ability to conceal itself within the leafy ground environment. The efficacy of background matching can be limited by the outline of an animal as it creates discontinuities between the concealed species and its background. In a heterogeneous environment, species prioritize matching one background well, at the expense of appearing more visible in a different background (Michalis et al. 2017).
Figure 3: "A Long-tailed Nightjar in Gambia. It is on the ground camouflaged amongst leaves." by Gisela Gershon Lohman Braun is licensed under CC BY-SA 2.0 Nightjar relying on background matching to disguise itself on the forest floor
Different from background matching, certain species employ disruptive coloration, which relies on breaking up an animal’s outline by using a variety of high contrast patterns. These patterns occur near the edges of an animal’s outline to interrupt cognitive recognition of normal objects (Price et al. 2019). This type of camouflage works best when the luminance of the animal matches that of its background, but is not as dependent on the background mirroring animal patterns. One example of disruptive coloration occurs in precocial plover chicks. These chicks are able to use their neoptile feathers to effectively diffuse their outline, thus increasing their survivability (Rohr et al. 2021). In Figure 4 below, a tiger can be seen employing disruptive coloration patterns to camouflage itself. This form of camouflage is found to be more effective in environments with multiple backgrounds, rather than a homogeneous one.
Figure 4: "Tiger in high grass" by Akshit Deshlande is licensed under CC BY-SA 4.0 Tiger relying on disruptive coloration to camouflage itself among grasslands
Countershading, or self shadow concealment is a form of camouflage that relies on an animal having a darker appearance on the top of their body, and lighter on the bottom. When light falls above a species, a luminance gradient is produced across the body’s surface. An organism’s combination of countershading with this luminance effect allows this organism to have uniform darkness, and a lack of depth relief. This form of camouflage can be found in a large range of animal groups such as deer and sharks.
Figure 5: "Great white shark at Guadalupe Island" by Horizon Charters is licensed under CC BY-SA 4.0 Great white shark exhibiting countershading camouflage
One of the most effective means of crypsis is active camouflage, also known as adaptive camouflage. This type of camouflage relies on a species ability to dynamically change different colors, often in a short period of time. Active camouflage allows a species to blend in with a variety of backgrounds, often through background matching. This type of camouflage provides a greater advantage compared to a species’ that has a fixed pattern, providing greater adaptability in heterogeneous background patterns. Active camouflage has a number of impressive biological and mechanical systems that allow certain species to rapidly adapt to a number of environmental factors. Due to specific neuro-musculo organs species such as the cuttlefish and a variety of octopi are able to control bumps on their skin that can disrupt their body shape and change texture (Gonzales-Bellido et al. 2018). These bumps, also known as papillae, allow for rapid changes in color and texture in these animals, with a fast expression and retraction system, as well as long term expression abilities. This rapid color change can be found in types of reptiles on land, such as chameleons, while pelagic species use this method of camouflage in water. One such species is the rockpool goby, shown in Figure 6, which is able to change its color in less than one minute (Stevens et al. 2014).
Figure 6: "Figure 3. Examples of changes in brightness of fish." by Stevens et al. is licensed under CC BY 4.0 Rock gobies demonstrating ability to rapidly change color
Certain factors place constraints on the effectiveness of camouflage. One such factor is the size of an animal, which affects the distance at which a target can be detected, depending on habitat size and spatial acuity of a viewer. An animal’s shape also influences the effectiveness of camouflage, as an unnatural shape not found in an environment can alert viewers to the presence of an animal, as well as unusual posture or orientation. Motion is perhaps the largest of these constraints, as most animals have to move at some point in their life. When an animal moves, it breaks the uniformity of the animal’s appearance with its environment, however some factors, such as background motion mitigate this factor (Cuthill et al. 2017). Despite its proven effectiveness in nature, camouflage is not a foolproof defense mechanism, and relies on a vast amount of factors to conceal prey from predators.
Another major consideration of the research about camouflage was the way changes in the environment can affect this visual defense mechanism. Unfortunately, with the growing climate change issue, certain animal species that use passive seasonal camouflage such as snowshoe hares are negatively impacted. Using data gathered by a research team in North America, the team explains how “phenological mismatches, when life-events become mistimed with optimal environmental conditions, have become increasingly common under climate change” (Zimova et al. 2019). In North America, the snow season is becoming increasingly shorter which results in an increased chance of a mistimed molting of the snowshoe hare’s winter coat. This ties human connection with visual deception research and conveys the potential impacts humans have on defense mechanisms that animal species rely on to survive.
In many animal species, altering the physical shape or form of an individual’s body is a form of physical deimatic behavior that intimidates or scares away predators. This is another form of defensive behavior similar to other tactics previously discussed. However, physical deimatic behavior is the way in which an animal modifies its appearance so that it seems obscure or odd which makes a predator hesitant to attack (Olofsson et al 2012). Sending dishonest or false signals is the basis of deimatic behavior.
Figure 7: A frilled-neck lizard enlarging its neck frill as a display of intimidation towards a predator. Chlamydosaurus kingii by Miklos Schiberna, Public Domain
The use of misinformation is weaponized to preserve fitness and the life of the individual (Mokkonen 2015). This form of deception relies on recognition errors in those that are perceiving the subject to make them think that they are seeing something foreign or completely new (Mokkonen 2015). Naturally, animals will be nervous to engage with a new animal or object. Examples of this behavior as a defense, can include quick and rhythmic motion such as moths that will flap their wings aggressively and in abnormal patterns which, in experimental and observed cases, deters predatory birds from eating them (Olofsson et al 2012). Normally, these moths flap their wings when flying but this is in a very predictable pattern that others will observe as normal. This change in behavior is a way to bluff and show other animals that something is wrong, it can communicate that no one should come near them. Other ways that animals utilize physical deimatic behavior to defend themselves is enlargement and shapeshifting.
In Opisthobranchs, specifically the Glossodoris cincta, enlargement of the mantle through muscle flexing can make the mollusk appear different compared to its normal form (Ghazali 2006). In an experimental test of this phenomenon, the presence of crabs and fish prompted the mollusk species to flex itself 100% of the time (Ghazali 2006). It is deduced that this behavior is used when the creature feels threatened and is a defense mechanism to prevent premature death.
Similar techniques can be observed in snakes. Many snakes, under predation of larger animals, will create poses that indicate an imminent defensive attack towards the animal that is intimidating the snake (Cox 2021). This stimulus induced behavior expresses a bluffing tactic or deimatic technique that sends signals to the predator that something is wrong in order to deter them (Cox 2021). This is a deceptive signal that is only applied in situations that make the animal feel as though they are in danger. The same method is observed in crustaceans when they move their chelipeds in abnormal movements (Arnott 2010). This is another way that animals bluff and send false messages to predators. Moving the cheliped in a different manner can imply that the crab is ill or erratic which is not advantageous to eat for predators (Arnott 2010). All of these behaviors described are physical modifications that are deimatic or bluffing in nature. This behavior has been observed as being very effective in defending oneself and prolonging an individual’s lifespan. Over long periods of evolution, countless species have adopted these behaviors because of their usefulness.
Figure 8: A snake coiling its tail in a physical display of aggression to defend itself and a crab flashing its chelipeds. "Wild snake encounter" and "Rabid crab" by Unsplash, Public Domain
In the animal kingdom, species use countless defense mechanisms to survive harsh environments riddled with predators and other threats. As explained, visual deception is a popular defense mechanism used across the animal kingdom to increase the survivability of species that are more susceptible to harm in an engagement with a predator. Visual deception, like most other categories of defense mechanisms, comes in many different forms as well as methods of using each form. Whether it is resembling other animals or plants, blending into the environment, or spontaneously enabling a startling or confusing display, visual deception allows animals to avoid predator encounters. Thanks to the advancements and new approaches in animal behavior studies, so much is known about visual deception defenses used by species all over the world. However, as animal behavior becomes more inclusive to people from all walks of life, new perspectives and ways of thinking will help to discover more about visual deception as well as all aspects of animal behavior. This is why it is so important, especially as individuals in STEM, to be open-minded and pursue a future of science that boasts inclusiveness and diversity.
The accumulation of information regarding the aforementioned defense mechanisms was done so by acknowledging the impact of research in this field. In the near future more underrepresented and marginalized groups will have better access to the content provided not only here but also in the area of study relating to animal behavior. With this comes the responsibility to allow for multiple perspectives to be used when researching subjects and make open education resources digestible for any and all groups (Bass et al. 2016). Higher education has ushered in a new era in diversity and inclusion which means that members of the science community need to uphold this trend and foster growth for marginalized groups such that their participation is continued for the betterment of the subject and higher education (Bass et al. 2016). It is important to keep this in mind as oftentimes disabled individuals and minorities can be victim of stigmatization in science and their opinions and voices can be left unheard (Marks 2017). A small percentage of the science community is part of these demographics yet their share outside of STEM is larger. This disparity needs to be abolished and the inclusion of these groups should be prioritized and acknowledged (Marks 2017). In this paper, this is done by acquiring sources from a plethora of backgrounds that provide the most diversity that the team was able to achieve. The team made sure to consider the author’s background for every source that was included. It is important to keep in mind that where the article originated and who originated it are two factors that can shape how inclusive the information is. An article that comes from an indiginous source may capture information that isn’t prevalent in mainstream science. On top of this, the narrative used in this OER does not assert absolute dominion over facts and interpretations, but provides the more raw and widespread undisputed phenomena that are observed in nature. This includes the behaviors of the mollusk, octopus, tiger, fish, sea slug, and more that were exemplified in this document. In an effort to overcome implicit bias, the authors did not assert new trends that are not previously acknowledged in the science community. This nurtures an environment of openness and inclusion that scientific papers should incorporate.
References
Arnott G, Elwood RW. 2010. Signal residuals and hermit crab displays: flaunt it if you have it! Animal Behaviour. 79(1):137–143. doi:10.1016/j.anbehav.2009.10.011.
Buasso CM, Leynaud GC, Cruz FB. 2006. Predation on snakes of Argentina: Effects of coloration and ring pattern on coral and false coral snakes. Studies on Neotropical Fauna and Environment. 41(3):183–188. doi:10.1080/01650520600630725.
Boudreau D, McDaniel M, Sprout E, Turgeon A. 2011. Camouflage. National Geographic: Resource Library. https://www.nationalgeographic.org/encyclopedia/camouflage/
Cuthill IC, William A, Arbuckle K, Caspers B, Chaplin G, Hauber M, Hill G, Nina J, Jiggins C, Caro T. 2017. The Biology of Color. Science. 357. DOI: 10.1126/science.aan0221
Cuthill IC. 2019. Camouflage. Journal of Zoology. 308(2):75–92. doi:10.1111/jzo.12682.
Cox CL, Chung AK, Blackwell C, Davis MM, Gulsby M, Islam H, Miller N, Lambert C, Lewis O, Rector IV, et al. 2021. Tactile stimuli induce deimatic antipredator displays in ringneck snakes. Wright J, editor. Ethology. 127(6):465–474. doi:10.1111/eth.13152.
Duarte RC, Flores AAV, Stevens M. 2017. Camouflage through color change: mechanisms, adaptive value and ecological significance. Philosophical Transactions: Biological Sciences. 372(1724):1–8. [accessed 2022 Apr 20]. https://www.jstor.org/stable/44679013.
Ghazali S. 2006. Displays of Defense : Behavioral Differences in Antagonist Avoidance in Four Opisthobranch Mollusks. UCB Moorea Class: Biology and Geomorphology of Tropical Islands. [accessed 2022 Apr 14]. https://escholarship.org/uc/item/9s6740fr.
Gonzalez-Bellido PT, Scaros AT, Hanlon RT, Wardill TJ. 2018. Neural Control of Dynamic 3-Dimensional Skin Papillae for Cuttlefish Camouflage. iScience. 1:24–34. doi:10.1016/j.isci.2018.01.001. https://www.sciencedirect.com/science/article/pii/S2589004218300014.
Hanlon RT, Watson AC, Barbosa A. 2010. A “Mimic Octopus” in the Atlantic: Flatfish Mimicry and Camouflage by Macrotritopus defilippi. The Biological Bulletin. 218(1):15–24. doi:10.1086/bblv218n1p15.
Merilaita S, Scott-Samuel NE, Cuthill I. 2017. How camouflage works. Philosophical Transactions: Biological Sciences. 372(1724):1–9. [accessed 2022 Apr 20]. https://www.jstor.org/stable/44679012.
Michalis C, Scott-Samuel NE, Gibson DP, Cuthill IC. 2017. Optimal background matching camouflage. Proceedings of the Royal Society B: Biological Sciences. 284(1858):20170709. doi:10.1098/rspb.2017.0709.
Mokkonen M, Lindstedt C. 2015. The evolutionary ecology of deception. Biological Reviews. 91(4):1020–1035. doi:10.1111/brv.12208.
Olofsson M, Eriksson S, Jakobsson S, Wiklund C. 2012. Deimatic Display in the European Swallowtail Butterfly as a Secondary Defence against Attacks from Great Tits. Osorio D, editor. PLoS ONE. 7(10):e47092. doi:10.1371/journal.pone.0047092.
Price N, Green S, Troscianko J, Tregenza T, Stevens M. 2019. Background matching and disruptive coloration as habitat-specific strategies for camouflage. Scientific Reports. 9(1). doi:10.1038/s41598-019-44349-2.
Purser B. 2003. Jungle Bugs: Masters of Camouflage and Mimicry. Firefly Books. [accessed 2022 Apr 11]. https://books.google.com/books?hl=en&lr=&id=zjvoPJseDT4C&oi=fnd&pg=PA13&dq=camouflage+and+mimicry&ots=2WeHjvq_ES&sig=f1778IKkhsDhdkPFlLv4KYALPhk#v=onepage&q&f=false.
Rohr VA, Volkmer T, Metzler D, Küpper C. 2021. Neoptile feathers contribute to outline concealment of precocial chicks. Scientific Reports. 11(1):5483. doi:10.1038/s41598-021-84227-4. [accessed 2022 Apr 28]. https://www.nature.com/articles/s41598-021-84227-4.
Skelhorn J, Rowe C. 2016. Cognition and the evolution of camouflage. Proceedings: Biological Sciences. 283(1825):1–7. [accessed 2022 Apr 20]. https://www.jstor.org/stable/24762395.
Stevens M. 2016. Cheats and Deceits: How Animals and Plants Exploit and Mislead. New York (NY): Oxford University Press. [accessed 2022 Apr 25].
Stevens M, Lown AE, Denton AM. 2014. Rockpool Gobies Change Colour for Camouflage. Todd PA, editor. PLoS ONE. 9(10):e110325. doi:10.1371/journal.pone.0110325.
Zimova M, Siren A, Nowak J, Bryan A, Ivan J, Morelli T, Suhrer S, Whittington J, Mills S. (2019). Local climate determines vulnerability to camouflage mismatch in snowshoe hares. Wiley Online Library, 29 (503-515). https://doi.org/10.1111/geb.13049
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oercommons
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2025-03-18T00:39:06.607058
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David Van Sickle
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"url": "https://oercommons.org/courseware/lesson/92074/overview",
"title": "Visual Deception Defenses",
"author": "Calvin Thomas"
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https://oercommons.org/courseware/lesson/106786/overview
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Occupational Therapist Workload Rating Guidelines
Physical and Occupational Therapy under IDEA in Oregon - Early Intervention_Early Childhood and School Age Special Education
Physical Therapist Workload Rating Guidelines
Physical Therapist Workload Rating Guidelines
Workload Rating Guidelines/IEP Service Times
Overview
In this resource, workload rating guidelines for both OT and PT are provided. It is recommended to discuss with new therapists that IEP minutes are written for the IEP year and not the school year. These resources should be revisited once the therapist has established their caseload.
Workload Rating Guidelines/IEP Service Times
At the beginning of the year, discuss with new hires that IEP minutes are written for the IEP year and not the school year.
Additionally, it isrecommended to revisit the resources related to workload rating guidelines as well as district/program guidance related to indicating IEP minutes once the therapist has established their caseload.
The workload rating guidelines are found below and can be downloaded as well.
Workload Rating Guidelines (OT)
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oercommons
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2025-03-18T00:39:06.629050
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07/17/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106786/overview",
"title": "Workload Rating Guidelines/IEP Service Times",
"author": "Nathaniel Baniqued"
}
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https://oercommons.org/courseware/lesson/66844/overview
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Powerpoint: Introducing Content Language Integrated Learning
Overview
Introductory Powerpoint - Intended to introduce faculty to the importance of linguistically responsive teaching as their English medium courses are offered globally as part of transnational partnerships.
The following google slides document serves as an introduction to content language integrated learning in higher education transnational partnerships. It specifically focuses on content educators who may now be teaching English as an additional language learners, for whom they could be more linguistically responsive in their teaching practice.
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oercommons
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2025-03-18T00:39:06.644915
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Kate Shea
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"url": "https://oercommons.org/courseware/lesson/66844/overview",
"title": "Powerpoint: Introducing Content Language Integrated Learning",
"author": "Lecture"
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https://oercommons.org/courseware/lesson/11832/overview
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Globalization and the Economy
Overview
- Define globalization and describe its manifestation in modern society
- Discuss the pros and cons of globalization from an economic standpoint
What Is Globalization?
Globalization refers to the process of integrating governments, cultures, and financial markets through international trade into a single world market. Often, the process begins with a single motive, such as market expansion (on the part of a corporation) or increased access to healthcare (on the part of a nonprofit organization). But usually there is a snowball effect, and globalization becomes a mixed bag of economic, philanthropic, entrepreneurial, and cultural efforts. Sometimes the efforts have obvious benefits, even for those who worry about cultural colonialism, such as campaigns to bring clean-water technology to rural areas that do not have access to safe drinking water.
Other globalization efforts, however, are more complex. Let us look, for example, at the North American Free Trade Agreement (NAFTA). The agreement is among the countries of North America, including Canada, the United States, and Mexico and allows much freer trade opportunities without the kind of tariffs (taxes) and import laws that restrict international trade. Often, trade opportunities are misrepresented by politicians and economists, who sometimes offer them up as a panacea to economic woes. For example, trade can lead to both increases and decreases in job opportunities. This is because while easier, more lax export laws mean there is the potential for job growth in the United States, imports can mean the exact opposite. As the United States import more goods from outside the country, jobs typically decrease, as more and more products are made overseas.
Many prominent economists believed that when NAFTA was created in 1994 it would lead to major gains in jobs. But by 2010, the evidence showed an opposite impact; the data showed 682,900 U.S. jobs lost across all states (Parks 2011). While NAFTA did increase the flow of goods and capital across the northern and southern U.S. borders, it also increased unemployment in Mexico, which spurred greater amounts of illegal immigration motivated by a search for work.
There are several forces driving globalization, including the global economy and multinational corporations that control assets, sales, production, and employment (United Nations 1973). Characteristics of multinational corporations include the following: A large share of their capital is collected from a variety of different nations, their business is conducted without regard to national borders, they concentrate wealth in the hands of core nations and already wealthy individuals, and they play a key role in the global economy.
We see the emergence of global assembly lines, where products are assembled over the course of several international transactions. For instance, Apple designs its next-generation Mac prototype in the United States, components are made in various peripheral nations, they are then shipped to another peripheral nation such as Malaysia for assembly, and tech support is outsourced to India.
Globalization has also led to the development of global commodity chains, where internationally integrated economic links connect workers and corporations for the purpose of manufacture and marketing (Plahe 2005). For example, inmaquiladoras, mostly found in northern Mexico, workers may sew imported precut pieces of fabric into garments.
Globalization also brings an international division of labor, in which comparatively wealthy workers from core nations compete with the low-wage labor pool of peripheral and semi-peripheral nations. This can lead to a sense of xenophobia, which is an illogical fear and even hatred of foreigners and foreign goods. Corporations trying to maximize their profits in the United States are conscious of this risk and attempt to “Americanize” their products, selling shirts printed with U.S. flags that were nevertheless made in Mexico.
Aspects of Globalization
Globalized trade is nothing new. Societies in ancient Greece and Rome traded with other societies in Africa, the Middle East, India, and China. Trade expanded further during the Islamic Golden Age and after the rise of the Mongol Empire. The establishment of colonial empires after the voyages of discovery by European countries meant that trade was going on all over the world. In the nineteenth century, the Industrial Revolution led to even more trade of ever-increasing amounts of goods. However, the advance of technology, especially communications, after World War II and the Cold War triggered the explosive acceleration in the process occurring today.
One way to look at the similarities and differences that exist among the economies of different nations is to compare their standards of living. The statistic most commonly used to do this is the domestic process per capita. This is the gross domestic product, or GDP, of a country divided by its population. The table below compares the top 11 countries with the bottom 11 out of the 228 countries listed in the CIA World Factbook.
| Rank | Country | GDP - per capita (PPP) |
|---|---|---|
| 1 | Qatar | $102,100 |
| 2 | Liechtenstein | $89,400 |
| 3 | Macau | $88,700 |
| 4 | Bermuda | $86,000 |
| 5 | Monaco | $85,500 |
| 6 | Luxembourg | $77,900 |
| 7 | Singapore | $62,400 |
| 8 | Jersey | $57,000 |
| 9 | Norway | $55,400 |
| 10 | Falkland Islands (Islas Malvinas) | $55,400 |
| 11 | Switzerland | $54,800 |
| 218 | Guinea | $1,100 |
| 219 | Tokelau | $1,000 |
| 220 | Madagascar | $1,000 |
| 221 | Malawi | $900 |
| 222 | Niger | $800 |
| 223 | Liberia | $700 |
| 224 | Central African Republic | $700 |
| 225 | Burundi | $600 |
| 226 | Somalia | $600 |
| 227 | Zimbabwe | $600 |
| 228 | Congo, Democratic Republic of the | $400 |
There are benefits and drawbacks to globalization. Some of the benefits include the exponentially accelerated progress of development, the creation of international awareness and empowerment, and the potential for increased wealth (Abedian 2002). However, experience has shown that countries can also be weakened by globalization. Some critics of globalization worry about the growing influence of enormous international financial and industrial corporations that benefit the most from free trade and unrestricted markets. They fear these corporations can use their vast wealth and resources to control governments to act in their interest rather than that of the local population (Bakan 2004). Indeed, when looking at the countries at the bottom of the list above, we are looking at places where the primary benefactors of mineral exploitation are major corporations and a few key political figures.
Other critics oppose globalization for what they see as negative impacts on the environment and local economies. Rapid industrialization, often a key component of globalization, can lead to widespread economic damage due to the lack of regulatory environment (Speth 2003). Further, as there are often no social institutions in place to protect workers in countries where jobs are scarce, some critics state that globalization leads to weak labor movements (Boswell and Stevis 1997). Finally, critics are concerned that wealthy countries can force economically weaker nations to open their markets while protecting their own local products from competition (Wallerstein 1974). This can be particularly true of agricultural products, which are often one of the main exports of poor and developing countries (Koroma 2007). In a 2007 article for the United Nations, Koroma discusses the difficulties faced by “least developed countries” (LDCs) that seek to participate in globalization efforts. These countries typically lack the infrastructure to be flexible and nimble in their production and trade, and therefore are vulnerable to everything from unfavorable weather conditions to international price volatility. In short, rather than offering them more opportunities, the increased competition and fast pace of a globalized market can make it more challenging than ever for LDCs to move forward (Koroma 2007).
The increasing use of outsourcing of manufacturing and service-industry jobs to developing countries has caused increased unemployment in some developed countries. Countries that do not develop new jobs to replace those that move, and train their labor force to do them, will find support for globalization weakening.
Summary
Globalization refers to the process of integrating governments, cultures, and financial markets through international trade into a single world market. There are benefits and drawbacks to globalization. Often the countries that fare the worst are those that depend on natural resource extraction for their wealth. Many critics fear globalization gives too much power to multinational corporations and that political decisions are influenced by these major financial players.
Section Quiz
Ben lost his job when General Motors closed U.S. factories and opened factories in Mexico. Now, Ben is very anti-immigration and campaigns for large-scale deportation of Mexican nationals, even though, logically, their presence does not harm him and their absence will not restore his job. Ben might be experiencing _____________.
- xenophobia
- global commodity chains
- xenophilia
- global assembly line
Hint:
A
Which of the following is not an aspect of globalization?
- Integrating governments through international trade
- Integrating cultures through international trade
- Integrating finance through international trade
- Integrating child care through international trade
Hint:
D
One reason critics oppose globalization is that it:
- has positive impacts on world trade
- has negative impacts on the environment
- concentrates wealth in the poorest countries
- has negative impacts on political stability
Hint:
B
All of the following are characteristics of global cities, except:
- headquarter multinational corporations
- exercise significant international political influence
- host headquarters of international NGOs
- host influential philosophers
Hint:
D
Which of the following is not a characteristic of multinational corporations?
- A large share of their capital is collected from a variety of nationalities.
- Their business is conducted without regard to national borders.
- They concentrate wealth in the hands of core nations.
- They are headquartered primarily in the United States.
Hint:
D
Short Answer
What impact has globalization had on the music you listen to, the books you read, or the movies or television you watch?
What effect can immigration have on the economy of a developing country?
Is globalization a danger to local cultures? Why, or why not?
Further Research
The World Social Forum (WSF) was created in response to the creation of the World Economic Forum (WEF). The WSF is a coalition of organizations dedicated to the idea of a worldwide civil society and presents itself as an alternative to WEF, which it says is too focused on capitalism. To learn more about the WSF, check out http://openstaxcollege.org/l/WSF
References
Abedian, Araj. 2002. “Economic Globalization: Some Pros and Cons.” Papers from the Sixth Conference of the International Environment Forum, World Summit on Sustainable Development. Johannesburg, South Africa. Retrieved January 24, 2012 (http://iefworld.org/dabed02.htm).
Bakan, Joel. 2004. The Corporation: The Pathological Pursuit of Profit and Power.New York: Free Press.
Bhagwati, Jagdish. 2004. In Defense of Globalization. New York: Oxford University Press.
Boswell, Terry and Dimitris Stevis. 1997. “Globalization and International Labor Organization.” Work and Occupations 24:288–308.
Central Intelligence Agency (CIA). 2014. "The World Factbook: Country Comparison: GDP Per Capita (PPP)." Retrieved December 15, 2014. (https://www.cia.gov/library/publications/the-world-factbook/rankorder/2004rank.html).
Koroma, Suffyan. 2007. “Globalization, Agriculture, and the Least Developed Countries.” United Nations Ministerial Conference on the Least Developed Countries. Istanbul, Turkey.
Plahe, Jagjit. 2005. “The Global Commodity Chain Approach (GCC) Approach and the Organizational Transformation of Agriculture.” Monash University. Retrieved February 6, 2012 (http://www.buseco.monash.edu.au/mgt/research/working-papers/2005/wp63-05.pdf).
Parks, James. 2011. “Report: NAFTA Has Cost 683,000 Jobs and Counting,” AFL-CIO Blog, May 3. Retrieved February 6, 2012 (http://blog.aflcio.org/2011/05/03/report-nafta-has-cost-683000-jobs-and-counting).
Sassen, Saskia. 2001. The Global City: New York, London, Tokyo. Princeton, NJ: Princeton University Press.
Speth, James G., ed. 2003. Worlds Apart: Globalization and the Environment. Washington, DC: Island Press.
The United Nations: Department of Economic and Social Affairs. 1973. “Multinational Corporations in World Development.” New York: United Nations Publication.
Wallerstein, Immanuel. 1974. The Modern World System. New York: Academic Press.
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oercommons
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2025-03-18T00:39:06.677293
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Module
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https://oercommons.org/courseware/lesson/68964/overview
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Racial, Ethnic, and Minority Groups
Overview
- Understand the difference between race and ethnicity
- Define a majority group (dominant group)
- Define a minority group (subordinate group)
While many students first entering a sociology classroom are accustomed to conflating the terms “race,” “ethnicity,” and “minority group,” these three terms have distinct meanings for sociologists. The idea of race refers to superficial physical differences that a particular society considers significant, while ethnicity describes shared culture. And the term "minority groups" describe groups that are subordinate, or that lack power in society regardless of skin color or country of origin. For example, in modern U.S. history, the elderly might be considered a minority group due to a diminished status that results from popular prejudice and discrimination against them. Ten percent of nursing home staff admitted to physically abusing an elderly person in the past year, and 40 percent admitted to committing psychological abuse (World Health Organization 2011). In this chapter we focus on racial and ethnic minorities.
What Is Race?
Historically, the concept of race has changed across cultures and eras, and has eventually become less connected with ancestral and familial ties, and more concerned with superficial physical characteristics. In the past, theorists have posited categories of race based on various geographic regions, ethnicities, skin colors, and more. Their labels for racial groups have connoted regions (Mongolia and the Caucus Mountains, for instance) or skin tones (black, white, yellow, and red, for example).
Social science organizations including the American Association of Anthropologists, the American Sociological Association, and the American Psychological Association have all taken an official position rejecting the biological explanations of race. Over time, the typology of race that developed during early racial science has fallen into disuse, and the social construction of race is a more sociological way of understanding racial categories. Research in this school of thought suggests that race is not biologically identifiable and that previous racial categories were arbitrarily assigned, based on pseudoscience, and used to justify racist practices (Omi and Winant 1994; Graves 2003). When considering skin color, for example, the social construction of race perspective recognizes that the relative darkness or fairness of skin is an evolutionary adaptation to the available sunlight in different regions of the world. Contemporary conceptions of race, therefore, which tend to be based on socioeconomic assumptions, illuminate how far removed modern understanding of race is from biological qualities. In modern society, some people who consider themselves “white” actually have more melanin (a pigment that determines skin color) in their skin than other people who identify as ”black.” Consider the case of the actress Rashida Jones. She is the daughter of a black man (Quincy Jones), and her best-known roles include Ann Perkins onParks and Recreation, Karen Filippelli onThe Office, and Zooey Rice inI Love You Man, none of whom are black characters. In some countries, such as Brazil, class is more important than skin color in determining racial categorization. People with high levels of melanin may consider themselves "white" if they enjoy a middle-class lifestyle. On the other hand, someone with low levels of melanin might be assigned the identity of "black" if he or she has little education or money.
The social construction of race is also reflected in the way names for racial categories change with changing times. It’s worth noting that race, in this sense, is also a system of labeling that provides a source of identity; specific labels fall in and out of favor during different social eras. For example, the category ”negroid,” popular in the nineteenth century, evolved into the term “negro” by the 1960s, and then this term fell from use and was replaced with “African American.” This latter term was intended to celebrate the multiple identities that a black person might hold, but the word choice is a poor one: it lumps together a large variety of ethnic groups under an umbrella term while excluding others who could accurately be described by the label but who do not meet the spirit of the term. For example, actress Charlize Theron is a blonde-haired, blue-eyed “African American.” She was born in South Africa and later became a U.S. citizen. Is her identity that of an “African American” as most of us understand the term?
What Is Ethnicity?
Ethnicity is a term that describes shared culture—the practices, values, and beliefs of a group. This culture might include shared language, religion, and traditions, among other commonalities. Like race, the term ethnicity is difficult to describe and its meaning has changed over time. And as with race, individuals may be identified or self-identify with ethnicities in complex, even contradictory, ways. For example, ethnic groups such as Irish, Italian American, Russian, Jewish, and Serbian might all be groups whose members are predominantly included in the “white” racial category. Conversely, the ethnic group British includes citizens from a multiplicity of racial backgrounds: black, white, Asian, and more, plus a variety of race combinations. These examples illustrate the complexity and overlap of these identifying terms. Ethnicity, like race, continues to be an identification method that individuals and institutions use today—whether through the census, affirmative action initiatives, nondiscrimination laws, or simply in personal day-to-day relations.
What Are Minority Groups?
Sociologist Louis Wirth (1945) defined a minority group as “any group of people who, because of their physical or cultural characteristics, are singled out from the others in the society in which they live for differential and unequal treatment, and who therefore regard themselves as objects of collective discrimination.” The term minority connotes discrimination, and in its sociological use, the termsubordinate group can be used interchangeably with the term minority, while the termdominant group is often substituted for the group that’s in the majority. These definitions correlate to the concept that the dominant group is that which holds the most power in a given society, while subordinate groups are those who lack power compared to the dominant group.
Note that being a numerical minority is not a characteristic of being a minority group; sometimes larger groups can be considered minority groups due to their lack of power. It is the lack of power that is the predominant characteristic of a minority, or subordinate group. For example, consider apartheid in South Africa, in which a numerical majority (the black inhabitants of the country) were exploited and oppressed by the white minority.
According to Charles Wagley and Marvin Harris (1958), a minority group is distinguished by five characteristics: (1) unequal treatment and less power over their lives, (2) distinguishing physical or cultural traits like skin color or language, (3) involuntary membership in the group, (4) awareness of subordination, and (5) high rate of in-group marriage. Additional examples of minority groups might include the LBGT community, religious practitioners whose faith is not widely practiced where they live, and people with disabilities.
Scapegoat theory, developed initially from Dollard’s (1939) Frustration-Aggression theory, suggests that the dominant group will displace its unfocused aggression onto a subordinate group. History has shown us many examples of the scapegoating of a subordinate group. An example from the last century is the way Adolf Hitler was able to blame the Jewish population for Germany’s social and economic problems. In the United States, recent immigrants have frequently been the scapegoat for the nation’s—or an individual’s—woes. Many states have enacted laws to disenfranchise immigrants; these laws are popular because they let the dominant group scapegoat a subordinate group.
Summary
Race is fundamentally a social construct. Ethnicity is a term that describes shared culture and national origin. Minority groups are defined by their lack of power.
Short Answer
Why do you think the term “minority” has persisted when the word “subordinate” is more descriptive?
How do you describe your ethnicity? Do you include your family’s country of origin? Do you consider yourself multiethnic? How does your ethnicity compare to that of the people you spend most of your time with?
References
Caver, Helen Bush, and Mary T. Williams. 2011. “Creoles.” Multicultural America, Countries and Their Cultures, December 7. Retrieved February 13, 2012 (http://www.everyculture.com/multi/Bu-Dr/Creoles.html).
CNN Library. (February 22, 2014). "Trayvon Martin Shooting Fast Facts." CNN US. N.p., Retrieved October 9, 2014 (http://www.cnn.com/2013/06/05/us/trayvon-martin-shooting-fast-facts/)
Dollard, J., et al. 1939. Frustration and Aggression. New Haven, CT: Yale University Press.
Graves, Joseph. 2003. The Emperor's New Clothes: Biological Theories of Race at the Millennium. New Brunswick, NJ: Rutgers University Press.
Omi, Michael, and Howard Winant. 1994. Racial Formation in the United States: from the 1960s to the 1990s (2nd ed.). New York, NY: Routledge.
Wagley, Charles, and Marvin Harris. 1958. Minorities in the New World: Six Case Studies. New York: Columbia University Press.
Wirth, Louis. 1945. “The Problem of Minority Groups.” The Science of Man in the World Crisis, edited by R. Linton: 347. In Hacker, Helen Mayer. 1951.Women as a Minority Group. Retrieved December 1, 2011 (http://media.pfeiffer.edu/lridener/courses/womminor.html).
World Health Organization. 2011. “Elder Maltreatment.” Fact Sheet N-357. Retrieved December 19, 2011 (http://www.who.int/mediacentre/factsheets/fs357/en/index.html).
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oercommons
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2025-03-18T00:39:06.700692
|
06/25/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/68964/overview",
"title": "Introduction to Sociology 2e, Race and Ethnicity, Racial, Ethnic, and Minority Groups",
"author": "Audra Kallimanis"
}
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https://oercommons.org/courseware/lesson/15298/overview
|
Introduction
Overview
This chapter covers:
Why is Research Important?
Approaches to Research
Analyzing Findings
Ethics
For more information, visit OpenStax College.
Have you ever wondered whether the violence you see on television affects your behavior? Are you more likely to behave aggressively in real life after watching people behave violently in dramatic situations on the screen? Or, could seeing fictional violence actually get aggression out of your system, causing you to be more peaceful? How are children influenced by the media they are exposed to? A psychologist interested in the relationship between behavior and exposure to violent images might ask these very questions.
