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https://oercommons.org/courseware/lesson/105783/overview	The Five Senses Overview This resource explores the five senses using the inquiry method. Each sense is supported with a hands-on experience that allows K-2 children to further their understanding of the body and how it experiences the world. Five Senses This OER explores the five senses using inquiry based methods. Each sense includes a hand-on activity for K-2 children to complete when learning about their five senses.	oercommons	2025-03-18T00:34:37.925070	06/25/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105783/overview", "title": "The Five Senses", "author": "Anna Jones" }
https://oercommons.org/courseware/lesson/96250/overview	Baseball Math Overview Students will use various math skills and standards to complete a baseball-themed lesson. The main topics of this lesson include percentages, rates, and geometry. Lesson Overview Introduction Students will use various math skills and standards to complete a baseball-themed lesson. The main topics of this lesson include percentages, rates, and geometry. Grades 6 – 8 Objectives During this lesson, students will: - Convert percentages and rational numbers to decimal form and back - Use rates to find measurements, solve problems, and fill in stats - Calculate distances, find areas, and convert between different units of measure Indiana Academic Standards - INSS.MA – 6.NS.5 - INSS.MA – 6.C.3 - INSS.MA – 6.DS.1 - INSS.MA – 7.C.6 - INSS.MA – 7.C.7 - INSS.MA – 7.C.8 - INSS.MA – 8.C.1 - INSS.MA – 6.GM.1 - INSS.MA – 6.GM.4 - INSS.MA – 7.C.5 Download the attached PDF document for complete lesson materials. Download the attached Word version for fully accessible document. Coming Soon	oercommons	2025-03-18T00:34:37.945571	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96250/overview", "title": "Baseball Math", "author": "Social Science" }
https://oercommons.org/courseware/lesson/16026/overview	Appendix E: Progressions Within the NGSS Appendix F: NGSS Practices Asking Questions - Appendix F: Science and Engineering Practices in the NGSS Chapter 11: NRC Framework Developing and Using Models - A Snippet from the NRC Framework Matrix of NGSS Crosscutting Concepts Our Community Map Reasoning Triangle Science Flowchart (Dynamic) Survey #1 collected responses Survey #1: Why Teach Science ? Survey 2a Survey 2b Survey 3 Survey 4 Survey 5 Survey #6 Survey #7 Tool for generating Anchoring Phenomena (optional use in group discussion) Lane Science Project Hybrid NGSS Module #1 - Phenomena & Equity Overview The Lane Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Why Teach Science? Why Teach Science? "A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research: - that science learning involves the integration of knowing and doing - that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts - that science learning is best supported when learning experiences are designed to build and revise understanding over time" - Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015) Individual instructions: Open "Survey #1: Why Teach Science?" below. Complete the survey by ranking the reasons for teaching science. After submitting the survey, your results will be mailed to you. You will want to have these results on hand for the group discussion. Group instructions: In your group meeting, return to the survey. - Take each of the five statements on teaching science one at a time. Read the statement aloud, then allow each group member to share thoughts on the importance of that statement. - Review your individual responses to the survey (which were e-mailed to you) and discuss which statement you ranked as most important and why. If there are differences in your rankings, try to discern as a group how you came to different conclusions. You may even try to persuade your group mates to change their mind (or be persuaded by them!). - View the group's collected responses by following the resource link below. Discuss as a group whether the overall survey results aligned with or differed from your group's discussion, or whether any of the overall results surprised you. Why Teach Science in Our Community? Why Teach Science in Our Community? "In addition to being the center of most youth’s social world, schools often function as the center of community life and the primary institutions that maintain and transmit local community values to youth." - Devora Shamah Katherine A. MacTavish from Making Room for Place-Based Knowledge in Rural Classrooms Approximate time: 5-10 minutes Components: Google Map activity Every Participant Open: "Our Community Map" - Create an orange marker - Place yourself on the Google Map Include the following information in the description accompanying your marker: - First Name - Last Name - Picture of yourself (that you like - could even be of you and your students) - Grade(s) you teach - School - District - Role (i.e. teacher, PD provider, or coach) - Institution - One reason that a high quality science education for ALL students is important for your community Follow the link to our community map below. You must be signed into a Google account in order to have access to editing features. After opening the map, select EDIT from the left-hand menu. The editable map has a "layer" entitled "LSP Ambassadors and Communities" where you can add a point of interest and enter information as listed above. For help, look for the (?) icon at the bottom right of the map. How Science Works How Science Works "Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School Individual Instructions Watch the video below, in which scientists describe the discovery of a new species of spider. Be sure to listen for: - How these scientists - and science educators - discuss how science works - Ways that scientists use evidence to craft arguments - How scientists reason with evidence Open the following resources (linked below) and examine them in light of the example described in the video. - "Science Flowchart (Dynamic)" - be sure to hover over the different parts of the flowchart to examine them. - "Appendix F: NGSS Practices" - consider where each practice might fit into the flowchart, if at all. - "Matrix of NGSS Crosscutting Concepts" - consider where each crosscutting concept might fit into the flowchart, if at all. Open and complete "Survey #2a" individually before meeting with your group. Save your answers, which will be e-mailed to you after submission. Group instructions: In your group meeting, share your answers to Survey 2a with each other. Review the video and the associated resources if necessary. Discuss the ways in which your answers differed. Try to find common threads and modify your answers based on feedback and discussion from your group members. After your discussion, report your results in Survey 2b linked below. Science as Process Science as Process "Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments." Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning. As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS. Individual instructions: - Open Appendix A and skim the document to identify two different conceptual shift statements on the list that they would like to explore further. (i.e. shift #2 and shift #5) - Open Survey #3 (linked below) and respond to the questions. Your response will be e-mailed to you - please save it for the group discussion. Group instructions: - One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts. - Return to Appendix A and allow each participant to silently read the text below the most commonly selected shift statement. - Discuss as a group any insights gained from the text. Share your ideas on the conceptual shifts based on your prior knowledge, teaching experience, insights gained from the summer institute, or anything else that comes to mind. Where else might you go to learn more about this conceptual shift? - Repeat for each shift statement until everyone's two statements have been covered. The Process of Science in the Classroom The Process of Science in the Classroom "...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School Individual Instructions Watch the video below. Listen for the role of phenomena in the NGSS-inspired classroom. Read the brief statements below in preparation for group discussion. Group Instructions Open "Appendix E: Progressions within NGSS" (linked below). - Read the first page on your own. - On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCIs) covered in the NGSS vision. - Each person shares with the group: What do you think the difference is between a phenomenon and an NGSS Disciplinary Core Idea? - Each person finds an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomenon that relates to that core idea. Share your idea with the group. (If you need help with this, or are unsure about phenomena, you may examine the optional "Tool for Generating Anchoring Phenomena" linked below.) Open the "Reasoning Triangle" (linked below and included in your summer packet). - As a group, discuss the three parts of the tool and the role you see them playing the science classroom. - Each person shares an example of when you have started an activity, exploration, or unit with a question. - Each person shares an example of when you have started with a phenomenon. - How do you think this tool changes your approach or thinking about phenomena, questions, and modeling? One person in the group should open Survey #4 (linked below). Discuss the questions together and answer them together as a group, using language and ideas from the resources reviewed above. (You may wish to share screens/devices so that several group members have the chance to "take control" and write on behalf of the group.) Making Thinking Visible through Productive Discourse in the NGSS Classroom Making Thinking Visible "Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins Individual Instructions: Read "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" and "Developing and Using Models - A Snippet from the NRC Framework" (both linked below). Watch Part 1 AND Part 2 of the elementary video case below. Listen and watch for: - What phenomenon the students are trying to figure out - How it seems that this phenomenon was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.) - The sets of ideas, or models, that the students are using to make sense of the phenomenon - How the classroom culture provides a safe space for students to: - Engage in productive discourse - Make their ideas public and visible - Revise their ideas - Ask questions - Develop and use models One person opens "Survey #5" and leads the group in filling out one survey. Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion. - Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena. - Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling. Equity in the Framework & NGSS-Inspired Classroom Equity in the Framework & NGSS-Inspired Classroom "..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity Individual instructions Open "Chapter 11: NRC Framework" (linked below) and skim through it. Choose the parts of the chapter that you are interested in reading in greater detail because of relevance to your teaching practice or context. As you read: - Find three things you have learned (keep reading and exploring the text until you find three things new to you) - Look for two things you found very interesting and would like to discuss with your group. - Come up with one question you have about equity in the NGSS classroom. Open Survey #6 (linked below) and complete the survey on your own. Your response will be e-mailed to you; save it for your group discussion. Watch the video below. As part of the Lane Science Project, you are an advocate for science, especially an advocate for science in elementary grades. Science in elementary is a large equity issue in Oregon, where we are 50th in the nation for time spent teaching science K-5. Group instructions: Each person shares their responses to Survey #6. As a group, discuss how they were similar or different. In your group, discuss the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students. Open Survey #7 and reflect on the prompt in a small group discussion. After discussion, each group member should submit their own response. Afterwards, share your responses and find similarities and differences between your shared thinking.	oercommons	2025-03-18T00:34:37.997503	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/16026/overview", "title": "Lane Science Project Hybrid NGSS Module #1 - Phenomena & Equity", "author": "Nick Spicher" }
https://oercommons.org/courseware/lesson/108360/overview	grup3 proje 3 bloomlearning Bloomlearning Overview Bloomlearning Dijital Oyun ile Öğrenme Ortamı Bu içerik ile dijital oyunlar sayesinde öğrencilerin öğrenmelerinin desteklenmesi hedeflenir. Bu içerik ile dijital oyunlar sayesinde öğrencilerin öğrenmelerinin desteklenmesi hedeflenir.	oercommons	2025-03-18T00:34:38.015592	Nurhan Çiftçi	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108360/overview", "title": "Bloomlearning", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/65530/overview	How to create maracas? Overview This is an informational resource on how to create maracas. How to create maracas in a comfort of your home? NA Learning objectives: Demonstrate a handmade maracas by the end of the tutorial. In this lesson you will learn how to create colorful maracas in the comfort of your home. For this project you will just need a plastic bottle, some dry beans or pasta, glitter, tape, and a roll from the toilet paper. This is a fun project to do with your kids, which will teach them about different cultures and latino mucis. Please watch this short video on how to create a maracas: youtube.be/Rd1JSXjEoIU	oercommons	2025-03-18T00:34:38.029109	04/22/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65530/overview", "title": "How to create maracas?", "author": "Yulia Watters" }
https://oercommons.org/courseware/lesson/75431/overview	South Carolina Regions and Resources - Music lesson Overview This music lesson for Upper Elementary students includes a rhythm chant to help students remember the South Carolina geographical regions and basic information about natural resources as well. Students have the opportunity to practice beat and complex speech rhythm patterns. They will be able to plan and organize rhythmic ostinati to go with the chant. This lesson allows for arts integration into South Carolina social studies and science units. South Carolina Regions and Resources: An Upper Elementary Music lesson for Arts Integration with South Carolina geography, landforms, regions. Dolovis Jacklyn Viazanica Clemson3654 Standards: MU:Cr2.1.3b Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas. MU:Cr2.1.4a Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context. Goal: The students will learn a rhythmic chant to support learning the regions of South Carolina (Fig 1). They will create an instrumental arrangement with the steady beat, rhythmic ostinati and/or the rhythm of the words. Objectives: - The students will be able to recite the words to the chant while playing a steady beat on an instrument. - The students will track the steady beat while speaking the words. - The students will choose and play one or more ostinato rhythmic pattern(s) while speaking the poem. - The whole class or small groups will create an arrangement of the poem with drums and other unpitched percussion instruments. Instructional Plan Materials/Equipment: Handouts with the chant words with the heartbeat indicated Unpitched percussion instruments, as available: drums (could be bucket drums) rhythm sticks, wood blocks, shakers, tambourines, repurposed household items, triangles, etc. Academic Vocabulary: Ostinato Quarter note Eighth note Quarter rest Instrumentation Overlapping Rhythms Lesson Process: 1. The teacher teaches the rhythm of the chant by echoing each line and/or by speaking the whole poem or part of the poem. The students play along to the beat by patting, clapping, better yet a pat-clap pattern or a two-beat body percussion pattern of their choosing. Other options for keeping the beat include walking, stepping in place, a two-person clapping pattern. Finding different ways to keep the beat, repeat the poem until most students begin to say it. “SC Regions and Resources Chant” (The musical score is attached in Resources.) South Carolina Regions and resources, too. South Carolina Regions and resources, too. Blue Ridge Mountains, Piedmont are in the Upstate. Sandhills in the Midlands, and Columbia is great. Down through the Coastal Plains to the Low Country Where the beach and the Coastal Zone are as pretty as can be. Natural Resources They help us live. They help us live. They help us make a living and even get around Look and you’ll see where they are found. Rocks and minerals, Trees and water, too. Food we can grow, Amazing places we can show. We have a wealth of things to share, Send them to the world, but treat them with care. South Carolina Regions and resources, too. South Carolina Regions and resources, too! 2. Give the students the poem with the beat indicated ( Fig. 2) and have them track the heartbeat with a pencil while speaking the poem. Then find the rests where there are no words on a beat. (Some classes may not need this step). 3. Using a drum or other small percussion instrument, have the students play the beat while speaking the poem, better yet have them play a two beat pattern (tapping in two places or pat the drum then clap) while speaking the poem. 4. Assuming that students have reviewed and practiced 4-beat patterns using quarter notes, quarter rests and eighth notes (Fig. 3), students can decide on an ostinato pattern to play. ½ of the class can play the pattern while the rest speak the poem. Then add another ostinato to layer the rhythms. 5. After this demonstration, have students work in groups of 4 to create an arrangement of part of the poem. One or two people could play the steady beat, one or two could play an ostinato. Advanced groups could add another ostinati. The groups can decide on the instrumentation. 