The topic of violence in the media today is contentious. Since ancient times, humans have been concerned about the effects of new technologies on our behaviors and thinking processes. The Greek philosopher Socrates, for example, worried that writing—a new technology at that time—would diminish people’s ability to remember because they could rely on written records rather than committing information to memory. In our world of quickly changing technologies, questions about the effects of media continue to emerge. Many of us find ourselves with a strong opinion on these issues, only to find the person next to us bristling with the opposite view.
How can we go about finding answers that are supported not by mere opinion, but by evidence that we can all agree on? The findings of psychological research can help us navigate issues like this.
References
American Academy of Pediatrics, American Academy of Child & Adolescent Psychiatry, American Psychological Association, American Medical Association, American Academy of Family Physicians, American Psychiatric Association. (2000). Joint statement on the impact of entertainment violence on children. Retrieved from http://www2.aap.org/advocacy/releases/jstmtevc.htm.
American Cancer Society. (n.d.). History of the cancer prevention studies. Retrieved from http://www.cancer.org/research/researchtopreventcancer/history-cancer-prevention-study
American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed.). Washington, DC: Author.
American Psychological Association. (n.d.). Research with animals in psychology. Retrieved from https://www.apa.org/research/responsible/research-animals.pdf
Arnett, J. (2008). The neglected 95%: Why American psychology needs to become less American. American Psychologist, 63(7), 602–614.
Barton, B. A., Eldridge, A. L., Thompson, D., Affenito, S. G., Striegel-Moore, R. H., Franko, D. L., . . . Crockett, S. J. (2005). The relationship of breakfast and cereal consumption to nutrient intake and body mass index: The national heart, lung, and blood institute growth and health study. Journal of the American Dietetic Association, 105(9), 1383–1389. Retrieved from http://dx.doi.org/10.1016/j.jada.2005.06.003
Chwalisz, K., Diener, E., & Gallagher, D. (1988). Autonomic arousal feedback and emotional experience: Evidence from the spinal cord injured. Journal of Personality and Social Psychology, 54, 820–828.
Clayton, R. R., Cattarello, A. M., & Johnstone, B. M. (1996). The effectiveness of Drug Abuse Resistance Education (Project DARE): 5-year follow-up results. Preventive Medicine: An International Journal Devoted to Practice and Theory, 25(3), 307–318. doi:10.1006/pmed.1996.0061
D.A.R.E. (n.d.). D.A.R.E. is substance abuse prevention education and much more! [About page] Retrieved from http://www.dare.org/about-d-a-r-e/
Dominus, S. (2011, May 25). Could conjoined twins share a mind? New York Times Sunday Magazine. Retrieved from http://www.nytimes.com/2011/05/29/magazine/could-conjoined-twins-share-a-mind.html?_r=5&hp&
Ennett, S. T., Tobler, N. S., Ringwalt, C. L., & Flewelling, R. L. (1994). How effective is drug abuse resistance education? A meta-analysis of Project DARE outcome evaluations. American Journal of Public Health, 84(9), 1394–1401. doi:10.2105/AJPH.84.9.1394
Fanger, S. M., Frankel, L. A., & Hazen, N. (2012). Peer exclusion in preschool children’s play: Naturalistic observations in a playground setting. Merrill-Palmer Quarterly, 58, 224–254.
Fiedler, K. (2004). Illusory correlation. In R. F. Pohl (Ed.), Cognitive illusions: A handbook on fallacies and biases in thinking, judgment and memory (pp. 97–114). New York, NY: Psychology Press.
Frantzen, L. B., Treviño, R. P., Echon, R. M., Garcia-Dominic, O., & DiMarco, N. (2013). Association between frequency of ready-to-eat cereal consumption, nutrient intakes, and body mass index in fourth- to sixth-grade low-income minority children. Journal of the Academy of Nutrition and Dietetics, 113(4), 511–519.
Harper, J. (2013, July 5). Ice cream and crime: Where cold cuisine and hot disputes intersect. The Times-Picaune. Retrieved from http://www.nola.com/crime/index.ssf/2013/07/ice_cream_and_crime_where_hot.html
Jenkins, W. J., Ruppel, S. E., Kizer, J. B., Yehl, J. L., & Griffin, J. L. (2012). An examination of post 9-11 attitudes towards Arab Americans. North American Journal of Psychology, 14, 77–84.
Jones, J. M. (2013, May 13). Same-sex marriage support solidifies above 50% in U.S. Gallup Politics. Retrieved from http://www.gallup.com/poll/162398/sex-marriage-support-solidifies-above.aspx
Kobrin, J. L., Patterson, B. F., Shaw, E. J., Mattern, K. D., & Barbuti, S. M. (2008). Validity of the SAT for predicting first-year college grade point average (Research Report No. 2008-5). Retrieved from https://research.collegeboard.org/sites/default/files/publications/2012/7/researchreport-2008-5-validity-sat-predicting-first-year-college-grade-point-average.pdf
Lewin, T. (2014, March 5). A new SAT aims to realign with schoolwork. New York Times. Retreived from http://www.nytimes.com/2014/03/06/education/major-changes-in-sat-announced-by-college-board.html.
Lowcock, E. C., Cotterchio, M., Anderson, L. N., Boucher, B. A., & El-Sohemy, A. (2013). High coffee intake, but not caffeine, is associated with reduced estrogen receptor negative and postmenopausal breast cancer risk with no effect modification by CYP1A2 genotype. Nutrition and Cancer, 65(3), 398–409. doi:10.1080/01635581.2013.768348
Lowry, M., Dean, K., & Manders, K. (2010). The link between sleep quantity and academic performance for the college student. Sentience: The University of Minnesota Undergraduate Journal of Psychology, 3(Spring), 16–19. Retrieved from http://www.psych.umn.edu/sentience/files/SENTIENCE_Vol3.pdf
Lynam, D. R., Milich, R., Zimmerman, R., Novak, S. P., Logan, T. K., Martin, C., . . . Clayton, R. (1999). Project DARE: No effects at 10-year follow-up. Journal of Consulting and Clinical Psychology, 67(4), 590–593. doi:10.1037/0022-006X.67.4.590
McKie, R. (2010, June 26). Chimps with everything: Jane Goodall’s 50 years in the jungle. The Guardian. Retrieved from http://www.theguardian.com/science/2010/jun/27/jane-goodall-chimps-africa-interview
Offit, P. (2008). Autism's false prophets: Bad science, risky medicine, and the search for a cure. New York: Columbia University Press.
Perkins, H. W., Haines, M. P., & Rice, R. (2005). Misperceiving the college drinking norm and related problems: A nationwide study of exposure to prevention information, perceived norms and student alcohol misuse. J. Stud. Alcohol, 66(4), 470–478.
Rimer, S. (2008, September 21). College panel calls for less focus on SATs. The New York Times. Retrieved from http://www.nytimes.com/2008/09/22/education/22admissions.html?_r=0
Ringwalt, C., Ennett, S. T., & Holt, K. D. (1991). An outcome evaluation of Project DARE (Drug Abuse Resistance Education). Health Education Research, 6(3), 327–337. doi:10.1093/her/6.3.327
Rothstein, J. M. (2004). College performance predictions and the SAT. Journal of Econometrics, 121, 297–317.
Rotton, J., & Kelly, I. W. (1985). Much ado about the full moon: A meta-analysis of lunar-lunacy research. Psychological Bulletin, 97(2), 286–306. doi:10.1037/0033-2909.97.2.286
Santelices, M. V., & Wilson, M. (2010). Unfair treatment? The case of Freedle, the SAT, and the standardization approach to differential item functioning. Harvard Education Review, 80, 106–134.
Sears, D. O. (1986). College sophomores in the laboratory: Influences of a narrow data base on social psychology’s view of human nature. Journal of Personality and Social Psychology, 51, 515–530.
Tuskegee University. (n.d.). About the USPHS Syphilis Study. Retrieved from http://www.tuskegee.edu/about_us/centers_of_excellence/bioethics_center/about_the_usphs_syphilis_study.aspx.
|
oercommons
|
2025-03-18T00:39:06.723796
|
Module
|
{
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"url": "https://oercommons.org/courseware/lesson/15298/overview",
"title": "Psychology, Psychological Research, Introduction",
"author": null
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|
https://oercommons.org/courseware/lesson/62102/overview
|
Personal Health (HE 110) Power Point for Chapter One
Overview
Power Point for Chapter One of Personal Health-HE110 Healthful Living.
Healthful Living HE 110
Provided are Power Point Slides for Chapter One, an introduction to Personal Health.
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oercommons
|
2025-03-18T00:39:06.740012
|
01/31/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/62102/overview",
"title": "Personal Health (HE 110) Power Point for Chapter One",
"author": "Jim Stevens"
}
|
https://oercommons.org/courseware/lesson/62855/overview
|
Choosing & Using Sources: A Guide to Academic Research
Overview
One of several resources used for ENGL 124.
https://ohiostate.pressbooks.pub/choosingsources/
ENGL 124
This is one of several resources used for ENGL 124 (C-ID ENG 105 and ENG 115).
One of several resources used for ENGL 124.
https://ohiostate.pressbooks.pub/choosingsources/
This is one of several resources used for ENGL 124 (C-ID ENG 105 and ENG 115).
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oercommons
|
2025-03-18T00:39:06.757883
|
02/19/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/62855/overview",
"title": "Choosing & Using Sources: A Guide to Academic Research",
"author": "Barbara Illowsky"
}
|
https://oercommons.org/courseware/lesson/70621/overview
|
Models of the Atom
Overview
In this lesson, students will learn about the history behind the atomic model and learn how to draw a Bohr model. To draw the models, cards are provided with examples for students to draw. Students can use the PhET Simulation: Build an Atom to check their answers.
History of the Atom
What does an atom really look like? The image above may be what you think it looks like, but it is really not.
Watch the following video to learn about how the model of the atom has been developed over time:
Learning How to Build Bohr Models
In a previous lesson, you learned how to determine the number of subatomic particles (protons, neutrons and electrons) in an atom using the periodic table.
Need a review?
Check out this lesson called What is an atom made of?
Your next step is to be able to draw a Bohr Model on your own.
Watch this quick video to see some examples on how to draw these models.
Practice Building Bohr Models
Students will choose three atoms/ions to draw from the following cards:
If you are in person, you can cut up the cards and hand them directly to students.
When they've completed their models, they can use the Build an Atom PhET Simulation to check their answers or you can personally check them.
Now that you've seen some examples, it's time to try some on your own. On the following link are some choices for you: Cards for Atoms/Ions to Build. Open this document and choose three of the cards.
Once you've chosen your three cards, draw these Bohr Models on a piece of paper. When you're done, open up the Build an Atom PhET Simulation and check your answers.
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oercommons
|
2025-03-18T00:39:06.775512
|
Simulation
|
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"url": "https://oercommons.org/courseware/lesson/70621/overview",
"title": "Models of the Atom",
"author": "Lesson"
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|
https://oercommons.org/courseware/lesson/70636/overview
|
Using Google Search Lesson Plan
Overview
This lesson will help students understand how the Google search engine works. They will learn more about narrowing search terms to find better search results. They will also learn how to search specific types of files and images, including images labeled for reuse.
Information Technology
Class : IT Applications I
Grade: 9
Concept: Efficient use of search engines to find relevant information.
Objectives:
Students will be able to
- Define Google search terms
- Recognize that search terms will affect search results
- Apply filters and use operators to perform effective searches within Google.
- Distinguish desired search results
- Design an infographic using text boxes, borders, and other various formatting options within word processing software to create a visually appealing how to guide
Materials:
Internet enabled device and word processing software
Standards:
CIS.HS.4a.1.c Demonstrate a variety of strategies for effective and efficient searches.
CIS.HS.4a.2.c Apply digital design strategies to design professional documents (e.g., graphic design, layout, typography, font face, font style)
Accommodations/Modifications:
- Read&Write Google extension for reading assistance
- Starter template for infographic if needed
- Option to create assignment in slides with one main infographic slide that can be downloaded
- Provide an alternative rubric with fewer/more requirements for the infographic
Multiple Intelligence(s) Addressed:
- verbal/linguistic
- logical/mathematical
- visual/spatial
Formative & Summative Assessment
Formative: Edpuzzle Questions, Discussion Questions, Google a Day activity
Summative: Infographic project
Vocabulary:
- Search engine
- Search bar
- Search terms
- Key words
- Search results
- Advertisements
- Natural results
- Filters
- Operators
- Suffixes: .com, .org, .edu, .gov, .net
- Image results
- File types: .pdf .jpg, .png, .doc, .xls, .svg, .ppt
Introduction:
Give students a bell ringer question that the teacher suspects students will automatically turn to Google to answer. Examples:
- What is your celebrity crushes net worth?
- What high school did Elon Musk go to?
- Is there a Jimmy John’s in Juneau Alaska?
Body of Lesson:
- Begin with brief discussion of how well students think they are currently navigating search engines.
Question examples
- How have you used Google for school or personal use so far?
- How do you know you are searching well vs. not searching well?
- How do you usually pick which article you’re going to read or which video you’ll view?
- How can you check multiple resources from multiple points of view? As an example, what is the British narrative of the United States Revolutionary war?
- Class will watch How Google works video on Edpuzzle and answer the questions as they view.
- The instructor will provide a demonstration of how entering different terms and using filters, operators in the Google search engine will vary search results. Example: perform a standard search for the word “plants” and review the results one receives, next search “plants sites: .gov” and compare the results with students pointing out what types of sites are displayed and what the snippet of information looks like the reader will find on the sites.
- Class will read through filters and operators from Google help section.
- Bring the class back together and talk about why people may choose to search for different site types and file types along with searching specific keywords.
- Students will partner to complete a Google a Day challenge .
- Finally students will use word processing software to create an infographic they can use as a cheat sheet for future Google searches. Directions and Rubric are listed on separate printable sheets below.
Infographic Project Directions:
“How to Google” Infographic Student Directions
An infographic is a visual representation of information or data.
Your goal is to use Microsoft Word or Google Docs to create an infographic for your personal use. The infographic will help remind you of what you’ve learned about how Google works and how you can perform more powerful searches using tools like filters and operators. You may use Google to search examples of infographics for inspiration.
Content Requirements:
- Title for the infographic
- Section headings to include filters, operators, file types, site types (you may include any other headers you find beneficial)
- Filters section will include the name and description of 8 filters: 5 of your choice and five required: publish date, verbatim, dictionary, image type, image usage rights.
- Operators section will include the name and description of the following 5 required operators and any others you may choose that you find useful: “exact match”, search range of numbers, combine searches, specific site, related sites
- File types section will include the file extension and name of file types for: images, word files, pdf files, excel files, any other file type you find useful
- Site types section will include: commercial sites, government sites, education sites, and any other file type you find useful
- 1-3 sentence text blurb describing why using specific search terms and using tools like filters and operators help you search Google
Style Requirements:
- Minimum of two font types
- Section headers will be created with shapes or text boxes with color backgrounds
- Minimum of three colors
- Minimum of 4 icons or graphics
- Use of borders or lines
Rubric Infographic Project
Criteria | 4 | 3 | 2 | 1 | 0 |
Overall Appearance (4 points) | Design is appealing information is enhanced with use of design. All 5 style requirements on the instructions sheet were met | Information is sufficiently communicated Not all style elements met | Style overwhelmed information and made the presentation confusing | Minimal style elements applied or style elements masked information | No style elements applied |
Graphics (4 points) | 4 graphics used to enhance information use of graphics added to overall quality of info and user design | At least 3 graphics use that complement information | Some graphics used | Graphics did not work with the information | No graphics used |
Data (4 points) | All data is accurate | Minor error in data | More than one minor error in data | Multiple errors in data | No data provided |
Content (4 points) | All required subheadings required sub points and number of sub points all present: 8 Filters 5 Operators Minimum 4 File types Minimum 3 website types | All required headings included, all required subpoints included missing some of the student choice subpoints | All required headings missing some required subpoints | Missing headings or missing all required subpoints | No headings or sub points |
Grammar and spelling (4 points) | Infographic is free of grammar and spelling errors | 1-2 minor grammar or spelling errors | 3-4 grammar or spelling errors | 4+ grammar or spelling errors | Numerous mistakes drastically impacted the quality of the product |
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oercommons
|
2025-03-18T00:39:06.849363
|
07/30/2020
|
{
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"url": "https://oercommons.org/courseware/lesson/70636/overview",
"title": "Using Google Search Lesson Plan",
"author": "Jenny Motacek"
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|
https://oercommons.org/courseware/lesson/73424/overview
|
Education Standards
2. Chp. 1 Teacher Guide (doc)
3. State We're In Washington - Chapter 1
4. Student Handout: Launch
5. Student Handout: Focused Notes
6. Student Handout: Text-Dependent Questions
7. Student Handout: Focused Inquiry
The State We're In: Washington - Teacher Guide Ch. 1: First People
Overview
This is a Teacher's Guide for The State We're In Washington: Your guide to state, tribal and local government. These quides are developed by members of the Washington State Social Studies Cadre.
Well before Washington was a state, tribes lived and thrived (and continue to thrive) on the land in communities and worked together for their common good. Chapter 1 focuses on how the first people of Washington governed themselves.
How the First People of Washington Governed Themselves
General Overview
Enduring Understanding
People have lived on this land since time immemorial (for as long as can be remembered). Well before Washington was a state, tribes lived and thrived (and continue to thrive) on the land in communities worked together for their common good.
Supporting Questions
Students consider these questions - finding and using evidence to support the Enduring Understanding.
- How does the land we live on tell the story of tribal sovereignty?
Learning Targets
Students will be able to…
- Explain how tribes work together (and have always worked together) to meet their needs.
- Analyze maps, informational, and narrative text to communicate understanding of tribal lands, culture, and customs.
Tasks
- Launch
- Focused Notes
- Text-Dependent Questions
- Focused Inquiry
Attribution and License
Attribution
This Teacher’s Guide for Chapter 1: The State We’re In Washington was developed by Leslie Heffernan, Central Valley School District.
The downloadable digital version of The State We're In: Washington. 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.
Resource image cover courtesy Governor’s Mansion Foundation. Indians Fishing at The Dalles,” 1854, from a report published with the results of a railroad survey for the Northern Pacific Railroad.
License
Except where otherwise noted, this Teacher Guide for The State We’re In Washington Chapter 6, 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
Hooking students into the content of the chapter.
BEFORE you distribute the Student Handout: Launch to students, hold a discussion about what they already know about indigenous people in general. You will probably need to define words and clear up any potential misunderstandings that students have. If this is the first time students have been exposed to the idea of tribal lands, you will need to support their learning as they explore this resource. Go to Native-Land.ca for more information on best practices for using this map and to learn more about how the map came to be created.
Ensure students know and understand that tribes and tribal people are still alive and thriving within all areas of the map. Though some text students encounter is written in past tense, discussions of tribal people should be in present tense whenever possible.
Distribute the handout to students. This activity works best in pairs, and with ONE laptop or Chromebook for each pair.
- 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
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
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.
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:
- How do the images in the chapter support your answers in the text dependent questions you just answered? What evidence of “working together” do you see?
- Review the phrase, “In the long march of history, “Washington” is a recent creation.” What evidence do you have now that helps you understand this phrase?
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
A focused inquiry is a one to two day lesson that will have students engaging in the C3 Framework’s Inquiry Arc. The link below includes both teacher and student documents.
Compelling Question
How does the land we live on tell the story of tribal sovereignty?
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oercommons
|
2025-03-18T00:39:06.899868
|
Lesson
|
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"url": "https://oercommons.org/courseware/lesson/73424/overview",
"title": "The State We're In: Washington - Teacher Guide Ch. 1: First People",
"author": "U.S. History"
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|
https://oercommons.org/courseware/lesson/28827/overview
|
Building a Model of Aggregate Demand and Aggregate Supply
Overview
- Explain the aggregate supply curve and how it relates to real GDP and potential GDP
- Explain the aggregate demand curve and how it is influenced by price levels
- Interpret the aggregate demand/aggregate supply model
- Identify the point of equilibrium in the aggregate demand/aggregate supply model
- Define short run aggregate supply and long run aggregate supply
To build a useful macroeconomic model, we need a model that shows what determines total supply or total demand for the economy, and how total demand and total supply interact at the macroeconomic level. We call this the aggregate demand/aggregate supply model. This module will explain aggregate supply, aggregate demand, and the equilibrium between them. The following modules will discuss the causes of shifts in aggregate supply and aggregate demand.
The Aggregate Supply Curve and Potential GDP
Firms make decisions about what quantity to supply based on the profits they expect to earn. They determine profits, in turn, by the price of the outputs they sell and by the prices of the inputs, like labor or raw materials, that they need to buy. Aggregate supply (AS) refers to the total quantity of output (i.e. real GDP) firms will produce and sell. The aggregate supply (AS) curve shows the total quantity of output (i.e. real GDP) that firms will produce and sell at each price level.
Figure shows an aggregate supply curve. In the following paragraphs, we will walk through the elements of the diagram one at a time: the horizontal and vertical axes, the aggregate supply curve itself, and the meaning of the potential GDP vertical line.
The diagram's horizontal axis shows real GDP—that is, the level of GDP adjusted for inflation. The vertical axis shows the price level, which measures the average price of all goods and services produced in the economy. In other words, the price level in the AD-AS model is what we called the GDP Deflator in The Macroeconomic Perspective. Remember that the price level is different from the inflation rate. Visualize the price level as an index number, like the Consumer Price Index, while the inflation rate is the percentage change in the price level over time.
As the price level rises, real GDP rises as well. Why? The price level on the vertical axis represents prices for final goods or outputs bought in the economy—i.e. the GDP deflator—not the price level for intermediate goods and services that are inputs to production. Thus, the AS curve describes how suppliers will react to a higher price level for final outputs of goods and services, while holding the prices of inputs like labor and energy constant. If firms across the economy face a situation where the price level of what they produce and sell is rising, but their costs of production are not rising, then the lure of higher profits will induce them to expand production. In other words, an aggregate supply curve shows how producers as a group will respond to an increase in aggregate demand.
An AS curve's slope changes from nearly flat at its far left to nearly vertical at its far right. At the far left of the aggregate supply curve, the level of output in the economy is far below potential GDP, which we define as the amount of real GDP an economy can produce by fully employing its existing levels of labor, physical capital, and technology, in the context of its existing market and legal institutions. At these relatively low levels of output, levels of unemployment are high, and many factories are running only part-time, or have closed their doors. In this situation, a relatively small increase in the prices of the outputs that businesses sell—while assuming no rise in input prices—can encourage a considerable surge in the quantity of aggregate supply because so many workers and factories are ready to swing into production.
As the GDP increases, however, some firms and industries will start running into limits: perhaps nearly all of the expert workers in a certain industry will have jobs or factories in certain geographic areas or industries will be running at full speed. In the AS curve's intermediate area, a higher price level for outputs continues to encourage a greater quantity of output—but as the increasingly steep upward slope of the aggregate supply curve shows, the increase in real GDP in response to a given rise in the price level will not be as large. (Read the following Clear It Up feature to learn why the AS curve crosses potential GDP.)
Why does AS cross potential GDP?
Economists typically draw the aggregate supply curve to cross the potential GDP line. This shape may seem puzzling: How can an economy produce at an output level which is higher than its “potential” or “full employment” GDP? The economic intuition here is that if prices for outputs were high enough, producers would make fanatical efforts to produce: all workers would be on double-overtime, all machines would run 24 hours a day, seven days a week. Such hyper-intense production would go beyond using potential labor and physical capital resources fully, to using them in a way that is not sustainable in the long term. Thus, it is possible for production to sprint above potential GDP, but only in the short run.
At the far right, the aggregate supply curve becomes nearly vertical. At this quantity, higher prices for outputs cannot encourage additional output, because even if firms want to expand output, the inputs of labor and machinery in the economy are fully employed. In this example, the vertical line in the exhibit shows that potential GDP occurs at a total output of 9,500. When an economy is operating at its potential GDP, machines and factories are running at capacity, and the unemployment rate is relatively low—at the natural rate of unemployment. For this reason, potential GDP is sometimes also called full-employment GDP.
The Aggregate Demand Curve
Aggregate demand (AD) refers to the amount of total spending on domestic goods and services in an economy. (Strictly speaking, AD is what economists call total planned expenditure. We will further explain this distinction in the appendix The Expenditure-Output Model . For now, just think of aggregate demand as total spending.) It includes all four components of demand: consumption, investment, government spending, and net exports (exports minus imports). This demand is determined by a number of factors, but one of them is the price level—recall though, that the price level is an index number such as the GDP deflator that measures the average price of the things we buy. The aggregate demand (AD) curve shows the total spending on domestic goods and services at each price level.
Figure presents an aggregate demand (AD) curve. Just like the aggregate supply curve, the horizontal axis shows real GDP and the vertical axis shows the price level. The AD curve slopes down, which means that increases in the price level of outputs lead to a lower quantity of total spending. The reasons behind this shape are related to how changes in the price level affect the different components of aggregate demand. The following components comprise aggregate demand: consumption spending (C), investment spending (I), government spending (G), and spending on exports (X) minus imports (M): C + I + G + X – M.
The wealth effect holds that as the price level increases, the buying power of savings that people have stored up in bank accounts and other assets will diminish, eaten away to some extent by inflation. Because a rise in the price level reduces people’s wealth, consumption spending will fall as the price level rises.
The interest rate effect is that as prices for outputs rise, the same purchases will take more money or credit to accomplish. This additional demand for money and credit will push interest rates higher. In turn, higher interest rates will reduce borrowing by businesses for investment purposes and reduce borrowing by households for homes and cars—thus reducing consumption and investment spending.
The foreign price effect points out that if prices rise in the United States while remaining fixed in other countries, then goods in the United States will be relatively more expensive compared to goods in the rest of the world. U.S. exports will be relatively more expensive, and the quantity of exports sold will fall. U.S. imports from abroad will be relatively cheaper, so the quantity of imports will rise. Thus, a higher domestic price level, relative to price levels in other countries, will reduce net export expenditures.
Among economists all three of these effects are controversial, in part because they do not seem to be very large. For this reason, the aggregate demand curve in Figure slopes downward fairly steeply. The steep slope indicates that a higher price level for final outputs reduces aggregate demand for all three of these reasons, but that the change in the quantity of aggregate demand as a result of changes in price level is not very large.
Read the following Work It Out feature to learn how to interpret the AD/AS model. In this example, aggregate supply, aggregate demand, and the price level are given for the imaginary country of Xurbia.
Interpreting the AD/AS Model
Table shows information on aggregate supply, aggregate demand, and the price level for the imaginary country of Xurbia. What information does Table tell you about the state of the Xurbia’s economy? Where is the equilibrium price level and output level (this is the SR macroequilibrium)? Is Xurbia risking inflationary pressures or facing high unemployment? How can you tell?
| Price Level | Aggregate Demand | Aggregate Supply |
|---|---|---|
| 110 | $700 | $600 |
| 120 | $690 | $640 |
| 130 | $680 | $680 |
| 140 | $670 | $720 |
| 150 | $660 | $740 |
| 160 | $650 | $760 |
| 170 | $640 | $770 |
To begin to use the AD/AS model, it is important to plot the AS and AD curves from the data provided. What is the equilibrium?
Step 1. Draw your x- and y-axis. Label the x-axis Real GDP and the y-axis Price Level.
Step 2. Plot AD on your graph.
Step 3. Plot AS on your graph.
Step 4. Look at Figure which provides a visual to aid in your analysis.
Step 5. Determine where AD and AS intersect. This is the equilibrium with price level at 130 and real GDP at $680.
Step 6. Look at the graph to determine where equilibrium is located. We can see that this equilibrium is fairly far from where the AS curve becomes near-vertical (or at least quite steep) which seems to start at about $750 of real output. This implies that the economy is not close to potential GDP. Thus, unemployment will be high. In the relatively flat part of the AS curve, where the equilibrium occurs, changes in the price level will not be a major concern, since such changes are likely to be small.
Step 7. Determine what the steep portion of the AS curve indicates. Where the AS curve is steep, the economy is at or close to potential GDP.
Step 8. Draw conclusions from the given information:
- If equilibrium occurs in the flat range of AS, then economy is not close to potential GDP and will be experiencing unemployment, but stable price level.
- If equilibrium occurs in the steep range of AS, then the economy is close or at potential GDP and will be experiencing rising price levels or inflationary pressures, but will have a low unemployment rate.
Equilibrium in the Aggregate Demand/Aggregate Supply Model
The intersection of the aggregate supply and aggregate demand curves shows the equilibrium level of real GDP and the equilibrium price level in the economy. At a relatively low price level for output, firms have little incentive to produce, although consumers would be willing to purchase a large quantity of output. As the price level rises, aggregate supply rises and aggregate demand falls until the equilibrium point is reached.
Figure combines the AS curve from Figure and the AD curve from Figure and places them both on a single diagram. In this example, the equilibrium point occurs at point E, at a price level of 90 and an output level of 8,800.
Confusion sometimes arises between the aggregate supply and aggregate demand model and the microeconomic analysis of demand and supply in particular markets for goods, services, labor, and capital. Read the following Clear It Up feature to gain an understanding of whether AS and AD are macro or micro.
Are AS and AD macro or micro?
These aggregate supply and demand models and the microeconomic analysis of demand and supply in particular markets for goods, services, labor, and capital have a superficial resemblance, but they also have many underlying differences.
For example, the vertical and horizontal axes have distinctly different meanings in macroeconomic and microeconomic diagrams. The vertical axis of a microeconomic demand and supply diagram expresses a price (or wage or rate of return) for an individual good or service. This price is implicitly relative: it is intended to be compared with the prices of other products (for example, the price of pizza relative to the price of fried chicken). In contrast, the vertical axis of an aggregate supply and aggregate demand diagram expresses the level of a price index like the Consumer Price Index or the GDP deflator—combining a wide array of prices from across the economy. The price level is absolute: it is not intended to be compared to any other prices since it is essentially the average price of all products in an economy. The horizontal axis of a microeconomic supply and demand curve measures the quantity of a particular good or service. In contrast, the horizontal axis of the aggregate demand and aggregate supply diagram measures GDP, which is the sum of all the final goods and services produced in the economy, not the quantity in a specific market.
In addition, the economic reasons for the shapes of the curves in the macroeconomic model are different from the reasons behind the shapes of the curves in microeconomic models. Demand curves for individual goods or services slope down primarily because of the existence of substitute goods, not the wealth effects, interest rate, and foreign price effects associated with aggregate demand curves. The slopes of individual supply and demand curves can have a variety of different slopes, depending on the extent to which quantity demanded and quantity supplied react to price in that specific market, but the slopes of the AS and AD curves are much the same in every diagram (although as we shall see in later chapters, short-run and long-run perspectives will emphasize different parts of the AS curve).
In short, just because the AD/AS diagram has two lines that cross, do not assume that it is the same as every other diagram where two lines cross. The intuitions and meanings of the macro and micro diagrams are only distant cousins from different branches of the economics family tree.
Defining SRAS and LRAS
In the Clear It Up feature titled “Why does AS cross potential GDP?” we differentiated between short run changes in aggregate supply which the AS curve shows and long run changes in aggregate supply which the vertical line at potential GDP defines. In the short run, if demand is too low (or too high), it is possible for producers to supply less GDP (or more GDP) than potential. In the long run, however, producers are limited to producing at potential GDP. For this reason, we may also refer to what we have been calling the AS curve as the short run aggregate supply (SRAS) curve. We may also refer to the vertical line at potential GDP as the long run aggregate supply (LRAS) curve.
Key Concepts and Summary
The upward-sloping short run aggregate supply (SRAS) curve shows the positive relationship between the price level and the level of real GDP in the short run. Aggregate supply slopes up because when the price level for outputs increases, while the price level of inputs remains fixed, the opportunity for additional profits encourages more production. The aggregate supply curve is near-horizontal on the left and near-vertical on the right. In the long run, we show the aggregate supply by a vertical line at the level of potential output, which is the maximum level of output the economy can produce with its existing levels of workers, physical capital, technology, and economic institutions.
The downward-sloping aggregate demand (AD) curve shows the relationship between the price level for outputs and the quantity of total spending in the economy. It slopes down because of: (a) the wealth effect, which means that a higher price level leads to lower real wealth, which reduces the level of consumption; (b) the interest rate effect, which holds that a higher price level will mean a greater demand for money, which will tend to drive up interest rates and reduce investment spending; and (c) the foreign price effect, which holds that a rise in the price level will make domestic goods relatively more expensive, discouraging exports and encouraging imports.
Self-Check Questions
The short run aggregate supply curve was constructed assuming that as the price of outputs increases, the price of inputs stays the same. How would an increase in the prices of important inputs, like energy, affect aggregate supply?
Hint:
Higher input prices make output less profitable, decreasing the desired supply. This is shown graphically as a leftward shift in the AS curve.
In the AD/AS model, what prevents the economy from achieving equilibrium at potential output?
Hint:
Equilibrium occurs at the level of GDP where AD = AS. Insufficient aggregate demand could explain why the equilibrium occurs at a level of GDP less than potential. A decrease (or leftward shift) in aggregate supply could be another reason.
Review Questions
What is on the horizontal axis of the AD/AS diagram? What is on the vertical axis?
What is the economic reason why the SRAS curve slopes up?
What are the components of the aggregate demand (AD) curve?
What are the economic reasons why the AD curve slopes down?
Briefly explain the reason for the near-horizontal shape of the SRAS curve on its far left.
Briefly explain the reason for the near-vertical shape of the SRAS curve on its far right.
What is potential GDP?
Critical Thinking Questions
On a microeconomic demand curve, a decrease in price causes an increase in quantity demanded because the product in question is now relatively less expensive than substitute products. Explain why aggregate demand does not increase for the same reason in response to a decrease in the aggregate price level. In other words, what causes total spending to increase if it is not because goods are now cheaper?
Problems
Review the problem in the Work It Out titled "Interpreting the AD/AS Model." Like the information provided in that feature, Table shows information on aggregate supply, aggregate demand, and the price level for the imaginary country of Xurbia.
| Price Level | AD | AS |
|---|---|---|
| 110 | 700 | 600 |
| 120 | 690 | 640 |
| 130 | 680 | 680 |
| 140 | 670 | 720 |
| 150 | 660 | 740 |
| 160 | 650 | 760 |
| 170 | 640 | 770 |
- Plot the AD/AS diagram from the data. Identify the equilibrium.
- Imagine that, as a result of a government tax cut, aggregate demand becomes higher by 50 at every price level. Identify the new equilibrium.
- How will the new equilibrium alter output? How will it alter the price level? What do you think will happen to employment?
The imaginary country of Harris Island has the aggregate supply and aggregate demand curves as Table shows.
| Price Level | AD | AS |
|---|---|---|
| 100 | 700 | 200 |
| 120 | 600 | 325 |
| 140 | 500 | 500 |
| 160 | 400 | 570 |
| 180 | 300 | 620 |
- Plot the AD/AS diagram. Identify the equilibrium.
- Would you expect unemployment in this economy to be relatively high or low?
- Would you expect concern about inflation in this economy to be relatively high or low?
- Imagine that consumers begin to lose confidence about the state of the economy, and so AD becomes lower by 275 at every price level. Identify the new aggregate equilibrium.
- How will the shift in AD affect the original output, price level, and employment?
Table describes Santher's economy.
| Price Level | AD | AS |
|---|---|---|
| 50 | 1,000 | 250 |
| 60 | 950 | 580 |
| 70 | 900 | 750 |
| 80 | 850 | 850 |
| 90 | 800 | 900 |
- Plot the AD/AS curves and identify the equilibrium.
- Would you expect unemployment in this economy to be relatively high or low?
- Would you expect prices to be a relatively large or small concern for this economy?
- Imagine that input prices fall and so AS shifts to the right by 150 units. Identify the new equilibrium.
- How will the shift in AS affect the original output, price level, and employment?
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oercommons
|
2025-03-18T00:39:06.940062
|
09/20/2018
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/28827/overview",
"title": "Principles of Macroeconomics 2e, The Aggregate Demand/Aggregate Supply Model, Building a Model of Aggregate Demand and Aggregate Supply",
"author": null
}
|
https://oercommons.org/courseware/lesson/115953/overview
|
Roots: Race in Latin America
Overview
Contrary to what is portrayed in the media, being Latin American can consist of and look like many things. The goal of this unit is to help students understand the connections between colonialism and the ethnic demographics of Latin America.