6. Considering the student ideas for ostinati and instrumentation, the whole class can choose the best ideas for a whole class performance. * Special considerations: This lesson allows for many places of differentiation. Keeping the steady beat while speaking part of all of the poem may be enough for some classes. Quarter note and rest patterns could be an easier way to add ostinati. Having the whole class or a small group of students play the rhythm of the poem is a good challenge. Small groups can be challenged as needed with multiple ostinati and playing the rhythm of the words. More advanced students can play more challenging rhythm patterns. Assessment Formative assessment, evaluation and reflection: Small groups play their arrangements for the class. The class discusses accuracy of the rhythms and the quality of the instrumentation. Small groups may choose to revise their work. The performance in small groups or with the whole class is the summative assessment. Fig. 1 Alexrk Modified to include region names. Fig. 2 Fig. 3 - Example rhythms	oercommons	2025-03-18T00:34:38.053375	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75431/overview", "title": "South Carolina Regions and Resources - Music lesson", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/90867/overview	DROUGHT Overview What is drought? DROUGHT Drought is an important climatic event that affects the entire environment all around the world. It is the second-most costly weather event after hurricanes. Drought is a lack of precipitation (such as rain, snow, or sleet) in a place for a protracted period which results in a water shortage. The lack of adequate precipitation can cause reduced soil moisture or groundwater, diminished streamflow, crop damage. The duration of droughts varies widely. It may last for weeks, months, or years and the beginning of drought is hard to pinpoint. The longer a drought lasts, the greater the harmful effects it has on people. Drought occurs naturally but some human activities such as excessive water use, and improper water management can exacerbate dry conditions. Droughts affect people in several ways. Clean drinking water is essential for all life, and sources of water may diminish during a drought. Also, crops need water to grow, and during a drought, water sources (lakes, rivers, streams) are diminished and may even dry up, preventing crops from being irrigated and causing them to die off. Also, drought affects the environment, dry conditions often lead to brush fires or wildfires. Consequently, people may not drink clean water, eat fresh vegetables or fruits, take a shower, swim, animals may extinct, and people may not survive at all. To prevent drought here are some actions you should take: - Take shorter showers. Turn the water on to get wet; turn off to lather up; then turn the water back on to rinse. - Don't let the water run while brushing your teeth, washing your face, or shaving. - Operate dishwashers only when they are full. - Don’t waste water waiting for it to get hot or cold. Capture it for other uses such as plant watering. - Operate clothes washers only when they are full or set the water level for the size of your load. - Never pour water down the drain when there may be another use for it. Use it to water your indoor plants or garden. - Repair dripping faucets by replacing washers. One drop per second wastes 2,700 gallons of water per year! SAVE WATER, SAVE PLANET.	oercommons	2025-03-18T00:34:38.068089	03/11/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90867/overview", "title": "DROUGHT", "author": "betül cakcak" }
https://oercommons.org/courseware/lesson/76032/overview	Education Standards Antelopes Book report-The Kingdom of the Golden Dragon http://photodendro.edu.gr/v/item/video/8522/920 Reporting Overview Lesson plan on the genre of report Activity 1 Have you ever read or listened to a report? When did you find it? What was it about? Why was it written? Activity 2 - Comparing and analyzing texts Read the texts in the links provided and answer the questions. What is the topic? What kind of information can we find in the text? Where can these texts be found? Why do you think were they written Who were they written for? Activity 3 - video watching Watch the video about Odysseas Elytis and think of possible subheadings for the information in the video. Alternativley, go to the transcripts section and try to organize the text in paragraphs, providing a heading for each one. Activity 4 - Organizing Information Listen to the audio text about Ancient Egypt and fill in information under the right heading. Alternatively go to the transcripts section and try to organize the text in paragraphs providing a heading for each one. Activity 5 - Final Homework Assignment Some of your schoolmates have started a school newspaper, and they are inviting you to contribute with your work. Pick a topic of your interest (person, event, activity, artefact, place, etc.) and write or record your report for the online version of the school newspaper. Transcripts Video transcript Odysseas Elytis was the pen name for Odysseas Alepoudelis. He was born in Herakleion in 1911. In 1914, his family, which originally came from Lesvos, moved to Athens were Elytis began to study law after leaving school. After some years, however, he broke off his studies and devoted himself entirely to his literary and artistic interests. He got to know the poet Andreas Embirikos, who became his life long friend. As time went by, he was inspired by Embirikos and the Greek Byzantine cultural tradition. In 1935, he published his first poems in the magazine "Nea Grammata". He also took part in the 1st International surrealistexhibition arranged that year in Athens. Experiences from the war lie behind the work that made Elytis famous. He is known as one of the most prominent poets of the Greek resistance and struggle for freedom. After the war, Elytis was busy with various public assignments and he published very little in the following ten years. The poetic cycle "To Axion Esti", which began in 1948 but did not appear until 1959, is recognised as Elytis's greatest work. It has been translated into several languages and in 1960 was awarded the National Prize in poetry. It was set to music by Mikis Theodorakis in 1964. Odysseas Elytis was awarded the Nobel Prize for literature in 1979. He died in 1996 (Script based on a text from Think Teen 2nd Grade (Advanced) of Junior High School Studdents' Book) Audio text transcript We have all heard of the sophisticatedcivilisation of the Egyptians. Not only was it one of the first, it also lasted the longest: nearly 3,500 years! One reason for this was Egypt's location. It lies in valley between two deserts, and the great river Nile, almost 1000 km long, crosses it from top to bottom. Every year, for about four months, the Nile overflowed the surrounding fields. As the water sllowly receded, it left behinf a thick layer of mud. This made the fields very fertile and gave Egypt its ancient name, Kemet, which meant "black land". The Egyptians were superb engineers, astronomers, accountants, mathematecians and surgeons, and they used mysterious symbols called hieroglyphics to write. They built temples dedicated to their Gods and a famous statue, the Sphinx. What they are best known for, though, are the pyramids they built. How did they build them? No one really knows how they managed to lift the tremendously heavy stone blocks and lay them in place. What is even more remarkable is that they had no heavy equipment, such as cranes, to help them; they didn't even use the wheel until a few centuries later! Probably, thousands of men dragged and pulled the blocks up specially made ramps.	oercommons	2025-03-18T00:34:38.093653	12/30/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76032/overview", "title": "Reporting", "author": "Angeliki Panagiotakopoulou" }
https://oercommons.org/courseware/lesson/91827/overview	What is the secret of successful people? Overview Successful People ‘Success’ is a very powerful word. Many of the people run behind it; most of the people want to conquer it. So, what is success all about? Does this mean acquiring money or fame? Success means different things to different people . The Oxford dictionary defines success as “The accomplishment of an aim or purpose”.This is the definition of success in theory, but in reality it differs according to people’s interests and goals so Succes is aim of nearly every person but not everybody can achieve the success which they want. People who achieved success must have some secrets and beacuse of most people do not know the secrets of successful life they fail. If one want to live a happy and life full of success then one have to follow certain principles which have been left by the philosophers and learned persons. First of the secrets successful people is that they take risks. They don’t sit on the side lines day dreaming. As they take risks they fail but in the and take always become successful. Many may have a negative view of failure, but actually, it can provide an essential tool for building character. Failure makes people stronger and more resilient. People who fail repeatedly develop persistence in the face of difficulties. Stephen McCranie said something about that which is about taking risks and trying again and again . “The master has failed more times than the beginner has even tried.” Another secret of succsessful people is that they don’t care what others think. The do it in their own style it does not mean that they are arrogant. People who worry about what others think often start digging into “matters” and not understanding the difference between a forest and a tree so one should be able to understanding conditions and one shoould act according to it. Anything, mostly the negative thoughts of people should not have impact on a person otherwise one will fail. Final secret of successful people is the way they think. They think outside the box. Thinking outside the box simply means that one is willing to consider different solutions and methods for reaching his desired outcome. That is to say: One wants to get from point A to point B, but one does not necessarily need or want to take the tried and true route to get there. Thinking differently can have a powerful and positive effect on one’s career. Thinking in such a way lead people to success but the problem is that people are creatures of habit and most of us prefer the comfort of familiar routines. Thinking outside the box can mean challenging long-held beliefs. Without challenging long-held beliefs and himself one will fail. In conclusion, Success is aim of neraly every person but success can change according to people. People who achieved the success know the secrets of succsess but the other people can not reach the success because they do not know the secrets of success. There are some secrets of being successfull. These are taking risks, not caring what others think and thinking outside the box. ‘Success’ is a very powerful word. Many of the people run behind it; most of the people want to conquer it. So, what is success all about? Does this mean acquiring money or fame? Success means different things to different people . The Oxford dictionary defines success as “The accomplishment of an aim or purpose”.This is the definition of success in theory, but in reality it differs according to people’s interests and goals so Succes is aim of nearly every person but not everybody can achieve the success which they want. People who achieved success must have some secrets and beacuse of most people do not know the secrets of successful life they fail. If one want to live a happy and life full of success then one have to follow certain principles which have been left by the philosophers and learned persons. First of the secrets successful people is that they take risks. They don’t sit on the side lines day dreaming. As they take risks they fail but in the and take always become successful. Many may have a negative view of failure, but actually, it can provide an essential tool for building character. Failure makes people stronger and more resilient. People who fail repeatedly develop persistence in the face of difficulties. Stephen McCranie said something about that which is about taking risks and trying again and again . “The master has failed more times than the beginner has even tried.” Another secret of succsessful people is that they don’t care what others think. The do it in their own style it does not mean that they are arrogant. People who worry about what others think often start digging into “matters” and not understanding the difference between a forest and a tree so one should be able to understanding conditions and one shoould act according to it. Anything, mostly the negative thoughts of people should not have impact on a person otherwise one will fail. Final secret of successful people is the way they think. They think outside the box. Thinking outside the box simply means that one is willing to consider different solutions and methods for reaching his desired outcome. That is to say: One wants to get from point A to point B, but one does not necessarily need or want to take the tried and true route to get there. Thinking differently can have a powerful and positive effect on one’s career. Thinking in such a way lead people to success but the problem is that people are creatures of habit and most of us prefer the comfort of familiar routines. Thinking outside the box can mean challenging long-held beliefs. Without challenging long-held beliefs and himself one will fail. In conclusion, Success is aim of neraly every person but success can change according to people. People who achieved the success know the secrets of succsess but the other people can not reach the success because they do not know the secrets of success. There are some secrets of being successfull. These are taking risks, not caring what others think and thinking outside the box.	oercommons	2025-03-18T00:34:38.113066	04/15/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91827/overview", "title": "What is the secret of successful people?", "author": "Ilkim Basdogan" }
https://oercommons.org/courseware/lesson/114919/overview	Project website E-STEAMSEL;Preparing Youth for the Future Labor Market with STEAM and SEL Overview This resource provides lesson plans in STEAM and SEL that are available to everyone. E-STEAMSEL;Preparing Youth for the Future Labor Market with STEAM and SEL Project Today's students will grow to pursue careers that do not yet exist.More than ever, it is necessary to prepare our students today so that they have the confidence to invent the world they want to live in.It is important to equip them with 21st century skills in STEAM (Science, Technology, Engineering, Art and Mathematics) and Social and Emotional Learning (SEL) (Self-awareness and management,Social Awareness, Relationship Skills,Responsible Decision Making).It is now a necessity for our youth and girls with multiple disadvantages to have STEAM and SEL learning skills in order to take part and struggle in the challenging business world of the future.STEAM mainly focuses on skill development in the fields of science, technology, engineering, arts and mathematics. SEL provides life skills in the fields of teaching and developing the skills needed to manage great emotions, build relationships, gain self-awareness, solve problems, make responsible choices, and set goals.These two complement each other. By 2027, jobs requiring STEAM skills are expected to increase by 13%.According to WEF; "People who can cooperate, have high communication skills, can produce solutions to problems with rational methods will be able to exist in the business life of the future"EIGE's economic benefits of gender equality study (2017) show that reducing gender discrimination in STEAM education alone leads to 1.2 million additional jobs in the EU. In this context, our aim is to empower teachers, especially girls and secondary school students with multiple disadvantages, in STEAM and SEL areas and to motivate them to use their skills in a wider way. Our project will produce activities based on learning and education in all disciplines by integrating our students and teachers into a comprehensive, applied system with an approach sensitive to gender equality. E-STEAMSEL focuses on the social inclusion of young students in all areas of life by developing a gender-sensitive interdisciplinary approach in and out of the classroom.While researches show that educational institutions do not keep up with the changing nature of professions, we hope to see an increasing number of schools assimilating STEAM and SEL programs - either integrated as part of core academic subjects or via after-school extracurricular activities.The purpose of E-STEAMSEL is not to turn every student into a programmer or engineer. After all, the world needs diversity. Instead, the aim of E-STEAMSEL is to give every student the opportunity to learn about technologies and to help them define themselves as innovators and changers who can take an active role in finding solutions to the problems they care about. In addition, to support them to be individuals who are sensitive to environmental problems and have an aesthetic point of view.The project target group focuses on developing four learning and innovation skills in young people:critical thinking and problem solving, creativity and innovation, communication and collaboration.These will help students be prepared for the increasingly complex and unknown working environments of the future. The knowledge accumulation in today's world is rapidly growing, and developing analytical, critical thinking, and problem-solving skills is crucial for a sustainable economy and society. As students pursue careers that do not yet exist, it is essential to equip them with 21st-century skills in STEAM (Science, Technology, Engineering, Art, and Mathematics) and SEL (Self-awareness and management, Social Awareness, Relationship Skills, Responsible Decision Making). The World Economic Forum's article "New Vision for Education: Promoting Social and Emotional Learning Through Technology" emphasizes the importance of social and emotional competence in the evolving digital economy. UNESCO has called on schools to implement SEL practices, and by 2027, jobs requiring STEAM skills are expected to increase by 13%. Reducing gender discrimination in STEAM education alone leads to 1.2 million additional jobs in the EU. To empower teachers, especially girls and secondary school students with multiple disadvantages, in STEAM and SEL areas, an e-learning platform called E-STEAMSEL aims to give every student the opportunity to learn about technologies and help them define themselves as innovators and changemakers. This will enable them to take an active role in finding solutions to their problems, while also supporting them to be sensitive to environmental problems and have an aesthetic point of view. The world of the future needs individuals with mathematics, science, technology literacy, self-actualized in social and affective learning, creative problem-solving, and aesthetic values. The project adopts these fields and develops them at the transnational level with an e-learning platform to prepare students for the digital world of the future. The project focuses on supporting students in mathematics and science, strengthening creative thinking skills with art classes, and producing materials to develop students' SEL skills using gamification and problem-solving-based learning methods. Additionally, the project presents a guidance service portal to students and parents in the digital space. By implementing the project we wanted to achieve the following aims and objectives: OUR AIMS WERE TO; • Ensure participation of girls and young people with multiple disadvantages in STEAM and SEL education. • Increase awareness and sensitivity among teachers, schools, and parents. • Ensure inclusion, equality, and easy access in STEAM and SEL learning areas. • Increase skills-based literacy of disadvantaged youth and girls. • Provide digital content and digital-skills-supported transformation in teaching and learning processes. • Develop innovative ways to involve students in learning activities. • Ensure equal access to project results for both genders. Goals Achieved: • Develop virtual platform for innovative learning solutions. • Created moddle-based e learning platform. • Produced materials for three sections. • Developed Skill-based learning e materials (STEAM)(IO1). • Created Social and Emotional Learning activities (IO2). • Provide Interactive Counseling Services for Parents and Students (I03). Target groups ; Young people (9-18) with disadvantages teachers, school and parents working with 9-18 age group DECISION MAKERS, Policy formulators, NGOs, youth workers and public. The partnership aimed to empower young people, particularly girls, in STEAM and SEL learning to prepare them for the future business world. The project encouraged schools and teachers to integrate labor market skills into curriculums and contributed to digital transformation in education. An e-platform was created, offering activities and materials for students and teachers at local, national, and transnational levels. The project also addressed the growing need for student and parent guidance due to digitalization in education. We produced the following content; IO1; STEAM FOR BOTH GIRLS AND BOYS: We developed interdisciplinary STEAM skills through activity plans and guidebooks, incorporating problem-solving and creative thinking in our project's e-learning platform. These guides provide teachers with methods, techniques, and application suggestions for STEAM teaching. IO2: SEL / SOCIAL AND EMOTIONAL LEARNING: In the SEL learning area, activity plans and a guidebook were created for teachers to use in classroom practices. 03; INTERACTIVE COUNSELING SERVICES FOR PARENTS AND STUDENTS; Within the scope of this intellectual output, counseling services and awareness materials for parents and students were created. Materials were prepared to help students recognize and realize themselves, materials to raise awareness of our parents were prepared and presented in digital environment. You can access all our results for free from the link below.	oercommons	2025-03-18T00:34:38.141663	Fatma Ülker	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114919/overview", "title": "E-STEAMSEL;Preparing Youth for the Future Labor Market with STEAM and SEL", "author": "Primary Source" }
https://oercommons.org/courseware/lesson/107917/overview	Soybean Lesson Plans - Moomey Overview Soybean_Lesson_Plans_-_Moomey__1_xfITbTu.pdf #NEsoybean Soybean_Lesson_Plans_-_Moomey__1.pdf	oercommons	2025-03-18T00:34:38.167128	08/22/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107917/overview", "title": "Soybean Lesson Plans - Moomey", "author": "Hallett Moomey" }
https://oercommons.org/courseware/lesson/111966/overview	Civilization and Imperialism Sample Assignments Overview This resource contains a series of sample assignments including: second-hand source excerpts about civilization with critical questions, instructions for a project about art traditions in Asia, instructions for a project about imperialism with a written and visual component, and instructions for a document-based essay about imperialism. Attachments The sample assignments in the attached document for this resource include: - A packet of excerpts with critical questions, - An extra credit project focused on art traditions in Asia, - A project focused on imperialism, and - A document-based essay focused on imperialism. About This Resource The sample resource packet here was submitted by a participant in a one-day workshop entitled, "Teaching Indigenous History as World History" for world history teachers hosted by the Alliance for Learning in World History. This resource was contributed by Orli Kliner.	oercommons	2025-03-18T00:34:38.185353	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/111966/overview", "title": "Civilization and Imperialism Sample Assignments", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/63448/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 okay again Section 1 or	oercommons	2025-03-18T00:34:38.205718	02/27/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/63448/overview", "title": "User Status Changed", "author": "Chris Adcock" }
https://oercommons.org/courseware/lesson/79198/overview	Post-It? An Intro to Social Media Overview This lesson is targeted at students who have not yet started using social media, but will soon. It offers discussion questions to get them thinking, as well as, an activity you can use long-term within your classroom to build skills and community... even if you don't have devices. Post-It? An Intro to Social Media Class Level - 3rd-5th Grade Goal I Create understanding of social media etiquette and considerations. Context I Students are beginning to or will soon be active on social media. Objective I Make students aware of social media etiquette and considerations. Standards I “I Can” Statement I I can use social media safely and responsibly. AASL Standards I : III.B.Create Learners participate in personal, social intellectual networks by: 1. Using a variety of communication tools and resources. III.C.Share Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others and 2.Involving diverse perspectives in their own inquiry process. South Dakota State Library Standards 4.LIB.IL.1.5 Share learning by beginning to use a variety of platforms, tools, styles, media, and formats. 4.LIB.CE.1.2 Explore and identify the impact of one's online activity and digital footprint. 4.LIB.CE.1.6 Respectfully collaborate to contribute to the exchange of ideas in diverse learning communities. Procedures I - Give each student three scraps of scratch paper. - On the first scrap – Respond to this question assuming only your closest friend or friends would see it: What’s the most embarrassing thing – you’ve ever done? - On the second scrap – Answer the same question, but in this case - your teachers, principal, and the adults in your family will see it. - And on the third scrap– Answer the question knowing your favorite movie/tv star(s), singer(s)/musician(s), and/or hero will see it. - Critical thinking prompts: That was the same question – did you write different answers for each? Did you feel more embarrassed thinking about one of those groups reading your response or responses than others? Why? Research shows that people often post things online that they would never say aloud or in person. Do you think you would be more likely to post something online than saying it aloud to any of these groups? Why do you think that is? Why might it be a poor decision or even dangerous? - Key point: When you post online, there is a potential that anyone can see your post or response… even people you have never met or haven’t met yet. You might apply for a job in a few years and many employers look online to see your social media history. Many parents check their kid’s accounts. Would you be proud to have your friend’s mom or dad reading what you’ve sent or posted publicly? Even though it might feel like you are talking just to your friends – social media posts can be permanent. If you post or even private message something you are not proud of – even if you delete it, someone else may have already taken a screen shot of it and can continue to show others. - Next step: Let’s take a look at how social media conversations work. Just like any community – online social media platforms have a culture. Here are some unofficial rules that are good to follow on any of them. - Don’t write in all CAPs. It creates the appearance you are angry or yelling. - Use complete sentences and good grammar/punctuation. It’s easy to be misunderstood online. - Be clear and concise. - Respond to the portion of the thread you are responding to… not necessarily the whole thread. (Show example.) - Be polite, even to strangers. - Beware of trolls and bullies. Some people are only online or participate in conversations to create drama or hurt others. Don’t engage with them and reach out to friends if you see them being bullied. - Ask a trusted grown-up for help if you feel uncomfortable or see something that feels wrong or dangerous. - Final Step: Create a mock Twitter feed on an empty part of your room. Have students post to the “feed” using Post-It notes throughout the day. Students must include their name on the posts. - BONUS – Keep it going all year as a community building activity. Have a daily question available for students to respond to. If time at the end of each day, discuss. Assessment I Monitor the mock Twitter Feed. Advise individual students as needed and reinforce main concepts with group.	oercommons	2025-03-18T00:34:38.230222	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79198/overview", "title": "Post-It? An Intro to Social Media", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/70429/overview	Choosing the Correct Inference Procedure: Flow Chart Activity Overview This leads students through a G_S_C_E activity to create an Inference Procedure Flow chart for AP Statistics. great for summarizing inference procedures and helping students prepare for the AP exam. This activity is best done face to face but can be done online as well using flip grid, post-it notes and flow chart sties and weel as good docs or one note. Task 1: How to Choose an Appropriate Inference Procedure: Make a Flow Chart You can do this activity face to face in small groups or online individually or thorugh a collaborative document. If doing face to face, provide paper and markers, crayons, scissors, glue so students can create. If doing online provide links to Flipgrid and create a place for them to share a photo or document of their work and make a video. They can also use a post-it note app or google document to create a flow chart online alone or coolaboratively. This lesson should be completed in one class meeting with time outside of class to finaize the product and create the Flipgrid video. Learning Targets: I can organize the learning I have gained with regard to Inference Procedures (make the flow chart) in a way will help me decide which inference procedure to use in any inference procedure problem. I can use the Flow chart to help me decide which inference procedure to use and then to complete the problem. We have spent a few weeks learning about Inference. We have spent time on hypothesis testing and confidence intervals. Your job today, is to create a flow chart to help you decide which Inference procedure to use in solving problems. Your should also include HOW to use each inference procedure in you flow chart. The following pages will walk you thorugh this process. Please keep a written record of each step. I have provided optional links to ONLINE options for keeping track of your work and notes. First, lets look at some problems we may have to solve..... DO not try to solve these, just read for now. - A teacher wants to know if the method of instruction affects how well students learn. Using two classes of the same level of statistics, she teaches one class using lecture only and the other class using lecture and group work. She measures the level of learning by giving both classes the same test. - A student of political science wished to determine whether there is a relationship between the gender of a student and their political affiliation. - A student wishes to test if SUV drivers in his state are more likely to be male than female. He randomly selects 50 students from a list of registered SUV drivers and records their gender. - Your friend in Portland claims that many drivers who pass her while she awaits the school bus are talking on a cell phone. You think it is a worse problem in your hometown. Notice that these problems are not complete. There are no statistics given so we cannot actually work them out. What we can do is choose which inference procedure(s) would be appropriate. The following task will help you organize your thoughts and help you create in developing your flow chart. Task 2: GENERATE - Brainstorm and make Lists Before you get to make the decisions you need to take some time to write down all of the possibilities available to you for testing and inference procedures. Remember that there are confidence intervals as well. You can use your notebook and write it down, you may open a documents or you can add post-it notes to this page: add a post-it note for each inference procedure here. Once your have all of the inference procedures written or posted, you need to think about how to organized that list. Your second brainstorming acitiviy will be to write down a list of questons you can ask yourself while reading throguh the problem. These questions should lead you to figure out which procedure to use. You can also add to this list the key words and phrases in the problem that can help you make a decision. You can do this with more post-it notes, write it in your notebook or in a document. Be sure you are saving all of these to share. Before you move on to the next TASK , you need to upload your brainstorming lists or you will be sahring with your class face to face. Task 3: SORT and CONNECT - from lists to groups to flow chart Here are options for the final product. Allow students to get creative in how they organize the flow chart. They are required to explain the reasoning and show how it works in the end... Now that you have the list of possible inference procedures and a list of questions and clues, you can move forward. Sort: Students, sort these procedures into groups based on the clues the problems can give. You could sort by the number of samples, parameter of interest, the type of date you would be given. Do not forget about confidence intervals, linear regrassion and Chi-Square! You are making groups of tests you think related to each other in some way. Connect: Now students, you are charged with creating the flow chart. Take your groups and start conencting! Make connections. Your chart should “flow” you from the problem to the clues and questions to a testing proceudre. Be sure to provide reasoning. What clues did you start with? why did you choose that? What was your thoguth processs as you were making these connections? Be sure you are documenting everything, either on paper or online. Keep track of each step. So far you should have: 1. A list of inference procedures. 2. A list of questions and clues to help you connect and sort. 3. A document where you have placed the inference procedures from list 1 in gorup using the questions and clue from list 2. 4. A flow chart that has all of the elements from list 1 and 2 that will help you decide what inference procedure to use. Next you will try out your flow chart. Here are the "problems" from page 1 of this activity... - A teacher wants to know if the method of instruction affects how well students learn. Using two classes of the same level of statistics, she teaches one class using lecture only and the other class using lecture and group work. She measures the level of learning by giving both classes the same test. - A student of political science wished to determine whether there is a relationship between the gender of a student and their political affiliation. - A student wishes to test if SUV drivers in his state are more likely to be male than female. He randomly selects 50 students from a list of registered SUV drivers and records their gender. - Your friend in Portland claims that many drivers who pass her while she awaits the school bus are talking on a cell phone. You think it is a worse problem in your hometown. Use your flow chart to see if you can decide which inference procedure(s) would be best. You can also try using it here: Kahn Academy Inference procedure multiple choice practice write down your answers and draw on you flow chart the path you flowed through to asnwer each one (number the paths). take a photo of it so you can share......keep scrolling :) scroll down for the answers - 2 sample t-test for a difference of means - Chi-square test of independence null: There is no association between gender and political affiliation. Alternative: There is. - 1 sample z-test null p = .5 alt: p > .5 p = true proportion of SUV owners that are male - 2 sample z-test for a difference in proprotions. Task 4: ELABORATE and SHARE your flow chart Elaborate: First make your flow chart more useful by including details for each test that would help you to complete the iference procedure once your flow charts helps you make a decision. Include: how to write null and alternative hypothesis, what conditions to check, how to find the test statistic and how to pind the p-value. You will now create an explanatory video and share your flow chart with the class. You can creae your video using flipgrip and share it in the CANVAS assignment. You can also upload your: lists, sort and final flow chart to the assignemtn as well. WHAT TO INCLUDE IN THE ELABORATE: - I want you to display the flow chart in a way that is pleasing to the eye. Create a document or presentation that you can share face to face or online with peers. - Include a voice description answering the following questions about their flow chart: What are the questions you are asking yourself to decide what procedure to use. How did you organize your flow chart and WHY did you organized it that way? APPLY the FLOW CHART TO PROBLEMS Solutions: Choosing the Correct Testing Procedure: ANSWER KEY - Matched pairs t-test : : = true mean difference in times (m – f) - Chi-square homogeneity of proportions : The true proportion that get ear infections is the same for all