Attachments
The attachment for this resource is a pacing guide for a unit on race in Latin America. It includes homework and reading assignments, lesson topics, ideas for in-class activities, and a student map packet.
About This Resource
The sample syllabi and assignments included here were submitted by participants in a one-day virtual workshop entitled, "Teaching the Global African Diaspora" for world history teachers hosted by the Alliance for Learning in World History. These are draft documents that may subsequently have been revised in light of feedback and discussion during the event.
This resource was contributed by Faith Mejia, an educator who specializes in Afro-Latin American studies.
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oercommons
|
2025-03-18T00:39:06.960374
|
Lesson Plan
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/115953/overview",
"title": "Roots: Race in Latin America",
"author": "World History"
}
|
https://oercommons.org/courseware/lesson/101589/overview
|
Education Standards
https://www.natgeokids.com/uk/play-and-win/games/bug-memory-game/
Bugs VS Insects
Overview
Students will learn to know and list the difference between bugs and insects by playing a matching game for the first task and then watching and reading a video for the second task and listing 3-5 facts about something new they have learned. Students will also list 2 bugs and 2 insects, which will show their knowledge in the difference between the two.
Memory Game
To start off our lesson about bugs, play the game attached below. Start on the easy level and work your way up to hard level.
Insects VS Bugs activity
The video below will teach you on the difference between bugs and insects and how to know which is which. Watch the video and read the passage below the video. After watching and reading the video, I want you to list 3-5 new and interesting facts you have learned after watching. I then want to go list 2 bugs and 2 insects.
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oercommons
|
2025-03-18T00:39:06.985510
|
Elementary Education
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101589/overview",
"title": "Bugs VS Insects",
"author": "Educational Technology"
}
|
https://oercommons.org/courseware/lesson/90232/overview
|
Life in Canada: A Free ESL Lesson Plan
Overview
Are you looking for a fun lesson plan to use in your next ESL class? This lesson about living in Canada is the perfect addition to your online ESL library.
You can also access 150+ more free lessons like this with a free Off2Class account!
Off2Class
This is a great lesson for your pre-intermediate students looking to practice speaking, reading, and grammar skills. Also, this is a fantastic lesson to use as a review with students moving to the intermediate level.
It is important to note that this lesson contains lots of information about Canadian culture, so you might want to introduce it to students who plan on moving there. It is also a great lesson to use when you want to introduce some new actions and vocabulary words related to animals, food, and geography. In general, I have noticed that most students are excited to learn about a new country — especially one that is home to so many different nationalities.
You can access full teacher notes for this lesson plan by signing up for a free Off2Class account.
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oercommons
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2025-03-18T00:39:07.003323
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Christine Chan
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90232/overview",
"title": "Life in Canada: A Free ESL Lesson Plan",
"author": "Lesson Plan"
}
|
https://oercommons.org/courseware/lesson/106461/overview
|
OREGON MATH STANDARDS (2021): [4.NBT]
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: 4.NBT.A.1
Cluster: 4.NBT.A - Generalize place value understanding for multi-digit whole numbers.
STANDARD: 4.NBT.A.1
Standards Statement (2021):
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1 | 4.NBT.A.2, 4.NBT.A.3, 4.NBT.B.4, 4.NBT.B.5, 4.NBT.B.6, 5.NBT.A.1 | N/A | 4.NBT.A.1 4.NBT.A Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to use numerical reasoning to represent and explain using concrete materials, the relationship among the numbers 1, 10, 100, and 1,000. Students should be able to extend the pattern to the hundred-thousands place.
- Students should be able to recognize the relationship of same digits located in different places in a whole number.
Boundaries
- Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
Progressions
- In the base-ten system, the value of each place is 10 times the value of the place to the immediate right. Because of this, multiplying by 10 yields a product in which each digit of the multiplicand is shifted one place to the left.
- Each of the 3 [groups of] tens becomes a hundred and moves to the left. In the product, the three in the tens place of 30 is shifted one place to the left to represent three hundreds. In 300 divided by 10 the 3 is shifted one place to the right in the quotient to represent three tens. (Please reference page 13 in the Progression document).
Examples
- Recognize that 700 ÷ 70 = 10 by applying concepts of place value and division
- The population of Atlanta is about 500,000 people and the population of Valdosta is about 50,000 people. How many times greater is the population of Atlanta than Valdosta?
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 4.NBT.A.2
Cluster: 4.NBT.A - Generalize place value understanding for multi-digit whole numbers.
STANDARD: 4.NBT.A.2
Standards Statement (2021):
Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Use understandings of place value within these forms to compare two multi-digit numbers using >, =, and < symbols.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.3, 2.NBT.A.4, 4.NBT.A.1 | 4.NBT.A.3, 5.NBT.A.1, 5.NBT.A.3 | N/A | 4.NBT.A.2 4.NBT.A Crosswalk |
Standards Guidance:
Boundaries
- Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
- Students are not expected to write numbers in word form.
Teaching Strategies
- Make connections across representations of multi-digit whole numbers using base ten numerals, number names, and expanded form.
- Develop rules for comparing the multi-digit numbers.
Progressions
- To read numerals between 1,000 and 1,000,000, students need to understand the role of commas. Each sequence of three digits made by commas is read as hundreds, tens, and ones, followed by the name of the appropriate base-thousand unit (thousand, million, billion, trillion, etc.). Thus, 457,000 is read "four hundred fifty seven thousand." (Please reference page 13 in the Progression document).
Examples
- The number two hundred seventy-five thousand eight hundred two written in standard form is 275,802 and in expanded form is 200,000+70,000+5,000+800+2 or (2×100,000)+(7×10,000)+(5×1,000)+(8×100)+(2×1).
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 4.NBT.A.3
Cluster: 4.NBT.A - Generalize place value understanding for multi-digit whole numbers.
STANDARD: 4.NBT.A.3
Standards Statement (2021):
Use place value understanding to round multi-digit whole numbers to any place.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
3.NBT.A.1, 4.NBT.A.1, 4.NBT.A.2 | 5.NBT.A.4 | 4.OA.A.3 | 4.NBT.A.3 4.NBT.A Crosswalk |
Standards Guidance:
Boundaries
- Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
- Grade 4 students should explore rounding within contextual situations.
Teaching Strategies
- Students rounding to 348 to the nearest hundred may mistakenly round initially to 350 and then 400 by applying rules such as if the digit is 0-4 then round down and 5-9 and round up. Models can help them see that 348 is closer to 300 than 400.
- Students should locate numbers on a number line to determine the nearest multiple of 1,000s, 10,000s or 100,000s.
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 4.NBT.B.4
Cluster: 4.NBT.B - Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD: 4.NBT.B.4
Standards Statement (2021):
Fluently add and subtract multi-digit whole numbers using accurate, efficient, and flexible strategies and algorithms based on place value and properties of operations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
3.NF.A.1, 3.NBT.A.2, 4.NBT.A.1 | 5.NBT.B.5, 5.NBT.B.7 | N/A | 4.NBT.B.4 4.NBT.B Crosswalk |
Standards Guidance:
Clarifications
- Students should fluently (flexibly, accurately, and efficiently) add and subtract multi-digit whole numbers, to solve contextual, mathematical problems using efficient and flexible procedures, based on knowledge of place value and properties of operations.
- Students should use efficient algorithms that make sense for the given numbers and draw upon their understanding of multi-digit whole numbers, the properties of operations, and place value.
Terminology
- Efficiency in mathematics is the ability to produce answers relatively easily with a minimal number of steps. An efficient strategy is one that the student can carry out easily, keeping track of sub-problems and making use of intermediate results to solve the problem. Efficiency does not mean students should be timed.
- Flexibility is the ability to think about a problem in more than one way and to adapt or adjust thinking, if necessary.
- Accuracy is the ability to produce mathematically precise answers.
- Appropriateness is the ability to select and apply a strategy that is appropriate for solving a given problem efficiently.
Boundaries
- Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.
- Students should be given the choice of which procedure they can use.
- Students should add and subtract multi-digit whole numbers within 100,000, to solve math problems using generalizable procedures, based on place value and properties of operations.
Progressions
- Because students in Grade 2 and Grade 3 have been using at least one method that readily generalizes to 1,000,000, this extension does not have to take a long time. Thus, students will have time for the major NBT focus for this grade: multiplication and division. (Please reference page 14 in the Progression document)
Examples
- Student Achievement Partners:
2021 Oregon Math Guidance: 4.NBT.B.5
Cluster: 4.NBT.B - Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD: 4.NBT.B.5
Standards Statement (2021):
Use representations and strategies to multiply a whole number of up to four digits by a one-digit number, and a two-digit number by a two-digit number using strategies based on place value and the properties of operations.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
3.NBT.A.2, 3.NBT.A.3, 4.NBT.A.1 | 4.NBT.B.6, 5.NBT.B.5 | 3.OA.C.7, 3.OA.B.5 | 4.NBT.B.5 4.NBT.B Crosswalk |
Standards Guidance:
Boundaries
- Students should be familiar with multiple strategies but should be able to select and use the strategy with which they most closely connect and understand, with the ultimate goal of supporting students to use more efficient strategies.
- Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
- A range of efficient algorithms may be used.
Teaching Strategies
- Illustrate and explain calculations using rectangular arrays, area models, and/or equations, along with strategies based on place value and properties of operations.
- Students should be able to solve contextual, mathematical problems involving the multiplication of a number with up to four digits by a 1-digit whole number.
- Students should be able to illustrate and explain their calculations using equations, rectangular arrays, and/or area models for all numbers included in the learning objective.
Progressions
- In fourth grade, students compute products of one-digit numbers and multi-digit numbers (up to four digits) and products of two two-digit numbers. They divide multi-digit numbers (up to four digits) by one-digit numbers.
- As with addition and subtraction, students should use methods they understand and can explain. Visual representations such as area and array diagrams that students draw and connect to equations and other written numerical work are useful for this purpose. (Please reference pages 14 & 15 in the Progression document).
Examples
- Connect numeric and visual models such as those created by representing 285 with base 10 pieces and repeating three times. Use this area model with dimensions of 285 and 3 to find partial products.
- There are 7 boxes of chocolates. Each box contains 16 chocolates. How many chocolates are there all together?
- The school bought thirty-nine cases of popcorn for the school carnival. Each case contained 15 bags of popcorn. How many bags of popcorn is that all together?
2021 Oregon Math Guidance: 4.NBT.B.6
Cluster: 4.NBT.B - Use place value understanding and properties of operations to perform multi-digit arithmetic.
STANDARD: 4.NBT.B.6
Standards Statement (2021):
Use representations and strategies to find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
3.NBT.A.2, 4.NBT.A.1, 4.NBT.B.5 | 5.NBT.B.6 | 3.OA.B.5, 3.OA.B.6, 3.OA.C.7, 4.OA.A.3, 3.GM.C.7 | 4.NBT.B.6 4.NBT.B Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to solve contextual, mathematical problems involving division of whole numbers.
- Students should be familiar with multiple strategies but should be able to select and use the strategy with which they most closely connect and understand, with the ultimate goal of supporting students to use more efficient strategies.
Content Boundaries
- Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.
- Long division is not an expectation at this grade level.
Teaching Strategies
- Students should be able to illustrate and explain their calculations using equations, rectangular arrays, and/or area models.
Progressions
- General methods for computing quotients of multi-digit numbers and one-digit numbers rely on the same understandings as for multiplication, but cast in terms of division. One component is quotients of multiples of 10, 100, or 1000 and one-digit numbers. For example, 42 ÷ 6 is related to 420 ÷ 6 and 4200 ÷ 6. Students can draw on their work with multiplication and they can also reason that 4200 ÷ 6 means partitioning 42 hundreds into 6 equal groups, so there are 7 hundreds in each group. (Please reference pages 16 & 17 in the Progression document).
Examples
- Apply knowledge of decomposing whole numbers into divisible parts. Such as, connect numeric and visual models such as those created by representing 136 with base 10 pieces and dividing into groups of 4 to determine either the size of the group or the number of groups.
- Antonio won a jar of 373 jellybeans in a school contest. He wants to share them. He and his 7 friends will share them. How many jellybeans will each of the friends get?
- Possible solution: 373 ÷ 8 = (368 ÷ 8) + (5 ÷ 8) = 46 with 5 jellybeans left over.
- Illustrative Mathematics:
- Student Achievement Partners:
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oercommons
|
2025-03-18T00:39:07.090895
|
07/07/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106461/overview",
"title": "OREGON MATH STANDARDS (2021): [4.NBT]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/72845/overview
|
Teamwork & Cooperative Problem Solving
Overview
Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2019-2020 school year.
Title of Lesson: Teamwork & Cooperative Problem Solving
Course Name: General Physical Education
Grade Level: 10-12
Author’s Name: Craig Kemmlein
Author’s School District: Cornwall-Lebanon School District
| PA Academic Standards for Health, Safety, and Physical Education | |
10.4 Physical Activity 10.4.12.F. Assess and use strategies for enhancing adult group interaction in physical activities.
| |
| PA Academic Standards for Career Education and Work | |
13.2 Career Acquisition 13.2.11. E. Demonstrate, in the career acquisition process, the application of essential workplace skills/knowledge, such as, but not limited to:
13.3 Career Retention and Advancement 13.3.11.B. Evaluate team member roles to describe and illustrate active listening techniques
| |
| Learning Objectives | |
Students will be able to use strategies in order to:
| |
| Conceptual Background | |
Discuss & analyze effective communication strategies
Discuss & analyze both individual and group differences:
| |
| Instructional Procedure | |
| Pacing | Instructional Procedure |
| 7min. | Ahh, Umm, Err Activity
|
| 15 min. | Turnstile
|
| 15 min. | Tower of Hanoi
-Only 1 item may be moved at a time -You must take the smallest item on top to move. As pieces move to different spots you can move items from different spots to any spot but you must only take the smallest item from the spot you are choosing to move something from -You can place a small item on top of any larger item but cannot place a large item on top of any smaller item -Ss jog to move pieces. Alternate who goes each turn -Allow Ss to discuss how to complete this task for 1-2 min. without touching any of the items prior to starting -If Ss are unsuccessful they can regroup, analyze and discuss prior to moving more pieces -Debrief on communicating, problem solving & group differences |
| 10 min. | Goal Setting Task
|
| 10 min. | Ss complete Failing to Succeed |
| Formative Assessment | |
| Failing to SucceedGoal Setting Task | |
| Materials Needed | |
Goal Setting Task Failing to Succeed Teamwork/Cooperative Unit Assessment | |
| References | |
| Ahh, Umm, Err |
|
oercommons
|
2025-03-18T00:39:07.119270
|
Rachael Haverstick
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72845/overview",
"title": "Teamwork & Cooperative Problem Solving",
"author": "Lesson"
}
|
https://oercommons.org/courseware/lesson/76026/overview
|
The 7 Wonders of the World!
Overview
This is an online module created for the 3rd Grade of the Junior High School. The topic of the lesson is the "7 Wonders of the World", and its main emphasis is placed on the Listening comprehension skills practice.
The lesson is constructed on the basis of the ADDIE Model (Kurt,2017), and it is inspired by the UDL Principles approach (CAST,2011), and the Gagne's Nine Events of Instruction.
During the lesson, various online platforms and webtools are used, something that makes learning procedure more interesting and accessible for all learners to attend and follow.
Let's Begin!
These are the 7 Wonders of the Ancient World. Have you ever heard of the 7 Wonders of the World before?What do you know about them?
The Temple of Artemis
Hanging Gardens of Babylon
Mausoleum at Halicarnassus
The Great Pyramid of Giza
Lighthouse of Alexandria
Colossus of Rhodes
Statue of Zeus at Olympia
Lesson Objectives Presentation
This is an online module inspired by the UDL Principles approach, that promotes and encourages learning flexibility and accessibility for all learners.
https://www.youtube.com/watch?v=AGQ_7K35ysA
Here are the Lesson Objectives, everything that will take place in today's lesson!
- Presentation, discussion and analysis on the topic of the "7 Wonders of the Modern World"
- Integration, consolidation and use of Adjectives related to places and architecture characteristics
- Engagement with a Brainstorming activity through the AnswerGarden online platform, in order for prior knowledge to be activated
- Video-Audio presentation on the 7 Wonders of the Modern World, and Listening comprehension on the video
- Quiz taking through the Flexiquiz webtool, based on the video, and instant feedback receivement after the completion of the Quiz
- Involvement with a Matching the images with the suitable description task on the LearningApps platform
- Writing creation-a short email to a friend production writing about which of the 7 Wonders impressed you the most and you would like to visit some day, and why
Activity 1- Brainstorming!
Brainstorming! Look at the pictures below. These are the 7 Wonders of the Modern World. Write 3 common adjectives for all the images, regarding their location and architecture.
Use the AnswerGarden platform for your answers.
https://answergarden.ch/1632798
This Images Task is inspired by the term of Multimodality. You could check the link below in order to find out what Multimodality is!
Activity 2 - Video-Audio Presentation
Watch the video regarding the 7 Wonders of the Modern World and write the proper name and location under each picture of Activity 1.
https://www.youtube.com/watch?v=7Dbuc6vIRnE
Use the Padlet platform to write your answers.
https://padlet.com/blapo200/yopxmq6wxfl7c9s8
Activity 3 - Quiz
Based on the video you watched before on the 7 Wonders of the Modern World, answer the quiz questions.
Follow the link to the quiz.
https://www.flexiquiz.com/SC/N/1bfee478-4fad-45f8-bc69-3e1cc624d3a9
Activity 4 - Matching activity
Match the 7 Wonders of the Modern World with the charasteristics below.
Follow the link to LearningApps in order to complete the task online.
https://learningapps.org/display?v=pmuowebrk20
| 1. | Taj Mahal | |
| 2. | Petra | |
| 3. | Machu Pichu | |
| 4. | Great Wall of China | |
| 5. | Chichen Itza | |
| 6. | Colosseum | |
| 7. | Christ the Redeemer Statue |
| a. | long, ancient fortification |
| b. | white marble |
| c. | massive, roman amphitheatre |
| d. | monastery, mountainous, desert |
| e. | graphic stone carvings, sophisticated geometry |
| f. | dry-stone walls, valley, panoramic views |
| g. | Art Deco, soapstone |
Activity 5-Writing Production
Write a short email to a friend of yours telling him/her a) which of the 7 Wonders of the Modern world you would like to visit and b) describe why.
Send your responses to your teacher via email.
Closure-Thank you!
This is the end of the online module.
Thank you for your attention!
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oercommons
|
2025-03-18T00:39:07.154829
|
Languages
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/76026/overview",
"title": "The 7 Wonders of the World!",
"author": "English Language Arts"
}
|
https://oercommons.org/courseware/lesson/106406/overview
|
OREGON MATH STANDARDS (2021): [2.NBT]
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: 2.NBT.A.1
Cluster: 2.NBT.A - Understand place value.
STANDARD: 2.NBT.A.1
Standards Statement (2021):
Understand 100 as a bundle of ten tens and that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
1.NBT.B.2, 2.NBT.A.2 | 2.NBT.A.3, 2.NBT.A.4, 2.NBT.B.6, 2.NBT.B.7, 2.NBT.B.8, 3.NBT.A.1, 3.NBT.A.3, 4.NBT.A.1 | N/A | 2.NBT.A.1 2.NBT.A Crosswalk |
Standards Guidance:
Clarifications
- Students should be able to put together (compose) and break apart (decompose) three-digit numbers.
- Students should have multiple opportunities use concrete materials to develop an understanding of the place value structures, the relationship between numbers, and the value of quantities.
Teaching Strategies
- Students should be given the opportunity to discover base-ten units can be broken down and built back up in different ways. For example, understand the number 706 can be represented as:
- 7 hundreds, 0 tens, and 6 ones where a 0 is used as a placeholder.
- 70 tens and 6 ones.
- 706 ones.
- Students should be able to explain that a bundle of ten 10s is equal to 100.
Progressions
- This content lays the groundwork for understanding the structure of the base-ten system as based in repeated bundling in groups of 10 and understanding that the unit associated with each place is 10 of the unit associated with the place to its right. (Please reference page 8 in the Progression document).
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 2.NBT.A.2
Cluster: 2.NBT.A - Understand place value.
STANDARD: 2.NBT.A.2
Standards Statement (2021):
Count within 1000; skip-count by 5's, 10's, and 100's.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
N/A | 2.NBT.A.1 | 2.OA.C.3 | 2.NBT.A.2 2.NBT.A Crosswalk |
Standards Guidance:
Teaching Strategies
- Students need to be provided the opportunity to count and skip count both forward and backward starting from any number within 1000 to notice patterns within the number system.
- Students should explore patterns on a hundred-chart, starting from a given number 10-90.
- Students should be able to use coins to count, including nickels, dimes, quarters, and dollars. Half-dollars may also be used, if available.
Examples
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 2.NBT.A.3
Cluster: 2.NBT.A - Understand place value.
STANDARD: 2.NBT.A.3
Standards Statement (2021):
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1 | 4.NBT.A.2 | N/A | 2.NBT.A.3 2.NBT.A Crosswalk |
Standards Guidance:
Boundaries
- Students should be able to represent a quantity from word form.
Teaching Strategies
- Representations should include concrete materials (i.e., base ten blocks, counters, etc.), base ten numerals, words, expanded form, and pictures.
Progressions
- Representations such as manipulative materials, math drawings, and layered three-digit place value cards afford connections between written three-digit numbers and hundreds, tens, and ones...
- Unlayering three-digit place value cards... reveals the expanded form of the number.
Examples
- The number 706 in base-ten numerals is represented as 7 hundreds, 0 tens, and 6 ones, in number names is represented as "seven hundred six" and in expanded form is represented as 700 + 6.
- The number two-hundred forty-one written in standard form is 241 and in expanded form is 200+40+1.
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 2.NBT.A.4
Cluster: 2.NBT.A - Understand place value.
STANDARD: 2.NBT.A.4
Standards Statement (2021):
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
1.NBT.B.3, 2.NBT.A.1 | 4.NBT.A.2 | N/A | 2.NBT.A.4 2.NBT.A Crosswalk |
Standards Guidance:
Teaching Strategies
- Tools such as a hundred chart and visual number lines may be used to help students compare three digit numbers.
Progressions
- Comparing magnitude of three-digit numbers uses the understanding that 1 hundred (the smallest three-digit number) is greater than any amount of tens and ones represented by a two-digit number. For this reason, three-digit numbers are compared by first inspecting the hundreds place (e.g., 845 > 799; 849 < 855). Drawings help support these understandings. (Please reference page 8 in the Progression document).
Examples
- Students should be given the opportunity to provide explanations of their results based on their understanding of place value, for example:
- 2 hundreds + 3 ones > 5 tens + 9 ones
- 9 tens + 2 hundreds + 4 ones < 924
- 456 < 5 hundreds
- Illustrative Mathematics:
- Student Achievement Partners:
2021 Oregon Math Guidance: 2.NBT.B.5
Cluster: 2.NBT.B - Use place value understanding and properties of operations to add and subtract.
STANDARD: 2.NBT.B.5
Standards Statement (2021):
Fluently add & subtract within 100 using accurate, efficient, & flexible strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
1.NBT.C.4, 1.NBT.C.5, 1.NBT.C.6, 2.OA.B.2 | 3.NBT.A.2 | 2.OA.A.1 | 2.NBT.B.5 2.NBT.B Crosswalk |
Standards Guidance:
Terminology
- This standard uses the word fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies such as the distributive property or partial sums).
- Fluently/Fluency – To achieve fluency, students should be able to choose flexibly among methods and strategies to solve mathematical problems accurately and efficiently.
Boundaries
- Students should be given multiple opportunities to solve contextual, mathematical problems as they work to build fluency.
- The sum of the number should be no greater than 100.
Progressions
- Students should be able to use numerical reasoning to solve contextual, mathematical problems involving all problem types.
Examples
- Students should move from count all toward strategies that are efficient, accurate, and flexible based on the math situation presented. For example:
- 56+38 = 50+30+6+8 = 80+14 = 94
- 56+38 = 54+2+38 = 54+40 = 94
- 56-38 can be thought of as 38+x = 56
- Student Achievement Partners:
2021 Oregon Math Guidance: 2.NBT.B.6
Cluster: 2.NBT.B - Use place value understanding and properties of operations to add and subtract.
STANDARD: 2.NBT.B.6
Standards Statement (2021):
Add up to four two-digit numbers using strategies based on place value and properties of operations and describe how two different strategies result in the same sum.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1, 2.NBT.B.7 | 3.NBT.A.2 | N/A | 2.NBT.B.6 2.NBT.B Crosswalk |
Standards Guidance:
Clarifications
- Students should investigate repeating patterns to make predictions and build algebraic reasoning.
- Patterns may include exposure to even and odd.
- Students should be using any tools available such as a number line, hundred-chart, 99-chart, etc., to create and analyze the patterns.
- Patterns should be extended from 1st grade, where they explore intervals of 1s, 2s, 5s, and 10s, to also include intervals of 25s and 100s.
Boundaries
- Patterns involving addition and subtraction should include sums within 1,000 through models and representations.
- Problems presented may include money as a context.
Teaching Strategies
- Students should be given the opportunity to use a variety of strategies to identify, describe, and create numerical patterns.
- Students describe how two different strategies result in the same sum
Progressions
- Problems should be presented through contexts to provide students with the opportunity to make sense of the mathematics.
- This work affords opportunities for students to see that they may have to compose more than one ten, and as many as three new tens. (Please reference page 11 in the Progression document).
Examples
- Students should be given the opportunity to connect representations. For example:
- 42 + 31 + 12 + 83 may be decomposed into tens and ones to add 40 + 30 + 10 + 80 and then 2 + 1 + 2 + 3.
- 42+31= 73 and 12+83= 95 so 73+95= 168.
- Start with 3 and jump by 5s to create a pattern. Change the start number and create another pattern. What do you notice about the two patterns? How did they change?
- Illustrative Mathematics:
2021 Oregon Math Guidance: 2.NBT.B.7
Cluster: 2.NBT.B - Use place value understanding and properties of operations to add and subtract.
STANDARD: 2.NBT.B.7
Standards Statement (2021):
Add and subtract within 1000 using concrete or visual representations and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain why sometimes it is necessary to compose or decompose tens or hundreds.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1 | 2.NBT.B.6, 2.NBT.B.8, 2.NBT.B.9, 3.NBT.A.2 | N/A | 2.NBT.B.7 2.NBT.B Crosswalk |
Standards Guidance:
Teaching Strategies
- Students should be encouraged to use place value language such as hundreds, tens and ones, when connecting their representation to their explanation.
- Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Progressions
- Drawings can support students in explaining [methods for addition within 1000] how addends can be decomposed into their base-ten units (e.g. hundreds, tens, and ones).
- The drawing below shows the base-ten units of 278 and 147. Like units are shown together, with boundaries drawn around the newly composed hundred and the newly composed ten. The newly composed units could also be indicated by crossing out grouped units and drawing the next highests unit (e.g. crossing out the group of ten ones and drawing a single ten).
- The putting together of quick drawings can illustrate adding adding like units as specified in 2.NBT.[B.]7: add ones to ones, tens to tens, and hundreds to hundreds. (Please reference pages 9 and 10 in the Progression document)
Examples:
- Students may use equations to represent their strategies based on place value such as: 324+515=(300+500)+(20+10)+(4+5)=839.
- Illustrative Mathematics:
2021 Oregon Math Guidance: 2.NBT.B.8
Cluster: 2.NBT.B - Use place value understanding and properties of operations to add and subtract.
STANDARD: 2.NBT.B.8
Standards Statement (2021):
Without having to count, mentally find 10 more or 10 less and 100 more or 100 less than a given three-digit number.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.A.1, 2.NBT.B.7 | 3.NBT.A.2 | N/A | 2.NBT.B.8 2.NBT.B Crosswalk |
Standards Guidance:
Boundaries
- Mental addition and subtraction is limited to adding or subtracting by 10 or 100 for numbers between 100-900.
Teaching Strategies
- Add and subtract within 1000 using properties of operations and/or the relationship between addition and subtraction, including mentally adding or subtracting 10 or 100 to a given number;
- Relate the strategies used to a written method.
- Tools such as a hundred chart and visual number lines may be used to help students discover the patterns of ten more and ten less.
Examples
- Illustrative Mathematics:
2021 Oregon Math Guidance: 2.NBT.B.9
Cluster: 2.NBT.B - Use place value understanding and properties of operations to add and subtract.
STANDARD: 2.NBT.B.9
Standards Statement (2021):
Explain why strategies to add and subtract work using properties of operations and the relationship between addition and subtraction.
Connections:
Preceding Pathway Content (2021) | Subsequent Pathway Content (2021) | Cross Domain Connections (2021) | Common Core (CCSS) (2010) |
2.NBT.B.7 | 3.NBT.A.2 | 1.OA.B.3 | 2.NBT.B.9 2.NBT.B Crosswalk |
Standards Guidance:
Clarification
- Provide many activities that will help students develop a strong understanding of number relationships, addition and subtraction so they can develop, share and use efficient strategies for computation.
- Students gain computational fluency, using efficient and accurate methods for computing, as they come to understand the role and meaning of arithmetic operations in number systems.
Teaching Strategies
- Explanations may be supported by drawings or objects.
- Make anchor charts/posters for student-developed mental strategies for addition and subtraction within 20.
- Use names for the strategies that make sense to the students and include examples of the strategies (e.g. making ten, doubling, etc).
Examples
- A student uses number talk to say “I know that 9 plus 4 equals 13. So 13 minus 9 equals 4”.
- When presented the problem, 4 + 8 + 6, the student uses number talk to say “I know 6 + 4 = 10, so I can add 4 + 8 + 6 by adding 4 + 6 to make 10 and then add 8 to make 18.”
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oercommons
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2025-03-18T00:39:07.276772
|
07/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/106406/overview",
"title": "OREGON MATH STANDARDS (2021): [2.NBT]",
"author": "Mark Freed"
}
|
https://oercommons.org/courseware/lesson/120717/overview
|
Applications of AI- Disease Detection
Overview
This lesson discusses various areas where AI can be used to detect physical and psychological ailments
Applications of AI- Disease Detection
AI is playing a transformative role in detecting diseases, improving diagnostic accuracy, reducing the time to diagnosis, and enabling personalized treatment. Below are some key examples of how AI is used in disease detection across various medical fields:
- Cancer Detection
- Breast Cancer : AI models have been trained to analyze mammograms and detect breast cancer at an early stage. Google's AI breast cancer detection model has shown to reduce false positives and false negatives when compared to human radiologists.
- Skin Cancer : AI-powered apps and platforms (like SkinVision) allow users to upload images of moles or skin lesions. The AI analyzes these images for early signs of melanoma or other skin cancers.
- Neurological Diseases
- Alzheimer’s Disease : AI is used to detect early markers of Alzheimer’s by analyzing brain imaging data, genetic profiles, and other biological markers. Some AI models can predict Alzheimer’s disease years before symptoms manifest by identifying patterns in MRI scans.
- Parkinson’s Disease : AI tools are being developed to analyze patient movement data, speech patterns, and brain scans to detect early signs of Parkinson’s disease.
- Cardiology
- Heart Disease Prediction : AI-powered algorithms like those developed by Zebra Medical or Arterys use medical imaging and EKG/ECG data to detect early signs of heart disease. They assess risk factors such as calcium buildup in arteries to predict heart attack risks.
- Arrhythmia Detection : AI, combined with wearable devices like smartwatches (Apple Watch, for example), can monitor heart rhythms and detect arrhythmias like atrial fibrillation (AFib) before they lead to more severe complications.
- COVID-19 and Infectious Diseases
- COVID-19 Detection : AI has been widely used during the pandemic to detect COVID-19 by analyzing chest X-rays and CT scans, helping to reduce the diagnostic burden on healthcare systems.
- Infectious Disease Outbreak Prediction : AI systems like BlueDot have been used to analyze vast amounts of data (e.g., flight patterns, news reports) to predict and monitor outbreaks like the early detection of COVID-19.
- Diabetes and Retinopathy
- Diabetic Retinopathy : AI models, such as those used in Google's AI for retinal disease, can analyze retinal images to detect early signs of diabetic retinopathy, a leading cause of blindness among diabetics.
- Continuous Glucose Monitoring : AI-based wearables can predict blood sugar fluctuations and provide early warnings to diabetics to prevent complications.
- Pathology and Genetic Disorders
- AI in Histopathology : AI can assist in analyzing biopsy samples for cancerous cells, improving the accuracy of cancer detection in pathology.
- Genomic AI : AI models can analyze genetic data to detect and predict the likelihood of inherited diseases like Huntington's or cystic fibrosis, enabling personalized medicine.
- Respiratory Diseases
- AI models are being developed to detect chronic obstructive pulmonary disease (COPD) and asthma by analyzing breathing patterns, imaging data, and symptoms reported by patients.
- Mental Health
- Depression and Anxiety Detection : AI algorithms can analyze patterns in speech, facial expressions, social media activity, and wearable data to detect early signs of depression, anxiety, and other mental health disorders.
- Schizophrenia Prediction : AI tools can analyze patient behaviors, speech patterns, and brain imaging to detect early markers of schizophrenia.
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oercommons
|
2025-03-18T00:39:07.296664
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/120717/overview",
"title": "Applications of AI- Disease Detection",
"author": "Technology"
}
|
https://oercommons.org/courseware/lesson/100615/overview
|
Investment Processes
INVESTMENT MANAGEMENT PROCESS
Overview
INVESTING, FINANCING AND SPECULATION
• Investing and financing are two important concepts in finance that are often used interchangeably but have distinct differences. Investing is the act of deploying funds in order to enhance one's wealth over time. This can be achieved through real investments, such as in tangible assets such as land and machinery, or through financial investments, such as stocks and bonds. The focus of this article is on financial investments.
Dr.S.Saravanan,
Professor In Commerce,
Dr.N.G.P. Arts and Science College,
Coimbatore-641048
INVESTMENT PROCESSES
INVESTING, FINANCING AND SPECULATION
INVESTMENT PROCESSES
https://sites.google.com/view/drsaravananonline/investment-management
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oercommons
|
2025-03-18T00:39:07.315358
|
Lesson
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100615/overview",
"title": "INVESTMENT MANAGEMENT PROCESS",
"author": "Lecture Notes"
}
|
https://oercommons.org/courseware/lesson/70026/overview
|
Soil Texture Lesson Plan
Soil Triangle Worksheet
Texture_by_Feel_Analysis
Determining Soil Texture
Overview
In this lesson, students will gain an understanding of the importance of soil texture by identifying the major components of soil, examining how different proportions affect soil texture, how to determine soil texture by using their hands.
Determining Soil Texture
Soil Texture Lesson Plan BTI
Objectives:
- Identify components of soil
- Identify how proportions affect soil texture
- Describe the concept of soil texture and its importance
Materials
- Soil Texture PowerPoint
- Soil Texture Triangle Handouts/ practice problems
- Soil by hand Guide
- Soil texture samples (with labels covered)
- Trays to hold soil samples
- Water in a spray bottle
Main Points
Defining Soil Texture- The fineness of coarseness of the soil
- Sand- large particles
- Silt- medium sized particles
- Clay- small particles
Importance of Soil Texture
- Water-holding capacity—the ability of a soil to retain water for use by plants
- Permeability—the ease with which air and water may pass through the soil
- Soil workability—the ease with which soil may be tilled and the timing of working the soil after a rain
- Ability of plants to grow—some root crops like carrots and onions will have difficulty growing in a fine-textured soil
Determining Soil Texture
Soil texture may be determined in one of two ways:
- By Soil Texture Triangles
- By The Ribboning method
- Soil Texture by the numbers
- The percentages of sand, silt, and clay may be tested in the lab. Once tested, you may determine the textural class of the soil by referring to the textural triangle. There are 12 basic textural classes.
- Soil Texture by hand
- The relative amounts of sand, silt, and clay may also be determined in the field using the ribbon method. Five textural classes may be determined using the ribbon method.
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oercommons
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2025-03-18T00:39:07.350677
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Chandler Hambidge
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/70026/overview",
"title": "Determining Soil Texture",
"author": "Assessment"
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https://oercommons.org/courseware/lesson/87594/overview
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2.3 Light Dependent Reaction
2.4 Light Independent Reaction
2.5 C4 & CAM Pathways as Means of Reducing Photorespiration
2.6 How Environmental Factors Affect Photosynthesis
2.7 The Energy Cycle
2_Photosynthesis
Photosynthesis
Overview
Plastids; Kristian Peters -- Fabelfroh, CC BY-SA 3.0 <http://creativecommons.org/licenses/by-sa/3.0/>, via Wikimedia Commons
Bear, Robert; Rintoul, David; Snyder, Bruce; Smith-Caldas, Martha; Herren, Christopher; and Horne, Eva, "Principles of Biology" (2016). Open Access Textbooks. 1.
https://newprairiepress.org/textbooks/1
Did you have an idea for improving this content? We’d love your input.
Introduction
Learning Objectives
- Explain the structure of chloroplast.
- Describe the steps in the light-dependent reaction of photosynthesis.
- Describe the steps in the light-independent reaction of photosynthesis.
- Differentiate between C3, C4, and CAM photosynthesis.
- List the effects of high-intensity and low-intensity light on photosynthesis.
- Explain how plants adapt to changes in solar intensity.
- List the drought and flood adaptations.
- Explain how temperature, CO2 concentration, and air movement affect photosynthesis.
Key Terms
3-phosphoglycerate - the first compound formed after CO2 assimilation by Rubisco
Accessary pigment - light-absorbing pigments other than chlorophyll a
C3 plants - plants in which the first product of CO2 fixation by Rubisco is a 3 carbon compound
C4 plants - plants in which the first product of CO2 fixation is a 4 carbon compound
CAM plants - plants that temporally separate light-dependent and light-independent reactions of photosynthesis
Calvin cycle - light-independent reactions of photosynthesis that convert carbon dioxide from the atmosphere into carbohydrates using the energy and reducing power of ATP and NADPH
Carbon fixation - a process of converting inorganic CO2 gas into organic compounds
Carotenoid - photosynthetic pigment (yellow-orange-red) that functions to dispose of excess energy
Chlorophyll - Two kinds of chlorophyll, a that absorb violet-blue and red light and consequently have a bluish-green color; the only pigment molecule that performs the photochemistry by getting excited and losing an electron to the electron transport chain; chlorophyll b is an accessory pigment that absorbs blue and red-orange light and consequently has a yellowish-green tint.
Chloroplast - organelle in which photosynthesis takes place
Cyclic photophosphorylation - ATP production by cyclic movement of electron through photosystem I
Drought avoidance - adaptations in a plant that allow it to avoid drought conditions
Drought tolerance - adaptations in a plant that allow it to survive under drought conditions
Light-dependent reaction - the first stage of photosynthesis where certain wavelengths of the visible light are absorbed to form two energy-carrying molecules (ATP and NADPH)
Light independent reaction - the second stage of photosynthesis, through which carbon dioxide is used to build carbohydrate molecules using energy from ATP and NADPH
Light intensity - number of photons falling on a unit area of the leaf surface in unit time
NADPH - the high-energy molecule
Non-cyclic photophosphorylation - ATP and NADPH production by the movement of electrons through photosystem I and photosystem II
Photolysis - the splitting of a water molecule in presence of sunlight
Photosynthesis - the process by which autotrophs use sunlight, water, and CO2 to produce sugars
Photosystem I - integral pigment and protein complex in thylakoid membranes that uses light energy to transport electrons from plastocyanin to NADP+ (which becomes reduced to NADPH in the process)
Photosystem II - integral protein and pigment complex in thylakoid membranes that transports electrons from water to the electron transport chain; oxygen is a product of PSII
Pigment - a molecule that is capable of absorbing certain wavelengths of light and reflecting others (which accounts for its color)
secondary Pigment - same as an accessory pigment
The metabolic processes in all organisms—from bacteria to humans—require energy. To get this energy, many organisms access stored energy by eating, that is, by ingesting other organisms. But where does the stored energy in food originate? All of this energy can be traced back to photosynthesis.
Photosynthesis is essential to all life on earth; both plants and animals depend on it. It is the only biological process that can capture the energy that originates from sunlight and converts it into chemical compounds (carbohydrates) that every organism uses to power its metabolism. It is also a source of oxygen necessary for many living organisms. In brief, the energy of sunlight is “captured” to energize electrons, whose energy is then stored in the covalent bonds of sugar molecules. How long-lasting and stable are those covalent bonds? The energy extracted today by the burning of coal and petroleum products represents sunlight energy captured and stored by photosynthesis 350 to 200 million years ago during the Carboniferous Period.
Plants, algae, and a group of bacteria called cyanobacteria are the only organisms capable of performing photosynthesis (figure 2.2.2). Because they use light to manufacture their own food, they are called photoautotrophs (literally, “self-feeders using light”). Other organisms—such as animals, fungi, and most other bacteria—are termed heterotrophs (“other feeders”), because they must rely on the sugars produced by photosynthetic organisms for their energy needs. A third very interesting group of bacteria synthesize sugars not by using sunlight’s energy but by extracting energy from inorganic chemical compounds. For this reason, they are referred to as chemoautotrophs.
The importance of photosynthesis is not just that it can capture sunlight’s energy. In contrast, photosynthesis is vital because it evolved as a way to store the energy from solar radiation (the “photo-” part) to energy in the carbon-carbon bonds of carbohydrate molecules (the “-synthesis” part). Those carbohydrates are the energy source that heterotrophs use to power the synthesis of ATP via respiration. Therefore, photosynthesis powers 99 percent of Earth’s ecosystems. When a top predator, such as a wolf, preys on a deer, the wolf is at the end of an energy path that went from nuclear reactions on the surface of the sun, to visible light, to photosynthesis, to vegetation, to deer, and finally to the wolf.
Photosynthesis is a multi-step process that requires specific wavelengths of visible sunlight, carbon dioxide (which is low in energy), and water as substrates (figure 2.2.3). After the process is complete, it releases oxygen and produces glyceraldehyde-3-phosphate (G3P), as well as simple carbohydrate molecules (high in energy) that can then be converted into glucose, sucrose, or any of dozens of other sugar molecules. These sugar molecules contain energy and the energized carbon that all living things need to survive.
The following is the chemical equation for photosynthesis (figure 2.2.4):
Although the equation in Figure 2.2.4. looks simple, the many steps that take place during photosynthesis are quite complex. Before learning the details of how photoautotrophs turn sunlight into food, it is important to become familiar with the structures involved.
Access for free at https://openstax.org/books/biology-2e/pages/8-1-overview-of-photosynthesis
Chloroplast
In plants, photosynthesis generally takes place in leaves, which consist of several layers of cells. The process of photosynthesis occurs in a middle layer called the mesophyll. The gas exchange of carbon dioxide and oxygen occurs through small, regulated openings called stomata (singular: stoma), which also play roles in the regulation of gas exchange and water balance. The stomata are typically located on the underside of the leaf, which helps to minimize water loss due to high temperatures on the upper surface of the leaf. Each stoma is flanked by guard cells that regulate the opening and closing of the stomata by swelling or shrinking in response to osmotic changes.
In all autotrophic eukaryotes, photosynthesis takes place inside an organelle called a chloroplast. For plants, chloroplast-containing cells exist mostly in the mesophyll. Chloroplasts have a double membrane envelope (composed of an outer membrane and an inner membrane) and are ancestrally derived from ancient free-living cyanobacteria. Within the chloroplast are stacked, disc-shaped structures called thylakoids. Embedded in the thylakoid membrane is chlorophyll, a pigment (a molecule that absorbs light) responsible for the initial interaction between light and plant material, and numerous proteins that make up the electron transport chain. The thylakoid membrane encloses an internal space called the thylakoid lumen. As shown in Figure 2.2.5, a stack of thylakoids is called a granum, and the liquid-filled space surrounding the granum is called stroma or “bed” (not to be confused with stoma or “mouth,” an opening on the leaf epidermis).
The Two Parts of Photosynthesis
Photosynthesis takes place in two sequential stages: light dependent reactions and light independent reactions. In light-dependent reactions, energy from sunlight is absorbed by chlorophyll and that energy is converted into stored chemical energy. In light-independent reactions, the chemical energy harvested during the light-dependent reactions drives the assembly of sugar molecules from carbon dioxide. Therefore, although the light-independent reactions do not use light as a reactant, they require the products of the light-dependent reactions to function. In addition, however, several enzymes of the light-independent reactions are activated by light. The light-dependent reactions utilize certain molecules to temporarily store the energy: these are referred to as energy carriers. The energy carriers that move energy from light-dependent reactions to light-independent reactions can be thought of as “full” because they are rich in energy. After the energy is released, the “empty” energy carriers return to the light-dependent reaction to obtain more energy. Figure 2.2.6 illustrates the components inside the chloroplast where light-dependent and light-independent reactions take place.
Click the link to learn more about photosynthesis.
Access for free at https://openstax.org/books/biology-2e/pages/8-1-overview-of-photosynthesis
Light Dependent Reaction
How can light energy be used to make food? When a person turns on a lamp, electrical energy becomes light energy. Like all other forms of kinetic energy, light can travel, change its form, and be harnessed to do work. In the case of photosynthesis, light energy is converted into chemical energy, which photoautotrophs use to build basic carbohydrate molecules (Figure 2.2.7). However, autotrophs only use a few specific wavelengths of sunlight.
What Is Light Energy?
The sun emits an enormous amount of electromagnetic radiation (solar energy in a spectrum from very short gamma rays to very long radio waves). How solar energy travels is described as waves. Scientists can determine the amount of energy of a wave by measuring its wavelength (represented by the Greek symbol lambda λ)—the distance between consecutive crest points of a wave (crest to crest or from trough to trough (figure 2.2.8). The frequency of a wavelength (represented by the Greek symbol nu n) is the number of crests or troughs passing a fixed point in unit time. Thus, for any electromagnetic wave, wavelength times frequency is equal to the speed of light (represented as C, equal to 3.0 X 108 m/s).
C = λn
Shorter wavelengths have more energy than longer wavelengths. The longer the wavelength, the less energy it carries. This may seem illogical but think of it in terms of a piece of moving heavy rope. It takes little effort by a person to move a rope in long, wide waves. To make a rope move in short, tight waves, a person would need to apply significantly more energy.
Visible light constitutes only one of many types of electromagnetic radiation emitted from the sun and other stars. Scientists differentiate the various types of radiant energy from the sun within the electromagnetic spectrum. The electromagnetic spectrum is the range of all possible frequencies of radiation (Figure 2.2.9). The difference between wavelengths relates to the amount of energy carried by them.
Electromagnetic radiations also exist as particles, called photons. All photons carry a definite amount of energy called quantum based on the wavelength. Photons are like packets of energy of an electromagnetic wave. Thus, frequency times Planck’s constant gives us the value of energy a photon is carrying.
E = hn
Where, h represents Planck’s constant (6.626 X 10-34 J s), n represents the frequency of the light.
You can visualize photons as packet of sauces that you get at any fast-food restaurant, the spiciness depends on the kind of sauces that you picked (mild, medium, or hot).
Each type of electromagnetic radiation travels at a particular wavelength. The electromagnetic spectrum (Figure 2.2.9) shows several types of electromagnetic radiation originating from the sun, including X-rays and ultraviolet (UV) rays. The higher-energy waves can penetrate tissues and damage cells and DNA, which explains why both X-rays and UV rays can be harmful to all living organisms.
Absorption of Light
Light energy initiates the process of photosynthesis when pigments absorb specific wavelengths of visible light. Organic pigments, of the chloroplast thylakoid, have a narrow range of energy levels that they can absorb. Energy levels lower than those represented by red light are insufficient to raise an orbital electron to an excited (quantum) state. Energy levels higher than those in blue light will physically tear the molecules apart, in a process called bleaching. Our retinal pigments can only “see” (absorb) wavelengths between 700 nm and 400 nm of light, a spectrum that is therefore called visible light. For the same reasons, pigment molecules in plants, absorb only light in the wavelength range of 700 nm to 400 nm; plant physiologists refer to this range for plants as photosynthetically active radiation (Figure 2.2.10).
The visible light is seen by humans as white light exists in a rainbow of colors. Certain objects, such as a prism or a drop of water, disperse white light to reveal the colors to the human eye. The visible light portion of the electromagnetic spectrum shows the rainbow of colors, with violet and blue having shorter wavelengths, and therefore higher energy. At the other end of the spectrum toward red, the wavelengths are longer and have lower energy (Figure 2.2.11).
Understanding Pigments
Different kinds of pigments exist, and each absorbs only specific wavelengths (colors) of visible light. Pigments reflect or transmit the wavelengths they cannot absorb, making them appear a mixture of the reflected or transmitted light colors.
Chlorophylls and carotenoids are the two major classes of photosynthetic pigments found in plants and algae; each class has multiple types of pigment molecules. There are five major chlorophylls: a, b, c, and d, as well as a related molecule found in prokaryotes called bacteriochlorophyll. Chlorophyll a and chlorophyll b are found in the chloroplast of higher plants. With dozens of different forms, carotenoids are a much larger group of pigments. The carotenoids found in fruit—such as the red of tomato (lycopene), the yellow of corn seeds (zeaxanthin), or the orange of an orange peel (β-carotene)—are used as advertisements to attract seed dispersers. In photosynthesis, carotenoids function as photosynthetic pigments that are very efficient molecules for the disposal of excess energy. When a leaf is exposed to full sun, the light-dependent reactions are required to process an enormous amount of energy; if that energy is not handled properly, it can do significant damage. Therefore, many carotenoids reside in the thylakoid membrane, absorb excess energy, and safely dissipate that energy as heat.
Each type of pigment can be identified by the specific pattern of wavelengths it absorbs from visible light: This is termed the absorption spectrum. The graph in Figure 2.2.12 shows the absorption spectra for chlorophyll a, chlorophyll b, and a type of carotenoid pigment called β-carotene (which absorbs blue and green light). Notice how each pigment has a distinct set of peaks and troughs, revealing a highly specific pattern of absorption. Chlorophyll a absorbs wavelengths from either end of the visible spectrum (blue and red), but not green. Because green is reflected or transmitted, chlorophyll appears green. Carotenoids absorb in the short-wavelength blue region and reflect the longer yellow, red, and orange wavelengths.
Many photosynthetic organisms have a mixture of pigments, and by using these pigments, the organism can absorb energy from a wider range of wavelengths. Not all photosynthetic organisms have full access to sunlight. Some organisms grow underwater where light intensity and quality decrease and change with depth. Other organisms grow in competition for light. Plants on the rainforest floor must be able to absorb any bit of light that comes through; this is because the taller trees absorb most of the sunlight and scatter the remaining solar radiation (Figure 2.2.13).
When studying a photosynthetic organism, scientists can determine the types of pigments present by generating absorption spectra. An instrument called a spectrophotometer can differentiate which wavelengths of light a substance can absorb. A spectrophotometer measure transmitted light and compute from it the absorption. By extracting pigments from leaves and placing these samples into a spectrophotometer, scientists can identify which wavelengths of light an organism can absorb. Additional methods for the identification of plant pigments include various types of chromatography that separate the pigments by their relative affinities to solid and mobile phases.
How Light-Dependent Reactions Work
The overall function of light-dependent reactions is to convert solar energy into chemical energy in the form of NADPH and ATP. This chemical energy supports light-independent reactions and fuels the assembly of sugar molecules. The light-dependent reactions are depicted in Figure 2.2.14. Protein complexes and pigment molecules work together to produce NADPH and ATP. The numbering of the photosystems is derived from the order in which they were discovered, not in the order of the transfer of electrons.
The actual step that converts light energy into chemical energy takes place in a multiprotein complex called a photosystem, two types of which are found embedded in the thylakoid membrane: photosystem II (PSII) and photosystem I (PSI) (Figure 2.2.15). The two complexes differ on the basis of what they oxidize (that is, the source of the low-energy electron supply) and what they reduce (the place to which they deliver their energized electrons).
Both photosystems have the same basic structure; a number of antenna proteins to which the chlorophyll molecules are bound surrounding the reaction center where the photochemistry takes place. Each photosystem is serviced by the light-harvesting complex, which passes energy from sunlight to the reaction center; it consists of multiple antenna proteins that contain a mixture of 300 to 400 chlorophyll a and b molecules, as well as other pigments like carotenoids. The absorption of a single photon or distinct quantity or “packet” of light by any of the chlorophylls pushes that molecule into an excited state. In short, light energy has now been captured by biological molecules but is not stored in any useful form yet. The energy is transferred from chlorophyll to chlorophyll until eventually (after about a millionth of a second), it is delivered to the reaction center. Up to this point, only energy has been transferred between molecules, not electrons.
The reaction center contains a pair of chlorophyll a that have a special property. Those two chlorophylls can undergo oxidation upon excitation; they can actually give up an electron in a process that is called a photoact. It is at this step in the reaction center, during photosynthesis, that light energy is converted into an excited electron. All of the subsequent steps involve getting that electron onto the energy carrier NADPH for delivery to the Calvin cycle where the electron is deposited onto carbon for long-term storage in the form of carbohydrate. PSII and PSI are two major components of the photosynthetic electron transport chain, which also includes the cytochrome complex. The cytochrome complex, an enzyme composed of two protein complexes, transfers the electrons from the carrier molecule plastoquinone (Pq) to the protein plastocyanin (Pc), thus enabling both the transfer of protons across the thylakoid membrane and the transfer of electrons from PSII to PSI.
The reaction center of PSII (called P680) delivers its high-energy electrons, one at a time, to the primary electron acceptor, and through the electron transport chain (Pq to cytochrome complex to plastocyanin) to PSI. P680’s missing electron is replaced by extracting a low-energy electron from water; thus, water is “split” during this stage of photosynthesis, and PSII is re-reduced after every photoact. Splitting one H2O molecule releases two electrons, two hydrogen atoms, and one atom of oxygen. However, splitting two molecules is required to form one molecule of diatomic O2 gas. About 10 percent of the oxygen is used by mitochondria in the leaf to support oxidative phosphorylation. The remainder escapes to the atmosphere where it is used by aerobic organisms to support respiration.
As electrons move through the proteins that reside between PSII and PSI, they lose energy. This energy is used to move hydrogen atoms from the stromal side of the membrane to the thylakoid lumen. Those hydrogen atoms, plus the ones produced by splitting water, accumulate in the thylakoid lumen and will be used to synthesize ATP in a later step. Because the electrons have lost energy prior to their arrival at PSI, they must be re-energized by PSI, hence, another photon is absorbed by the PSI antenna. That energy is relayed to the PSI reaction center (called P700). P700 is oxidized and sends a high-energy electron to NADP+ to form NADPH. Thus, PSII captures the energy to create proton gradients to make ATP, and PSI captures the energy to reduce NADP+ into NADPH. The two photosystems partly work in concert to guarantee that the production of NADPH will roughly equal the production of ATP. Other mechanisms exist to fine-tune that ratio to exactly match the chloroplast’s constantly changing energy needs.
Generating an Energy Carrier: ATP
As in the intermembrane space of the mitochondria during cellular respiration, the buildup of hydrogen ions inside the thylakoid lumen creates a concentration gradient. The passive diffusion of hydrogen ions from high concentration (in the thylakoid lumen) to low concentration (in the stroma) is harnessed to create ATP, just as in the electron transport chain of cellular respiration. The ions build up energy because of diffusion and because they all have the same electrical charge, repelling each other.
To release this energy, hydrogen ions will rush through any opening, similar to water jetting through a hole in a dam. In the thylakoid, that opening is a passage through a specialized protein channel called the ATP synthase. The energy released by the hydrogen ion stream allows ATP synthase to attach a third phosphate group to ADP, which forms a molecule of ATP (Figure 2.2.15). The flow of hydrogen ions through ATP synthase is called chemiosmosis because the ions move from an area of high to an area of low concentration through a semi-permeable structure of the thylakoid.
Visit the site and click through the animation to view the process of photosynthesis within a leaf.
Access for free at https://openstax.org/books/biology-2e/pages/8-2-the-light-dependent-reactions-of-photosynthesis
Light Independent Reaction
After the energy from the sun is converted into chemical energy and temporarily stored in ATP and NADPH molecules, the cell has the fuel needed to build carbohydrate molecules for long-term energy storage. The products of the light-dependent reactions, ATP and NADPH—have lifespans in the range of millionths of seconds, whereas the products of the light-independent reactions (carbohydrates and other forms of reduced carbon) can survive almost indefinitely. The carbohydrate molecules made will have a backbone of carbon atoms. But where does the carbon come from? It comes from carbon dioxide—the gas that is a waste product of respiration in microbes, fungi, plants, and animals.
In plants, carbon dioxide (CO2) enters the leaves through stomata, where it diffuses over short distances through intercellular spaces until it reaches the mesophyll cells. Once in the mesophyll cells, CO2 diffuses into the stroma of the chloroplast—the site of light-independent reactions of photosynthesis. These reactions actually have several names associated with them. One of those names, the Calvin cycle, is used to honor the man who discovered it, as well as because these reactions function as a cycle. Others call it the Calvin-Benson cycle to include the name of another scientist involved in its discovery. The most outdated name is “dark reaction,” which was used because light is not directly required (figure 2.2.16). The term dark reaction can be misleading because it implies incorrectly that the reaction only occurs at night or is independent of light, which is why most scientists and instructors no longer use it.
The light-independent reactions of the Calvin cycle can be organized into three basic stages: fixation, reduction, and regeneration.
Stage 1: Fixation
In the stroma, in addition to CO2, two other components are present to initiate the light-independent reactions: an enzyme called ribulose-1,5-bisphosphate carboxylase/oxygenase (RuBisCO) and three molecules of ribulose bisphosphate (RuBP), as shown in Figure 2.2.17. RuBP has five atoms of carbon, flanked by two phosphates.
RuBisCO catalyzes a reaction between CO2 and RuBP. Each RuBP molecule combines with one CO2 molecule producing one molecule of 1, 3-bisphosphoglycerate. This molecule splits into two molecules of 3-phosphoglyceric acid (3-PGA) or 3-phosphoglycerate. PGA has three carbons and one phosphate. Each turn of the cycle involves only one RuBP and one carbon dioxide and forms two molecules of 3-PGA. The number of carbon atoms remains the same, as the atoms move to form new bonds during the reactions:
3 C atoms from 3CO2 + 15 C atoms from 3RuBP = 18 C atoms in 6 molecules of 3-PGA
This process is called carbon fixation because CO2 is “fixed” from an inorganic form into organic molecules. Since the first intermediate formed is a 3-C compound, plants that produce this compound are also called C3 plants About 85% of the plant species on the planet are C3 plants; some examples are rice, wheat, soybeans, and all trees.
Stage 2: Reduction
ATP and NADPH are used to convert the six molecules of 3-PGA into six molecules of a chemical called glyceraldehyde 3-phosphate (G3P). That is a reduction reaction because it involves the gain of electrons by 3-PGA. (Recall that a reduction is the gain of an electron by an atom or molecule.) Six molecules of both ATP and NADPH are used. For ATP, energy is released with the loss of the terminal phosphate atom, converting it into ADP; for NADPH, both energy and a hydrogen atom are lost, converting it into NADP+. Both of these molecules return to the nearby light-dependent reactions to be reused and re-energized.
Stage 3: Regeneration
Interestingly, at this point, only one of the G3P molecules leaves the Calvin cycle and is sent to the cytoplasm to contribute to the formation of other compounds needed by the plant. Because the G3P exported from the chloroplast has three carbon atoms, it takes three “turns” of the Calvin cycle to fix enough net carbon to export one G3P. But each turn makes two G3Ps, thus three turns make six G3Ps. One is exported while the remaining five G3P molecules remain in the cycle and are used to regenerate RuBP, which enables the system to prepare for more CO2 to be fixed. Three more molecules of ATP are used in these regeneration reactions.
The process of photosynthesis has a theoretical efficiency of 30% (i.e., the maximum amount of chemical energy output would be only 30% of the solar energy input), but the efficiency is much lower in reality. It is only about 3% on cloudy days. Why is so much solar energy lost? There are a number of factors contributing to this energy loss, and one metabolic pathway that contributes to this low efficiency is photorespiration.
During photorespiration, the key photosynthetic enzyme Rubisco (ribulose-1,5-bisphosphate carboxylase oxygenase) uses O2 as a substrate instead of CO2. This process uses up a considerable amount of energy without making sugars (Figure 2.2.18). When a plant has its stomata open (when CO2 is diffusing in while O2 and water are diffusing out), photorespiration is minimized because Rubisco has a higher affinity for CO2 than for O2 when air temperatures are below 30°C (86°F). However, when a plant closes its stomata during times of water stress and O2 from respiration builds up inside the cell, the rate of photorespiration increases because O2 is now more abundant inside the mesophyll. So, there is a tradeoff. Plants can leave the stomata open and risk drying out, or they can close the stomata, thereby reducing the uptake of CO2, and decreasing the efficiency of photosynthesis. In addition, Rubisco has a higher affinity for O2 when temperatures increase, which means that C3 plants use more energy (ATP) for photorespiration at higher temperatures.
Access for free at https://openstax.org/books/biology-2e/pages/8-3-using-light-energy-to-make-organic-molecules
C4 & CAM Pathways as Means of Reducing Photorespiration
The C4 and CAM pathways for fixing CO2 are two adaptations that improve the efficiency of photosynthesis, by ensuring that Rubisco encounters high CO2 concentrations and thus reduces photorespiration. These two photosynthetic adaptations for fixing CO2 have evolved independently several times in species that evolved from wet and dry, but typically warm climates. Why have these mechanisms evolved independently so many times? Plants that minimize photorespiration may have a significant competitive advantage because a considerable amount of energy (in the form of ATP) is lost in plants during photorespiration. In many environments, plants that use solar energy more efficiently should out-compete those which are less efficient.
C4 Pathway
Many angiosperms have developed adaptations that minimize the losses to photorespiration. They all use a supplementary method of CO2 uptake which initially forms a four-carbon molecule compared to the two three-carbon molecules that are initially formed in the C3 pathway. Hence, these plants are called C4 plants. Note that C4 plants will eventually conduct the light-independent reactions (C3 pathway), but they form a four-carbon molecule first.
C4 plants have structural changes in their leaf anatomy (Kranz anatomy) so that synthesizing the four-carbon sugar (the C4 pathway) and resuming the light-independent reactions (C3 pathways) are separated in different parts of the leaf with RuBisCO sequestered in bundle sheath cells, where the CO2 level is high and the O2 level low. After entering through the stomata, CO2 diffuses into a mesophyll cell (Figure 2.2.19; Figure 2.2.20). Being close to the leaf surface, these cells are exposed to high levels of O2, but they have no RuBisCO so cannot start photorespiration (nor the light-independent reactions).
How does this work? Atmospheric CO2 is fixed in the mesophyll cells as a simple 4-carbon organic acid (malate) by an enzyme that has no affinity for O2. Malate is then transported to the bundle sheath cells. Inside the bundle sheath, malate is oxidized to a 3-C organic acid, and in the process, 1 molecule of CO2 is produced from every malate molecule (Figure 2.2.21). The CO2 is then fixed by Rubisco into sugars, via the Calvin cycle, exactly as in C3 photosynthesis. There is an additional cost of two ATPs associated with moving the three-carbon “ferry” molecule from the bundle sheath cell back to the mesophyll to pick up another molecule of atmospheric CO2. Since the spatial separation in bundle-sheath cells minimizes O2 concentrations in the locations where Rubisco is located, photorespiration is minimized (Figure 2.2.21). This arrangement of cells reduces photorespiration and increases the efficiency of photosynthesis for C4 plants. In addition, C4 plants require about half as much water as a C3 plant. The reason C4 plants require less water is that the physical shape of the stomata and leaf structure of C4 plants helps reduce water loss by developing a large CO2 concentration gradient between the outside of the leaf (400 ppm) and the mesophyll cells (10 ppm). The large CO2 concentration gradient reduces water loss via transpiration through the stomata. These C4 plants are well adapted to (and likely to be found in) habitats with high daytime temperatures and intense sunlight. Because they use the C4 pathway to prevent photorespiration, they do not have to open their stomata to the same extent as C3 plants and can thus conserve water. Some examples are crabgrass, corn (maize), sugarcane, and sorghum. Although comprising only ~3% of the angiosperms by species, C4 plants are responsible for ~25% of all the photosynthesis on land.
CAM
Many plants such as cacti and pineapples, which are adapted to arid environments, use different energy and water-saving pathway called crassulacean acid metabolism (CAM). This name comes from the family of plants (Crassulaceae) in which scientists first discovered the pathway. Instead of spatially separating the light-dependent reactions and the use of CO2 in the Calvin cycle, CAM plants separate these processes temporally (Figure 2.2 22). At night, CAM plants open their stomata, and an enzyme in the mesophyll cells fixes the CO2 as an organic acid; then, they store the organic acid in vacuoles until morning. During the day the light-dependent reactions supply the ATP and NADPH necessary for the Calvin cycle to function, and the CO2 is released from those organic acids in order to make sugars. Plant species using CAM photosynthesis are the most water-efficient of all; the stomata are only open at night when humidity is typically higher, and the temperatures are much cooler (which serves to lower the diffusive gradient driving water loss from leaves). The CAM pathway is primarily an adaptation to water-limited environments; the fact that this pathway also stops photorespiration is an added benefit.
Overall, C3, C4 and CAM plants all use the Calvin cycle to make sugars from CO2. Table 2.2.1, list the various ways in which plants fix CO2 and the advantages and disadvantages associated with the various mechanisms and the habitats where plants are found.
| C3 plant | C4 plant | CAM Plant |
cost | photorespiration | The cost in terms of ATP associated with fixing carbon is double. Carbon fixation is less efficient under cold conditions. | Reduced amount of fixed carbon, stomata only open at night |
benefits | Carbon fixation without using ATP | Reduced photorespiration and ability to fix Carbon under high temperatures and reduced water loss | Reduced photorespiration and reduced water loss |
Separation of light-dependent reactions and carbon fixation | None, all of these reactions occur in the same cells | Spatial, these two sets of reactions occur in different cells | Temporal, these two sets of reactions occur at different times of day |
This link explains why C4 plants can start with an alternative enzyme (PEP carboxylase) and CAM plants can alter the timing of their Calvin cycle processes to avoid/minimize O2 use and water loss.
This link leads to an animation of photosynthesis and the Calvin cycle.
How Environmental Factors Affect Photosynthesis
In the previous section, we learn how light has both wave and particle properties as well as how photons are utilized in photosynthesis. Plants grow in diverse climates and under ever-changing environmental conditions. The rate of photosynthesis also changes with changing environmental conditions. This change in photosynthetic rate directly affects crop yield. In this section, we will briefly discuss how light intensity, the concentration of CO2, high and low temperatures, water availability, and air movement affect photosynthesis.
Light Intensity
In photosynthesis, irradiance or intensity can be measured as the number of photons falling on a unit area of the leaf surface in unit time. We already know that the energy of a photon depends on the wavelength. Photosynthesis-irradiance curve (figure 2.2.23) depicts how with increasing light intensity, the rate of photosynthesis continues to increase (left portion of the graph) until it reaches a saturation point (middle portion showing flat line or plateau) and then drops (right portion of the graph). This drop in the rate of photosynthesis is due to many factors, such as CO2 concentration, temperatures change, and water conditions. When exposure to high-intensity light causes damage to photosystem II, it is called photoinhibition (Figure 2.2.24).
Few mechanisms that plants use to prevent photoinhibition.
- Paraheliotropism: For efficient photosynthesis, plants orient their leaves perpendicular to the incident light. To reduce the damage from photoinhibition, some plant that exhibits paraheliotropism, orient their leaves parallel to the plane of incident light.
- Chloroplast movement: cytoplasmic streaming or cyclosis has been observed in algae, mosses as well as in the leaves of higher plants. Elements of the cytoskeleton (Unit 1, lesson 1, The cell) participate in cytoplasmic streaming and move organelles such as chloroplast around the plant cell. Cytoplasmic streaming leads to changes in the location and orientation of chloroplast. Repositioning of chloroplast blocks the over-exposure to high-intensity light and prevents photoinhibition. Click this link provide to see cytoplasmic streaming in elodea leaves.
- Xanthophyll cycle: If too much light is absorbed, the pH gradient developed across the thylakoid membranes becomes greater. This is sensed by a protein, PsbS, and through subsequent conformational changes transmitted through the light-harvesting antennae, the excess light energy must be dissipated as thermal energy. Molecules called xanthophylls (synthesized from carotenes - vitamin A precursors) such as zeaxanthin are important in excess energy dissipation. These molecules appear to cause excited-state chlorophyll (singlet-like excited state dioxygen) to become de-excited (Figure 2.2.25). Without the xanthophylls, the excited state chlorophyll could deexcite by transfer of energy to ground state triplet dioxygen, promoting it to the singlet, reactive state, which through electron acquisition, could also be converted to superoxide. These reactive oxygen species (ROS) can lead to oxidative damage to proteins, lipids, and nucleic acids, alteration in gene transcription, and even programmed cell death. Carotenoids can also act as ROS scavengers. Hence both heat dissipation and inhibition of the formation of ROS (by such molecules as vitamin E) are both mechanisms of defense against excessive solar energy.
- Sun and shade leave: Plants show variation in the size and thickness of their leaves. Sun leaves are smaller and thicker than shade leaves. Thicker cuticle, more palisade parenchyma cells or layers, and more vascular tissues are observed in the sun leaves. This makes sun leaves more efficient in capturing high-intensity light while preventing water loss via stomata due to transpiration. Shade leaves are larger. This increased surface area in shade leaves increases the absorption of light (Figure 2.2.26).
CO2 concentration
The partial pressure of CO2 is identical in the atmosphere. C4 plants evolved anatomical structures called Kranz anatomy. (figure 2.2.19; unit 2 lesson 2 section 5) to concentrate CO2 while CAM plants separate CO2 fixation temporally. The rate of photosynthesis increases with increasing CO2 concentration only if stomata remain open. The opening and closing of stomata depend on the ratio of the rate of water loss by transpiration to the rate of CO2 fixation. Many factors affect this ratio. Under high CO2 concentrations, the components of light-independent reactions (RuBisCo enzyme, regeneration of Ribulose-1, 5-bisphosphate) are saturated and the rate of photosynthesis cannot be increased any further. The availability of ATP and NADPH from light-dependent reactions also limits the rate of CO2 fixation under high CO2 conditions. Photorespiration is likely to occur under low CO2 concentrations inside the leaf.
Wind speed
When winds are calm, the rate of exchange of CO2 and water vapor via stomata is slower than when there is a breeze or a gust. The rate of exchange of gases depends on the thickness of the boundary layer, a layer of stagnant air around the leaf. A breeze or a gust disrupts the boundary layer and helps in increasing the rate of gas exchange thus enhancing the rate of diffusion of CO2 into the leaves. The increased rate of CO2 diffusion supports a higher rate of photosynthesis. Similarly, on humid days, the rate of exchange of water vapor and CO2 goes down decreasing the rate of photosynthesis.
Temperature
Low and high temperatures are relative to the range of temperature where a plant is growing. The temperature range for photosynthesis is wide, 59°F to 104°F. Rate of photosynthesis increases as the temperature rises, but only up to a certain level. Plants grow in different climates and under a wide range of temperatures and are well adapted to the temperature fluctuations in the area. The probability of photorespiration increases with high temperatures. This is because, at high temperatures, RuBisCO has a lower affinity for CO2. Lower temperatures bring down the activity of multiple enzymes involved in photosynthesis as well as transport in phloem and xylem.
Water availability
As we already know, plants grow in different climates and are well adapted to the environmental conditions of those regions. Low water conditions or drought conditions disrupt the water potential of the cells and thus affect all functions including photosynthesis. Remember, CO2 exchange occurs via stomata. To do photosynthesis plants must open stomata and this can cause further aggravate the water stress. Depending on the species and climate, plants show many adaptations to avoid water loss, such as sunken stomata, thick waxy cuticle, fewer stomata, deep roots, water storage in roots or other parts of the plant, reduced growth, smaller or reduced leaf to decrease the surface area for transpiration or in some cases complete loss of leaves, for example, spines on cacti are reduced leaves. Some plants called xerophytes are naturally tolerant to drought and can survive under extreme drought conditions. Draught-tolerant plants continue to grow and function under severe drought conditions. Whereas plants that germinate, grow, and reproduce only when water is available are called drought-avoiding plants.