three treatments : It isn’t. - Linear regression t-test : : = the true slope of the least squares regression line using x = years and y = salary - 2 sample t-test : : (s = silent, r = regular) - Chi-square goodness of fit test : the color distribution hasn’t changed. : It has. - 1 sample t-test : = 51000 : > 51000 = true mean income in California - 2 sample t-test : : (d = duracell, e = eveready) - 1 sample t-test : = 38 : 38 = true mean number of contacts - 1 sample z-test : p = .5 : p > .5 p = true proportion of students with a MySpace or Facebook page - Linear regression t-test : : = the true slope of the least squares regression line using x = age and y = miles - Chi-square test of independence : There is no association between type of music preferred and favorite academic subject. : There is. - Depending on the sampling procedure, this could be several different tests. If one sample of students, then a chi-square test of independence. If one sample of iPod owners, then a one sample z test. If two samples, one of males and one of females, then a chi square homogeneity or 2 sample z test. - 1 sample t-test : = 1 : > 1 = true mean brushing time - Chi-square goodness of fit test : the colors are uniformly distributed : They aren’t. - Matched pairs t-test : : = true mean difference in length (a – b) - Chi-square homogeneity of proportions : The true proportion that get heart attacks is the same for all three treatments : It isn’t Your final task is to apply the flow chart to the problem set below: Include in your answers to each problem: the testing procedure you would use (be specific in naming it), the null and alternative hypothises, the parameter of interest. HW #35: Choosing the Correct Testing Procedure: For each of the following scenarios, identify the inference procedure you would use (problems 11-20 from Daren Starnes). - In your psychology class, your group (5 students) wants to investigate the relative intelligence of mice. You decide to perform an experiment on mice, using mazes. Each of you has one male and one female mouse at home (for a total of 10 mice), and you each build a different maze. Each of you will allow each mouse one trial and record the time to reach the cheese at the end of the maze. - Xylitol is a food sweetener that may also have antibacterial properties. In an experiment conducted in Finland, 1 group of children regularly chewed gum with Xylitol, 1 group regularly took Xylitol lozenges, and a third group regularly chewed gum that did not contain Xylitol. The experiment lasted 3 months and researchers noted whether each child had an ear infection during that period. - Is there a relationship between the number of years a teacher has worked and their annual salary? - Researchers have noted that sleep deprivation leads to car accidents and other mistakes, often due to inattention or slower reaction time. In order to examine the level of sleep deprivation in high school students, a researcher performs the following study. At 10 a.m. on a particular school day, students in two classes play a computer game that is actually recording the time it takes them to negotiate a mental obstacle course. At 2 p.m. that day, one of the classes is given 30 minutes in a silent, dark room with comfortable furniture, and the students are allowed to sleep. The other class has regular classes. At 3 p.m., both classes play the computer game again. The researcher records the differences in the times it takes each student to complete the game. - Suppose that 25% of all Hondas produced last year were white, 25% silver, 20% black, 15% blue, 10% green, and 5% other. To see if they should change the distribution of colors for cars produced next year, Honda takes a random sample of potential car buyers and asks what color they prefer the most. - Suppose that the 2000 Census showed that the mean household income in the US was $51,000. A random sample of Californians was taken to see if Californians make more money than the rest of the country. - Which brand of AAA batteries last longer, Duracell or Eveready? - According to a recent survey, a typical teenager has 38 contacts stored in his/her cell phone. Is this true at your school? - Do the majority of students at your school have a MySpace or Facebook page? - Is there a relationship between the age of a car and the number of miles it has been driven? - Is there a relationship between the type of music a student prefers and the student’s favorite academic subject? - Is one gender more likely to own an iPod? - Do students spend at least 1 minute brushing their teeth, on average? - Are the colors uniformly distributed in Fruit Loops cereal? - Which brand of razor gives a closer shave? To answer this question, researchers recruited 25 men to shave one side of their face with Razor A and the other side of their face with Razor B. After 12 hours the length of the men’s whiskers was measured. - To see what factors influence heart attacks, subjects were recruited for an experiment and randomly assigned to one of three treatment groups: low fat diet, exercise, and both.	oercommons	2025-03-18T00:34:38.276973	07/27/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70429/overview", "title": "Choosing the Correct Inference Procedure: Flow Chart Activity", "author": "Cara Kern" }
https://oercommons.org/courseware/lesson/66550/overview	The 50th Anniversary of the Stonewall Riots Timeline of the Stonewall Riots The Stonewall Riots Overview This is a resource designed to teach students about the Stonewall Riots. Information Watching the resources that I have included should be enough to answer any questions that students might have. There are really no right or wrong answers to the questions on the assignment, so you can decide for yourself if they get points or not. This resource is for students to get an overivew of the events and impact of the Stonewall Riots, a protest that happened in 1969 that was the start of the LGBT rights movement. Students will learn when the riots took place, as well as some of the key players, and the long lasting effects that the event had. As for lesson materials, there is a news clip celebrating the 50th anniversary of the riots, as well as a history.com article with a comrehensive timeline of all that happened. The assignment is a question and response where students are asked to aswer questions with responses up to a paragraph.	oercommons	2025-03-18T00:34:38.296672	05/08/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66550/overview", "title": "The Stonewall Riots", "author": "Charlotte Beale" }
https://oercommons.org/courseware/lesson/93851/overview	Education Standards https://docs.google.com/presentation/d/1EEftcC2boQCTG172T1Hh0emZvcbxGKzkGxXV7cEIo38/edit?usp=sharing Hispanic Heritage/Elements of Culture Overview In this lesson, students will learn what the word “Hispanic” means and what some elements of culture are. Pairs/groups of students will read about a Hispanic country and create a one-pager showing cultural elements of that country. \| LESSON DESCRIPTION Hispanic Heritage Month/Elements of Culture Author of the Lesson: Clarissa Wiebe Lesson Summary/Overview: In this lesson, students will learn what the word “Hispanic” means and what some elements of culture are. Pairs/groups of students will read about a Hispanic country and create a one-pager showing cultural elements of that country. LESSON GOALS AND OBJECTIVES Alignment and Objectives Content Standards: CCSS.ELA-Literacy.RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Content Objectives: Understand the different elements of culture, particularly related to Hispanic cultures. ELP Standards: 1: Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. 2: Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions. 3: Speak and write about grade-appropriate complex literary and informational texts and topics. 8: Determine the meaning of words and phrases in oral presentations and literary informational text. 9: Create clear and coherent grade-appropriate speech and text. 10: Make accurate use of standard English to communicate in grade-appropriate speech and writing. Language (ELP) Objectives: Understand the word Hispanic as well as the elements that make up culture. Supporting Academic Language Language Functions: Describing people, places, and things; Literary analysis; Drawing conclusions Language Modalities: Reading—After teacher modeling, students will read informational text and highlight specific information. Writing—Using an example for reference, students will write and draw items on a piece of paper that represent elements of culture for a specific Hispanic culture. Students will also answer questions in journals about the activity, using sentence frames if desired. Listening—Students will listen to members of their group when discussing what they highlighted as elements of culture from the reading. Speaking—Students will use a talking chip to contribute to group and class discussions, using sentence frames if desired. Vocabulary: Hispanic, elements of culture Syntax or Sentence Structure(s): I gave myself a score of ____ for participation because _______________. An element of culture I found for (country) is ________. In (country) an element of culture is ____________. The country my group read about was ___________. I noticed that all the countries had _______________ in common. Some of the cultural elements in the country ______________ are ___________, _____________, and ____________. The hardest part of this lesson for me was _______________. LESSON PREPARATION Considerations Prerequisite Knowledge and Skills: Having an understanding of what culture is, reading grade-level informational text, highlighting specific information, having a discussion in a group, sharing information out loud, and answering questions in a journal. Instructional Materials Resources, Materials, and Technology required or recommended for the lesson: Printed handouts Paper/colored pencils, crayons, markers, etc. Cards/other means for grouping students Talking chips/tokens Learning Supports Socio-emotional supports: Having students work together in groups and providing sentence frames. Journal entry that won’t be shared with others. Cultural & Linguistic Responsiveness: This lesson focuses on learning and knowing about other cultures, specifically Hispanic cultures, which may represent multilingual learners in the class. Strategic grouping of students where needed for language/comprehension supports. Accessibility: Students work in groups, specific grouping as necessary to support language/comprehension supports. Teacher modeling of all tasks required of students. Use of talking chips to promote fair group work. Instructional Supports Differentiation: Teacher modeling and examples, strategic grouping L1 Supports: Cognates, word wall, sentence frames, multiple ways to show knowledge L2 Development (by level): LESSON PROCEDURES Anticipatory Set/Motivation/Hook Time: 10 minutes Teacher Does/Students Do: Whole Group—Activate prior knowledge: Think about the elements of one’s own culture. Allow for a few students to share. Give help and examples as needed. Make a mind map: On the board/overhead with “elements of culture” in the middle and branching out with terms the class comes up with (traditions, food, language, celebrations, sports, clothing, etc.) Introduce vocabulary word: Hispanic (any culture where the language spoken is Spanish). Focused/Guided Instruction (Teacher-as-Model/Joint Responsibility) Time: 7 minutes Teacher Does/Students Do: Show the informational sheet for one of the Hispanic countries (example done is for Argentina) on the overhead. Read aloud and highlight as students and teacher give a thumbs-up whenever reading about a cultural element. Show the one-pager example for Argentina and discuss how the elements represented are related to the informational page. Group Application (Student-to-Student Joint Responsibility) Time: 20-30 minutes Teacher Does/Students Do: Pass out cards to students and have them find their match(es). These will be the pairs/groups. Students should be put into groups of 2-3, depending on numbers. Give each student a talking chip and explain that they will need to use these during their group discussions. Distribute the Hispanic country information sheets: Give each group one color copy and enough black and white copies for each student in each group, using a different country for each group. Students will read the information and highlight the elements of culture for their particular country. They can do this together if they wish, or on their own. When all students in a group are done reading, they will have a group discussion to decide what to put on their one-pager. Each group member must use their talking chip to discuss something they highlighted while reading the text. Provide the sentence frame: “An element of culture I found for __(country)___ is ___(element of culture)___.” Students will decide which elements to include on their one-pager and will make it together. Groups share with class: Each group will present their one-pagers to the class. They will need to tell the name of the country and the elements they included. Each group member should share something. They can use the sentence frame: “In ___(country)____an element of culture is _____________.” Individual Learning (Independent Practice and Application) Time: 10 minutes Teacher Does/Students Do: Using classroom journals, students will make an entry with the following: 1. On a scale of 1-5 (1 is low, 5 is high), I participated and did my part during group work. Tell why you gave yourself that score. I gave myself a score of ____ for participation because _______________. 2. On a scale of 1-5, I did the best work I was able to do today. I gave myself a score of ____ for doing the best work I could today because _____________. 3. What is the country your group read about? The country my group read about was ___________. 4. Did you notice any elements of culture that your country had in common with another country that a different group shared about? I noticed that all the countries had _______________ in common. 5. What are some of the specific elements of culture in the country you read about? List at least three, but you can list as many as you would like. Some of the cultural elements in the country ______________ are ___________, _____________, and ____________. 6. On a scale of 1-5 (1 is easy, 5 is difficult), rate the difficulty of this lesson. What was the hardest part for you? The hardest part of this lesson for me was _______________. Closure Time: 3 minutes Teacher Does/Students Do: Using an exit ticket, students will list three elements of culture and define the word “Hispanic” in their own words. ASSESSMENTS Formative Assessment Content: One-pagers, Journal entry, highlighted information on student copies, student sharing out loud to class[d] Language: Exit ticket, journal entry	oercommons	2025-03-18T00:34:38.338519	World Cultures	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93851/overview", "title": "Hispanic Heritage/Elements of Culture", "author": "Social Science" }
https://oercommons.org/courseware/lesson/64550/overview	Grade 6-8 Comprehensive School Counseling Learning Resources Overview Resource suggestions to explore and consider as a way to support your family learning during school closures. Grade 6-8 Comprehensive School Counseling Learning Resources Brain POP for SEL: Brain POP is committed to developing SEL content that supports the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. CASEL: The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a trusted source for knowledge about high quality, evidence-based social and emotional learning (SEL). Inside SEL: SEL curates relevant headlines, policy updates, and articles pertaining to social-emotional learning. Photo by Casey Horner on Unsplash	oercommons	2025-03-18T00:34:38.352408	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64550/overview", "title": "Grade 6-8 Comprehensive School Counseling Learning Resources", "author": "Lesson" }
https://oercommons.org/courseware/lesson/64971/overview	Getting Started Overview This resource was created by the Washington Office of Superintendent of Public Instruction. Getting Started in Modeling Our World with Mathematics Use these lessons to get to know your students and to set the culture of the course. The math is simple to encourage students to build confidence, but the thinking processes are crucial. Three instructional routines are introduced. Implementing them in this context will make them easier to use later in the course when the math is more challenging. This unit is all about getting started with a positive attitude!	oercommons	2025-03-18T00:34:38.369029	04/06/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64971/overview", "title": "Getting Started", "author": "Hannah Hynes-Petty" }
https://oercommons.org/courseware/lesson/66047/overview	Mechanical system Design Puzzles Overview Mechanical system Design Puzzles Mechanical system Design Puzzles Unit: Design of Machine tool Gearbox Preapared by: D. P. Yesane, MMIT, Pune \| MATERIAL SELECTION \| \| GEOMETRIC PROGRESSION \| \| STRUCTURE DIAGRAMS \| \| SPEED DIAGRAM \| \| OPTIMIZATION \| \| KINEMATIC DIAGRAM \| \| GEAR DESIGN \| \| TEETH \|	oercommons	2025-03-18T00:34:38.382199	05/03/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66047/overview", "title": "Mechanical system Design Puzzles", "author": "Dayanand Yesane" }
https://oercommons.org/courseware/lesson/92405/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 teste Teste or	oercommons	2025-03-18T00:34:38.402630	04/30/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92405/overview", "title": "O Urso Polar", "author": "Savio Camacam" }