Flooding also reduces the rate of photosynthesis. Roots are non-photosynthetic and depend on cellular respiration to support all functions. When submerged under water for long periods roots face oxygen scarcity. Many plants develop spaces or channels within tissue to store diffused air from aerial parts of the plant. For example, water lilies develop aerenchyma (figure 2.2.27). Many plants develop adventitious roots, roots growing from stems or other parts of plants above the water level. Intertidal zones are areas of seashore where land is submerged during high tide and exposed during low tide. Mangroves are well adapted to overcome the effects of flooding due to high tides. Mangroves grow aerial roots called pneumatophores (Figure 2.2.28) that grow upwards and stick out of the water surface. Numerous lenticels cover the surface of these roots to aid in O2 absorption. Lenticels (Figure 2.2.29) are openings in the bark, made up of cells that are permeable to O2 due to a lack of suberin deposition. Some plants, such as rice and cottonwood germinate as well as grow well under flooded conditions.
The Energy Cycle
Whether the organism is a bacterium, plant, or animal, all living things access energy by breaking down carbohydrates and other carbon-rich organic molecules. But if plants make carbohydrate molecules, why would they need to break them down, especially when it has been shown that the gas organisms release as a “waste product” (CO2) acts as a substrate for the formation of more food in photosynthesis? Remember, living things need the energy to perform life functions. In addition, an organism can either make its own food or eat another organism—either way, the food still needs to be broken down. Finally, in the process of breaking down food, called cellular respiration, heterotrophs release needed energy and produce “waste” in the form of CO2 gas.
However, in nature, there is no such thing as “waste.” Every single atom of matter and energy is conserved and recycled over and over infinitely. Substances change the form or move from one type of molecule to another, but their constituent atoms never disappear (Figure 8.2.30).
In reality, CO2 is no more a form of waste than oxygen is wasteful to photosynthesis. Both are byproducts of reactions that move on to other reactions. Photosynthesis absorbs light energy to build carbohydrates in chloroplasts, and aerobic cellular respiration releases energy by using oxygen to metabolize carbohydrates in the cytoplasm and mitochondria. Both processes use electron transport chains to capture the energy necessary to drive other reactions. These two powerhouse processes, photosynthesis and cellular respiration (Figure 2.2.31), function in biological, cyclical harmony to allow organisms to access life-sustaining energy that originates millions of miles away in a burning star humans call the sun.
Everyday Connection: Photosynthesis at the Grocery Store
Major grocery stores in the United States are organized into departments, such as dairy, meats, produce, bread, cereals, and so forth. Each aisle (figure 2.2.32) contains hundreds, if not thousands, of different products for customers to buy and consume.
Although there is a large variety, each item ultimately can be linked back to photosynthesis. Meats and dairy link because the animals were fed plant-based foods The bread, cereals, and pasta come largely from starchy grains, which are the seeds of photosynthesis in plants. What about desserts and drinks? All of these products contain sugar – sucrose in a plant product, a disaccharide, a carbohydrate molecule, which is built directly from photosynthesis. Moreover, many items are less obviously derived from plants: paper goods are generally plant products and many plastics (abundant as products and packaging) are derived from “algae” (unicellular photosynthesizing protozoans and cyanobacteria). Virtually every specie and flavoring in the spice aisle was produced by a plant as a leaf, root, bark, flower, fruit, or stem. Ultimately, photosynthesis connects to every meal and every food a person consumes.
Access for free at https://openstax.org/books/biology-2e/pages/8-3-using-light-energy-to-make-organic-molecules
Attributions
Biology 2e By Mary Ann Clark, Matthew Douglas, Jung Choi. OpenStax is licensed under Creative Commons Attribution License v4.0
Introduction to Organismal Biology at https://sites.gatech.edu/organismalbio/ is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Botany (Ha, Morrow, and Algiers) is shared under a CC BY-NC 4.0 license and was authored, remixed, and/or curated by Melissa Ha, Maria Morrow, & Kammy Algiers.
Bear, Robert; Rintoul, David; Snyder, Bruce; Smith-Caldas, Martha; Herren, Christopher; and Horne, Eva, "Principles of Biology" (2016). Open Access Textbooks. 1.
https://newprairiepress.org/textbooks/1
Glossary
absorption spectrum - range of wavelengths of electromagnetic radiation absorbed by a given substance
antenna protein - pigment molecule that directly absorbs light and transfers the energy absorbed to other pigment molecules
Calvin cycle - light-independent reactions of photosynthesis that convert carbon dioxide from the atmosphere into carbohydrates using the energy and reducing power of ATP and NADPH
carbon fixation - process of converting inorganic CO2 gas into organic compounds
carotenoid - photosynthetic pigment (yellow-orange-red) that functions to dispose of excess energy
chemoautotroph - organism that can build organic molecules using energy derived from inorganic chemicals instead of sunlight
chlorophyll a - form of chlorophyll that absorbs violet-blue and red light and consequently has a bluish-green color; the only pigment molecule that performs the photochemistry by getting excited and losing an electron to the electron transport chain
chlorophyll b - accessory pigment that absorbs blue and red-orange light and consequently has a yellowish-green tint
chloroplast - organelle in which photosynthesis takes place
cytochrome complex - group of reversibly oxidizable and reducible proteins that forms part of the electron transport chain between photosystem II and photosystem I
electromagnetic spectrum - range of all possible frequencies of radiation
electron transport chain - group of proteins between PSII and PSI that pass energized electrons and use the energy released by the electrons to move hydrogen ions against their concentration gradient into the thylakoid lumen
granum - stack of thylakoids located inside a chloroplast
heterotroph - organism that consumes organic substances or other organisms for food
light harvesting complex - complex that passes energy from sunlight to the reaction center in each photosystem; consists of multiple antenna proteins that contain a mixture of 300 to 400 chlorophyll a and b molecules, as well as other pigments like carotenoids
light-dependent reaction - first stage of photosynthesis where certain wavelengths of the visible light are absorbed to form two energy-carrying molecules (ATP and NADPH)
light-independent reaction - second stage of photosynthesis, through which carbon dioxide is used to build carbohydrate molecules using energy from ATP and NADPH
mesophyll - middle layer of chlorophyll-rich cells in a leaf
P680 - reaction center of photosystem II
P700 - reaction center of photosystem I
photoact - ejection of an electron from a reaction center using the energy of an absorbed photon
photoautotroph - organism capable of producing its own organic compounds from sunlight
photon - distinct quantity or “packet” of light energy
photosystem - group of proteins, chlorophyll, and other pigments that are used in the light-dependent reactions of photosynthesis to absorb light energy and convert it into chemical energy
photosystem I - integral pigment and protein complex in thylakoid membranes that uses light energy to transport electrons from plastocyanin to NADP+ (which becomes reduced to NADPH in the process)
photosystem II - integral protein and pigment complex in thylakoid membranes that transports electrons from water to the electron transport chain; oxygen is a product of PSII
pigment - molecule that is capable of absorbing certain wavelengths of light and reflecting others (which accounts for its color)
primary electron acceptor - pigment or other organic molecule in the reaction center that accepts an energized electron from the reaction center
reaction center - complex of chlorophyll molecules and other organic molecules that is assembled around a special pair of chlorophyll molecules and a primary electron acceptor, capable of undergoing oxidation and reduction
reduction - gain of electron(s) by an atom or molecule
spectrophotometer - instrument that can measure transmitted light and compute the absorption
stoma - opening that regulates gas exchange and water evaporation between leaves and the environment, typically situated on the underside of leaves
stroma - fluid-filled space surrounding the grana inside a chloroplast where the light-independent reactions of photosynthesis take place
thylakoid - disc-shaped, membrane-bound structure inside a chloroplast where the light-dependent reactions of photosynthesis take place; stacks of thylakoids are called grana
thylakoid lumen - aqueous space bound by a thylakoid membrane where protons accumulate during light-driven electron transport
wavelength - distance between consecutive points of equal position (two crests or two troughs) of a wave in a graphic representation; inversely proportional to the energy of the radiation
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oercommons
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2025-03-18T00:39:07.511648
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Textbook
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87594/overview",
"title": "Statewide Dual Credit Introduction to Plant Science, Plant Function, Photosynthesis",
"author": "Diagram/Illustration"
}
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https://oercommons.org/courseware/lesson/21168/overview
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Education Standards
Gods and Goddesses - content
Gods and Goddesses. Exit Slip
Gods and Goddesses. Graphic Organizer
Google Earth
National Geographic
The British Museum: Gods and Goddesses
The Greek Gods
Gods and Goddesses of Ancient Greece (90 minutes)
Overview
The study of ancient Greece is vital to the study of all other periods of history, including modern history, in understanding how past enduring influences shape our present. This lesson may be part of a unit on Ancient Greece that covers the major areas of this ancient civilization: geography, architecture, democracy, government, philosophy, Olympics, daily life, Athens, and Sparta. Students will learn about the gods and goddesses, their place of origin, their symbols, and their sanctuaries.
Introduction to Gods and Goddesses of Ancient Greece (10 minutes)
The following activities are part of the introduction to the lesson.
Teacher starts by informing students that the learning objectives of the lesson: to learn about the gods and goddesses, their place of origin, their symbols, and their sanctuaries.
Teacher does a KWL activity on flipchart paper or whiteboard (K: what students already know; W: what they want to know; L: what they have learned - this step is performed at the end of the lesson).
Teacher asks students:
What do you know about gods and goddesses of ancient Greece? (make notes on the flipchart as students brainstorm).
What do you want to learn about gods and goddesses of ancient Greece?
Teacher makes notes on the flipchart as students share their questions.
The learning objectives of today's lesson are to learn about the gods and goddesses, their place of origin, their symbols, and their sanctuaries.
What do you know about the gods and goddesses of ancient Greece?
What do you want to learn about the gods and goddesses of ancient Greece?
Image retrieved from https://pixabay.com/en/zeus-poseidon-hi-greeting-zipper-2897795/
Teacher plays the video The Greek Gods on a projector for students to get a general overview of the gods and goddesses of ancient Greece.
Watch this fun video to get a brief introduction about the gods and goddesses of ancient Greece.
Teacher asks/discusses:
What are some characteristics common for every god and goddess?
Students should be supported with prompting to identify that gods and goddesses
* have a special power
* a symbol
* human-like qualities (emotional, irrational, jealous of each other, immoral)
* their power helped explain the unknown or teach a lesson to humans
Teacher asks students to reflect on which god or goddess caught their attention, and why (allow some time for sharing), or something that surprised them.
What are some characteristics common for every god and goddess?
Note that each god and goddess has a special power, a symbol, and human-like qualities.
Myths described gods and goddesses' lives and actions. In myths, they often actively intervened in the day-to-day lives of humans. Myths were used to help explain the unknown and sometimes teach a lesson to humans. For example, Zeus, the king of the gods, carried his favorite weapon, the thunderbolt. When it rained and there was thunder and lightning, the ancient Greeks believed that Zeus was venting his anger.
Many stories are about how the Greek gods and goddesses behaved and interacted with humans. The Greeks created gods and goddesses in the image of humans; that is, their gods had many human qualities even though they were gods. The gods and goddesses constantly fought among themselves, behaved irrationally and unfairly, and were often jealous of each other. The Greek gods and goddesses were highly emotional and behaved inconsistently and sometimes immorally. Greek religion did not have a standard set of morals. The gods and goddesses, heroes, and humans of Greek mythology were flawed.
Which god or goddess caught your attention, and why?
What surprised you?
Where did Gods and Goddesses live? (15 minutes)
Following the brief, fun introduction on gods and goddesses of ancient Greece, students will travel to the home of the gods and goddesses via Google Earth.
Teacher asks students: So, where did these gods and goddesses live?
Teacher takes students' responses.
Where did the gods and goddesses of ancient Greece live?
Gods and goddesses of ancient Greece lived on Mount Olympus and were worshiped in sanctuaries built in their honour.
Image retrieved from https://pixabay.com/en/acropolis-athens-greece-antique-1348511/
Teacher prepares Google Earth on the projector.
Teacher asks students if they have tried Google Earth before.
Teacher tells students: Ancient Greek gods and goddesses lived on the Mount of Olympus, the highest mountain in Greece. The gods and goddesses of ancient Greece were also called "The Olympians" because they lived on Mount Olympus.
Teacher takes students to Mount Olympus on Google Earth. Teacher tells students that some gods and goddesses are believed to have been born in other places and that many gods and goddesses have sunctuaries dedicated in their honour.
Teacher shows the following places to students (in bold):
Zeus: found in a cave in Mount Dikte or Mount Ida in Crete
Hera: believed to be from Samos island
Athena: the goddess of the city of Athens; her sunctuary is the Parthenon
Apollo: his birthplace is Delos island
Demeter: believed to have stayed in Eleusis to mourn her daughter's death
Poseidon: temple in Cape Sounion and sanctuary in Isthmia near Corinth dedicated to him
Aphrodite: born from the sea; came ashore near Paphos in Cyprus
Artemis: sanctuary in Ephesos
Ares: his home believed to be the land of Thrace
Hephaistos: Hephaisteion temple in Athens
Dionysos: born in Thebes
Have you tried Google Earth before? We are going to use Google Earth to visit the places of gods and goddesses of ancient Greece.
Ancient Greek gods and goddesses lived on the Mount of Olympus, the highest mountain in Greece. The gods and goddesses of ancient Greece were also called "The Olympians" because they lived on Mount Olympus.
Some gods and goddesses are believed to have been born in other places and that many gods and goddesses have sunctuaries dedicated in their honour.
Open up Google Earth and visit the names (in bold) from the list bolow.
Enjoy the journey!
Mount Olympus (where gods and goddesses lived)
Zeus: found in a cave in Mount Dikte or Mount Ida in Crete
Hera: believed to be from Samos island
Athena: the goddess of the city of Athens; her sunctuary is the Parthenon
Apollo: his birthplace is Delos island
Demeter: believed to have stayed in Eleusis to mourn her daughter's death
Poseidon: temple in Cape Sounion and sanctuary in Isthmia near Corinth dedicated to him
Aphrodite: born from the sea; came ashore near Paphos in Cyprus
Artemis: sanctuary in Ephesos
Ares: his home believed to be the land of Thrace
Hephaistos: Hephaisteion temple in Athens
Dionysos: born in Thebes
Image retrieved from https://www.google.ca/earth/
Teacher asks students:
What did you think of Google Earth and the places we visited?
Teacher listens to students' responses.
What did you think of Google Earth and the places you visited?
Let's Explore the Gods and Goddesses (40 minutes)
In this activity, students visit The British Museum on individual iPads. They explore the gods and godesses of ancient Greece in greater detail using the graphic organizer attached.
Teacher pairs students; directs them to the British Museum website and asks them to click on Gods; puts the website on the projector for students to access on their iPads.
Visit the British Museum website, and click on Gods.
Image retrieved from https://pixabay.com/en/greek-greece-frame-mythology-3223553/
Teacher distributes graphic organizer to students; suggests students to split the gods and goddesses so they can work more efficiently and teach each other; informs students that they will be sharing their findings at the end of the activity; clarifies any questions about the activity.
While students work on the activity, teacher circulates and offers assistance, where needed.
Look up all the gods and goddesses in this interactive site, and, using the graphic organizer attached, make note of their symbols, story, objects, their place of birth, and the festivals they are celebrated on.
Be prepared to share your findings.
Teacher goes through the gods and goddesses in the graphic organizer to review, and has students share their findings.
Teacher engages in a brief discussion about students' insights with questions such as:
What surprised you the most?
Which God, in your opinion, is the most useful, and why?
What surprised you the most?
Which God, in your opinion, is the most useful, and why?
Which Greek God or Goddess are you? (10 minutes)
In this activity, students visit the National Geographic Kids site on individual iPads. They take a fun personality test to figure out which Greek god or goddess they are.
Teacher asks students:
Are you fierce and focused, or dreamy and dramatic? Maybe you’re somewhere in between. Take this personality quiz to find out which ancient Greek god or goddess you’re most like!
It's OK if your result doesn't fit your personality—this is just for fun!
Teacher puts the website on the projector for students to access on their iPads, and wait for students to take the quiz.
Are you fierce and focused, or dreamy and dramatic? Maybe you’re somewhere in between. Take this personality quiz to find out which ancient Greek god or goddess you’re most like!
It's OK if your result doesn't fit your personality—this is just for fun!
Image retrieved from https://pixabay.com/en/greek-mythology-vegetation-tree-1392847/
Teacher asks students to share their results.
Teacher asks students Do you agree with the results? Why? Why not?
Which god or goddess are you?
Do you agree with the results? Why? Why not?
Wrap-up: Interactive Quiz on Gods and Goddesses (15 minutes)
In this summative activity, students visit the British Museum site to assess their learning by taking one short quiz.
Teacher tells students that they will take an easy online quiz to check their learning of gods and goddesses.
Teacher tells students that they can take the quiz as many times as they like.
Teacher puts up The British Museum: Gods and Goddesses website and clicks on Challenge.
Teacher asks students to access the website on their iPads and try out the quiz. Students can work in pairs.
Visit The British Museum: Gods and Goddesses website and take the quiz to check your learning on the ancient Greek gods and goddesses. You may repeat the test as many times as you like. Have fun!
IImage retrieved from https://pixabay.com/en/quiz-tiles-letters-red-game-test-2074324/
Teacher distributes the exit slips and asks students to share one interesting fact they learned from today's lesson.
Teacher collects the exit slips.
The exit slip activity completes the KWL chart introductory activity.
What is one interesting fact you learned from today's today?
Complete the attached exit slip and return it to your teacher.
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oercommons
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2025-03-18T00:39:07.571992
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02/20/2018
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/21168/overview",
"title": "Gods and Goddesses of Ancient Greece (90 minutes)",
"author": "Christina Karakanta"
}
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https://oercommons.org/courseware/lesson/80192/overview
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Fashion Design: Fashion Terminology
Overview
Students will learn fashion design terminology. This lesson includes a nearpod presentation, guided notes, and H5P flashcards. An assignment example is also included.
This lesson was written in accordance with Utah State Standards for Fashion Design Studio (Standard 1 Objective 2a).
Fashion Terminology Lesson
This lesson includes 3 resources (a student-paced near pod presentation, guided notes, and H5P Flashcards). There is also an assignment example based on Fashion Terminology.
This lesson was written in accordance with Utah State Standards for Fashion Design Studio (Standard 1 Objective 2a).
Fashion Terminology Content
1- Fashion Terminology Nearpod
2- Fashion Terminology Guided Notes
Use these notes as you watch Fashion Terminology Nearpod. When the file opens, select "make a copy" and title it "Last name Fashion Terminology Notes"
While these notes are completely optional, they will aid you in your quiz and the Final Exam at the end of the quarter.
3- Terminology Flash Cards
Fashion Terminology Assignment
Fashion Terms Presentation (20 Points)
Learning Objective: Students will be able to identify and define basic fashion terminology
For this assignment, you will be making an addition to your Google Site in the form of a Google Slide Presentation. You will be asked to find pictures that match some of the terms we learned this week and input the correct definition for each.
Instructions:
- Make a copy of this Google Slide Template.
- Follow the instructions found within the presentation template on Slide 2.
To turn in this assignment:
- Complete the assignment
- Click Publish in the upper right-hand corner of your Google Site
- Keep the default setting to Anyone at Mountain Heights Academy can view my site. Click Publish
- Click on the Paperclip copy icon in the upper right-hand corner
- Click Copy link
- To submit your assignment, return to this page and click Add Submission
- Paste the link to your Google Site into the Online Text box (ctrl+v)
- Click Save Changes
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oercommons
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2025-03-18T00:39:07.589348
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05/11/2021
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/80192/overview",
"title": "Fashion Design: Fashion Terminology",
"author": "Shanna Haws"
}
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https://oercommons.org/courseware/lesson/116141/overview
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Unleashing Learner Potential
Overview
"Unleashing Learner Potential" is a resource focused on student-centered learning, offering stories and practices from Pennsylvania to inspire and empower educators. It emphasizes active student engagement and personalizing instruction, encouraging students to take charge of their learning journey. Guided by the Student-Centered Learning Advisory Council, the book provides practical strategies and insights to help educators reimagine their practices and unlock students' full potential.
Introduction
Inspiring Stories of Student-Centered Learning Programs & Initiatives in Pennsylvania
"Unleashing Learner Potential" showcases stories and practices that highlight the transformative power of student-centered learning in Pennsylvania, aiming to inspire and empower educators. This initiative emphasizes active student engagement, where students become architects of their learning journey. The book, shaped by the Student-Centered Learning Advisory Council, offers practical strategies and insights for personalizing instruction, integrating technology, and fostering student agency, serving as a conversation starter and tool for educational reimagining.
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oercommons
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2025-03-18T00:39:07.606969
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Kendy Schiffert
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/116141/overview",
"title": "Unleashing Learner Potential",
"author": "Teaching/Learning Strategy"
}
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https://oercommons.org/courseware/lesson/117400/overview
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Education Standards
Introduction to Climate Change Videos & Activity Guide
Overview
Educators and students are excited and interested in learning about climate change, but many times we hear that they don’t know where to start. This series of videos was created by Dr. Kat Huybers, a glaciologist at the University of Washington. Dr. Huybers guides learners through four topics, including the following: It’s Warming, It’s Us, It’s Bad, and We Can Fix It. While watching these videos, the accompanying questions will guide learners in thinking critically about their relationship with climate change and also expose them to additional resources to deepen their understanding. These videos may work well as asynchronous foundational learning before a synchronous workshop.
Activity Overview
Educators and students are excited and interested in learning about climate change, but many times we hear that they don’t know where to start. This activity guide and accompanying series of videos was created by EarthGen in partnership with Dr. Kat Huybers, a glaciologist at the University of Washington. Dr. Huybers guides learners through four topics, including the following: It’s Warming, It’s Us, It’s Bad, and We Can Fix It. While watching these videos, the accompanying questions will guide learners in thinking critically about their relationship with climate change and also expose them to additional resources to deepen their understanding. These videos may work well as asynchronous foundational learning before a synchronous workshop.
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oercommons
|
2025-03-18T00:39:07.628380
|
EarthGen Washington
|
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"title": "Introduction to Climate Change Videos & Activity Guide",
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|
https://oercommons.org/courseware/lesson/101973/overview
|
Education Standards
2. ACA - Refugees - High School Lesson (doc)
3. Applying for Asylum-hay (pdf)
4a. Dehabe's Story (YouTube)
4b. Dehabe's Story - transcript
5a. Gemima's Story (YouTube)
5b. Gemima's Story - transcript
6a. Victoria's Story (YouTube)
6b. Victoria's Story - transcript
7. ACA - Analysis Organizer
Animating Civic Action: High School Lesson - Refugees
Overview
Often throughout American history former refugees rise to be community leaders dedicating their lives to helping others. Refugees often overcome key obstacles including language and culture to become important activists addressing social and political problems. Refugees offer key perspectives on the application of civic virtues and human rights. In this lesson students will hear from three refugee students about their experiences. Then, students will be asked to:
- Identify and describe obstacles student refugees encounter while assimilating at school.
- Identify reasons why refugees go on to develop a strong sense of civic duty and desire to give back to their communities.
- Research and identify ways they can take civic action to build a better community.
About Animating Civic Action
Animating Civic Action lessons are created to support civic engagement K-12. These lessons introduce real stories of individuals in our Washington community who have experienced challenges to civic participation. These lessons incorporate multimedia approaches and provide opportunities to connect civic education with social-emotional learning. These lessons are standards aligned and grade level appropriate.
Lesson Overview
Enduring Understanding
Often throughout American history former refugees rise to be community leaders dedicating their lives to helping others. Refugees often overcome key obstacles including language and culture to become important activists addressing social and political problems. Refugees offer key perspectives on the application of civic virtues and human rights.
Supporting Questions
Students consider these questions - finding and using evidence to support the Enduring Understanding.
- How can we learn about strength and perseverance from listening to refugee’s stories?
- What can we learn from refugee experiences about commitment and helping others in applying civic virtues and human rights in our community?
Learning Targets
Students will be able to…
- Identify and describe obstacles student refugees encounter while assimilating at school.
- Identify reasons why refugees go on to develop a strong sense of civic duty and desire to give back to their communities.
- Research and identify ways they can take civic action to build a better community.
Task 1: Student Launch
Hooking students into the content of the inquiry.
Distribute the Student Handout: Launch to students.
- Guide students in the following activities “In their Shoes - Applying for Asylum-hay”
- There are no “correct” answers. Encourage the students to explain their thinking with each other, but this activity involves emotions, which can hold some risks as students may not want to share their answers with each other. Accept student responses however they feel like responding (in pairs or with partners).
Task 2: Focused Inquiry
A focused inquiry is a one-to-two-day lesson that will have students engaging in the C3 Framework’s Inquiry Arc.
Compelling Question
How can learning about refugee stories compel us to take civic action in our communities?
Standards
- SSS2.6-8.1 Create and use research questions to guide inquiry on an issue or event.
- C4.5.4 Describe ways in which people benefit from and are challenged by working together, including through government, workplaces, voluntary organizations, and families.
Learning Goals
- Students will be able to identify and describe obstacles student refugees encounter while assimilating.
- Students will identify reasons why refugees go on to develop a strong sense of civic duty and desire to give back to their communities.
- Students will be able research and identify ways they can take civic action to build a better community.
Glossary of Terms
- Refugee - a person who has been forced to leave their country in order to escape war, persecution, or natural disaster.
- Immigrant - a person who comes to live permanently in a foreign country.
- Asylum - the protection granted by a nation to someone who has left their native country as a political refugee.
- Asylum Seeker - a person who has left their home country as a political refugee and is seeking asylum in another.
- Assimilation - the absorption and integration of people, ideas, or culture into a wider society or culture
- Perseverance - persistence in doing something despite difficulty or delay in achieving success.
Teacher Note: Make sure to emphasize that when we are talking about assimilation we are talking about the blending, enhancing, and adding additional cultures to our existing wider culture, not the eliminating or erasing one’s culture when assimilating.
Staging the Question
- Review with students the glossary of terms. Make sure to emphasize that when we are talking about assimilation we are talking about the blending, enhancing and adding additional cultures to our existing wider culture, not eliminating or erasing one’s culture when assimilating.
- Have students recall from yesterday’s activities how learning a new language is a huge obstacle for refugees. Prompt students to recall once they worked in groups together, they were more successful in completing the task thus building supportive communities.
- Working in pairs, have students hypothesize and discuss why many immigrants go on to choose careers that focus on helping others and giving back. Have them record their answers to share.
Supporting Question 1
How can we learn about strength and perseverance from listening to refugee’s stories?
Formative Performance Task 1
Students will listen to the audio stories and annotate key moments in the story using the graphic organizer.
Supporting Question 2
What civic actions can young people become involved in to contribute to their community?
Formative Performance Task 2
Students will read the transcripts and annotate key moments in the story using the graphic organizer.
Formative Performance Task 3
Working with a partner, students will research local organizations that sponsor refugees to our area. Based on what they learned from listening to the audio recordings, students will identify and research gaps in resources available to our refugee students and communities in assimilating. Next, students will make a list of areas that need student involvement and ways for young people to be involved in helping refugee students assimilate at school. Lastly, they will publish and share their findings.
Featured Sources and Resources
- Victoria’s Story audio and transcript | Washington Office of Superintendent of Public Instruction
- Gemima’s Story audio and transcript | Washington Office of Superintendent of Public Instruction
- Dehabe’s Story audio and transcript
- Analysis Organizer | Washington Office of Superintendent of Public Instruction
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, how can learning about refugee stories compel us to take civic action in our communities?
Responses should include a claim, evidence, and reasoning and cite specific information from sources, including a connection to a key ideal.
Taking Informed Action
Students will identify and contact local refugee aid organizations to learn about ways to help support our local refugee communities. Students will create a local webpage guide, listing all the organizations and their different resources available for people in need. In addition, students will make specific “welcome to our school” guides for high school students to share. Students will share their webpage and resource guides with their local leaders, schools, and sponsor organizations.
Resources for National and State Refugee Organizations
- Rescue.org | International Rescue Committee
- HIAS – Welcome the Stranger. Protect the Refugee | HIAS
- U.S. Committee for Refugee and Immigrants
- World Relief | World Relief
- US Resettlement Partners | UNHCR, the UN Refugee Agency
- Office of Refugee and Immigration Assistance | Washington State Department of Social and Health Services
- Refugee Resettlement Agencies in Washington | Washington State Department of Social and Health Services
Attribution and License
Attribution
This lesson for Animating Civic Action lesson was developed by Melissa Webster, Everett Public Schools.
Animating Civic Action lessons support civic engagement K–12. These lessons introduce real stories of individuals in our Washington community who have experienced challenges to civic participation.
The Animating Civic Action Project was conceived and developed by:
- Danielle Eidenberg, Senior Education Ombuds, Governor’s Office of the Education Ombuds
- Zac Murphy, Director of Multimedia and Information Strategy, Communications and Digital Media, Office of Superintendent of Public Instruction (OSPI)
- Jerry Price, Associate Director, Social Studies Content, OSPI
Support for the Animating Civic Action project was provided by:
- Content media creation, filming, and editing:
Zac Murphy, Director of Multimedia and Information Strategy, Communications and Digital Media, OSPI - Media editing:
Stephanie Rexus Video Media Strategist, Communication and Digital Media. OSPI - Lesson formatting and publishing:
Barbara Soots, Open Educational Resources and Instructional Materials Program Manager, OSPI
We express our sincere gratitude to all the story contributors to the Animating Civic Action effort. Without their support and willingness to share their experiences, this resource would not be possible.
Animating Civics Action is a partnership between the Washington Office of Superintendent of Public Instruction and the Washington State Governor's Office of the Education Ombuds.
License
Except where otherwise noted, this Animating Civic Action Lesson, copyright Washington Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License
Victoria's Story, Gemima's Story, and Dehabe's Story video, copyright Washington Office of Superintendent of Public Instruction, is availble under a Creative Commons Attribution-NonCommercial-NoDerivatives License
All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI.
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oercommons
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2025-03-18T00:39:07.694937
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Jerry Price
|
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|
https://oercommons.org/courseware/lesson/82830/overview
|
Learning Domain: Civics
Standard: Evaluate the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order or disorder
Learning Domain: History
Standard: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts
Learning Domain: History
Standard: Design questions generated about individuals and groups that assess how the significance of their actions changes over time and is shaped by the historical context
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Learning Domain: Reading for Informational Text
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Learning Domain: Reading for Informational Text
Standard: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Learning Domain: Reading for Informational Text
Standard: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Learning Domain: Writing
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Learning Domain: Reading for Literacy in History/Social Studies
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Learning Domain: Reading for Informational Text
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Learning Domain: Reading for Informational Text
Standard: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Learning Domain: Reading for Informational Text
Standard: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln�۪s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Learning Domain: Writing
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1���3 above.)
Learning Domain: Writing
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1���3 up to and including grades 11-12 on page 55.)
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Learning Domain: Writing for Literacy in History/Social Studies, Science, and Technical Subjects
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Cluster: Integration of Knowledge and Ideas.
Standard: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
Cluster: Integration of Knowledge and Ideas.
Standard: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Cluster: Production and Distribution of Writing.
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11-12 on page 55.)
Cluster: Integration of Knowledge and Ideas.
Standard: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Cluster: Production and Distribution of Writing.
Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Cluster: Production and Distribution of Writing.
Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
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oercommons
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2025-03-18T00:39:07.754295
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Homework/Assignment
|
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"url": "https://oercommons.org/courseware/lesson/82830/overview",
"title": "Drumbeats in Time 11/12th Grade Unit Plan",
"author": "Assessment"
}
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https://oercommons.org/courseware/lesson/68636/overview
|
Learning Domain: Earth's Systems
Standard: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
Learning Domain: Earth and Human Activity
Standard: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
Science Domain: Earth and Space Sciences
Topic: Weather and Climate
Standard: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]
Science Domain: Earth and Space Sciences
Topic: Weather and Climate
Standard: Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms
Standard: Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]
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oercommons
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2025-03-18T00:39:07.779377
|
Pacific Education Institute
|
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"url": "https://oercommons.org/courseware/lesson/68636/overview",
"title": "PEI SOLS 3rd Grade Fire: Wildfires in Washington",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/117272/overview
|
Education Standards
Microplastics Presentation
Microplastics
Overview
This lesson will introduce students to plastics and microplastics, allowing them to identify various categories of microplastics and how they can reduce the amount of plastic that is used. Students will learn how the consumption of plastics impacts the environment.
In partnership with the Washington State Office of the Superintendent of Public Instruction (OSPI) and the legislature-funded ClimeTime program, the Gonzaga Institute for Climate, Water, and the Environment has created the Climate Literacy Fellows program.
Microplastics Lesson Overview
Lesson Title: Microplastics
Grade Level: 5th-6th Grade
Disciplinary Area: Earth and Human Activity
Duration: 45 minutes
Big Question:
How are microplastics created? How do micrplastics impact aquatic ecosystems?
Learning Objectives:
- Students will learn about the different kinds of plastics and the difference between primary and secondary microplastics.
- Students will learn how to identify plastic types.
- Students will learn how plastics can get into the environment and the dangers they pose once in the environment.
Key Terms:
Plastic, Microplastics, Primary Microplastic, Secondary Microplastic, Great Pacific Garbage Patch, Polyethylene, Polypropylene, Polystyrene
Standards:
Next Generation Science Standards
- 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
- MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Materials:
| Material: | Link for Purchasing: |
| Plastic Boxes | Plastic Boxes |
| Sand | Sandbox Sand |
| Various Pieces of Microplastics | Different Kinds of Plastics |
| Mini Sifters | Mini Sifters |
| Laminated Sheet of Different Types of Microplastics | Included in Lesson PDF |
Authors: Ana Reyes, Gonzaga Class of 2023
Revised by Kali Natarajan, Climate Literacy Outreach Specialist 2024
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oercommons
|
2025-03-18T00:39:07.807541
|
Lesson
|
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"url": "https://oercommons.org/courseware/lesson/117272/overview",
"title": "Microplastics",
"author": "Interactive"
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https://oercommons.org/courseware/lesson/85021/overview
|
Education Standards
Birds of a Feather (3-5) Storyline
Google Drive Folder with All Resources
Birds of a Feather (3-5)
Overview
This sequence of instruction was developed to help elementary teachers who were working remotely. We developed a short storyline that ties together a few sessions to help explore a specific concept. We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
Students make observations of the behaviors while watching short videos of Bald Eagles and Hummingbirds. They then make observations of birds in their own neighborhood or school grounds. They use these observations to explore th knees of these organisms and behaviors used to meet these needs.
It is part of Clime Time - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee.
Overview
This sequence of instruction was developed to help elementary teachers who are working remotely. We developed a short storyline that ties together a few sessions to help explore a specific concept. We tried to include some activities that honored and included the student’s family and experience, and some that included the potential for ELA learning goals.
"Birds of a Feather" is designed around students making observations of birds near their home or school to answer the question: "How do birds get what they need from our local environment?"
It is part of Clime Time - a collaboration among all nine Educational Service Districts (ESDs) in Washington and many Community Partners to provide programs for science teacher training around Next Generation Science Standards (NGSS) and climate science, thanks to grant money made available to the Office of the Superintendent of Public Instruction (OSPI) by Governor Inslee.
Storyline
( pdf version: https://bit.ly/37M07sa )
The unit of instruction is centered on answering the questions:
How do birds get what they need from our local environment?
- Growing Elementary Science Distance Learning Storyline –
How do different kinds of birds get what they need from our local environment?
| ||||
|---|---|---|---|---|
| Asking Questions & Defining ProblemsIntroduce Phenomena or Problem | Carrying Out an InvestigationInvestigation | Read, Write, Make SenseInteractive read aloud to introduce ideas -model ideas to organize thinking and support literacy connections | Putting the Pieces TogetherBring together evidence from activities-synthesize- extending the learning based on student interest |
Engaging Students in Practices | Phenomena launch:Introduce the videos of the two birds, Eagle and Hummingbird. WATCH WITHOUT SOUND!Watch Bald Eagle: https: Notice and Wonder – Jamboard Watch the Hummingbird: Video of the two interacting (optional)
(This link will ask you to save a copy in your own Google sace.)
| Investigate:Family Wondering | Data Analysis:Data is shared The class creates a class data set of the observations collected by the various families. What birds did we predict live near or around our homes? What birds did we actually observe? What parts of the environment did you think provided for the birds needs?
Example Analysis Sheet:
Reading options(CHOICE BOARD, teacher-facing part connects to learning goal; student facing part is about the general content of the article)
Students read an article and then think about the needs of birds surfaced in the reading. They can add these ideas to their initial models using the sentence prompts. Ideas surfaced during data sharing should also be added
Teacher facing Choice Board of NewsELA Options:
(A free NewsELA account is needed to access these articles, which are available at several reading levels) | Putting the Pieces TogetherChoose a bird...go visual...support it with evidence.
Pick a bird species that lives in your community. It can be one you have observed or a bird you know lives in WA State.
Examples: Drawin (Bald Eagle) Jamboard (Hummingbird)
Gallery walk - compare contrast needs of Birds
Assessment: Each student picks a different bird board and write a paragraph explaining how that bird’s need are different than their bird’s needs and how it meets them in different ways. |
Family and Community Connections
| Ask a family member to help you think about the birds that live around your home and community. Make a list of these ideas on the provided Jamboard Discuss what you think these birds need to survive. | Investigation done with Family at home. | Do you know anyone who works outside or spends a lot of time outside? Interview them about the most interesting birds they have seen or the most interesting things they have seen a bird doing. |
|
Technology Considerations
| Provide students with links to the videos and Google Jamboard for launching storyline.
| Students collect and share data from their Family Wondering Bird Walk via images (if possible) to a separate Jamboard. | Newsela articles are shared. This can be done for follow-up asynchronous work. |
|
Storyline Launch → → → → → → → Investigating → → → → → → → → Sensemaking |
Materials
- Birds of a Feather Storyline: https://bit.ly/37M07sa
- Birds of a Feather Science Standards Alignment: https://bit.ly/2XnDLeI
- Student facing Slide Deck: https://bit.ly/2VSiIAh
- Bald Eagle Video: https://bit.ly/3m238NC
- Hummingbird Video: https://bit.ly/3CL8CCf
- Both Interacting Video: https://bit.ly/3AFSdNI
- Jamboard for Notice and Wonder: https://bit.ly/3g1DbK1
- Model Template (Jamboard) For Bird Needs: https://bit.ly/3AFt1qn
- Family Wondering Birdwalk: https://bit.ly/3jRul2D
- Google Docs Version: https://bit.ly/3jTafVR
- Birdwalk Observations Jamboard: https://bit.ly/3g1DbK1
- Example Birdwalk Observations: https://bit.ly/3iHUiSR
- Example Analysis of Birdwalk: https://bit.ly/3CPmfjP
- NewsELA Reading Options (Teacher Resource): https://bit.ly/3yUlmnA
- Example Bird Board (Eagle) - Hand Drawn: https://bit.ly/3CU2LL5
- Example Bird Board - (Hummingbird) - Jamboard: https://bit.ly/3AH0iS6
Standards Alignment
This document lists the Science standards that are/can be addressed with these materials at the Third, Fourth and Fifth Grade levels.
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oercommons
|
2025-03-18T00:39:07.875001
|
Jeff Ryan
|
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"url": "https://oercommons.org/courseware/lesson/85021/overview",
"title": "Birds of a Feather (3-5)",
"author": "Clancy Wolf"
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|
https://oercommons.org/courseware/lesson/117291/overview
|
Education Standards
Urban Heat Geographers Presentation
Urban Heat Geographers
Overview
Students will collect their own data on urban heat in order to understand how different city design choices change temperatures.
In partnership with the Washington State Office of the Superintendent of Public Instruction (OSPI) and the legislature-funded ClimeTime program, the Gonzaga Institute for Climate, Water, and the Environment has created the Climate Literacy Fellows program.
Urban Heat Geographers
Lesson Title: Urban Heat Geographers
Grade Level: MS
Disciplinary Area: Earth and Human Activity
Duration: 75 minutes
Big Question:
How does our physical environment affect the heat we feel? Why does city design matter to the global temperature increase? How do we collect data about temperature?
Learning Objectives:
- Students will learn about heat, light, and the albedo effect.
- Students will gain an understanding of the Urban Heat Island Effect and how it impacts their local community.
- Students will learn how to use heat mapping technology to measure the temperature of surfaces at their school.
- Students will learn how city design can impact temperatures.
Key Terms:
Albedo, Heat and Light, Urban Heat Island Effect
Standards:
Next Generation Science Standards
- MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperature over the past century.
Materials:
| Material: | Link for Purchasing: |
| Printed Temperature Gradient Handouts | Included in Lesson PDF |
| If Weather is Inclement: Laminated Heat Activity Sheets | Included in Lesson PDF |
| If Weather is Inclement: Expo Thin Markers | Markers |
| Printed Exit Tickets | Included in Lesson PDF |
| Thermal Cameras | FLIR One Camera |
Authors: Madden Tavernise, Gonzaga Class of 2025
Revised by Kali Natarajan, Climate Literacy Outreach Specialist, 2024
|
oercommons
|
2025-03-18T00:39:07.900233
|
Measurement and Data
|
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"url": "https://oercommons.org/courseware/lesson/117291/overview",
"title": "Urban Heat Geographers",
"author": "Environmental Science"
}
|
https://oercommons.org/courseware/lesson/79003/overview
|
Education Standards
Our On-line Identities (PPX)
Our On-line Identities (Word)
Our On-line Identities
Overview
This lesson invites students to use multiple forms of media, including their own Instagram accounts, to explore their on-line identities. The lesson culminates in a personal, visual essay. In the essay, students will use their own images as evidence. Then, students will reason about that evidence to compare what they see on their Instagram posts to their “real world” self. Using information from resources explored in class, students will include a discussion of “authenticity” and properly weave in quotes from those resources.
Exploring our Online Identities
High School Digital Literacy Unit
Enduring Understandings:
My digital identity is connected to my real-life identity, and, just like in real life, my actions in digital spaces accumulate to give others a sense of who I am. Authenticity is not stagnant but a cumulative, creative process. Therefore, it’s important for me to consider what I post, how others may perceive me, and consider the consequences of what I post.
Similarly, I can use this understanding to be more thoughtful when viewing others’ digital identities, considering the complex relationship between the real-world identity and their online identity.
My digital identity should be created with intention and managed regularly.
Essential Questions:
How does my digital identity relate to my real-world identity?
What kinds of things do I believe and value in the world and do my real-world and digital identities reflect that accurately?
What does authenticity mean and how does that translate in digital spaces?
Can I have more than one identity?
ELA common core state standards:
CCSS.ELA-LITERACY.RL/RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.9-10.2.A: Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.9-10.2.B: Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
Digital Citizen 2a: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
Summative Assessment: Students will write a personal, visual essay exploring their digital identity as presented on Instagram. In the essay, students will use their own images to find evidence. Then, students will reason about that evidence to compare what they see on their Instagram posts to their “real world” self. Using information from resources explored in class, students will include a discussion of “authenticity” and properly weave in quotes from those resources. Here is a link to the summative assessment assignment with a rubric: Summative Assessment
Activities: Use this Google Slides presentation to guide you through the unit. All graphic organizers, worksheets, and texts are linked below.
Activity name/ Time estimate | Description with accompanying worksheets and graphic organizers | Learning Target(s) |
Activating prior knowledge (10 minutes) | Have students free write about who they are online and whether that’s different from their “real world” persona. | |
Define terms “real self” and “curated self” (5 minutes) | Using the Google Slides presentation, define the terms “real self” and “curated self” for students to prepare them for the podcast and accompanying worksheets. | |
Podcast Listening “Post, Shoot” from NPR’s Invisibilia The podcast is 51 minutes long, but you can choose to listen to only a portion if you like. Here’s a quick breakdown: Part 1: Discusses Brandon, a teen who was killed because of something he posted on Facebook --up to minute 20:40 Part 2: A discussion with Gloria Origgi, an Italian philosopher, about the real/fake binary and why we need to see beyond that-- minute 20:40- 27:32 Part 3: The aftermath of Brandon’s shooting, how his fellow “gang” members were prosecuted due to their social media images, implications for Black and Brown kids-- 27:32-End (45 minutes) | Accompanying Graphic organizer Possible answers for the graphic organizer Preview the podcast using the Google Slides presentation. Listen to a portion of the podcast and have students fill out a graphic organizer as they listen (we recommend listening to at least part one which goes up to 20:40 but part two, which goes to 27:32 is cool too!). You might want to pause a couple of times when the podcast talks about Brandon, so students can write down what they hear. After listening, give students an opportunity to complete their worksheets and discuss what they wrote in small groups. Then, open the floor to a full-class discussion. **IF you want to include the rest of the podcast, which has a lot of great info around the implications around online identities for Black and Brown teens, you’ll need to create an organizer and discussion-- it definitely takes the discussion beyond real/digital identity. You’ll need to determine the usefulness of that in relation to the rest of your curriculum and what you know about your students. | I can listen to a podcast and identify main ideas I can evaluate the consequences of social media posts by considering examples and participating in discussion |
Student versions of “real” vs. “curated” self (30 minutes) | Then, using a T-Chart as a graphic organizer, students will work independently to consider their real life self and their curated self (just like they did with the podcast and Brandon). They may need to After working independently, students discuss their ideas with a small group, adding to their own T-chart as necessary. This can be differentiated to have students draw themselves split in half (one side representing their “real world” self and one side representing their curated, digital self). Here is a reference image from Absolutely True Diary of a Part-Time Indian | I can identify components of my real self and curated self in a T-chart or image |
Defining terms: “beliefs” and “values” (5-10 minutes) | Using the Google Slides presentation, define the terms “beliefs” and “values” to help students consider how our identities represent our beliefs and values. Explain how the things we do, what we wear, how we speak, and where we go can indicate our beliefs and values. | I can define the terms “beliefs” and “values” |
Free write on beliefs and values (5 minutes) | Students free write for 5 minutes to identify their beliefs and values | I can identify my core beliefs and values by freewriting about them. |
Apply beliefs and values to podcast and self (10 minutes) | Have students return to their T-chart about Brandon. On the margins, have them write out, in a different color, what they think some of his beliefs and values were, based on how he represented himself. Ex:“For example, many of you wrote that he was a rising star on his basketball team.This tells us that he valued sports. Maybe also that he believed in hard work.” | I can consider how representations of myself display my beliefs and values |
Psychology Today article: “Identity in the Age of Social Media” (45-60 minutes, depending on if you read out loud or independently) | Have students read the Psychology Today article on “Identity in the Age of Social Media,” answering questions on the worksheet as they go. You could have them read it independently or read it as a class, pausing at points to answer questions on their worksheet. The worksheet will help them later in their personal essays, so it’s best if each student fills one out. | I can read an informative article for main ideas and add my own ideas |
Jigsaw with videos about social media and “realness” (30 minutes) | Break students into Jigsaw groups by counting them off by 3. Have students watch the video that matches their number. While watching, students should consider what their video says about social media and digital identities. Then, take a couple minutes to talk with their video group about the video and what it says about social media and identity. Then, have students return to their original group. They should be able to summarize their video when they return to their original group. Each member shares about their video and then they discuss them all together. Options for set up: if students have computers, they can watch the video individually, but you might want to have them use headphones. Alternatively, you can set up 3 stations with a computer, each with one of the videos pre-loaded, and have them watch that way. | I can make connections between previous learning and new ideas and discuss those connections with my peers |
Making connections across texts (30 minutes) | Have students draw a thinking map. Make 3 big circles on the page and write in the 3 texts they worked with:
Then, have students write out their big ideas attached to each text. They can use previous worksheets to help them. When they’re done, have them write out a statement or two about digital identity and authenticity, based on their ideas from the texts. You can also choose to just show one video to the entire class, if you’re trying to save time. | I can recall what I’ve read, watched, and listened to, and make connections across texts by drawing a mind map. |
Objective evidence and reasoning (30 minutes) | First, help students understand the word “objective” Then, practice making objective observations about an image (The “hacker Barbie” image on the Google Slides presentation).
Then, show students how those observations become evidence that they reason about. There are examples on the next slide. You can have them practice interpreting some of the evidence they wrote down. | I can make objective statements about an image |
Practice analyzing an Instagram account: Socality Barbie (30 minutes) | Accompanying Graphic Organizer (probably easier to fill out digitally than to print) Model for students how to notice “evidence” in an image. You can pull up the Socality Barbie IG account to practice before giving them the graphic organizer. Alternatively, you could erase the example in the graphic organizer and model how to do it or do it as a class. | I can notice objectively about images to cultivate evidence. I can reason about my evidence. |
Analyzing their own Instagrams (1 hour) **NOTE: if students don’t have an IG account, you have some options. You could have them look at Facebook. You could have them look at their photos on their phone. If students really don’t use social media, you could have them analyze a celebrity account, they just won’t be able to compare “real” vs. “curated” in their final essay. | Accompanying Graphic Organizer This is easiest on a computer, but you could print the graphic organizer and just have students write in which photo they’re using. Students will do what they did for the Barbie IG but about their own. They need to select 4 photos to analyze from their Instagram and insert those photos into the graphic organizer (they can take screenshots or download them to their Google Drives, whatever is easiest!). For each photo, they’ll start with objective noticing. Then, they’ll move on to interpret the objective statements. Finally, they’ll take a screen shot of a “grid” of their instagram, showing up to 12 photos. They’ll analyze the grid the same way: objective noticing→ reasoning. When they’re done, they will pass their papers to a peer, who will add onto their ideas, in case the student missed some observations. | I can notice objectively about images to cultivate evidence. I can reason about my evidence. |
Introduce personal essay assignment (10 mins) **Options for differentiation: A video where the student talks through their Instagram posts and ideas around authenticity, a visual presentation like a Google Slides presentation | Take some time to explain the final project. It’s a personal essay, but it’s a visual essay because they’ll be importing their photos and writing about them. All the work they’ve done in the unit up to this point can and should be used to help them write the essay. The rubric emphasizes evidence and reasoning skills (which they really did already in their practice work!). The rubric does not grade an introduction or conclusion, though, it is an essay, so they’ll want some type of intro and conclusion. Feel free to add those to the rubric if you’d like. *If you haven’t taught evidence and reasoning in class yet, you may want to teach that before introducing this final project. | I can write an essay that weaves together information from my own life as well as from other sources. My essay uses evidence and reasoning to discuss the concepts of digital identity and authenticity. |
Authors:
Ali Beemsterboer
Lauren McClanahan
Attribution:
Illustration copyright Ellen Forney from The Absolutely True Diary of a Part-Time Indian by Sherman Alexie | used under fair use
License:
Except where otherwise noted, this presentation by Whatcom Intergenerational High School is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by Whatcom Intergenerational High School .
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oercommons
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2025-03-18T00:39:07.959087
|
Lesson Plan
|
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"url": "https://oercommons.org/courseware/lesson/79003/overview",
"title": "Our On-line Identities",
"author": "Lesson"
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|
https://oercommons.org/courseware/lesson/121883/overview
|
StoryWorks: Beneath An Unknown Sky, StoryWorks: Beneath An Unknown Sky Curriculum Title Page
Overview
StoryWorks Theater's Beneath An Unknown Sky.
Beneath An Unknown Sky Curriculum and Film
StoryWorks develops inclusive and transformative educational theater experiences that provide students with the opportunity to examine our country’s civil rights history. Through content consistent with school curriculum standards, the program engages students in experiential learning and inspires them to ask deeper questions about the historical underpinnings behind contemporary issues. The process creates pathways to civic engagement, creates lasting memories and instills a tangible sense of social belonging.
Beneath An Unknown Sky:
Beneath An Unknown Sky brings to life the voices of residents of the Mississippi Delta during the unprecedented times of the Reconstruction Era. From the Freedmen's Bureau to the emergence of Black political leaders and with the experiences of everyday people in between, Beneath An Unknown Sky intimately portrays the joys, fears and sorrows of the people who lived during these uncertain and exciting moments as the Mississippi sought to rebuild in the aftermath of years of conflict and war and with the end of slavery.
Curriculum:
The Beneath An Unknown Sky curriculum consists of six lesson plans designed for 8th through 12th grades. Each lesson plan is inspired by monologues from our play and utilizes primary source materials to add historical context to the events and characters depicted in the film. Special attention is paid to developing historical research skills by asking the students to identify, analyze, and evaluate primary sources, review secondary source material, transcribe primary source documents, design an oral history project, and complete short research projects. The topics covered in the lesson plans include but are not limited to the following: the experience of Freedmen in the Mississippi Delta, Reconstruction, the Freedmen’s Bureau, Mississippi “Black codes”, Women’s history, the Reconstruction Amendments, Voting Rights, the Mississippi Constitution of 1868, Black political office holders from Mississippi, and the Mississippi Plan. The curriculum is intended to be flexible in its approach to better meet the needs of educators. The curriculum and short films are available to educators as a free, open-source resource. Educators can use the curriculum in its entirety or can pick and choose between the lesson plans to fit the scope and time constraints of their individual classrooms.
Lesson One: Establishing The Freedmen's Bureau
Lesson Two: The Freedmen's Bureau in Mississippi
Lesson Three: The Voices of Freedwomen
Lesson Four: The Mississippi Black Codes
Lesson Five: The Constitution of 1868 and Black Leadership in Mississippi
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oercommons
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2025-03-18T00:39:07.974340
|
Rebecca Welch Weigel
|
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"url": "https://oercommons.org/courseware/lesson/121883/overview",
"title": "StoryWorks: Beneath An Unknown Sky, StoryWorks: Beneath An Unknown Sky Curriculum Title Page",
"author": "Unit of Study"
}
|
https://oercommons.org/courseware/lesson/96735/overview
|
Education Standards
Ancient Nubia - Unit Overview
Overview
These educational videos provide an invaluable resource on Ancient Nubia for Middle and High School Ancient World History and Geography teachers and students. The video content aligns with Geography, Economics, Civics, and Historical Thinking Social Studies standards across the nation. Key concepts and inquiry skills from each content area weave seamlessly throughout the videos and associated lesson plans.
This unit overview document links to developed resources on the Archeology in the Community site.
Overview
Introduction to Ancient Nubia
Ancient Nubia has an AMAZING 3000+ year history that runs in parallel with that of Egypt to its North. The earliest populations migrated across the African continent to the Nile River Valley around 3800 BCE. Previously nomadic people, they settled along the Nile Valley and adopted a way of life dependent on cattle pastoralism, or herding. Their food, spiritual practices, burial practices, and even their fashion trends reflected the strength and importance of their budding cattle culture.
The powerful Kerman Kingdom rose around 2600 BCE and lasts for an astounding 1000 years! This dynamic city-state had powerful rulers that posed a threat to the Egyptian state. As a demonstration of their power, these rulers were buried in elaborate tumuli, or earthen mound burials, surrounded with beautifully decorated cattle bucrania, or skulls.
The next Nubian Kingdom, the Napatan Kingdom, flourished from about 850 BCE - 270 BCE. You may have heard of the famous Kushite Kings Piankhy and Taharqa that conquered Egypt and ruled as the 25th Dynasty. These kings paid homage to the ancestors by reviving ancient Egyptian customs like royal pyramid burials, while also bringing distinctly Nubian customs into Egypt, like the elevated status and role of the Queen Mother, or mother of the king.
The final Nubian Kingdom, the Meroitic Kingdom, develops and thrives from about 300 BCE to 300 CE. This kingdom was the seat of powerful, sole ruling warrior Queens like Amanirenas and Amanishakheto. These queens successfully repelled the Roman invasion of Meroe, and oversaw the development of the Meroitic script. The wealth and power of these queens is evident by their amazing gold riches, extravagant jewelry, and elaborately decorated pyramid burials.
Sound intriguing? It is! And there's so much more to learn!! Watch the Ancient Nubia: Pre-Kerma – The Kingdoms of Kush, Part One and Part Two videos, explore the paired lesson plans, and immerse yourself in the deep histories of this thriving ancient African civilization.
From Ancient Nubia: Pre-Kerma-The Kingdoms of Kush by Archeology in the Community
and American Society of Overseas Research
Goals and Objectives
- Create an invaluable resource on Ancient Nubia for Middle and High School World History and Geography courses
- Provide a comprehensive introduction to Ancient Nubian civilization and culture
- Introduce Ancient Nubia to wider teacher and student audiences
- increase visibility of BIPOC representation in academia
Contents
Lesson plans, video activity sheets, inquiry activities, and teacher guidance are included in this resource. Sections:
- Ancient Nubia: Pre-Kerma - The Kingdoms of Kush Part One & Part Two
- Learning To Look
- The Remix
- Who Tells Your Story
- Teacher Pages
Download Ancient Nubia Unit
Visit Archeology in the Community Site
Explore the Youth Reading List (K-12)
Attribution and License
Attribution
- archeology symbol by Maxicons from Noun Project
- archeology by Adrien Coquet from Noun Project
- Archeologist by Eucalyp from Noun Project
- Ancient Nubia Introduction by Archeology in the Classroom. Used pursuant to fair use.
License
Except where otherwise noted, this unit overview document by Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are the property of their respective owners. Ancient Nubia resource is copyright Archeology in the Community. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
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 of any third-party resources and understand their terms before use.
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oercommons
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2025-03-18T00:39:08.026735
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Lesson
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/96735/overview",
"title": "Ancient Nubia - Unit Overview",
"author": "World History"
}
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https://oercommons.org/courseware/lesson/86813/overview
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Heart Words - A better way to teach sight words
How Do Kids Learn to Read?
I Used to Think...Now I Know
One_Pagers_Sample_hAm2khv
Orthographic Mapping
Sentence - Word - Phrase
Teaching Reading IS Rocket Science - Moats
What, So What, Now What
The Science of Reading (SoR)
Overview
According to the Institute of Multi-Sensory Education (IMSE) the Science of Reading (SoR) is a comprehensive body of research that encompasses years of scientific knowledge, spans across many languages, and shares the contributions of experts from relevant disciplines such as education, special education, literacy, psychology, neurology, and more. , literacy, psychology, neurology, and more. This resource is intended to help teacher candidates begin to understand the Science of Reading and it's educational implications.
Introduction
This unit is intended for teacher candidates to explore The Science of Reading (SoR). There are 4 sections, including articles and videos with various graphic organizers to help candidates synthesize the material being explored. This unit is meant to be a 3 hour asyncrounous activity and will help candidates meet their CTC required Clinical Practice hours.
What is the Science of Reading
Please read the article and complete the graphic organizer.
Our purpose for reading this article is to gain a better understanding of the Science of Reading.
To help us process our learning today, we will be using the Graphic Organizer "What, So What, Now What"
When we began our study of the science of reading and specifically how children learn to read, we all had initial ideas about it. Spend a few minutes thinking back to when we started and remember what kind of idea you one held.
Then, make a copy of the Google Doc. The "What, So What, Now What" is a well known reflection tool used at the end of a reading assignment.
How Do Kids Learn to Read?
Please read the article and complete the graphic organizer.
The Sentence-Phrase-Word is a thinking routine. It is a routine that helps learners engage meaningfully with a text with a focus on capturing “what speaks to them”. It also calls for them to justify their choices which makes it a useful springboard into a speaking activity. Make sure to make a copy before using the graphic organizer.
Orthographic Mapping
Please read the article and complete the graphic organizer.
Our purpose for reading this article is to gain a better understanding of Orthographic Mapping.
To help us process our learning today, we will be using the Making Thinking Visible routine - "I Used to Think...Now I Know."
Spend a few minutes thinking back to what kind of ideas you once held about reading instruction. It could be based on your own experiences learning to read or teaching reading.
Then, make a copy of the Google Doc. In the "I Used to Think..." box, summarize your past ideas about reading instruction.
When you're done with your reflection, go on to the next task in this lesson.
Heart Words
I included two resources here. Please read the article "Heart Words a Better Way to Teach Sight Words" then review the videos in Heart Word Magic for examples on how to teach high frequency words using the Heart Word method. There is no graphic organizer for this section. You will include new learning in your "One Pager" in the next section.
One Pager
Now is the time to create a 1-pager that illustrates your position on the Science of Reading (SoR). This will require that you synthesize all of the information you explored in Unit 1-4, and focus on the most essential points for you.
If you are unfamiliar with a 1-pager, you might spend some time examining what this is. It is essentially a series of notations and illustrations, all produced on 1 page, that reflect your position.
Submit your 1-pager to your instructor.
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oercommons
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2025-03-18T00:39:08.060107
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Special Education
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"url": "https://oercommons.org/courseware/lesson/86813/overview",
"title": "The Science of Reading (SoR)",
"author": "Reading Foundation Skills"
}
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https://oercommons.org/courseware/lesson/84207/overview
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Multiple Intelligences Overview https://cbseit.in/cbse/training/ Interpersonal Intelligences Proper understanding of multiple Intelligences Wonderful
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oercommons
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2025-03-18T00:39:08.083639
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07/26/2021
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/84207/overview",
"title": "Multiple Intelligences",
"author": "Sushant Kumar Jha"
}
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https://oercommons.org/courseware/lesson/73634/overview
|
English Speaking Activity (artificial intelligence)
Overview
It is a wonderful speaking activity for english learners . The lesson plan has materials that you need while having the lesson. It aims to arouse students' curiosity about technology and artificial intelligence.
English Language Arts
Speaking Activity | By Akif |
Topic: Humanoid | |
Aims: To arouse students’ curiosity about artificial intelligence and technology To practise speaking skills To develop listening skills Students will be able to make sentences using can or have/has got | |
Age group: Teenagers or adults | |
Level: A1 – A2 – B1 | |
Time: 40 minutes | |
Materials: 1- Some piece of papers to hand out to the students 2- Internet links for photos and videos
1st photo https://images.app.goo.gl/kagkwHQbEW4iSK3E9 2nd photo https://images.app.goo.gl/bJPVyMhtEZWRcu4u7 3th photo https://images.app.goo.gl/8VD3zfrKcGefWK1W9 4th photo https://images.app.goo.gl/Raj2gM87SWikr6PY9 5th photo https://images.app.goo.gl/2FhHrzZJJpPb2WS8A 6th photo https://images.app.goo.gl/31H5o4ocEYCGpYC99
Video1 motions of face https://www.youtube.com/watch?v=eZlLNVmaPbM&ab_channel=GeminoidDK
Video2 conversation of robots and human https://www.youtube.com/watch?v=J71XWkh80nc&ab_channel=GeminoidDK
Video 3 Nadine robot https://www.youtube.com/watch?v=H5RICRVFm70&ab_channel=CNAInsider
Video 4 sophia https://www.youtube.com/watch?v=KimFfHHWpEM&ab_channel=APBSpeakers
| |
Warm – up (5 min.) At the beginning of the lesson want the students to get a very little paper and write an idea about the lesson “how will be this lesson?” Write on the board for example “I think this lesson will be ……..” (give some example funny , boring, scary, interesting) encourange them to write an idea about the lesson how will be this lesson? Want them to hide their paper
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Task 1 (5 min.) | First Show the first photo -write some questions on the board Do you know this man? Probably they don’t know. Who is this man? Gues What is his job ? get some answer write them on the board
“If you want -Make upsomething as if it is a real man for example I told them he is a singer and he has very good rock songs he can play guitar perfectly then they exactly believed that he is a real man and the students who said he was a singer became happyJ“
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Task 2 (5 min.) | Show the second photo -write some questions on the board Do you know this man? Probably they don’t know. Who is this man? Gues What is his job ? get some answer write them on the board
“If you want -Make up different something as if it is a real man for example I told them he is an actor and he has very good films he got an Oscar price then they exactly believed that he is a real man and the students who said he was an actor became happy J “
Close the smart board with White board then dust everything write this “change the topic”. They must believe that ok, everything is changed and yes it is not about the photos. Let’s talk about “technology” write it on the board and write this questions “do you fallow technology?” “how do you follow? Get some answers on the board. Then write on the board
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Task 3 (5 min.) | Close the smart board with White board then dust everything write this “change the topic”. They must believe that ok, everything is changed and yes it is not about the photos. Let’s talk about “technology” write it on the board and write this questions “do you fallow technology?” “how do you follow? Get some answers on the board. Then write on the board
“ROBOTS” “What can the robots do?” encorage them to answer , Write the students’ answers “What do they look like?” encorage them to answer give a few examples Write the students’ answers
Draw a small chart
Vote the ability who says yes who says no write the number of the students.
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Task 4 (5 min.) | Show the third and fourth pictures And also you can Show the fifth and sixth photos.
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Task 5
(10 min.) | Then let the students to watch videos Then add something the appearence and the abilities of robots.
Example: They look like a real human. Also, they have got eyelash. They can blink. Maybe, They can think . They can smile. Etc…
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Task 6 (5 min.) | At the and let them to look their idea about the lesson and ask each student your idea is true or false what do you think ? Ask some questions? Was it interesting? Was it scary? Was it funny? Like that…..
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oercommons
|
2025-03-18T00:39:08.127200
|
10/19/2020
|
{
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"url": "https://oercommons.org/courseware/lesson/73634/overview",
"title": "English Speaking Activity (artificial intelligence)",
"author": "Mehmet Akif HOŞGÖR"
}
|
https://oercommons.org/courseware/lesson/100605/overview
|
2
business environment
Overview
macro micro,enoronment
internal environment
self awarness
macro environment
macro environment and micro environment
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oercommons
|
2025-03-18T00:39:08.143954
|
02/06/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100605/overview",
"title": "business environment",
"author": "nanma vv"
}
|
https://oercommons.org/courseware/lesson/94542/overview
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الموضوعات
Overview
المكتبات الإلكترونية
الموضوعات
المكتبات الإلكترونية |
مرحباً بكم في موقع المكتبات الإلكترونية |
إعداد الطلاب / أشرف عبده علي النظاري |
إشراف الدكتور / أنور عبد العزيز الوحش |
الصفحة الرئيسية |
الموضوعات |
من نحن |
أهميّة المكتبة الإلكترونية
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أنواع المكتبات الإلكترونية
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متطلبات إنشاء مكتبة الكترونية
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دور المكتبات في الحصول على المعلومات
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أهداف المكتبة الالكترونية
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مفهوم المكتبة الإلكترونيّة
|
من نحن
المكتبات الإلكترونية |
مرحباً بكم في موقع المكتبات الإلكترونية |
إعداد الطلاب / أشرف عبده علي النظاري |
إشراف الدكتور / أنور عبد العزيز الوحش |
الصفحة الرئيسية |
الموضوعات |
من نحن |
من نحن نحن طلاب قسم تكنولوجيا التعليم والمعلومات جامعة إب – كلية التربية شعبة ( الحاسوب ) الدفعة التاسعة للعام الجامعي 2021-2022م
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أهمية المكتبة الإلكترونية
المكتبات الإلكترونية |
مرحباً بكم في موقع المكتبات الإلكترونية |
إعداد الطلاب / أشرف عبده علي النظاري |
إشراف الدكتور / أنور عبد العزيز الوحش |
الصفحة الرئيسية |
الموضوعات |
من نحن |
أهميّة المكتبة الرقمية : تمّ الاتّجاه إلى المكتبة الرقمية أو الإلكترونيّة نتيجةً لارتفاع أسعار الورق، ومحدوديّة سعات المكتبات التخزينيّة، بالإضافة إلى استخدام أجهزة الحاسوب، والتمكّن من شرائها لانخفاض أسعارها، وما يلي أهميّة المكتبة الإلكترونية: التمكّن من الحصول على الكتب قديمة التّاريخ، والتي لم تعُد تُنتج في دور النشر. التمكّن من البحث والحصول على المعلومات بسهولةٍ. توافر المعلومات. التمكّن من تقصير المسافات واختزالها، وإلغاء الحاجز الزمنيّ، والمكانيّ. تقليل التّكلفة الماليّة، بالإضافة للجهد، والوقت. توفير الكثير من المساحات المقررة للبناء، واستغلالها في نشاطات أخرى. التمكّن من الاطّلاع على المعلومات المختلفة من قِبل أكثر من شخصٍ، وفي وقتٍ واحدٍ دون أن يؤدّي ذلك إلى حدوث تضارب. تمكين المُستخدم من الاطّلاع عليها دون أن يؤدّي ذلك إلى حدوث تلف محتوى المعلومات، كما يحدث بالكتب المطبوعة. التقليل من عمليّة استخدام المواد المطبوعة.
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مفهوم المكتبات الإلكترونية
المكتبات الإلكترونية |
مرحباً بكم في موقع المكتبات الإلكترونية |
إعداد الطلاب / أشرف عبده علي النظاري |
إشراف الدكتور / أنور عبد العزيز الوحش |
الصفحة الرئيسية |
الموضوعات |
من نحن |
مفهوم المكتبة الإلكترونيّة : هي عبارة عن مكتبة تعمل على تقنيات إلكترونية حديثة تتسم بالكفاءة والفعالية وتقوم بمجموعة من الإجراءات الآلية مثل عمليات الفهرسة والبحث والإعارة، كما أنها تتضمن البحث الببلوغرافي وتنظم عناوين الملفات، والدوريات، والكتب، والمسلسلات، والمجلات، والوظائف الإداريّة بأسلوب إلكتروني بحت يعمل على شبكات الإنترنت المختلفة. ورد في أحد التعريفات أنّ المكتبة الإلكترونيّة عبارة عن انعكاس للمكتبات التقليديّة بأسلوب تقني حديث، حيث توفر نص الوثائق والمصادر المختلفة من أصولها في الكتب ثمّ تدرجها وتخزنها على الأقراص المدمجة أو الصلبة أو المرنة، فهي وعاء لمجموعة من المواد والكتب المتراصة والمكدسة في المكتبات التقليدية. |
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أهداف المكتبات الإلكترونية
المكتبات الإلكترونية |
مرحباً بكم في موقع المكتبات الإلكترونية |
إعداد الطلاب / أشرف عبده علي النظاري |
إشراف الدكتور / أنور عبد العزيز الوحش |
الصفحة الرئيسية |
الموضوعات |
من نحن |
أهداف المكتبة الالكترونية : (1) توفير مجموعات شاملة ومتوازنة من مصادر المعلومات الإلكترونية المختلفة التي ترتبط بالمناهج التعليمية والبرامج الأكاديمية والبحوث العلمية. (2) تنظيم مصادر المعلومات الإلكترونية بالطرق العلمية التي تسمح باستخدامها بسهولة وسرعة وراحة. (3) تقديم خدمات المعلومات المختلفة لمجتمع المستفيدين بالطرق المباشرة وغير المباشرة. (4) دعم الرقمنة والوصول إلى التُراث الثقافي والعلمي والحفاظ عليه. (5) إتاحة الوصول لجميع المُستخدمين إلى موارد المعلومات التي تجمعها المكتبات، مع احترام حقوق الملكيّة الفكريّة. (6) إنشاء أنظمة مكتبة رقميّة قابلة للتشغيل البيني لتعزيز المعايير المفتوحة والوصول. (7) دعم الدور المحورِي للمكتبات وخدمات المعلومات في تعزيز المعايير المُشتركة وأفضل المُمارسات. (8) خلق الوعي بالحاجة المُلحّة لضمان الوصول الدائم للمواد الرقميّة. (9) ربط المكتبات الرقميّة بشبكات البحث والتطوير عالية السُّرعة. (10) الاستفادة من التقارب المُتزايد بين وسائل الاتصال والأدوار المؤسسيّة لإنشاء المُحتوى الرقميّ ونشره.