https://oercommons.org/courseware/lesson/74938/overview	Education Standards Industrial Revolution Scavenger Hunt Overview Students will research information using a variety of sources to answer questions for an Industrial Revolution Scavenger Hunt. Standards Standards: 5th Grade SC Social Studies Standard 1: Demonstrate an understanding of the economic, political, and social effects of expansion and industrialization on the United States and South Carolina between 1860–1910. SC ELA Inquiry Based Literacy Standards Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 3.1 Develop a plan of action for collecting relevant information from primary and secondary sources. AASL Framework Standards for Learners Learners engage with new knowledge by following a process that includes: 1. Using evidence to investigate questions. Activity Time: 45-minutes 1. Students will be divided into teams of two. Students must work together on this activity. One person is the reporter (locates the answer) while their partner is the recorder (writes the answer on the paper). 2. Printed and laminated questions are placed on the counter. Students do not have to answer the questions in order. 3. Students will choose a question, locate the correct source, answer the question and then return the question slip for a different question. 4. Students will have 30 minutes to answer as many questions as possible. 5. Review with students the correct answers upon completion of the scavenger hunt. Materials Books: Smokestacks and Spinning Jennys by Sean Price New Industries, New Jobs by Jeremy Thornton A Changing Nation by Michael Burgan Immigration, Migration, and the Growth of the American City by Tracee Sioux Industrial Revolution by Susan Hamen We the People: Industrial America by Kitty Shea Reference Books: Heinemann First Encyclopedia World Book Scholastic Dictionary America A to Z Biography for Beginners-Inventors	oercommons	2025-03-18T00:34:38.424592	11/20/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74938/overview", "title": "Industrial Revolution Scavenger Hunt", "author": "Shaney Stewart" }
https://oercommons.org/courseware/lesson/100555/overview	Bravery Mini-lessons Series Overview In this lesson, students will learn about their classmates and teacher in a way that builds community and cohesiveness in the learning environment. Using the book, Playing for Change, students will discuss differences in the characters who were accepted and those who were not. In pulling these elements out of the plot, students will then identify differences in themselves that possibly relate to others in the classroom. Lesson Overview Please adapt the lesson activity to fit your students' abilities and interests. Introduction In this set of mini-lessons, students will discuss, collaborate, and complete activities based on Carl Erskine’s Core Value of Bravery. Each mini-lesson will consist of a 10-minute instruction and a 20-minute student-centered activity. Times can be adjusted or extended as needed. Lessons build upon each other and should be completed in order. Lessons are based on excerpts of the documentary, The Best We’ve Got: The Carl Erskine Story (Educational Version). Watch all or part of the film with the class Grades 3 – 5 Themes - Bravery - Inclusion - Perseverance - Integrity Objectives During this lesson, students will: - Create a poster that describes something they are passionate about. - Discuss how Jackie Robinson and the Erskines showed bravery, and how they can be brave too. - Determine the best decisions in role-play scenarios and explain their reasoning. Essential Questioning Students should be able to answer these questions by the end of this lesson: - Why is it important to stand up for what you believe in? - What is something you strongly believe in and why is that important to you? - How are you, Jackie, and Jimmy similar? How are you different? - In a difficult situation, how do you know what decision is best? - How is bravery connected to decision making? Indiana Academic Standards - INSS.ELA – (3)(4)(5) RN.2.2 - INSS.ELA – (3)(4)(5) RN.2.3 - INSS.ELA – (3)(4)(5) RN.4.2 - INSS.ELA – (3)(4)(5) SL.3.1 - INSS.ELA – (3)(4)(5) SL.4.1 Download the attached PDF document for complete lesson materials. Download the attached Word version for fully accessible document. (Coming Soon)	oercommons	2025-03-18T00:34:38.449731	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100555/overview", "title": "Bravery Mini-lessons Series", "author": "Sociology" }
https://oercommons.org/courseware/lesson/77697/overview	City Of Ember Novel Study Overview This resource includes 20 lesson plans that can be used to teach "The City of Ember" by Jeanne DuPrau. The common core standard RL.5.3 Compare and contrast two of more characters, settings, or events in a story or drama, drawing on specific details in the text is supported in this novel study. Resources for City of Ember The following lesson plans support Common Core Standard RL.5.3 Compare and contrast two of more characters, settings, or events in a story or drama, drawing on specific details in the text. The mentor text used is "City of Ember" by Jeanne DuPrau. This novel study consists of 20 lesson plans which cover teaching the entire novel over approximately a one month period.	oercommons	2025-03-18T00:34:38.465912	02/28/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77697/overview", "title": "City Of Ember Novel Study", "author": "Jessica Mielke" }
https://oercommons.org/courseware/lesson/105183/overview	PORTFOLIO -BASED AUTHENTIC ASSESSMENT Overview A portfolio assessment is a systematic and organized collection of evidence used by the teacher and student to monitor the growth of the student's knowledge, skills, and attitudes in a specific subject area. The portfolio is a collection of students' work representing a selection of performances. PORTFOLIO -BASED AUTHENTIC ASSESSMENT Subject: Technology and Livelihood Education: AGRICULTURE Grade Level: Grade 6 Topic: LANDSCAPE INSTALLATION (AGRI-FISHERY ARTS) (STUDENT) - The goal of the student is to document their learning, to reflect on their learning and to demonstrate their skills and knowledge (TEACHER) - The goal of the teacher is to assess the students learning, to provide feedback, and to showcase student work. INTENDED LEARNING OUTCOMES \| : At the end of the lesson the students with 80% of accuracy should have: - Gain knowledge of landscape Installation design practices and processes, design terms and techniques through discussion. - Develop understanding of form and its varieties by creating models, doing sketches and drawings and completing design projects. - To achieve beauty and utility in the fullest use of the out-of-doors. ASSESSMENT TASK: - Write a brief summary or introduction including their goals, their challenges face during the installation and how they address these challenges. INSTRUCTIONS: Materials: - Camera or Smartphone, Folder, coloring materials Process/ Mechanics: - The student must write a brief summary or introduction including their goals, their challenges face during the installation and how they address these challenges. - Take “before” photos of the area of their any work down to the starting point of the project. - Take a photo at each stage of installation process including the site, installing landscaping elements, laying immigration and drainage system, planting and adding finishing product - Take a photo of the finish product/projects to showcase the transformation and highlight the final form. - Organized the photo description and testimonials into a visually appealing and easy to navigate format. - The portfolio must include the cover page which have the title of the project, name of the professor, and the student name. in the table of content, they must have the day to day achievement with their own title - The student must make a reflection, regarding on their experiences during the installation and how they cope up with their challenges - The portfolio must be made of recyclable materials only. - The start of making of your portfolio will be on June 10, 2023 and the deadline of the portfolio will be on the last day of June 31, 2023. - The teacher will give feedback after he/she collects the portfolio Tips & Reminder: - The landscape should include the elements of unity, scale, balance, simplicity, variety, emphasis, and sequence as they apply to line, form, texture, and color. - Sustainable landscape architecture could consist of anything from a native plant garden to a rainwater collection station Time frame: - For the whole 1st Grading Period Submission: - The submission due date will be communicated by the teacher or facilitator. RUBRICS: Instructions: Teachers or facilitators will use this rubric to assess and provide feedback on students’ performance in creating a documentary portfolio. - The rubric should be dissiminate to the students before the assessment will begin, - The rubric will be use to assess and finalize the overall student performance - The submission due date will be depend to the teacher or facilitator. - Teachers should explain the rubric and its components and criteria to the students - Students should enlightened themselves with the rubric, and understanding the criteria and expectations for each component ANALYTIC RUBRIC CRITERIA \| 4 \| 3 \| 2 \| 1 \| Content \| The portfolio includes all required elements and demonstration, an exceptional level of depth, detail and relevance. The information is accurate, organized and presented in clear and concise. \| The portfolio mostly required and demonstrate a solid level of depth, detail and relevance. The information is mostly accurate and organized with 2-3 minor error or omissions. \| The portfolio includes some required elements and demonstrates basic level of depth, detail and relevance. The information is generally accurate, but disorganized. \| The portfolio is missing many elements and demonstrates a poor level of depth, details and relevance. The information is inaccurate. \| Quality \| The portfolio demonstrates exceptional quality in terms of readability, clarity, accuracy. It is free from errors and has a professional appearance. \| The portfolio is mostly clear and readable with 2-3 minor error in spelling, grammar or formatting. It has a mostly professional appearance. \| The portfolio is somewhat difficult to read or understand due to errors in spelling, grammar or formatting. It has somewhat unprofessional appearance. \| The portfolio is unreadable or contains numerous errors in spelling, grammar or formatting. It has a highly unprofessional appearance. \| Creativity (use of recyclable materials) \| The portfolio contains of use of recyclable materials should demonstrate to sustainable practices. \| The portfolio mostly use of recyclable materials which demonstrate resourcefulness and demonstrate sustainable practices. \| The portfolio is somewhat/some use of recyclable materials and use of other materials does merely demonstrate resourcefulness and sustainable practices. \| The portfolio does not use any recyclable materials and does not demonstrate resourcefulness and sustainable practices. \| Reflection \| The portfolio includes a thorough and insightful reflection on the learning process demonstrating of a high level of self-awareness, critical thinking and goal setting \| The portfolio includes a mostly thorough reflection on the learning process, demonstrating some self-awareness, critical thinking and goal setting \| The portfolio includes a basic reflection on the learning Process demonstrating limited self-awareness, critical thinking, and goal setting \| The portfolio includes no reflection on the learning process, demonstrating a lack of self-awareness, critical thinking and goal setting. \| REFERENCES: (APA, categorized, alphabetical) Online Sources: https://www.adorama.com/alc/how-to-make-a-documentary/ https://www.scribd.com/document/496197454/AF-Landscape-Installation-and-Maintenance-NC-II-20151119 Books: Journals: PREPARED BY: VELAYO, KENNETH (kenneth.velayo@ctu.edu.ph) May 2023 This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.	oercommons	2025-03-18T00:34:38.524538	06/13/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105183/overview", "title": "PORTFOLIO -BASED AUTHENTIC ASSESSMENT", "author": "Kenneth Velayo" }
https://oercommons.org/courseware/lesson/89490/overview	Guess My Number Overview This is a task that includes greater than/less than, comparing numbers, and number sense Mathematics - 2nd Grade Guess My Number DESCRIPTION - Overview: This is a task that incorporates greater than/less than, comparing numbers, and number sense - Subject: Mathematics - Level: Lower Primary - Grades: Grade 2 - Material Type: Activity Lab - Author: Michalina Peterson - Date Added: 1/23/2022 - License: Creative Commons Attribution - Language: English - Media Format: Text/HTML - Alignment to Content Standards: 2.NS.3 - Plot and compare whole numbers up to 1,000 on a number line TASK Materials: - A dry erase or black board - Dry erase markers or chalk - A number line drawn on the board, with the numbers 1-30 included Actions: - The teacher picks a number from 0-30 and writes it down so the students cannot see it - A number line is 0-30 is displayed on a white board or chalk board - Students will take turns guessing the teachers "secret" number - As students guess, the teacher gives them clues, for example: - The secret number is "12", the teacher has written this down. - Student #1 guesses the number 18. - The teacher tells the student, "That is not the secret number, the secret number is LESS THAN 18", and indicates this on the number line, by X-ing out the number 18, and drawing an arrow above the number 18, pointing to the left of 18 to indicate that the number is LESS THAN. - Student #2 guesses the number 3. - The teacher tells the student, "That is not the secret number, the secret number is GREATER THAN 3, but LESS THAN 18". They indicate this by X-ing out the number 3, and drawing an arrow above the number 3 pointing to the right to indicate that the number is GREATER THAN. - This continues until the correct number is guessed. NOTES - Any number of students can participate in this activity, it is nice that it can be used with 1 student, or a class of 15, each taking turns guessing the number. - Very low prep is needed for this activity. - Quick checks of understanding of greater than/less than can be made based on students' answers. - Students really enjoy this activity, they get excited when they are getting closer to the correct guess. - As an alternative, students also enjoy being the one to pick the "secret" number, although it can sometimes be a challenge for the student to keep their number a secret. They can take turns being the teacher and giving each other clues based on greater than/less than, increasing their level of understanding. - In preparation for this activity, students should be familiar with the terms greater than/less than and with comparing numbers.	oercommons	2025-03-18T00:34:38.542510	01/23/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89490/overview", "title": "Guess My Number", "author": "Michalina Peterson" }
https://oercommons.org/courseware/lesson/89474/overview	STOMATAS Overview To facilitate gas exchange between the inner parts of leaves, stems and fruits, plants have a series of openings known as stomata (singular stoma). These openings would allow gas exchange, but at a cost of water loss. Guard cells are bean-shaped cells covering the stomata opening. They regulate exchange of water vapor, oxygen and carbon dioxide through the stoma. pharma STOMATA-TYPES-BASIC	oercommons	2025-03-18T00:34:38.559598	01/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89474/overview", "title": "STOMATAS", "author": "Vikrant Arya" }
https://oercommons.org/courseware/lesson/114745/overview	The Great Depression Foldable Activity The Causes of the Great Depression Overview Description The lesson focuses on the causes and effects of the Great Depression. When the stock market crashed on October 29, 1929, it led to the beginning of the Great Depression that affected many businesses and Americans economically. The crash caused businesses to close and people to lose their jobs and become homeless. As the depression worsened, people became desperate for the government to assist them. President Herbert Hoover decided to implement government policies that would help improve conditions for Americans, but were they enough? Lesson Plan Lesson Plan: The Great Depression Teacher: Stephanie Bradley Grade: 10-12 Overall Goal: The overall goal of this lesson is for students to understand how the American identity was affected by an economic boom and bust in the 1920s and 1930s. During the 1920s, optimism drove stock prices to new highs, but risky investment practices set the stage for a crash. Fearing danger, investors sold their holdings, causing the market to lose lots of money and the nation’s banks to collapse. Companies went out of business and lots of people lost their jobs. People were faced with the problems of not being able to provide for their families. Standard: USHC.4.P Summarize the changing role of the government in the economy during the period 1917–1945. Learning Target(s): I can explain the causes and effects of the stock market crash of 1929 and the Great Depression, and assess the degree of change in American Life by analyzing forces for continuity and change. Academic Vocabulary: Herbert Hoover stock market Long Bull Market Black Tuesday Hooverville Dust Bowl repatriation Public Works Agricultural Marketing Act Reconstruction Finance Corp. Emergency Relief Act Bonus Army In order to achieve this goal, the instructor will open the lesson by having students copy bellringer (listed on the whiteboard) and record their responses in their journals. Bellringer: How did the prosperity of the 1920s give way to the Great Depression? Students will participate in a class discussion based on their responses to the bellringer. The teacher will demonstrate a lesson (PowerPoint) on the Great Depression. The teacher will discuss the rise and fall of the American economy in the 1920s and 1930s and describe the impact those trends had on American life.The teacher and students will discuss how changing economic conditions shaped governmental policies. Assessment: The students will create a foldable activity to assess the effectiveness of President Hoover’s policies in response to the Great Depression. Students will describe the measures the government took, and describe the results of those measures. Exit Slip: How did the Great Depression happen, and how did Americans respond to it?	oercommons	2025-03-18T00:34:38.580124	Stephanie Bradley	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114745/overview", "title": "The Causes of the Great Depression", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/86828/overview	http://sport-woerterbuch.de/en/page/kartenlauf-lustiges-lauf-bzw-staffelspiel-mit-zufallscharakte Phys Ed Card Relay Overview Students will run and grab cards and perform a certain workout that goes with each card. Once workout is done, next student may run down and get a card. Once cards are gone, group with most cards win. Physical activity games Students will be split into groups. A deck of cards will be spread out and face down all along the opposite baseline of where the students are. Students will get in line of the order they want to go. When professor says go, one student in each group will run down and grab a