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أنـــواع المكتبات الإلكترونية
المكتبات الإلكترونية |
مرحباً بكم في موقع المكتبات الإلكترونية |
إعداد الطلاب / أشرف عبده علي النظاري |
إشراف الدكتور / أنور عبد العزيز الوحش |
الصفحة الرئيسية |
الموضوعات |
من نحن |
أنـــواع المكتبات الإلكترونية : - المكتبة الأكاديمية: المكتبة الأكاديمية هي المكتبة الملحقة بالمؤسسات الأكاديمية مثل المدارس والكليات والجامعات. تخدم المكتبة الأكاديمية بشكل أكثر تحديداً الطلاب والباحثين والمعلمين وموظفي المؤسسة الأكاديمية. الهدف الرئيسي للمكتبة الأكاديمية هو إعطاء أقصى قدر من المواد التعليمية لعملائها؛ حتى يكونوا متعلمين بشكل كامل في مستواهم الخاص. - المكتبة الخاصة: المكتبة الخاصة تخدم مجموعة معينة من الأشخاص أصبحت المكتبة الخاصة شائعة منذ بداية القرن العشرين، وهي التي تخدم مجموعة معينة من الأشخاص، مثل موظفي إحدى الشركات التابعة للإدارة الحكومية، أو موظفي وأعضاء مؤسسة مهنية أو بحثية. تتعامل مثل هذه المكتبة بشكل أساسي في المعلومات. - المكتبة العامة: المكتبة العامة (تسمى أيضاً المكتبة المتداولة)، هي مكتبة يمكن للجمهور الوصول إليها ويتم تمويلها بشكل عام من مصادر عامة (مثل أموال الضرائب)، ويمكن تشغيلها من قبل موظفي الخدمة المدنية. - المكتبة الوطنية: المكتبة الوطنية هي مكتبة أنشأتها على وجه التحديد حكومة بلد ما؛ لتكون بمثابة المستودع البارز للمعلومات عن ذلك البلد. على عكس المكتبات العامة، نادراً ما تسمح هذه المكتبات للمواطنين باستعارة الكتب. غالباً ما تتضمن العديد من الأعمال النادرة أو القيمة أو المهمة. المكتبة الوطنية هي تلك المكتبة التي من واجبها جمع وحفظ أدب الأمة داخل وخارج البلاد، وبالتالي فإن المكتبة الوطنية هي تلك التي يكون مجتمعها هو الأمة ككل. |
دور المكتبات في الحصول على المعلومات
المكتبات الإلكترونية |
دور المكتبات في الحصول على المعلومات أصبحنا اليوم في عصر التكنولوجيا الحديث حيث أصبحت المكتبات الإلكترونية لها دور كبير في حصول المتعلم على المعلومات والمعارف وسهولة البحث عن المعلومات والانتفاع بها في حياتنا ونستطيع من خلال المكتبات الإلكترونية تنزيل ورفع الكتب التي نريدها .
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مرحباً بكم في موقع المكتبات الإلكترونية |
إعداد الطلاب / أشرف عبده علي النظاري |
إشراف الدكتور / أنور عبد العزيز الوحش |
الصفحة الرئيسية |
الموضوعات |
من نحن |
متطلبات إنشــــــاء مكتبة الكترونية
المكتبات الإلكترونية |
متطلبات إنشــــــاء مكتبة الكترونية
|
مرحباً بكم في موقع المكتبات الإلكترونية |
إعداد الطلاب / أشرف عبده علي النظاري |
إشراف الدكتور / أنور عبد العزيز الوحش |
الصفحة الرئيسية |
الموضوعات |
من نحن |
من نحن2
المكتبات الإلكترونية |
مرحباً بكم في موقع المكتبات الإلكترونية |
إعداد الطلاب / أشرف عبده علي النظاري |
إشراف الدكتور / أنور عبد العزيز الوحش |
الصفحة الرئيسية |
الموضوعات |
من نحن |
من نحن نحن طلاب قسم تكنولوجيا التعليم والمعلومات جامعة إب – كلية التربية شعبة ( الحاسوب ) الدفعة التاسعة للعام الجامعي 2021-2022م إعداد الطالب / أشرف عبده علي النظاري إشراف أ . د / أنور الوحش
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oercommons
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2025-03-18T00:39:08.269701
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06/26/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/94542/overview",
"title": "الموضوعات",
"author": "المكتبات الإلكترونية"
}
|
https://oercommons.org/courseware/lesson/53299/overview
|
Report
Big Data Analytics: IOT BASED RECOMMENDATION SYSTEM FOR TOURISM
Overview
The IOT services are for customer convenience, control in online booking IOT services such as radio station, smart coffee makers, dim lights and energy programmed lights. Our System will able to recommend the valid customer opinion by analyzing UAE, UK and Oman hotel aspects like services, value, cleanliness and location from customers’ reviews. it include the Big Analytics, Hadoop, HDFS, Sentiment Analytics, Emotion Analytics, ANOVA in Map-Reduce.
Section 1
The IOT services are for customer convenience, control in online booking IOT services such as radio station, smart coffee makers, dim lights and energy programmed lights. Our System will able to recommend the valid customer opinion by analyzing UAE, UK and Oman hotel aspects like services, value, cleanliness and location from customers’ reviews. it include the Big Analytics, Hadoop, HDFS, Sentiment Analytics, Emotion Analytics, ANOVA in Map-Reduce.
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oercommons
|
2025-03-18T00:39:08.293137
|
04/11/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/53299/overview",
"title": "Big Data Analytics: IOT BASED RECOMMENDATION SYSTEM FOR TOURISM",
"author": "Sharjeel Imtiaz"
}
|
https://oercommons.org/courseware/lesson/100981/overview
|
The 5 Themes of Geography
Overview
This is a simple lesson to introduce the 5 Themes of Geography to your students.
Intro to Geography
This is a simple lesson to introduce the 5 Themes of Geography to your students.
The 5 Themes
Geography-The study of where people, places, and things are located and the ways they relate to each other
- Location: Where a place is located on the globe or in relation to other places
- Place: The physical and human characteristics of a place
- Human/Environment Interaction: How people use their environment
- Movement: How people, goods, and ideas move between places
- Regions: A group of places with at least one common characteristic
Please watch the video at the bottom of the article.
Take this Quiz
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oercommons
|
2025-03-18T00:39:08.306948
|
Ghulam Nabi
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/100981/overview",
"title": "The 5 Themes of Geography",
"author": "Homework/Assignment"
}
|
https://oercommons.org/courseware/lesson/101792/overview
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Use of red cabbage juice as pH indicator
Overview
Its a resource to see preparation of red cabbage juice paper as pH indicator.
Red cabbage indicator
This is a video which shows use of red cabbage as pH indicator
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oercommons
|
2025-03-18T00:39:08.323103
|
03/12/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/101792/overview",
"title": "Use of red cabbage juice as pH indicator",
"author": "Tanaz Asha"
}
|
https://oercommons.org/courseware/lesson/111888/overview
|
Moving Towards a Better Quality of Life
Overview
This presentation is meant to guide nursing staff in efforts to educate patients on the importance of movement in their hospital care, rehabilitation, and home care.
Moving Towards a Better Quality of Life, Nursing focused interventions to increase activity in hospitalized patients.
This presentation is meant to guide nursing staff in efforts to educate patients on the importance of movement in their hospital care, rehabilitation, and home care.
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oercommons
|
2025-03-18T00:39:08.334836
|
01/24/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111888/overview",
"title": "Moving Towards a Better Quality of Life",
"author": "Kerry Lakin"
}
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https://oercommons.org/courseware/lesson/87682/overview
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10 Principles of Wraparound
6-20 Wraparound Needs and Strengths Summary blank document
California Wraparound Training Guidelines
Early Childhood Wraparound Resource Guide
I am From Poem
Implicit Bias_ Final_Video_Captions
Learner's Journal
Module 1 PPT
Module 2 PPT
Module 3 PowerPoint Presentation Slides
Module 4 PowerPoint
Orientation PPT Handout
PPT Handout Mod 5
SNCD Worksheet
Standards for California Wraparound
Strengths and Needs Summary Zoe
Zoe's Story
Foundational Wraparound Training Series
Overview
This five-module Foundational Wraparound curriculum and training is intended for anyone working or volunteering with child and family serving agencies who provide Wraparound services including but not exclusive of Care Coordinators, Care Coordinator supervisors, Parent Partners, Youth Partners, Youth Partner supervisors, and Parent Partner supervisors in California. The course is designed to be a Wraparound process overview, generalizable across the State of California. Bringing together youth, families and their support systems, Wraparound is a research-informed approach to care planning designed to prevent out-of-home placement and increase positive outcomes for families to thrive. By consistently addressing all Four Wraparound phases, the Ten Wraparound Principles, and incorporating consistent evaluation practices, we begin to create a standardized practice leading to High Fidelity Wraparound.
Foundational Wraparound Training Series Resource Hub
This resource provides access to the Foundational Wraparound Training Seires materials. The series is hosted by the Resource Center for Family Focused Practice with Human Services at UC Davis Continuing and Professional Education.
Not what you're looking for? Return to the Human Services Resource Barn to browse additional resources.
Series Menu
If you'd like to learn more about this series and additional offerings from Human Services at UC Davis Continuing and Professional Education, please visit our website.
Not what you're looking for? Return to the Human Services Resource Barn to browse additional resources.
Orientation
This resource provides access to the Orientation materials for the Foundational Wraparound Training Series. The series is hosted by the Resource Center for Family Focused Practice with Human Services at UC Davis Continuing and Professional Education.
For additional materials from this series, please visit the series hub.
Handouts
- Download Orientation Presentation/Slides
- Download Ten Principles of the Wraparound Process
- Download Updated Stadards for California Wraparound
- Download California Wraparound Training Guidelines
- Download Early Childhood Wraparound Resource Guide
- Download Implicit Bias Video Captions
For additional materials from this series, please visit the series hub.
Resource Index:
Learner's Journal
This resource provides access to the Learner's Journal materials for the Foundational Wraparound Training Series. The series is hosted by the Resource Center for Family Focused Practice with Human Services at UC Davis Continuing and Professional Education.
For additional materials from this series, please visit the series hub.
Handouts
For additional materials from this series, please visit the series hub.
Resource Index:
Module 1
This resource provides access to the Module 1 materials for the Foundational Wraparound Training Series. The series is hosted by the Resource Center for Family Focused Practice with Human Services at UC Davis Continuing and Professional Education.
For additional materials from this series, please visit the series hub.
Handouts
For additional materials from this series, please visit the series hub.
Resource Index:
Module 2
This resource provides access to the Module 2 materials for the Foundational Wraparound Training Series. The series is hosted by the Resource Center for Family Focused Practice with Human Services at UC Davis Continuing and Professional Education.
For additional materials from this series, please visit the series hub.
Handouts
For additional materials from this series, please visit the series hub.
Resource Index:
Module 3
This resource provides access to the Module 3 materials for the Foundational Wraparound Training Series. The series is hosted by the Resource Center for Family Focused Practice with Human Services at UC Davis Continuing and Professional Education.
For additional materials from this series, please visit the series hub.
Handouts
- Download Module 3 Powerpoint Presentation/Slides
- Download Zoe's Story
- Download CANS Strengths and Needs Summary
- Download I am From Poem
- Download SNCD Worksheet
- Download Wraparound Needs and Strengths Summary
For additional materials from this series, please visit the series hub.
Resource Index:
Module 4
This resource provides access to the Module 4 materials for the Foundational Wraparound Training Series. The series is hosted by the Resource Center for Family Focused Practice with Human Services at UC Davis Continuing and Professional Education.
For additional materials from this series, please visit the series hub.
Handouts
For additional materials from this series, please visit the series hub.
Resource Index:
Module 5
This resource provides access to the Module 5 materials for the Foundational Wraparound Training Series. The series is hosted by the Resource Center for Family Focused Practice with Human Services at UC Davis Continuing and Professional Education.
For additional materials from this series, please visit the series hub.
Handouts
For additional materials from this series, please visit the series hub.
Resource Index:
|
oercommons
|
2025-03-18T00:39:08.378407
|
11/10/2021
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/87682/overview",
"title": "Foundational Wraparound Training Series",
"author": "Resource Center for Family-Focused Practice"
}
|
https://oercommons.org/courseware/lesson/123311/overview
|
Information seeking behaviour models
Overview
Information seeking behavior basically refers to the strategies and measures undertaken to locate the distinct knowledge essentials. Information seeking behavior models are frameworks that describe how people find information to meet their needs.
Information seeking behaviour models
Information is an essential asset required by people in various aspects of life. It can be described as data that has been organized and interpreted, aiding in making choices, enhancing our understanding, boosting our cognitive abilities, and ultimately transforming the social landscape of a country. The study of information-seeking behaviour focuses on how individuals search for and utilize different resources to fulfil their information needs. Understanding this behaviour is important for libraries, with the primary goal being to effectively meet users' information demands. It remains an active area of study within library and information science.
Here, some models are discussed:
Wilson’s model (1981, 1996)
This is the first model created in 1981 by T. D. Wilson, known as the father of information-seeking behaviour, to describe the different stages that users go through when searching for information. The aim of Wilson’s 1981 model is to outline the various areas covered by what he proposed as ‘information-seeking behaviour’ as an alternative to ‘information needs. This clearly demonstrates that search results are based on the information the user sees. Information seeking behaviour begins with a user's interest in information and various systems (formal or informal). This search behaviour may succeed or fail; if the user successfully obtains the information, the information is used, modified or transferred to others; if the results do not meet the requirements, the search is restarted. This model focuses on the involvement of others in the knowledge-seeking process through communication and communication.
This information seeking behaviour model is based on two main propositions first, that information need is not a primary need, but a secondary need that arises from a need of more basic kind and second in order to find information to satisfy that need the user have to face certain barriers. Wilson identifies three major types of barriers in the context of an information need: personal circumstances, social role and environmental.
While the basic principle and focus remained the same, Wilson developed a new human information behaviour model in 1996 that suggests that information-seeking behaviour is goal directed with the resolution of the problem, and possibly the presentation of the solution, as the goal. In moving through each of the stages of problem identification, problem definition, problem resolution and solution presentation, uncertainty must be reduced through the interactions of the users with the information sources.
Dervin’s model (1983)
Sense making approach is given by Dervin in 1983. The context for the information need, she calls a Situation. People find a gap what they need to know and what they understand. Thus, according to the sense-making approach, human information behaviour is implemented in terms of four constituent elements:
- a situation in time and space, which defines the context for the information need arises in information problem
- a gap, which identifies the difference between the contextual situation and the desired situation
- an outcome, which is the consequence of the sense-making process
- a bridge that is the means of closing the gap between the situation and the outcome.
Dervin’s Sense-Making Theory focuses on how individuals make sense of the world around them, particularly in the context of information gaps. She emphasizes how people actively work to "bridge" gaps in understanding or knowledge.
Ellis’s model (1989)
Information seeking behavioural model developed by David Ellis in 1989. Ellis's model identifies six key behaviours that people exhibit when seeking information. These behaviours were observed through interviews with academic researchers and are considered typical of how people engage with information.
- Starting: The initial phase where individuals begin seeking information their information need
- Chaining: Using links bibliographies, references or citations to find further sources.
- Browsing: Searching undirected or semi-structured searching for information considered as simple browsing.
- Differentiating: different on the basis of nature and quality of information available in the sources.
- Monitoring: Keeping track of ongoing developments or updates related to users’ interest.
- Extracting: Selecting specific, relevant information from various sources.
- Verifying: Confirming the accuracy of the information found.
- Ending: Concluding the final search to complete process.
Kuhlthau’s model
Kuhlthau developed information search process (ISP) model in 1991. She views information seeking as a process of construction in which users progress from uncertainty to understanding. She proposes that there is a six stages process:
- Stage 1: Initiation: when a person realizes the lack of knowledge, feels uncertainty for need information.
- Stage 2: Selection: people begin to choose their topic or idea, often still feeling uncertain.
- Stage 3: Exploration: The person starts searching and engaging with different sources, experiencing confusion, uncertainty as they encounter new information.
- Stage 4: Formulation: A focused perspective is formed and uncertainly diminishes as confidence begins to increase focus for their research.
- Stage 5: Collection: The individual gathers and processes relevant information and uncertainly subsides.
- Stage 6: Presentation: The information is organized and presented, often culminating in a report, paper, or decision.
These models provide valuable insights into the processes and factors involved in information seeking, helping to design better information systems and services tailored to meet users' diverse needs.
|
oercommons
|
2025-03-18T00:39:08.403267
|
12/21/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/123311/overview",
"title": "Information seeking behaviour models",
"author": "Arpita Sarkar"
}
|
https://oercommons.org/courseware/lesson/111495/overview
|
Кібербезпека
Overview
https://jamboard.google.com
| Тема | Склад команди |
| Тестування програмного забезпечення на основі інженерії якості: Дослідження методів інженерії якості програмного забезпечення та їх вплив на процес тестування. | Бабак,Кучеренко, Зіненко |
| Аналіз архітектури програмного забезпечення: Вивчення принципів проектування та аналізу архітектури ПЗ, включаючи мікросервіси, моноліти та інші підходи. | |
| Розробка безпечних додатків для Інтернету речей (IoT): Дослідження викликів та методів забезпечення безпеки в програмному забезпеченні для IoT-продуктів. | Тимошенко, Цесаренко, Пінчук. |
| Кіберфізичні системи і програмне забезпечення для них: Аналіз ролі програмного забезпечення у кіберфізичних системах, таких як автономні автомобілі та роботи. | Олефір Валерій |
| Оптимізація продуктивності програмного забезпечення: Дослідження методів підвищення продуктивності програм за допомогою оптимізації коду та використання спеціалізованих інструментів. | Волошина, Чорней-БалюкЦимбалюк-Морозов |
| Методи розробки алгоритмів і структур даних: Вивчення алгоритмів і структур даних, їх використання та оптимізація. | Татарчук,Гунько,Ісай |
| Розробка додатків для великих даних (Big Data): Аналіз методів обробки та аналізу великих обсягів даних та інструментів, використовуваних для розробки ПЗ для Big Data. | |
| Інтернет-безпека та захист від кіберзагроз: Розгляд сучасних тенденцій у сфері кібербезпеки та методів захисту програмного забезпечення від атак. | Левченко, Хмара, Бистрицька |
| Використання блокчейн-технологій у програмному забезпеченні: Дослідження можливостей використання блокчейн-технологій у програмах та додатках. | |
| Аналіз впливу і шляхи вирішення технічного боргу (technical debt): Розгляд проблем та наслідків технічного боргу у розробці ПЗ та шляхи його вирішення. | |
| Розробка відкритого програмного забезпечення (Open Source Software): Аналіз моделей розробки та управління відкритим програмним забезпеченням та їх вплив на індустрію. | Бігун Назар |
| Мобільні додатки для освіти або медицини: Розгляд можливостей розробки програмного забезпечення для освіти або медицини та їхній вплив на сучасні процеси в цих галузях. | Лаврик Олег, Клокун Назарій, Кулиба Роман |
|
oercommons
|
2025-03-18T00:39:08.422970
|
01/06/2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/111495/overview",
"title": "Кібербезпека",
"author": "Katya Komar"
}
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https://oercommons.org/courseware/lesson/67736/overview
|
Operational Amplifier Overview The expression for voltage gain of the amplifier circuit using Op-amp is discussed in this. Inverting mode configuration Operational amplifier in inverting configuration
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oercommons
|
2025-03-18T00:39:08.447142
|
05/31/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67736/overview",
"title": "Operational Amplifier",
"author": "ANIL PRASAD DADI"
}
|
https://oercommons.org/courseware/lesson/103908/overview
|
TAMUC - IHE Accessibility in OER Implementation Guide
Overview
In this section, you and your team will engage in a Landscape Analysis to uncover key structures and supports that can guide your work to support Accessibility in OER. You may or may not answer all of these questions, but this is an offering.
May 11 - Section One: Landscape Analysis for Accessibility in OER in Local Context (Work on during May 11th implementation)
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 to explore some of the questions from each category. You may or may not answer all of these questions, but this is an offering. We ask that you complete Parts One, Two and Six.
Part One: Initial Thoughts
What is your team's initial goal for this series?
To learn more about accessibility and how it applies to OER. To discover different tools that can help evaluate OER for accessibility.
Part Two: Introductory probing questions:
- What does accessibility look like in our organization? How do we measure accessibility?
Our university has several offices on campus that assist with Accessibility. There is the student disability resources office that works directly with students to find accommodations for their classes and campus experience. We also have an Accessibility Coordinator who oversees the accessibility of the tools and electronic information resources to ensure that they are accessible and focus on collecting VPATS.
I am not sure how we measure accessibility, there is an accessibility checker in the Learning Management System that can be used to assess courses.
- What does OER look like in our organization? How do we measure access to OER?
Our institution is an emerging OER institution. We have some departments that use OER heavily and require OER for course materials in all of their courses. Other departments use OER in certain courses. We currently measure access to OER by the number of courses that indicate use in the schedule of classes.
Part Three: Clarifying questions for accessibility:
- What is the organizational structure that supports accessibility?
Faculty are responsible for ensuring course materials are accessible, and the Center for IT Excellence and Office of Academic Technology double-check accessibility in the Learning Management System. We also have a campus accessibility officer. - Who generates most of the accessibility structures/conversation in our organization?
Campus Accessibility Officer, Office of Academic Technology, Office of Student Disability Services - Where do most educators get support with accessibility?
Office of Academic Technology and Library training workshops. - What content areas might have the largest gaps in access to accessibility?
Math (issues with reading formulas), issues with courses that have lab components (agriculture, engineering, etc.), and course content in LMS that links to external sites.
Part Four: Clarifying questions for OER:
- What is our organizational structure that supports curricular resources?
Office of Academic Technology, and the Library - What is our organizational structure that supports OER?
the Library, College of Innovation and Design, Office of Academic Technology - Who generates most of the curricular resources in our organization?
Academic Departments - Where do most educators get support with curricular resources?
Office of Academic Technology, the Library, and professional development works - What content areas might have the largest gaps in access to curricular resources/OER?
The Sciences, Agriculture, and Math
Part Five: Clarifying Questions for Faculty Learning and Engagement:
- What Professional Learning (PL) structures have the best participation rates for our educators?
- What PL structures have the best "production" rates for our educators?
- What incentive do we have to offer people for participating in learning and engagement?
- Who are the educators that would be most creative with accessibility and OER?
- Who are the educators that would benefit the most from accessibility and OER?
Part Six: Final Probing questions:
- What is our current goal for Accessibility in OER and why is that our goal?
To have a broader conversation on campus about ensuring that the OER that is selected or created is accessible to as much of the population as possible. We do basic accessibility checks, but this workshop series has opened our eyes to things we can do more effectively. - Who have we not yet included while thinking about this work?
Office of Student Disability Services, Center for IT Excellence - What barriers remain when considering this work?
Buy-in and ensuring that there is a broader conversation on campus about the importance of accessibility. - What would genuine change look like for our organization for this work?
Conversations at all levels of the campus organization about OER, implementing OER, accessibility, and student value.
Section Two: Team Focus (Finish before May 25th to share during Implementation Session Two)
Identifying and Describing a Problem of Practice
The following questions should help your team ensure that you are focusing on your collaboration.
- What is your Team’s specific goal for this series? You may consider using AEM Quality Indicators for Creating Accessible Materials to help add to or narrow your work.
Create an instructional handbook on evaluating and creating accessible OER. - What other partners might support this work?
College of Innovation and Design, Library, Office of Academic Technology, Center for IT Excellence, Faculty, Administration - What is your desired timeframe for this work?
Summer- research, design, and assemble handbook
Fall - finish draft 1 handbook and ask for feedback from departmental reviewers
Mid-Fall - Finalize based on feedback and upload to OER Commons - How will you include diverse voices and experiences in this work?
Ensure that we make this accessible to people with a range of accessibility needs, and work with the Office of Disability Services to incorporate their suggestions. - Please create a Focus Question that explains your goal and provides specific topics that you would like feedback on. This is what you will share in your breakout groups for feedback.
How do we encourage the adoption of this across all of our different stakeholder groups? - (Save for during May 25th's session.) What feedback did you receive from another team during the May 25th Implementation Session?
To create a pocket guide that we can hand out to instructors.
Section Three: Team Work Time and Next Steps (Complete by the end of Implementation Session Three)
Sharing and Next Steps
- What was your redefined goal for this series?
We have not changed our goal, but we are going to make this a broader conversation on Campus. - What does your team want to celebrate?
Learning new resources that we can pass along to those we work with and assist with course development. - What did your team accomplish? If you have links to resources, please include them here.
We created a rubric for evaluating accessibility, an OER Accessibility Checklist, and an outline for our handbook. - What are your team’s next steps?
Start building the OER Accessibility Design Handbook.
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oercommons
|
2025-03-18T00:39:08.478957
|
Sarah Northam
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/103908/overview",
"title": "TAMUC - IHE Accessibility in OER Implementation Guide",
"author": "Assessment"
}
|
https://oercommons.org/courseware/lesson/99562/overview
|
Sustainable Transportation; can it have an impact on NYC?
Overview
Build resilient infrastructure and industries - some are still suffering the effects of the pandemic
Foster innovation
Promote inclusive and sustainable industrialization
SDG 9,11
My group members and I studied how people use transportation in different neighborhoods. For example, my neighborhood (Park Slope) has multiple types of transportation. Specifically we study the sustainable types which is the bike shops all over my neighborhood. People tend to use bikes to get around being that it's cheaper and it doesn't pollute greenhouse gases into the air. Even though there are still a multitude of people driving it's not very necessary being that everything is within walking distance and we have the MTA surrounding the neighborhood
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oercommons
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2025-03-18T00:39:08.496191
|
12/20/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99562/overview",
"title": "Sustainable Transportation; can it have an impact on NYC?",
"author": "Annyia Egberongbe"
}
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https://oercommons.org/courseware/lesson/75804/overview
|
French Level 3, Activity 13: Les directions / Directions (Online)
Overview
In this activity, students will practice giving directions and observing public plazas from French speaking countries.
Activity Information
Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench
Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.
Directions / Les directions
Description
In this activity, students will practice giving directions and observing public plazas from French speaking countries.
Semantic Topics
Directions, public places, plazas, buildings, villes, carte, bâtiment, place, publique, L'impératif, Imperative Tense, les prépositions, prepositions, donner des indications, give directions
Products
Buildings
Practices
Mapping a city center, visiting public spaces
Perspectives
In many Francophone countries, the buildings are very old! Much of the time, in the city center, there is a distinct mix of old and new buildings. The French especially value architecture, and have a distinct taste for plazas and downtowns that incorporate these ancient structures.
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
- Standard 1.3: Students present information, concepts, and ideas in French to an audience of listeners or readers.
- Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world.
- Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the cultures of the francophone world.
- Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of francophone cultures and their own.
Idaho State Content Standards
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
- CLTR 2.1: Analyze the significance of a product (art, music, literature, etc…) in a target culture.
- COMP 2.3: Compare and contrast authentic materials from the target culture with the learner’s culture.
NCSSFL-ACTFL Can-Do Statements
- I can ask for directions from one place to another.
- I can give directions to someone else.
- I can name one famous plaza in a French speaking country.
Materials Needed
Warm-Up
Warm-Up
1. Begin by introducing the Can-Dos for today's activity.
2. Then, in partners, give students 5 minutes to practice giving directions from one point in Boise to another. Assign each partnership as groupe A, B, C or D. Have them share aloud their directions with the group after.
- Groupe A: De Zoo Boise à Freak Alley
- Groupe B: De Morrison Center à Pioneer Cemetery
- Groupe C: De Flying M Coffeehouse à Julia Davis Park
- Groupe D: De Knitting Factory à Saint Luke’s Boise
Pour cette activité je vais vous mettre en groupe de deux (A, B, C, D). Avec votre partenaire, discutez les directions à suivre pour aller d’un endroit à un autre. Puis, vous allez les partager avec le reste du groupe.
Main Activity
Main Activity
1. Students will look at pictures of the public plazas from the French speaking world on the slideshow.
Je vais vous montre quelques images des places publiques du monde francophone.
2. Students should discuss what they notice about each plaza. Is there a statue? A fountain? Benches? People? Shops? Etc. Encourage them to elaborate on as much as they can.
Discutez avec le groupe ce que vous remarquez sur la place. Développez autant que possible.
3. Then, they should compare the plaza to that of Boise. Is there a plaza like that in Boise? Is the plaza from the French speaking country bigger? Smaller? Busier?
Puis, comparez la place dans la photo à la place de Boise. Est-ce que les deux sont similaires ? Différentes ? Comment ?
4. Repeat these steps for each image.
*Really encourage students to use the vocabulary!*
- une avenue, un bâtiment, un boulevard, une statue, une fontaine, un banc, un chemin, une rue, un coin, au bout de, au coin de, autour de, jusqu'à, près de, tout droit
Wrap-Up
Wrap-Up
Ask the following question(s) to finish the activity:
- Voulez-vous visiter une de ces places ? Laquelle ? (Do you want to visit one of these places? Which one?)
- Quelle est votre place préférée à Boise ? (What is your favorite place in Boise?)
- Quelle est votre place préférée en générale ? (What is your favorite place in general?)
Cultural Resources
Place de Verdun, Aix en Provence
End of Activity
- Can-Do statement check-in... “Where are we?”
- Read can-do statements and have students evaluate their confidence with cards.
- Encourage students to be honest in their self evaluation
- Pay attention and use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements
- I can ask for directions from one place to another.
- I can give directions to someone else.
- I can name one famous plaza in a French speaking country.
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oercommons
|
2025-03-18T00:39:08.575657
|
Camille Daw
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75804/overview",
"title": "French Level 3, Activity 13: Les directions / Directions (Online)",
"author": "Mimi Fahnstrom"
}
|
https://oercommons.org/courseware/lesson/104615/overview
|
Lesson Plan
Overview
This lesson plan aims to introduce B2 ESL students, aged 19 and above, to the concept of wind energy as a sustainable alternative to fossil fuels. Throughout the lesson, students will engage in various activities to discuss the benefits and challenges of wind energy, analyze vocabulary related to the topic, participate in group research and presentation tasks, engage in a debate or panel discussion, and reflect on the potential of wind energy. The lesson plan promotes critical thinking, vocabulary development, collaborative skills, and awareness of renewable energy sources.
Unleashing the Power of Wind Energy
Title of Lesson Plan: Unleashing the Power of Wind Energy
Audience: B2 ESL students, age: 19+
Overview: By engaging B2 ESL university students in research, critical thinking, group activities, and debates, this lesson plan facilitates a comprehensive exploration of the potential of wind energy and the importance of reducing reliance on fossil fuels. It encourages students to think analytically, propose sustainable solutions, and develop a deeper understanding of renewable energy concepts and their applications.
Objectives: By the end of the lesson, students will be able to:
- Discuss at least three potential benefits of wind energy as a sustainable alternative to fossil fuels.
- Analyze and identify at least two challenges associated with the implementation of wind energy.
- Propose at least three strategies for reducing reliance on fossil fuels through the utilization of wind energy.
Warm-up:
- Display a series of thought-provoking images related to renewable energy, including wind turbines, solar panels, and sustainable cities.
- Students will individually write down their initial thoughts and associations with the images.
- Pair students and have them discuss their responses, sharing their perspectives on the importance of clean energy.
Introduction to Wind Energy:
2. Provide an overview of wind energy, highlighting its role in reducing reliance on fossil fuels and its potential for sustainable energy production. Discuss the basic principles of wind turbines, their function, and the advantages of wind energy. Engage students by asking them to share any prior knowledge or experiences related to wind energy.
TEXT
Wind energy is a form of renewable energy that harnesses the power of wind to generate electricity. It plays a vital role in reducing reliance on fossil fuels and transitioning towards sustainable energy production. By capturing the kinetic energy of moving air, wind turbines convert it into usable electrical power, providing numerous environmental and economic benefits.
One of the primary advantages of wind energy is its ability to reduce dependence on finite fossil fuel resources such as coal, oil, and natural gas. Unlike fossil fuels, wind is an abundant and inexhaustible resource, making it a sustainable alternative for meeting our energy needs. By utilizing wind energy, we can mitigate the negative environmental impacts associated with fossil fuel extraction, combustion, and greenhouse gas emissions, thereby combating climate change and promoting a cleaner, healthier planet.
Wind energy also offers significant economic advantages. It creates job opportunities throughout the entire value chain, from manufacturing and installation to operation and maintenance. Moreover, wind power can enhance energy security by diversifying the energy mix, reducing vulnerability to price fluctuations and geopolitical tensions associated with fossil fuel imports. In addition, wind energy projects often contribute to local economies by stimulating investments, supporting local businesses, and providing landowners with additional income through lease agreements for wind turbine installations.
Furthermore, wind energy aligns with the principles of sustainable development by minimizing environmental impact. Compared to conventional power plants, wind turbines produce zero greenhouse gas emissions during operation, helping to mitigate climate change. They have a small physical footprint and can be installed on both land and offshore locations, allowing for flexibility and efficient use of available space. Additionally, advancements in turbine technology and grid integration techniques have improved efficiency and reliability, making wind energy an increasingly viable and competitive option for electricity generation.
In summary, wind energy plays a crucial role in reducing reliance on fossil fuels by providing a sustainable and environmentally friendly alternative for electricity production. Its abundant and renewable nature, combined with economic benefits and minimal environmental impact, make it a key component of the global energy transition towards a cleaner and more sustainable future. By harnessing the power of wind, we can unleash the potential of wind energy and contribute to a greener, more resilient energy system.
Wind turbines are innovative machines that harness the power of the wind to generate clean and sustainable electricity. They operate based on a set of fundamental principles that allow them to efficiently convert wind energy into usable electrical power. Understanding the basic principles of wind turbines, their function, and the advantages they offer is essential to appreciating the potential of wind energy as a renewable and environmentally friendly source of power.
At its core, a wind turbine consists of three main components: the rotor, the generator, and the tower. The rotor is the rotating part of the turbine and is equipped with several aerodynamically designed blades. When the wind blows, it exerts force on the rotor blades, causing them to rotate. This rotational motion is then transmitted to the generator, which is connected to the rotor. The generator converts the mechanical energy from the rotating blades into electrical energy through electromagnetic induction.
The function of a wind turbine is to capture the kinetic energy present in the wind and convert it into electricity. As the wind flows over the rotor blades, it creates a pressure difference between the two sides of the blade, generating lift. This lift force causes the blades to rotate, spinning the rotor. The rotational motion is then transferred to the generator, where it is transformed into electrical power.
One of the primary advantages of wind energy is its environmental sustainability. Unlike fossil fuels, wind energy production does not emit harmful greenhouse gases or pollutants that contribute to climate change and air pollution. By harnessing wind power, we can significantly reduce our carbon footprint and mitigate the adverse impacts of traditional energy sources. Wind energy is a clean and renewable resource that helps combat climate change and preserve the environment for future generations.
Another advantage of wind energy is its potential for energy independence and security. Wind is an abundant resource that is available in many regions around the world. By diversifying our energy sources and incorporating wind power into our energy mix, we can decrease our dependence on fossil fuels and enhance energy security. Wind energy projects also have the potential to stimulate local economies, create jobs, and provide opportunities for sustainable economic growth.
In addition to its environmental and economic benefits, wind energy offers scalability and adaptability. Wind turbines can be installed in various settings, including onshore and offshore locations, depending on the specific wind conditions. Advances in technology have made wind turbines more efficient and reliable, allowing for increased power generation and cost-effectiveness. The integration of wind energy into the existing power grid is becoming increasingly seamless, ensuring a stable and continuous supply of electricity.
In conclusion, wind energy and wind turbines play a pivotal role in our quest for sustainable and clean energy sources. By harnessing the power of the wind, we can generate electricity without depleting finite resources or causing harm to the environment. The basic principles of wind turbines, their function, and the advantages they offer make wind energy a compelling solution for reducing our reliance on fossil fuels and building a greener future.
Questions:
- Have you ever seen a wind turbine in person? If so, where was it and what were your impressions?
- What do you know about the concept of wind energy? How would you explain it to someone who has never heard of it before?
- Have you heard of any wind energy projects or initiatives in your country? If yes, please share what you know about them.
- Have you ever used any renewable energy sources in your daily life, such as solar power or wind power? If yes, please share your experience.