card. Each card will have a specific exercise to do and all group members must do the exercise. Once all group members finish the workout the next person in line can go and grab a new card. This will go on until all cards are gone. The team with the most cards win. Some examples for each card are: Ace = 1 suicide 2 = 2 down and backs on the court 3 = 3 down and backs to half court 4 = 4 push ups 5 = 5 burpees 6 = 6 frog jumps 7 = 7 crunches 8 = 8 toe touches 9 = 9 supermans 10 = 10 lunges Jack = 11 jumping jacks Queen = 12 squats King = No workout All workouts are interchangeable and amount can be changed to whatever amount. The two tasks that the students will complete are doing all of their exercises correctly, and following all the rules and playing nicely with all classmates. *the two resources below shows alternate ways to play the game as well.	oercommons	2025-03-18T00:34:38.599521	Darci Chester	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/86828/overview", "title": "Phys Ed Card Relay", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/105187/overview	PORTFOLIO - BASED AUTHENTIC ASSESSMENT Overview A portfolio based authentic assessment in food preparation where there is a comprehensive collection of materials that showcases an individual's skills, experiences, and achievements in the field of culinary arts and food preparation. PORTFOLIO - BASED AUTHENTIC ASSESSMENT Subject: Technology and Livelihood Education: Agri-Fishery Arts Grade Level: Grade 7 Topic: Food Preparation Student’s Goals: Student are able to be creative in a way they highlight their best work and skills and reflect on their learning and assess on their progress. Teacher’s Goals: Teachers aim to encourage student to think critically about their work and identify an area for improvement. INTENDED LEARNING OUTCOMES: At the end of the lesson the students with 80% of accuracy should have: - Demonstrate innovative and creative approaches to food preparation, including unique ingredient combinations, creative plating techniques, and the ability to experiment with flavors and textures to create exciting culinary experiences. - Present a collection of notable achievements, projects, or works. - Showcase the impact of the work, whether it's in terms of influencing opinions, inspiring others, solving problems, or making a difference in your field. ASSESSMENT TASK: Student must create a Showcase Portfolio on “Food Preparation” where they will highlight their best work. INSTRUCTIONS: Materials: - Food Photography - Recipes - Menu Designs - Other materials Process/ Mechanics: - Identify the goals and objectives of food preparation. - Make a recipe that meets the objectives and goals - Implement the recipe. - Evaluate the effectiveness of the food and recipe based on the rubric. Tips & Reminders: - Students must prioritize food safety practices to prevent foodborne illnesses. - Students must carefully read and understand recipes and instructions provided for a specific dish or cooking technique. - Students should learn to plan and prioritize tasks, ensuring that various components of a dish are ready at the appropriate times. - This is a class project - Cooperation, camaraderie and time management are the key for this collaborative project. Time frame: - Beginning of the 3rd Quarter ( May 10, 2023) and up until the end of the 3rd quarter, probably 3 weeks to 1 month. Submission: - May 30, 2023 RUBRICS: Instructions: - The portfolio should have cover page, table of contents, introductions, goals, and artifacts which is the showcasing portion of their best works. - To be followed by reflection in which it requires greater depth and perception that what students have learned and area of where it needs an improvement. - The layout or the format of the portfolio should be formal. - Choose the best work about food preparation with the different kinds of dishes and description of each recipe that you’ve made already. - Plan your presentation. Think properly on how you will want to present your portfolio. The freedom is given to each student to present it in their own and creative way. - Get feedback by the teacher and also from the classmates. - After feedbacking, the portfolio that needs revision and improvement will be returned and so the student will work again on it for more improvement and so on. - The making of portfolio will start during our session in this subject and to be submitted at the end of the semester or quarter. Note: The rubrics are tools to help evaluate the quality of the work objectively. Use them to understand the expectations and improve the project accordingly. ANALYTIC RUBRIC: \| EXCELLENT (3) \| GOOD (2) \| NEEDS IMPROVEMENT (1) \| ORGANIZATION \| Information is very organized with well constructed paragraph and information that is factual and correct. \| Information is organized but paragraphs are not well constructed and information is factual. \| Information is not only disorganized but inaccurate. \| CONTENT \| Information clearly relates to the topic that includes several supporting details. \| Information has little to do with the topic. \| Information has nothing to do with the topic. \| REFLECTION \| Demonstrate a concise understanding about the output and demonstrates willingness to learn and grow. \| Demonstrate limited understanding about the output. \| Demonstrate no understanding about the topic. \| REFERENCES: United States Department of Agriculture. (2019). Safe Minimum Cooking Temperatures. Food Safety and Inspection Service. https://www.foodsafety.gov/food-safety-charts/safe-minimum-cooking-temperature Book Source: McGee, H. (2004). On Food and Cooking: The Science and Lore of the Kitchen. Scribner. Journal Source: Hall, N., Hoek, A. C., & Mills, S. (2018). Consumer perceptions of cooking and food safety: A systematic review. British Food Journal, 120(9), 2048-2060. PREPARED BY: ALAGBAN, PATRICIA ISABEL P. (patriciaisabel.alagban@ctu.edu.ph) May 2023 This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.	oercommons	2025-03-18T00:34:38.647530	06/13/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105187/overview", "title": "PORTFOLIO - BASED AUTHENTIC ASSESSMENT", "author": "Patricia Isabel Alagban" }
https://oercommons.org/courseware/lesson/78294/overview	Phylum Arthropoda Additional Notes Phylum Arthropoda Overview Introductory material to phylum arthropoda and its subphyla. Through a video, phylogenetic tree diagram, and additional material students will learn about the animals within this phylum to develop awareness of life beyond their daily ones. Characteristics, Phylogeny, Subphylum Class Discussion: - Write out categories on the board (general characteristics, subphylum, etc.) and have students fill in the categories based on the notes they took (helps others write down what they may have missed) - I will add in additional information that needs to go along with what the student learned on their own. Dissection - Make sure lobster dissection order for lab went through - Put in order for new dissection materials if needed - Put together instructions for students to follow Grade: 10th/11th Subject: Zoology Unit Topic: Biological Unity and Diversity Lesson Topic: Phylum athropoda characteristics and significance Standards: B.LS4.1 Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. B.LS4.2 Construct an explanation based on evidence that biological diversity is influenced by (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. Objectives: Students will be able to develop an understanding of how arthropods contribute to our world while identifying similarities and evolutionary relationships between organisms involved within this phylum. Materials Needed: Notebooks, scrap notes, and school chromebooks/tablets Assessment: Students will compile their notes in an organized fashion and will be required to have their notebooks checked regularly throughout the lesson to ensure that they are following along with the material and help them adjust/make additionas to their notes to make studying easier. Students will be asked to complete quizzes and exit slips over the days (or few days) material to see where their stand in understanding. At the end of the lesson students will be asked to take a test that inculdes multiple choice, short answer, and turn in a three paragraph paper over a specific animal within this phylum (the paper can be worked on at home and during free time). Phylum Arthropoda - Largest phylum in the animal kingdom and conatin the most successful animals on earth - they have adapted to almost every environment there is. - Animals included in this phylum but not limited to: - Insects - Spiders - Centipedes - Scorpions - Crabs - Ticks - Barnacles - Shrimp Watch and take notes on the video below over general characterisitcs of arthropods. You can pause and rewatch this as many times as you need. Take a look at the phylogenic tree provided of arthropods and based off this answer the following questions. You can answer these on a sperate piece of paper. Be sure to write out the question and your answer. Arthropod Phylogeny 1. What subphylum do spiders belong to? What other animals are spiders closely related to? 2. What subphylum do shrimp and crabs belong to? 3. Identify individuals in subphylum trilobita. What is differnt about these organisms compared to all the others? 4. Do subphyla myriapoda and hexapoda reside under mandibulates, chelicerates, or both? Read through and copy the Powerpoint slides over general characteristics of the four subphyla crustacea, chelicerata, myriapoda, and hexapoda. Leave a few blank pages in between each subphyla, we will use these blank pages to add in more information later. Phylum Arthropoda Additional Notes Keep your notes and phylogentic tree questions together!! We will use them in our class discussion about arthropods and add to them. You will also need to turn your notes and answer questions in for a grade at the end of our class discussion.	oercommons	2025-03-18T00:34:38.670014	Tayra Ward	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78294/overview", "title": "Phylum Arthropoda", "author": "Lesson" }
https://oercommons.org/courseware/lesson/83638/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 a new way of teaching Goup work or	oercommons	2025-03-18T00:34:38.690859	07/17/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/83638/overview", "title": "Tea Party", "author": "Samih Alkhouly" }
https://oercommons.org/courseware/lesson/114951/overview	Kahoot Pictures 1-4 Mindfulness Soundboards Instructions schoolofy convo schoology logo schoology-student Using Technology as Classroom Management Overview This is a template for an inquiry project in a senior level early childhood course. There are so many technology based resources geared towards classroom management that you can implement in your classroom. For this reason, it is easy to find one that is best suited for your class since there are so many options available. Technology is such a big part of today’s world and having it as a classroom management gives your students something fun to look forward to and guides them to reach certain goals within the resource. Introduction and Purpose Introduction One of the most important aspects of classroom management is the ability to organize and manage students' behavior. This resource is designed to give new teachers a general guideline of how to implement and incorporate technology into their behavior management practices! This OER provides a plethora of various resources that can be used for various tasks such as assigning assignments, managing classroom transitions, and creating reward systems to help manage student behavior! Within this Open Educational resource, we will be covering the following: - Classroom Dojo - Schoology - Kahoot - Mindfulness soundboards Purpose Using technology as a resource in classrooms is a great way to promote learning and cooperation between teachers and students in a positive and engaging way! Below you will find all of the instructions and resources needed to incorporate all of these into your classroom routine! Classroom Dojo And Mindfulness Sound Boards Classroom Dojo Ability to track students' behavior Accessible to parents Messages for parents to communicate with the teacher Class Story to share moments Dojo Classrooms Create your classroom by adding all of your students. When you click on each egg, you can give points to each student based on their performance. In the class story tab, you're able to provide updates, pictures, and comments about whats going on in your classroom. You can communicate with the parents through the class chat or they can privately message you through this tab. Last, we have Dojo Islands. This can be used as a positive reward at the end of the week for good behaviors. Dojo Islands is a virtual world that has different learning based games and students are able to build their teamwork skills by playing. Mindfulness Soundboards Help children to practice mindfulness Help children learn self-emotional regulation The tool can be used for students who possess behavioral or emotional difficulties Can create a personalized soundboard for each student In order to create a mindfulness soundboard two apps are needed on your iPad, one is the pages app that is already included on your iPad! You can insert the template within the resource below! The second app is the garage app, which is an app to create the sounds for your mindfulness board! Garage Band contains tons of different sound packages you can use for free! There is also a recording option to record your own sounds! Within the link attached below in section 2 resources, there is a more in-depth step by step by step guide to creating your own soundboards for your students! Your students can use their creativity to record whatever sounds they want! This hands-on process in making a tool for emotional regulation will help to allow your students to feel involved! Schoology And Kahoot Schoology Allows teachers to create content and assignment Perfect to connect with students in an online environment This link provides an overview on Schoology and the basics about the websites. This is a depiction of the dashboard, where students can find their different classes. This screenshot shows a conversation between a student and their educator and how easy it is to communicate through the website. Includes attendance, grade book, a platform for the posting of assignments and assessments Gives the teacher the ability to provide feedback Kahoot Very popular classroom resource that can be used in all grade levels. Very flexible, with thousands of pre-made games/quizzes or you can even make your own! An interactive resource that keeps kids excited to learn! Can be used for studying or even a mental check in! Students can participate from any device! (Phone, Computer, Tablet) When making a Kahoot, there are so may templates that can be used, depending on what the Kahoot will be going over! If you don't like any of the templates, you can create one from scratch! On the Kahoot website/app you can save the past Kahoots that you have created or done in your classroom. This makes it easy to access the same topics to review or reuse for multiple classes! At the end of each question, it shows how many people get the question right and how many people chose the other answer choices. The student and the teacher are the only ones that can see the individual answers, I think this is great because it doen't make any students feel left out when they get an answer wrong. In the link that I provided there are step by step instructions on how to make and use your own Kahoot in the teacher perspective. There is also pros and cons to using Kahoot! Final Conclusion There are so many technology based resources geared towards classroom management that you can implement in your classroom. For this reason, it is easy to find one that is best suited for your class since there are so many options available. Technology is such a big part of today’s world and having it as a classroom management gives your students something fun to look forward to and guides them to reach certain goals within the resource.	oercommons	2025-03-18T00:34:38.725086	Michalea Shanahan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114951/overview", "title": "Using Technology as Classroom Management", "author": "Abigail Wardlaw" }
https://oercommons.org/courseware/lesson/19671/overview	Survey #1 Why Science Talk Oregon Science Project Hybrid Module #2 - Topic: Why is Science Talk Important Individual and Group Tasks Overview The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Who talks and why? Engaging All Students Why Is Science Talk Important? Individual Work C Topic 1: Why is Science Talk Important Task #1 - Why is Science Talk Important? Individual Work (due by January 10th) Task #2 - Why is Science Talk Important? Group Reflection and Discussion Tips for Success: Print Survey #1 or open on another device. Complete Survey #1 by 01/10/2018 On Your Own: Components: Readings, visuals, and survey response to prepare for Task #2 Relevance: Choose between primary, elementary, and secondary options Preparation: This individual work portion prepares you to engage in reflective discussion with a small group in Task #2 Questions driving our work together in this module: Q: Why is it important to engage all of our students in science talk? Q: How do students engage in talk during science in your classroom (what protocols, norms, or framing do you use)? Q: How would you like them to engage? Students' attitude, motivation, and identity grealy impact how, and if, they participate productively in science in the classroom. The impact of these traits on student learning vary greatly K-12. Research also shows that it is the teacher's framing of the classroom that is essentail for promoting students' feeling of belonging and participation necessary for them to share their ideas and make their thinking public. "I can do science." "I want to do science." "I belong." Please click on the resources below that best relate to your practice and interests. As you engage with them, think about how you frame your classroom to promote productive participation for your students, and what is needed to include more students. You will need to use these resources to complete Survey #1 at the end of this task below. Primary Resources to Complete this Task Upper Elementary Resources to Complete this Task Secondary Resources to Complete this Task Why is Science Talk Important? Group Reflection and Discussion c In A Small Group: Components: Survey with question prompts to drive reflective discussion. Every person completes their own survey. Relevance: Although the resources vary by grade level, this group task is not grade-level specific. Bring your thinking and reflections from Task 1 so you are ready to contribute to the group discussion. Please collaboratively complete the survey by discussing questions together as each of you fills out your own survey.	oercommons	2025-03-18T00:34:38.747343	Kathy Clunes	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/19671/overview", "title": "Oregon Science Project Hybrid Module #2 - Topic: Why is Science Talk Important Individual and Group Tasks", "author": "Nicole Duncan" }