- Are there any specific countries or regions known for their extensive use of wind energy? What can you tell us about their approach and achievements in this field?
Vocabulary Building:
3. Introduce and discuss key vocabulary related to wind energy and sustainable practices. Include terms such as renewable energy, wind farm, turbine efficiency, grid integration, and carbon neutrality. Provide clear definitions, discuss their usage, and engage students in exercises to reinforce the vocabulary.
Vocabulary: Renewable Energy
- Renewable energy: Energy obtained from sources that can be naturally replenished, such as wind, solar, hydro, and geothermal power.
- Wind turbine: A device that converts the kinetic energy of wind into mechanical energy, which is then used to generate electricity.
- Wind farm: A collection of multiple wind turbines located in the same area, designed to generate electricity on a larger scale.
- Wind power: The use of wind turbines to harness the energy of wind and convert it into electrical power.
- Turbine blades: Long, aerodynamic blades attached to a wind turbine rotor that capture the wind's energy and drive the rotor's rotation.
- Rotor: The rotating part of a wind turbine that consists of the turbine blades and a hub, responsible for converting the wind's energy into rotational motion.
- Generator: A device within a wind turbine that converts the mechanical energy from the rotor's rotation into electrical energy.
- Wind speed: The measurement of the speed at which the wind is blowing, often expressed in meters per second or miles per hour.
- Wind direction: The direction from which the wind is blowing, typically indicated by the direction the wind is coming from.
- Clean energy: Energy derived from renewable sources that have minimal or no harmful environmental impacts.
- Sustainable practices: Actions and behaviors that aim to meet present energy needs without compromising the ability of future generations to meet their own needs.
- Carbon footprint: The total amount of greenhouse gas emissions, primarily carbon dioxide, produced directly or indirectly by an individual, organization, or product.
- Greenhouse gas emissions: Gases, such as carbon dioxide, methane, and nitrous oxide, released into the atmosphere, contributing to the greenhouse effect and climate change.
- Renewable resources: Natural resources that can be replenished or regenerated over time, such as sunlight, wind, water, and biomass.
- Energy efficiency: The ratio of useful energy output to the total energy input, aiming to minimize energy waste and optimize energy consumption.
- Offshore wind energy: Wind energy generated by wind turbines located in bodies of water, typically in coastal areas or offshore.
- Grid integration: The process of integrating renewable energy sources, like wind power, into the existing electrical grid system to ensure reliable and efficient energy supply.
- Wind resource assessment: The evaluation and measurement of the wind resources available in a particular location to determine the feasibility of wind energy projects.
- Energy transition: The gradual shift from fossil fuel-based energy systems to cleaner and more sustainable sources of energy.
- Decentralized energy: Energy generation and distribution that occurs at a smaller scale and closer to the point of consumption, reducing transmission losses and increasing local resilience.
Incomplete sentences that include the key vocabulary words related to wind energy and sustainable practices:
Instruction: Complete these sentences by filling in the blanks with the appropriate vocabulary words.
- The ________________ industry has experienced significant growth in recent years.
- The __________________ consists of three blades that capture the energy from the wind.
- ________________ is a form of clean energy that helps reduce greenhouse gas emissions.
- The __________________ is responsible for converting wind energy into electricity.
- When assessing wind potential, factors such as ________________ and ________________ are taken into consideration.
- Implementing __________________ can help reduce our dependence on fossil fuels.
- Offshore ________________ projects have the potential to generate large amounts of renewable energy.
- To achieve ________________, we need to promote energy efficiency and conservation practices.
- Wind farms contribute to the __________________ and reduce our environmental impact.
- A comprehensive __________________ aims to transition from fossil fuel-based energy to sustainable alternatives.
Benefits and Challenges of Wind Energy:
4. Divide the class into small groups and assign each group a specific aspect of wind energy to research. Topics can include environmental benefits, economic advantages, technological advancements, community engagement, and policy considerations. Instruct the groups to create presentations summarizing their findings, highlighting both the benefits and challenges associated with wind energy.
Group Activity: Wind Energy Proposal:
5. Form new groups, mixing students from different research groups, and assign them the task of developing a wind energy proposal for a hypothetical location. Instruct them to consider factors such as wind resource assessment, site selection, environmental impact, financial feasibility, and public acceptance. Encourage students to think critically and propose innovative solutions.
Debate and Discussion:
6. Organize a debate or panel discussion on the topic: "Wind Energy: The Future of Sustainable Power." Divide the class into two groups representing different viewpoints (e.g., pro-wind energy and skeptics). Provide time for preparation, allowing students to research, gather evidence, and formulate arguments. Conduct a structured debate or discussion, allowing students to present their perspectives, challenge opposing views, and engage in a respectful exchange of ideas.
Wrap-up and Reflection:
7. Conclude the lesson with a reflection activity where students individually write a short reflection on the potential of wind energy and reducing reliance on fossil fuels. Ask them to consider the most compelling arguments presented during the debate or discussion and share their own insights on the importance of transitioning to renewable energy sources.
Follow-up Activity:
8. Assign a research project for students to investigate real-life wind energy projects and initiatives implemented in different countries. They should explore the challenges faced, innovative solutions adopted, and the overall impact on reducing reliance on fossil fuels. Students present their findings in a subsequent class session.
References:
https://t4.ftcdn.net/jpg/00/39/85/57/360_F_39855763_aotk3VXV8jSXWzLShyHl2u4fyZzIVnLw.jpg
https://www.4coffshore.com/images/news/26780/26780.jpg
https://cdn.hswstatic.com/gif/agrivoltaics.jpg
https://images.theecoexperts.co.uk/wp-content/uploads/2021/09/Solar-panels-in-field-1.jpeg
https://www.tesla.com/sites/default/files/solarpanels/design/solar-panel-closeup.jpg
https://cat.imgix.net/2019/02/pv_solar_panels_CAT.jpg?fm=pjpg&ixlib=php-3.3.1
https://i.pinimg.com/236x/b8/77/28/b877284aa712fa16934a962c5fe10c44.jpg
https://u4d2z7k9.rocketcdn.me/wp-content/uploads/2021/12/Untitled-design-2021-12-09T135040.749.jpg
https://urbanasiadotblog.files.wordpress.com/2020/12/daniel-welsh-thix6rdj1bw-unsplash.jpg?w=1024
Resources:
- American Wind Energy Association (AWEA) - AWEA is a national trade association for the U.S. wind industry. Their website provides information on wind energy development, policy, market trends, and resources for educators: https://www.awea.org/
- Global Wind Energy Council (GWEC) - GWEC is an international trade association representing the wind power sector worldwide. Their website offers reports, statistics, and news on global wind energy developments: https://gwec.net/
- International Renewable Energy Agency (IRENA) - IRENA is an intergovernmental organization that supports the transition to renewable energy. They have publications, reports, and data on wind energy and its global deployment: https://www.irena.org/
- National Renewable Energy Laboratory (NREL) - NREL is a research laboratory in the U.S. that focuses on renewable energy technologies. Their website provides resources, reports, and research papers on wind energy: https://www.nrel.gov/
- European Wind Energy Association (EWEA) - EWEA (now merged with SolarPower Europe to form WindEurope) is an association representing the wind power sector in Europe. Their website offers insights, reports, and policy updates on wind energy in Europe: https://windeurope.org/
- U.S. Department of Energy (DOE) - The DOE's website provides information on wind energy technologies, research, development, and policies related to wind power in the United States: https://www.energy.gov/eere/wind
|
oercommons
|
2025-03-18T00:39:08.632689
|
06/04/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104615/overview",
"title": "Lesson Plan",
"author": "Tatiana Teplic"
}
|
https://oercommons.org/courseware/lesson/97821/overview
|
Reported Speech – Free ESL Lesson Plan
Overview
“Introduction to Reported Speech” is an ESL lesson plan download aimed at students with advanced proficiency levels. To fully grasp the material, students must be very comfortable with changing verbs between various tenses including the perfect, simple and continuous tenses.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
Off2Class
When should you teach “Introduction to Reported Speech”?
“Introduction to Reported Speech” is an ESL lesson plan download aimed at students with advanced proficiency levels. To fully grasp the material, students must be very comfortable with changing verbs between various tenses including the perfect, simple and continuous tenses.
How to teach the “Introduction to Reported Speech” lesson?
To help students understand this concept, this lesson breaks down the components of transforming direct speech into reported speech: pronouns, tenses, time and the removal of quotation marks. It also spends a substantial portion of slides going over how to backshift by “going back a tense” and how to employ possessive adjectives successfully.
The slides are playful and illustrated with many pictures and fun examples to keep your students engaged and motivated.
If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.
|
oercommons
|
2025-03-18T00:39:08.652191
|
10/09/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/97821/overview",
"title": "Reported Speech – Free ESL Lesson Plan",
"author": "Christine Chan"
}
|
https://oercommons.org/courseware/lesson/96839/overview
|
https://www.youtube.com/watch?v=PQptY2meU9c
The Galapagos Islands
Overview
The Galapagos Islands are famed for their unique animal species found nowhere else on Earth. What intrigues you the most about this archipelago?
reading
Read about Island
говориння
переказати текст
письмо
написати про власну мандпівку
слухання
прослухати доповідача, та викласти власну думку
|
oercommons
|
2025-03-18T00:39:08.672728
|
08/29/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/96839/overview",
"title": "The Galapagos Islands",
"author": "Oksana Bohdanova"
}
|
https://oercommons.org/courseware/lesson/92653/overview
|
Textile Effluent Treatment
Overview
The infograph summarizes the chemicals involved in different steps of textile manufacturing and the treatment process.Due to the low generation of by-products like solid wastes, low-working costs, and complete mineralization of dyes, the biological treatment method is better than the chemical treatment process. To reduce the load on microbial and get quality output, chemical method pretreatment was important before adding the wastewater to the microbial treatment process.
1
This Infograph includes appropriate wastewater treatment technologies, which are used to remove effluents from the wastewater of textile factories to mitigate water pollution. Concerning environment, accepted technology must be applied for the treatment of textile industry effluent. Various technologies have been observed to remove dyes from water in the textile factories in this review paper. Thus, in the textile industry, wastewater treatment plants are well designed by integration of various technologies, such as physical with chemical, biological with chemical, and physical with biological methods depending on the type and amount of pollutant loading. Due to the cost and clogging, effect membrane filtration method limits applying dye removal while adsorption method is preferable. Due to the low generation of by-products like solid wastes, low-working costs, and complete mineralization of dyes, the biological treatment method is better than the chemical treatment process. To reduce the load on microbial and get quality output, chemical method pretreatment was important before adding the wastewater to the microbial treatment process.
|
oercommons
|
2025-03-18T00:39:08.689310
|
Taiba Qureshi
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/92653/overview",
"title": "Textile Effluent Treatment",
"author": "Diagram/Illustration"
}
|
https://oercommons.org/courseware/lesson/118706/overview
|
Involvement in College Student Stats Overview Campus Resources and Involvement Campus Resources and Involvement
|
oercommons
|
2025-03-18T00:39:08.714352
|
Maya Critchfield
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/118706/overview",
"title": "Involvement in College Student Stats",
"author": "Data Set"
}
|
https://oercommons.org/courseware/lesson/67710/overview
|
Diasporic Literature
Overview
Diaspora means the dispersion of the Jews beyond Israel. The dispersion or spread of any people from their original homeland.
A simple definition of diaspora literature, then, would be works that are written by authors who live outside their native land. The term identifies a work’s distinctive geographic origins. But diaspora literature may also be defined by its contents, regardless of where it was written
The chief characteristic features of the diasporic writings are the quest for identity, uprooting and re-rooting, insider and outsider syndrome, nostalgia, nagging sense of guilt etc. The diasporic writers turn to their homeland for various reasons. For eg. Naipaul who is in a perpetual quest for his roots turns to India for the same.
The writers of the Indian diaspora, through their literary contributions have greatly enriched the English literature. They have been aiming at re-inventing India through the rhythms of ancient legends, the cadences of mythology, the complexities of another civilization, cultural assimilation and nostalgia.
This literature works as a channel to strength the bonds between the different states of India and of India in relation with the other countries at large. Diasporic opinion helps to break through the past alienation and isolation which caused much injustice and abuse of human rights.Robin Cohen classifies Diaspora as: 1. Victim Diasporas 2. Labour Diasporas 3. Imperial Diasporas 4. Trade Diasporas 5. Homeland Diasporas 6. Cultural Diasporas The author finds a common element in all forms of Diaspora; these are people who live outside their 'natal (or imagined natal) territories' (ix) and recognize that their traditional homelands are reflected deeply in the languages they speak, religion they adopt, and cultures they produce. Each of the categories of Diasporas underline a particular cause of migration usually associated with particular groups of people. So for example, the Africans through their experience of slavery have been noted to be victims of extremely aggressive transmigrational policies. (
|
oercommons
|
2025-03-18T00:39:08.727135
|
05/31/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/67710/overview",
"title": "Diasporic Literature",
"author": "Dr.Ganesan Lakshmanan"
}
|
https://oercommons.org/courseware/lesson/99574/overview
| ERROR: type should be string, got "https://gothamist.com/news/facts-about-homeless-subway\nhttps://nypost.com/2021/08/05/nearly-half-of-luxury-units-empty-in-billionaires-row-buildings/\nhttps://www.businessinsider.com/inside-worlds-skinniest-skyscraper-steinway-tower-new-york-city-2019-10\nUnited Nations SDG 9,11\nOverview\nThe United Nations Sustainable Development Goals (SDGs) aim to end poverty, protect the planet, and ensure prosperity for all by 2030. SDG 9 and 11, \"Industry, Innovation and Infrastructure\" and \"Sustainable Cities and Communities,\" address the major challenges of building infrastructure and making urbanization sustainable and equitable. Our research in New York City found that these goals are not being effectively implemented, as demonstrated by issues such as trash accumulation, homelessness, and gentrification in certain neighborhoods. The root causes include zoning laws that contribute to a housing shortage and the lobbying efforts of certain industries that prioritize profits over the well-being of lower income communities. To address these issues and achieve the SDGs, it is necessary to promote inclusive and sustainable development and prioritize the needs of all members of society.\nUnited Nations SDG 9,11\nThe United Nations Sustainable Development Goals (SDGs) are a set of 17 global goals adopted by the United Nations General Assembly in 2015, with the aim of ending poverty, protecting the planet, and ensuring peace and prosperity for all by 2030. SDG 9, \"Industry, Innovation and Infrastructure,\" and SDG 11, \"Sustainable Cities and Communities,\" are two goals that are closely interconnected and address some of the major challenges facing humanity in the 21st century. SDG 9 aims to build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation, while SDG 11 seeks to make cities and human settlements inclusive, safe, resilient, and sustainable. These goals recognize the importance of creating the physical and technological infrastructure necessary for economic development and social progress, as well as the need to ensure that urbanization is sustainable and equitable, in order to achieve a better future for all.\nOur team originally did our research separately. Chelsea did her research near her grandmothers house in East New York. Here she noticed trash piling up, Homeless and mentally ill people sleeping in the streets, and obvious signs of gentrification. Matthew first stayed in his local area, Jamaica Queens. Here he visited the local train station, Jamaica 179th st, and surveyed the area. He noticed that this area was neglected and trash was everywhere. There were garbage cans knocked over and homeless people sleeping in the train station. We picked up on this pattern when we went over our research a few days later. Matthew also noticed that many local small businesses had shut down while at the same time seeing many major corporations opening stores in the same area, a very strange and unsetteing thing to see. We both went into this original research with the same questions; is New York really as luxurious as outsiders believe? Does everyone in New York experience the same level of living? Why are there homeless people living in the subways? How are local businesses doing?\nAs we mentioned in the previous section we noticed certain similarities between our research, although they were done in completely different areas. Chelsea noticed and photographed trash bags piling up in the street, smelling up the area and possibly even causing health and safety concerns. Matthew noticed something very similar. He noticed trash scattered across the ground. So not only was it piling up in bags, but there were obvious signs of neglect to the area by the trash on the ground not being taken care of. We also both noticed a problem with homeless and mentally ill people being stranded, without a roof over their heads, in the colder months. We came across a lot of data that supported our claims. We saw that housing costs have increased 17% since 2020! We also found that there is a shockingly low vacancy rate in NYC, only 4%. Although in many higher end luxury building in manhattan and brooklyn had vacancy rates of over 50%! We were cleary able to see gentrification affecting out local neighborhoods aswell. We noticed these “copy and paste modern” buildings being built all over the place.\nThis data was very scary to read and made us feel very unsettled about the direction that we as a state, and in a bigger picture the country, are heading. Although we unfortunately cannot say that we were shocked by the data. Unfortunately many of the issues that need fixing have laws that almost encourage them. For example zoning laws in new york, and the greater country, accidentally create a housing shortage while at the same time increasing rents and property prices in the process. The thing is that as we were doing our research we discovered that this may have not been done accidentally. Wealthy land owners had actually beeing pushing for zoning laws for a while, separating residential and commercial areas, artificially increasing their property values by lowering the housing availability and affordability. Oil and gas companies as well as car companies have also lobbied for unwalkable cities, increasing out reliance on cars and in turn our reliance on gasoline. All of these things dont sound too bad for the wealthy, who experience an increase in their net worth and can afford to purchase a car. The people who really get affected by these issues are the lower income communities who have to rely on a not so safe and stable public transportation. When homeless and mentally ill people are forced onto the streets due to housing costs they find shelter in the subway stations. This is completely understandable as it gets extremely cold in the winter in NY. The issue isn't with the homeless people, it's with the local and federal government casting these communities to the side and not putting the necessary funding into them.\nIn conclusion, the United Nations Sustainable Development Goals 9 and 11 highlight the crucial role that infrastructure and urbanization play in achieving a more sustainable and equitable future. Our research in New York City revealed that these goals are not being effectively implemented in the city, as evidenced by the presence of trash, homelessness, and gentrification in certain neighborhoods. The root causes of these issues include zoning laws that contribute to a housing shortage and the lobbying efforts of certain industries that prioritize profits over the well-being of lower income communities. As a result, New York is not the glamorous and luxurious place that is often depicted in media, and many people struggle to afford the basic necessities of life, such as housing and transportation. To address these challenges and move towards the realization of the SDGs, it is necessary for governments, businesses, and individuals to take action to promote inclusive and sustainable development, and to prioritize the needs and well-being of all members of society. This may involve reforming zoning laws and regulations, improving public transportation, and addressing the hold that corporations have on local communities. Ultimately, achieving the SDGs requires a collective effort and a commitment to creating a better future for all.\nCitations\nGould, J. (2021, August 5). Nearly half of luxury units empty in seven billionaires' row buildings. New York Post. Retrieved November 26, 2022, from https://nypost.com/2021/08/05/nearly-half-of-luxury-units-empty-in-billionaires-row-buildings/\nIverac, M. I. (n.d.). The facts about the homeless in the Subway. Gothamist. Retrieved November 26, 2022, from https://gothamist.com/news/facts-about-homeless-subway\nShah, P. (2018, May 4). Menu. NYCROPOLIS. Retrieved November 26, 2022, from https://eportfolios.macaulay.cuny.edu/vellon18/gentrification/payalshah1/jamaica-queens-the-new-williamsburg/\nWarren, K. (n.d.). The World's skinniest skyscraper is almost complete. I toured its first luxury condo - take a look inside the NYC Tower that's 24 times as tall as it is wide. Business Insider. Retrieved November 26, 2022, from https://www.businessinsider.com/inside-worlds-skinniest-skyscraper-steinway-tower-new-york-city-2019-10" |
oercommons
|
2025-03-18T00:39:08.750381
|
12/21/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/99574/overview",
"title": "United Nations SDG 9,11",
"author": "Matthew Makharadze"
}
|
https://oercommons.org/courseware/lesson/59295/overview
|
Internet of Things
Overview
In this lesson, students will learn the basics of Internet of Things (IOT) and applications of IOT. There are two videos in the Prezi that show the importance of IOT and help inspire the creation of new ideas. At the conclusion of the presentation and all the readings, please write a 250-500 word response related to future applications of IOT and the concepts that stood out to you. Please respond to one other student's response.
Learning Objectives
Students should be able to:
Apply their new found understanding of Internet of Things (IOT) by creating potential uses for this technolgy
|
oercommons
|
2025-03-18T00:39:08.762922
|
10/30/2019
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/59295/overview",
"title": "Internet of Things",
"author": "Jack McCarthyy"
}
|
https://oercommons.org/courseware/lesson/104543/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
DO SOMETHING!!!
or
|
oercommons
|
2025-03-18T00:39:08.784209
|
06/01/2023
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/104543/overview",
"title": "EVIL PREVAILS WHEN GOOD PEOPLE DO NOTHING",
"author": "Dr. Susan Haynes"
}
|
https://oercommons.org/courseware/lesson/72127/overview
|
POLYMER CHEMISTRY
Overview
Introduction to Polymers
Introduction to Polymers
POLYMERS
Polymers are high molecular mass substances consisting of a large number of repeating structural units.
INTRODUCTION TO POLYMERS
polymers are single, giant molecules, i.e. large size molecules, they are also called macromolecules.
Simple molecules which combine to form polymers are called monomers.
The process of formation of polymers from respective monomers is called polymerisation.
CLASSIFICATION OF POLYMERS
No. | Classification | Types | Examples | |||||||
based on | ||||||||||
∙ | Natural polymers: Polymers | Cellulose, starch | ||||||||
obtained from nature, mostly plants | etc. | |||||||||
and animals. | ||||||||||
1. | Source of | |||||||||
∙ | Synthetic polymers: Polymers | Teflon, | ||||||||
availability | prepared in the laboratory. | Nylon 6,6, | ||||||||
Synthetic rubber | ||||||||||
(Buna - S) etc. | ||||||||||
∙ | Semi-synthetic polymers: Polymers | Rayon (cellulose | ||||||||
derived from naturally occurring | acetate), | |||||||||
polymers by carrying out chemical | cellulose nitrate | |||||||||
modifications. | etc. | |||||||||
2. | Structure of | ∙ | Linear polymers: Polymers | High-density | ||||||
polymer | consisting of long and straight | polythene, | ||||||||
chains. | polyvinyl | |||||||||
chloride etc. | ||||||||||
∙ | Branched chain polymers: | |||||||||
Polymers containing linear chains | Low-density | |||||||||
with some branches. | polythene | |||||||||
∙ Cross-linked or network polymers: | ||||||||||
Polymers in which monomer units | Bakelite, | |||||||||
are cross linked together to form 3- | melamine etc. | |||||||||
dimensional network polymers. | ||||||||||
3. | Mode of | ∙ | Addition | ∙ | Homopolymers: | |||||
polymerisation | polymers: | Polymers | ||||||||
Polymers are | formed by the | Polythene, | ||||||||
formed by | polymerisation | Polystyrene | ||||||||
the repeated | of a single | |||||||||
addition of | monomeric | |||||||||
monomers | species. | |||||||||
with double | ||||||||||
∙ | Copolymers: | |||||||||
and triple | Polymers | |||||||||
bonds. | formed by | Buna - S, | ||||||||
addition | Buna - N | |||||||||
polymerisation | ||||||||||
of two different | ||||||||||
monomers. | ||||||||||
∙ | Condensation polymers: Polymers | |||
formed by repeated condensation | Nylon 6, 6, | |||
reactions between two different bi- | Nylon 6 | |||
functional or tri-functional | ||||
monomeric units with elimination of | ||||
simple molecules. | ||||
4. | Molecular | ∙ | Elastomers: Polymer chains are | Buna – S, |
forces | held together by weakest | Buna – N, | ||
intermolecular forces. Polymers | Neoprene | |||
are rubber-like solids with elastic | ||||
properties. | ||||
∙ Fibre: Polymers have strong | Nylon 6, 6, | |||
intermolecular force such as | Polyesters | |||
hydrogen bonding. Fibres are | ||||
thread-forming solids which | ||||
possess high tensile strength and | ||||
high modulus. | ||||
∙ | Thermoplastic polymers: Polymers | Polythene, | ||
are held by intermolecular forces | Polystyrene | |||
which are in between those of | ||||
elastomers and fibres. These | ||||
polymers are capable of repeated | ||||
softening on heating and | ||||
hardening on cooling. | ||||
∙ | Thermosetting polymers: Polymers | Bakelite, | ||
are cross linked or heavily | Urea- | |||
branched molecules, which on | Formaldelyde | |||
heating undergo extensive cross | Resins | |||
linking in moulds and again | ||||
become infusible. | ||||
IMPORTANT ADDITION POLYMERS
No | Name of | Polymerisation Reaction and Uses | ||||
. | polymer | |||||
1 | Low | |||||
density | ||||||
polythene | ||||||
(LDP) | ||||||
Uses: It is used in the insulation of electricity-carrying wires and the | ||||||
manufacture of squeeze bottles, toys and flexible pipes. | ||||||
2 | High | |||||
density | ||||||
polythene | ||||||
(HDP) | ||||||
Uses: It is used for manufacturing buckets, dustbins, bottles, pipes etc. | ||||||
3 | Polytetrafl | |||||
u- | ||||||
oroethene | ||||||
(Teflon) | ||||||
Uses: It is used in making oil seals and gaskets and also used for non-stick | ||||||
surface-coated utensils. | ||||||
4 | Polyacry | |||||
lon-itrile | ||||||
Uses: It is used as a substitute for wool in making | ||||||
commercial fibres as orlon or acrilan. | ||||||
Condensation polymerisation or step-growth polymerisation: Polymerisation generally involves a repetitive condensation reaction between two bi-functional monomers. In condensation reactions, the product of each step is again a bi-functional species and the sequence of condensation goes on. Because each step produces a distinct functionalised species and is independent of each other, this process is also called step-growth polymerisation.
IMPORTANT CONDENSATION POLYMERS
Polyamides: Polymers possess amide linkage (-CONH-) in the chain. These polymers are popularly known as nylons.
Examples:
Nylon 6, 6: It is prepared by condensation polymerisation of hexamethylenediamine with adipic acid under high pressure and at high temperature.
Uses: Nylon 6, 6 is used in making sheets, bristles for brushes and in the textile industry.
Nylon 6: It is obtained by heating caprolactam with water at a high temperature.
Uses: Nylon 6 is used for the manufacture of tyre cords, fabrics and ropes.
POLYESTERS: These are polycondensation products of dicarboxylic acids and diols. Example: Terylene or Dacron
Terylene or Dacron: It is manufactured by heating a mixture of ethylene glycol and terephthalic acid at 420 to 460 K in the presence of zinc acetate–antimony trioxide catalyst.
Uses: Dacron fibre (Terylene) is crease resistant and is used in blending with cotton and wool fibres. It is also used as glass-reinforcing material in safety helmets.
|
oercommons
|
2025-03-18T00:39:08.940231
|
09/06/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/72127/overview",
"title": "POLYMER CHEMISTRY",
"author": "Nanda Kumar K"
}
|
https://oercommons.org/courseware/lesson/90817/overview
|
Universal Grammar
Overview
The human brain is very complex and the language is the most important characteristic of human. Universal Grammar is the idea that when we are born, our brains are not just a blank space, but we have the specific innate ability. And after we born, our brain starts to process the information be taken from our environment. I agree with this theory and innatist perspective but it is inevitably true that parents have an important role on language acquisition of children.
Universal Grammar
Universal Grammar
|
oercommons
|
2025-03-18T00:39:08.952780
|
03/10/2022
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/90817/overview",
"title": "Universal Grammar",
"author": "merve tuncar"
}
|
https://oercommons.org/courseware/lesson/65982/overview
|
Spread Sheet Model Question
Overview
This material related to only for art college students
Questions
Model question for computer tools spread sheet
1. Prepare a Worksheet for a class of 6 students. The student detail should have the following :
Student Name, Roll Number, Marks in 5 Subjects, Total Marks, Average and Results using MS – Excel
2...Prepare an invoice in Excel with the details such as Item code, name of the item, quantity purchased, rate and amount.
3. .Prepare a electricity bill using Excel for 10 shops. The fields are customer Number, Previous units, Current Units, Total Consumed units and amount. Constraints upto 100 units the charge is Re. 1 per unit. Next 100 units the charge os Rs. 2 per unit for the rest of the units the charge is Rs. 4 per unit.
4.Prepare a spread sheet giving details of marks of ten students in four subjects. Calculate Maximum and Minimum marks in each subject, and for each student Total and Average. Assign Pass or Fail as result. (Two students to get fail marks.)
5. Prepare a Pay bill for five employees with employee number, name and basic pay. Calculate HRA, DA, CCA, Gross Pay, P.F and Net Pay using the following formulas.
HRA = 5% of Basic Pay
DA = 6% of Basic Pay
CCA = 8% of Basic Pay
Gross Pay = Basic Pay + HRA + DA +CCA
PF = 12% of basic pay
N et Pay = Gross Pay – PF
6.From the following data given below calculate the Total and Average marks for each students and find out the maximum and minimum marks in each subject. Assign pass or fail based on the average marks.
|
| Marks | ||
Reg. No | Name | Tamil | English | Accountancy |
52521 | Ramesh | 50 | 25 | 40 |
52522 | Mohan | 80 | 70 | 60 |
52523 | Kala | 70 | 55 | 45 |
52524 | Abirami | 95 | 85 | 90 |
52525 | Kanna | 80 | 75 | 65 |
52526 | Babu | 45 | 55 | 85 |
7.Draw a pie chart to show the pay details of an employee using MS Excel.
8.Construct a work sheet in Excel with the following data.
Emp. No | Basic Pay | D. A | HRA |
1111 | 7000 | 1400 | 400 |
1112 | 8000 | 1600 | 500 |
1113 | 9000 | 1800 | 500 |
1114 | 7500 | 1500 | 400 |
1115 | 9500 | 1900 | 500 |
Calculate Gross Pay and Net Pay
Gross Pay = Basic + DA + HRA
PF = 10 % of Basic Pay
Net Pay = Gross Pay – P. F
9.Draw a suitable chart from the following data
Car Sales | Branch | ||
Trichy | Coimbatore | Chennai | |
TATA | 75 | 80 | 85 |
Maruthi | 56 | 67 | 65 |
Hindustan | 85 | 60 | 75 |
10. Do the following exercise using MS – Excel.
Sales in retail store ( in Rs.) is given
Place 2003 2004 2005
Chennai 3,00,00,000 4,00,00,000 5,00,00,000
Delhi 4,00,00,000 6,00,00,000 5,50,00,000
Calcutta 2,50,00,000 4,00,00,000 4,50,00,000
Create Pie Chart, Bar Chart and line Chart to analyse the performance of the retail outlets in the various cities.
11 Prepare 10 sales details in Excel in the following format.
Sale details for the financial year 2008-2009
S. No Date Party Name Bill Amount
Payment
1 01-04-2008 ABC &Co 12,000.00 Cash
12.Type 5 names their Basic pay is 12,000, 10,000, 8,000 , 7,000 , and 11,000 respectively.
Calculate the following using MS – Excel.
1. DA 10% of Basic pay.
2. HRA 12% of Basic pay.
3. Income Tax 20% of Basic pay.
13.Type the following data in a spread sheet. and find out Total , Average, MAX, MIN.
Roll.no | Name | Accountancy | Introduction to computer | Marketing | Total | Average |
1051 | Anu | 98 | 75 | 80 |
|
|
1052 | Amar | 90 | 72 | 92 |
|
|
1053 | Anitha | 94 | 74 | 75 |
|
|
1054 | Amala | 95 | 79 | 60 |
|
|
1055 | Sumathi | 92 | 80 | 80 |
|
|
1056 | Sunder | 94 | 95 | 90 |
|
|
1057 | Suresh | 80 | 92 | 85 |
|
|
1058 | Ravi | 75 | 76 | 78 |
|
|
1059 | Kanga | 70 | 74 | 80 |
|
|
1060 | Kumar | 75 | 85 | 82 |
|
|
Maximum :
Minimum :
|
oercommons
|
2025-03-18T00:39:09.013490
|
05/02/2020
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/65982/overview",
"title": "Spread Sheet Model Question",
"author": "Kavitha S"
}
|
https://oercommons.org/courseware/lesson/75312/overview
|
French Level 1, Activity 06: Les jours de la semaine / Days of the Week (Online)
Overview
Students will talk about the days of the week and discuss their weekly schedules.
Activity Information
Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench
Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.
Days of the Week / Les jours de la semaine
Description
Students will talk about the days of the week and discuss their weekly schedules.
Semantic Topics
days of the week, weekly routine, schedules, les jours de la semaine, routine hebdomadaire, horaire, structures of responses, la structure des réponses
Products
Google calendars, planners
Practices
Daily routines, weekday schedule, week-end schedule, les vacances
Perspectives
Importance of routine and consistency in one's schedule
- In France, there is something called "le quart d’heure de politesse," or in English, "the 15 minutes of courtesy." This means that it is customary in France to arrive at a dinner party / soirée 15 minutes after the host has said.
- Which is more important to you: strict punctuality or room to be respectfully late?
NCSSFL-ACTFL World-Readiness Standards
- Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
- Standard 1.3: Students present information, concepts, and ideas in French to an audience of listeners or readers.
Idaho State Content Standards
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
NCSSFL-ACTFL Can-Do Statements
- I can identify days of the week.
- I can ask someone questions about their week.
- I can talk about what I do during my week.
Materials Needed
Warm-Up
Warm-Up
1. Begin by introducing the Can-Dos for today's activity.
2. Practice the days of the week with students.
Pratiquez les jours de la semaine avec les étudiants.
3. First, review the days of the week with your group.
Pour commencer, nous allons pratiquer les jours de la semaine. Répétez après moi, lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche.
4. Tell students the phrases and let them fill in the blank: "Aujourd'hui, c'est __" and say it out loud.
Aujourd'hui, c'est ___? Quel jour de la semaine sommes-nous aujourd'hui ?
5. Next, ask what day tomorrow is:
“Demain, c'est ___”
6. You can ask them varying questions that allow them to respond with a day of the week such as:
Vous pouvez leur demander des diverses questions qui leur permettront de répondre avec un jour de la semaine:
“J'ai un cours de français ___”
“Mon jour préféré de la semaine, c'est___”
“Je travaille ___” (If students don't work, have them practice using the negation to say “Je ne travaille pas.”)
“Le week-end, c'est ___”
“Le jour de grâce, c’est toujours ___”
Main Activity
Main Activity
1. Separate students into partners.
Maintenant, je vais vous séparer en partenaires.
2. One member will create a google doc and share it with the other person.
Un membre créera un document Google et le partagera avec l’autre personne/ les autres.
3. Each person will write their schedules in the Google doc and once everyone is finished each pair will present their schedules to the rest of the group.
Chaque personne écriront leurs horaires sur le document Google et une fois que tout le monde aura terminé, chaque paire ou groupe présentera ses horaires au reste de la classe.
Wrap-Up
Wrap-Up
Ask the following question(s) to finish the activity:
- Trouvez-vous que vous êtes occupé ou non ? (Do you find that you're busy or not?)
- Est-ce que vous avez beaucoup à faire chaque semaine ? (Do you have a lot to do this weekend?)
- À quelle heure vous vous levez le matin ? (What time do you wake up in the morning?)
- Quel jour de la semaine est le plus occupé pour toi? Le plus libre ? (What day of the week is the most busy for you? The most free?)
Cultural Notes
In France, the typical week day consists of longer working hours, but more vacation. The minimum amount of vacation time after one year of employment in France is 5 weeks. This is the minimum, depending on the industry and position some companies offer over 9 weeks. There is an emphasis on working hard and sticking to a fairly stick routine during weekdays, however there is more time for vacation.
End of Activity
- Can-Do statement check-in... “Where are we?”
- Read can-do statements and have students evaluate their confidence.
- Encourage students to be honest in their self-evaluation
- Pay attention, and try to use feedback for future activities!
NCSSFL-ACTFL Can-Do Statements
- I can identify days of the week.
- I can ask someone questions about their week.
- I can talk about what I do during my week.
|
oercommons
|
2025-03-18T00:39:09.050942
|
Amber Hoye
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://oercommons.org/courseware/lesson/75312/overview",
"title": "French Level 1, Activity 06: Les jours de la semaine / Days of the Week (Online)",
"author": "Mimi Fahnstrom"
}
|
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