https://oercommons.org/courseware/lesson/71510/overview	TBL Overview This document was created to share whit my learners. Learning English english This document was created to share whit my learners. english	oercommons	2025-03-18T00:34:38.767952	08/22/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71510/overview", "title": "TBL", "author": "Fabiola Gavilanes" }
https://oercommons.org/courseware/lesson/78562/overview	discussion_appointments donald_trump’s_campaign_announcement_speech langston_hughes_tweet_activity let_america_be_america_again letter_from_birmingham_jail_text_dependent_questions social_justice_webquest Is America the Greatest Country? Text Set Overview A group of texts that can be paired for a writing prompt: "Is America Really Great?" or "What is the American Dream?" Aaron Sorkin Script and Commentary - "America is Not the Greatest Country" See attached file to play with the Newsroom HBO Season 1, Episode 1 opening scene. Discussion Appointments To address the Speaking and Listening components, I used Louisiana discussion appointments. You could obviously modify. Donald Trump's Campaign Announcement "MAGA" Speech See the attached speech with commentary. Let America be America Again See the attached poem with guiding questions by Langston Hughes. Tweeting Activity See the attached activity (that has aged beautifully, lol) that asks students to imagine a twitter war between Trump and Hughes. Letter from a Birmingham Jail Questions This activity works well with discussion appointments. Social Justice Webquest The attached webquest will help to build background knowledge about the idea of social justice and human rights.	oercommons	2025-03-18T00:34:38.795100	03/24/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78562/overview", "title": "Is America the Greatest Country? Text Set", "author": "Natalie Krusemeier" }
https://oercommons.org/courseware/lesson/16040/overview	Improving Science Education for Native Students Making Room for Place-Based Knowledge in Rural Classrooms NGSS for English Language Learners Rural Science Education: Valuing Local Knowledge Survey #1: Why Teach Science ? Teaching STEM In Ways that Respect and Build Upon Indigenous Peoples' Rights NGSS Module #1 - Topics 1&2: Why Teach Science & Science in Our Community Overview The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work. Why Teach Science? Why Teach Science? Using 3-D learning ideas. Content, Practice, Cross Cutting Concept Personalize Screen cast for introduction. As educators we have struggled with how to integrate science into the school day when there are so many constrictions on our time. Our involvement in this project as a facilitators has given us resources, collaborative opportunities, and time to work with other educators around the state in the pursuit finding ways to provide authentic, equitable experiences to K-12 students.Tips for Success: Print Survey #1 Individual Team Member Instructions: - Read and rank the statements on Survey #1 as a way to open discussion and organize your thoughts. This first task will help you to reflect on why teaching science is important. "A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research: - that science learning involves the integration of knowing and doing - that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts - that science learning is best supported when learning experiences are designed to build and revise understanding over time" - Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015) Focus: Develop a common understanding of why we teach science, Using our norms to facilitate dialogue, and building a collaborative team of educators. Here is a link to the results in case you want to look back in your own response again. Whole Team Instructions: - Open Survey #1 and have your notes - Each person shares which statement is the most important to them and why. We will be using "The Final Word" to share our most important take aways. - Finish Survey #1 as a group and submit while in your breakout session. - Once each group has submitted your survey and have seen the collective results of the team, share surprises or wonderings you have about how your individual and small group ranking compares to the collective responses. - Collective = Entire cohort - Small Group = Breakout session participants Why Teach Science in Our Community? Why Teach Science in Our Community? Key Takeaway: OSP Facilitators are Culturally Responsive Educators working to become more aware of the importance of connecting to the local context as they strive to teach to and through cultural diversity Concepts to Introduce: Funds of Knowledge, Local Rural Knowledge (LRK), Culture, Place-Based Education “Helping rural children connect their local rural knowledge with school science is key to creating meaningful science education.” “When you’ve seen one rural community, you’ve seen one rural community. Every rural community has certain social, economic, and/or environmental issues that are unique to that particular community and contribute to its diversity.” Culture as: Values, Attitudes, Beliefs Customs Traditions Heritages, Contributions Experiences, Perspectives Overview Oregon Science Teachers work across the state throughout the rural and semirural regions of Oregon. As Culturally Responsive Educators working to become more aware of the importance of connecting to the local context as they strive to teach to and through cultural diversity. Assignment To Complete This Task: - Complete two of the five available readings - Submit your Culture and Community map slide in the shared Google Presentation/Slides linked by region at the bottom of this page Context is critical for us to ground our science education work in culturally responsive teaching approaches, which are emphasized in the NGSS. Culturally responsive teaching recognizes the values, resources, resilience, accomplishments, creativity, imagination, ingenuity, and culture that resides within each of the learners in our classroom communities. When we use the word culture, we are thinking about: Values, Attitudes, Beliefs Customs Traditions Heritages, Contributions Experiences, Perspectives “When you’ve seen one rural community, you’ve seen one rural community. Every rural community has certain social, economic, and/or environmental issues that are unique to that particular community and contribute to its diversity.” - Gene Theodori The way that we talk about students and the language we use is very important. Often we use the language of policy and may identify students as English Language Learners or students experiencing generational poverty. Culturally responsive teaching asks us to shift our lens and focus instead on using positive language to identify the resources or funds of knowledge students have. This includes the personal culture and experiences that our students bring with them and embody everyday. They may be similar to your own, and they may be very different. "Since culture and difference are essential to humanity, they should play a central role in teaching and learning. To ignore them is to assure that the human dignity and learning potential of ethnically, culturally, and racially diverse students are constrained or minimized." - Geneva Gay Think about how all of our differences in perspective and experience are valuable to our work together in the Oregon Science Project. There is a similar richness in your classroom community due to the different perspectives and experiences your students embody. Questions to ask yourself in preparation for the readings and the survey at the end of this task: What cultures fill your classroom? How can recognizing, capitalizing upon them, and incorporating them into your practice increase student engagement and participation in science? The vision of NGSS is that every student participates in science K-12. How can connecting your science teaching to the culture of your students increase and expand participation? READING: Choose two articles to read from the five below. Be sure to select ones that are both relevant to your practice and interesting to you. As you read make connections between what the author is claiming or describing and your own experience as an educator in your local context. Be ready to use portions of each of your chosen articles to complete the NGSS and Culturally Responsive Teaching Project at the end of this task. Teachers map out their ideas about culture and their place-based teaching situation by sharing: Your own culture, their classroom and school culture The distinctive strengths and resources their students bring The unique identity of their rural community Utilize at least three different points, quotes, or ideas from the chosen article in this response List at least one question you have about what culturally responsive teaching means in your context This finished product will be used for active, collaborative work on April 9th in virtual PLC as we create our shared vision of equity for all Complete the task below before starting the next portion of this module This finished product will be shared and used for active, collaborative work on November 1st in virtual PLC as we create our shared vision of equity for all. Open up the link to the Google Presentation below that represents your OSP Region. Choose a blank slide and using words and pictures map out your ideas about culture and your place-based teaching situation by sharing: Your own culture along with your classroom and school culture The distinctive strengths and resources your students bring The unique identity of your rural community Utilize at least two different points, quotes, or ideas from each of the two articles you read (for a total of four) List at least one question you have about what culturally responsive teaching means in your context	oercommons	2025-03-18T00:34:38.886855	Cristina Trecha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/16040/overview", "title": "NGSS Module #1 - Topics 1&2: Why Teach Science & Science in Our Community", "author": "Kathy Clunes" }
https://oercommons.org/courseware/lesson/116732/overview	Education Standards Guided Notes Handout_ Understanding Context Clue Types _Test_ Context Clues Understanding Context Clues Overview This lesson is geared to ninth grade language arts. It covers context clues types inference, definition, example, antonym, and synonym. Students are introduced to context clues, given guided and independent practice, and a small assessment. 9th Grade ELA: Context Clues Lesson Plan: Understanding Context Clues Standard: LCS 10.1: Use context clues to determine meanings of words and phrases. Objective: Students will be able to identify and utilize context clues of the types definition and restatement to determine the meanings of unfamiliar words and phrases with 80% accuracy by the end of the lesson. Materials: Texts with unfamiliar words and phrases Worksheets with exercises Assessment handout Process/Steps: Introduction: Hook: Begin the lesson by asking students if they've ever come across words they didn't know the meaning of while reading. Discussion: Discuss with students the importance of understanding unfamiliar words in context and how context clues can help. Explanation: Introduce IDEAS using the video from Khan Academy: https://youtu.be/CiNggzdWkIo Guided Practice: https://docs.google.com/presentation/d/1RC2Rx3VmDBkD3t2GQgYoWq7QtUSkcQy089WtkYz4TQA/edit?usp=sharing Activity: Use the google slides for guided practice for each context clue for IDEAS Independent Practice: Individual Work: Provide each student with a worksheet of five additional items with unfamiliar words and phrases. Instruct students to identify the context clues of the types definition and restatement, and determine the meanings of the words and phrases on their own. Monitoring: Walk around the classroom to monitor students’ progress and offer assistance if necessary. Assessment: Individual Assessment: Distribute assessment sheet with five items containing unfamiliar words and phrases. Task: Instruct students to use context clues of the types definition and restatement to determine the meanings of the words and phrases independently. Evaluation: Collect the assessment sheets for grading. Closure: Review: Review the different types of context clues covered in the lesson: definition and restatement. Reflection: Ask students to reflect on how understanding these context clues can help them become better readers.	oercommons	2025-03-18T00:34:38.914265	06/10/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116732/overview", "title": "Understanding Context Clues", "author": "Angela Carter" }
https://oercommons.org/courseware/lesson/115096/overview	Education Standards Great depression and the role of women Overview This engaging lesson plan, designed for primary school students, lasts 1 hour and 40 minutes. It introduces the Great Depression and explores its impact on women's roles. It incorporates interactive visual aids, group activities, and creative tasks that will keep you actively engaged throughout the lesson, making your learning experience more enjoyable and memorable. Also, you will find a comprehensive lesson plan tailored for high school students that spans 1 hour and 40 minutes, offering a unique opportunity to delve deeper into the Great Depression and its impact on women's roles in the workforce. This in-depth exploration will challenge you to think critically and develop a nuanced understanding of this significant historical period. It employs advanced visual aids, collaborative discussions, vocabulary activities, and creative tasks to engage and challenge older learners. The lesson commences with an interactive visual analysis activity, prompting students to examine historical images and speculate about the depicted scenarios critically. Through guided discussions, students contribute their insights, gradually building a nuanced understanding of the historical context surrounding the Great Depression. 5th Grade, Pre-activity - Lesson aim: By the end of the lesson, students will be able to understand and discuss basic aspects of life during the Great Depression using simple English phrases, identify key vocabulary words related to the Great Depression, and categorize pictures depicting different aspects of life during the Great Depression into relevant themes. - BLR Social Science (Basic Learning Rights): Analyzes the changes that occurred in Colombian society in the first half of the 20th century, associated with expanding industry and establishing new communication networks. - BLR English (Basic Learning Rights): Understands general and specific information on known and interesting topics in a short narrative text. - CLIL Matrix: Content-cognition: In CLIL, learners deal with complex content in another language. It is necessary to ensure that the methods used in the classroom nurture the cognitive demands resulting from CLIL. - Language of learning: This refers to the language in which students actively engage with and process the taught content. It's the language through which students understand, analyze, and internalize new information. "People are sad because they have no food." "During the Great Depression, many people had no jobs." "I remember 'sad.' It means feeling unhappy." "This picture shows people helping each other by sharing food." - Language for learning refers to the language used to convey content, instructions, and information to students. "Look at the pictures. What do you see?" "We'll learn new words today. Repeat after me: 'sad,' 'money,' 'job,' 'help.'" "Let's read this story. Listen and tell me what happened." "Sort these pictures into two groups: 'Hard Times' and 'Helping Others.'" - Language through learning: This refers to the language used as a tool or medium for learning rather than the primary focus of instruction. It involves using language to explore, discuss, and apply knowledge and skills across different subject areas. Students describing pictures: "This shows people with no money." Students discussing artifacts: "This was for cooking. It's old." Students retell the story: "The family had no food, so they asked for help." Students asking questions: "Why were people sad?" "Because they had no money." 8th Grade, Pre-activity - Lesson aim: By the end of the lesson, students will be able to make a roleplay in which they show the impact of the Great Depression: how it affected social relationships, women’s place in society, and community. - BLR Social Science (Basic Learning Rights): Evaluates transcendental facts for human dignity (abolition of slavery, recognition of women's rights, minority rights) and describes the discriminations that still occur. BLR English (Basic Learning Rights): Exchange information on academic topics of the school environment and general interest through simple conversations, dialogues, and role-playing. - CLIL Matrix: Language-culture CLIL teaching often provides the possibility to develop cultural aspects of using language. A quality CLIL classroom will allow the learner to acquire and use a broad range of registers in the target language. - Language of learning: This refers to the language in which students actively engage with and process the taught content. It's the language through which students understand, analyze, and internalize new information. "People are sad because they have no food." "During the Great Depression, many people had no jobs." "I remember 'sad.' It means feeling unhappy." "This picture shows people helping each other by sharing food." - Language for learning refers to the language used to convey content, instructions, and information to students. "Look at the pictures. What do you see?" "We'll learn new words today. Repeat after me: 'sad,' 'money,' 'job,' 'help.'" "Let's read this story. Listen and tell me what happened." "Sort these pictures into two groups: 'Hard Times' and 'Helping Others.'" - Language through learning: This refers to the language used as a tool or medium for learning rather than the primary focus of instruction. It involves using language to explore, discuss, and apply knowledge and skills across different subject areas. Students describing pictures: "This shows people with no money." Students discussing artifacts: "This was for cooking. It's old." Students retell the story: "The family had no food, so they asked for help." Students asking questions: "Why were people sad?" "Because they had no money."	oercommons	2025-03-18T00:34:38.940605	maria jose and annie	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115096/overview", "title": "Great depression and the role of women", "author": "Student Guide" }
https://oercommons.org/courseware/lesson/93282/overview	Minefield Overview This game aims to enhance children’s leadership skills. Leadership Skills Age of Child: 8-12 SEL: Relationships Skills Type of Resource: Activity/Game ACTIVITY NAME: Minefield ACTIVITY OBJECTIVE: This game aims to enhance children’s leadership skills. ACTIVITY DESCRIPTION: This game is played in pairs. The aim is to build trust and improve communication skills. One of the participants is blindfolded and tries to walk through a set of obstacles (or “mines”) following instructions given by their partner. To make the game more interesting, you can limit the instructions to a set of four words, such as “forward, backward, left, right”. After a player successfully navigates the “minefield”, they switch roles with their partner.	oercommons	2025-03-18T00:34:38.953534	Nadeen Abu-Zeid	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93282/overview", "title": "Minefield", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/116208/overview	Tennessee Open Education 2024 Summer Institute Overview The Summer institute is an opportunity for grantees to connect and share best practices with open education leaders in Tennessee; learn about the landscape of open education throughout the state; explore, curate, and contribute resources in the TN Open Education Hub; and plan and get feedback on their OER projects. Introduction The Summer institute is an opportunity for grantees to connect and share best practices with open education leaders in Tennessee; learn about the landscape of open education throughout the state; explore, curate, and contribute resources in the TN Open Education Hub; and plan and get feedback on their OER projects. Pre-Activities To prepare for the Summer Institute, explore resources, and connect with other grantees, we invite participants to do the following pre-activities: - Register & create an OER Commons profile. - Join the TBR Grants Group. - Explore the group resource folders. - Reply to the group discussion post. Need help registering? Please read the help article on How to Create an Account. Agenda & Resources Welcome and introductions Overview of the open education landscape in Tennessee 2024 TN Open Education Institute Presentation Slides TN Open Education Leaders Panel - Jessica Champman, Roane State Community College - April Crenshaw, Chattanooga State Community College - Dustin Williams, Southwest Tennessee Community College Exploration of the TN Open Education Hub Search the OER Commons digital library and explore the Tennessee Open Education Hub collections - To search the entire OER Commons digital library, type keyword(s) into the Search Bar or use Advanced Search to identify additional search criteria, such as material type, educational level, and more. Once you get your search results, you can further filter them. - You can also browse resource collections for different content areas and working groups in the Tennessee Open Education Hub with collections for different content areas and working groups. Save resources you find to our shared group resource folders - To create folders / subfolders in group our shared group resourses, click on New and add the title of the folder. - To save resources you find, click Save on the resource and select the folder you wish to save it to. For inspiration, check out this example of a group curating language learning resources for the Pathways Project at Boise State University. Contribute OER: Submit, author, and remix resources - To submit an open educational resource link to share in the OER Commons library, click Submit a Resource in our group and add the link and descriptive information. - To author content in our digital editing tool, Open Author, click Open Author in our group, and begin editing your resource. When you are ready to publish your resource, click next to describe and license your resource, and then publish. See Open Author video tutorial below. - To remix a resource, click Remix on our template, edit the title, content, and description of the resource. When you are ready to publish your resource, click next to describe and license your resource, and then publish. See Open Author video tutorial below. Team Work Time Tennessee Open Education Planning Template Once logged in, click the remix button on the Tennessee Open Education Planning Template to make your own version of the template. Change the title to describe your project and add text, videos, images, and attachments to the sections below. When you are ready to publish, click next to update the overview, license, and description of your resource, and then click publish. Scaling OER Programs Scaling OER Programs in Tennessee presentation slides and activity sheet Artificial Intelligence and OER Session To develop students’ agency & accountability, we can design open pedagogy assignments with Critical AI Literacy in mind. Guiding Questions: How should we be exploring AI as a tool to empower learners and enrich the learning experience? What can we glean from open pedagogy practices to guide AI-informed learning and teaching? How can AI support instructors’ to be successful delivering open pedagogy-enriched learning experiences? Closing and next steps Post-Activities Explore the different Evaluation Tools below: Share your evaluation criteria by replying to the group discussion	oercommons	2025-03-18T00:34:38.974168	Robert Denn	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116208/overview", "title": "Tennessee Open Education 2024 Summer Institute", "author": "Megan Simmons" }
https://oercommons.org/courseware/lesson/97498/overview	Distance Learning Support for Teachers Overview Explore this area to learn about appropriate distance learning supports. Distance Learning Support for Teachers	oercommons	2025-03-18T00:34:38.996872	09/26/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97498/overview", "title": "Distance Learning Support for Teachers", "author": "Allie Stein" }
https://oercommons.org/courseware/lesson/117003/overview	Education Standards Mars Base Lesson Plan Mars presentation Design a Mars Base Overview In this interactive lesson plan, students collaborate to design a Mars base, applying concepts in engineering, architecture, and sustainability. Working in teams, they creatively solve challenges related to life support, resource management, and adapting to Martian conditions. Students draw out detailed floor plans for their innovative designs, showcasing their understanding of STEM principles and presenting their vision for a functional Martian habitat. Introduction Subjects: • Design • Engineering • Technology Time: 45-60 minutes Skills: •Creativity • Arts and Crafts • Teamwork • Problem-Solving • Critical-Thinking Learning Objective/Goal: - Students will learn what is needed for survival in other environments such as Mars and create a bae design to meet these needs. - Students will work together in teams and as a whole group to construct a Mars Base with the necessary components for human survival Materials Needed: - Paper (preferably Graph Paper) - Writing Utensils (preferably multiple colors) - Scissors - Glue or Tape Background Mars presents numerous obstacles to human habitation, including its thin atmosphere, extreme temperatures, and high levels of radiation. Designing a habitat capable of protecting astronauts from these harsh conditions while supporting their essential needs for life and research is crucial. Activity Introduction Show Students this video on the Mars environment and potential base design already in development that they could potentially use and discuss what may be important in a Mars module. Ask questions such as - What are the challenges of living on Mars (e.g., atmosphere, temperature, radiation)? - What are the essential elements of a Mars base (e.g., living quarters, labs, power sources)? Explaining the activity - Divide students into groups or individuals and assign each a section of the station, varying by group and class size. - Have students design a floor plan for each module, including doors, furniture, appliances, hallways, and other Mars-based items. - Remind students to consider functionality and Mars' harsh environment, and emphasize that all bases will be combined, encouraging cross-group collaboration. Potential Modules •Habitat Module •Science Laboratory •Kitchen/Living Module •Greenhouse •Utilities (plumbing, electrical, utilities) •Medical Lab •Bathroom •Airlock •Excersie Module/Gym •Robots/Rover Bay •Weather Station •Rocketship Dock Final Design: - Once students are finished designing their modules, arrange and attach all designed modules. - Remind students that they can create tunnels or connective modules if parts don't fit. - Allow time for final touches (pathways, solar panels, etc.) and tape the final module. Reflection: Have students think about their base designs and overall work as a team. Ask them questions such as - What was the most challenging part of the design process? - How did they solve design problems? - What did they learn about collaboration and teamwork? Extra Tips for Students: - Research Mars Conditions: Understand Mars' challenges to design effectively. - Collaborate Effectively: Work closely with your group to integrate module designs. - Innovate and Problem-Solve: Be creative while addressing practical Mars base needs. Tips for Teachers: - Provide Resources: Offer materials on Mars habitats for student exploration. - Facilitate Group Dynamics: Guide balanced group formation and communication. - Encourage Critical Thinking: Prompt students to think critically about design implications. Extension Activities: - Create a 3D model of the Mars base using recycled materials. - Give a detailed presentation of their complete base with the features and how it would resolve problems related to living on Mars - Compare and contrast their base to real concepts or ideas for bases currently in development References & Further Research https://www.jpl.nasa.gov/edu/teach/activity/mission-to-mars-unit/ https://now.northropgrumman.com/building-a-base-on-the-moon-one-design-at-a-time https://ma02212715.schoolwires.net/cms/lib/MA02212715/Centricity/Domain/113/3.%20ColonyBook.pdf	oercommons	2025-03-18T00:34:39.026050	Annabel Lee	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117003/overview", "title": "Design a Mars Base", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/117051/overview	Edit Worksheet on Google Docs Paper Airplane Investigation Worksheet Paper Airplanes Presentation Paper Airplane Investigation Overview Students will design and test various paper airplane models to explore the principles of flight. They will formulate hypotheses about which designs will fly the farthest, then conduct controlled experiments by launching each model and measuring the distances flown. Data collected will be analyzed to determine the most effective design, fostering skills in observation, measurement, and data analysis. Through this hands-on activity, students will deepen their understanding of the scientific method and paper airplanes. Introduction Subjects: • Science • Engineering • Math Time: 60-90 minutes Skills: •Scientific Method • Critical thinking • Data collection • Measurement Learning Objective/Goal: - Students will understand the steps of the scientific method. - Students will learn to collect, and interpret data. - Students will be able to draw conclusions based on their experiments. Materials Needed: - Various types of paper (printer paper, construction paper, cardstock) - Measuring tape or ruler - Stopwatch - Paper clips (for adding weight) - Presentation and Worksheets to go with lesson (linked at the end) Background The scientific method is a systematic way of learning about the world around us and solving problems. By testing different variables that affect the flight of paper airplanes, students can explore concepts of aerodynamics and understand how changes in design and materials can influence outcomes. Activity Introduction (15 minutes): - Begin with a brief discussion of the scientific method. Introduce the steps: Question, Research, Hypothesis, Experiment, Analysis, and Conclusion. - Explain the purpose of each step and why it is important - Introduce the idea of testing what makes a paper airplane fly farther - Mention to the students that science is not always linear and that the steps may not happen exactly in that order Planning and brainstorming (15 minutes): - Have the students order all the steps of the scientific method after the presentation is done. - Use the first part of the worksheet to let them brainstorm and think about observations of how it flys, materials they could use, and what they plan on testing - They can then begin to describe their procedure (using the fill-in-the-blanks provided or writing their own) Conducting the Experiment (30 minutes): - As the students make the airplanes and test them, have them record data in the provided table - Consider having them do multiple trials for consistency Reflection (10 minutes): - Have students fill out the last section of the worksheet where they reflect on their findings - Once finished have them share their findings with their neighbors Extra Tips for Students: - Try to keep all the other variables the same except for the one you are testing - Make sure the data collected is accurate Tips for Teachers: - Provide demonstrations of certain steps such as conducting the test and recording data - This lesson can be adjusted to be very open where students can choose to investigate similar topics such as what makes an airplane fly high - It can also be simpler and done as a class if needed Extensions: - Have students create bar graphs to represent their data visually. - Make the procedure open-ended and have students write their own	oercommons	2025-03-18T00:34:39.051552	06/20/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117051/overview", "title": "Paper Airplane Investigation", "author": "Annabel Lee" }
https://oercommons.org/courseware/lesson/117061/overview	Marine Biology for Middle School Under the Sea Blue and Orange Illustrative Presentation Ocean Inventions Overview In this Shark Tank-style lesson plan, students are given a marine biology challenge, and tasked with inventing a device to address the problem. Working in teams, they will brainstorm, design, and build prototypes of their solutions, applying principles of marine biology and engineering. Each team will then present their invention to a panel of judges, explaining the science behind their design and how it effectively addresses the prompt. This activity promotes creativity, critical thinking, and public speaking skills while fostering an understanding of marine conservation. Introduction Subjects: • Science • Marine Biology • Technology Time: 45-60 minutes Skills: •Creativity • Arts and Crafts • Teamwork • Problem-Solving • Critical-Thinking Learning Objective/Goal: - Students will design and create a device using craft supplies to address a specific marine conservation challenge. - Students will present their inventions to the class, explaining the problem they addressed and how their device works. Materials Needed: - Various craft supplies (cardboard, tape, glue, scissors, markers, etc.) - Informational resources about marine biology and conservation - Rubric for assessing presentations (below) Activity: 1. Introduction (15 minutes): - Begin by discussing the importance of marine biology and conservation. - Introduce the concept of "Oceanic Innovations" and explain that students will be participating in a Shark Tank-style activity where they will design inventions to address marine conservation challenges. - Show past designs or innovations people have made to address this problem 2. Design and Prototyping (30 minutes): - Using the craft supplies provided, have students brainstorm and design a device or solution to address the problem they identified. - Encourage creativity and innovation in their designs. - Allow time for students to build prototypes of their inventions and prepare to present them. 3. Shark Tank Presentations (variable time depending on class size): - Invite students to present their inventions to the class in a "Shark Tank" style format. - Each group will have a few minutes to pitch their invention and answer questions from their classmates. - Score students based on the rubric (listed below) Potential problems/prompts for students - Plastic Pollution: Designing a device to collect plastic waste from beaches or waterways, - Coral Reef Protection: Creating a structure or material that helps protect coral reefs - Overfishing: Designing a tool or method to monitor and prevent overfishing - Oil Spill Cleanup: Inventing a device to efficiently clean up oil spills or help wildlife affected - Ocean Acidification Mitigation: Creating a method to reduce the acidity of seawater or protect marine organisms - Beach Erosion Prevention: Inventing a structure or method to prevent beach erosion Note: designs and inventions do not have to work or be designed neatly, the goal is to get students to be creative and think of ways to solve real-world problems Extra Tips for Students: - Plan Your Design: Sketch your ideas before building. - Collaborate Effectively: Work closely with your group to share ideas - Innovate and Problem-Solve: Be creative while building your prototype Tips for Teachers: - Encourage Curiosity: Ask guiding questions and foster inquiry. - Monitor Progress: Check in with groups and offer support. - Promote Teamwork: Ensure active participation from all students. - Guide Presentations: Help students organize and practice their presentations. Extension Activities: - Experimentation: Test inventions in simulated environments - Long-Term Projects: Develop inventions for science fairs or competitions. - Comparative Analysis: Compare student designs with existing solutions. References & Further Research -https://www.nationalgeographic.com/environment/article/ocean-threats#:~:text=Ocean%20Threats&text=Human%20activities%20are%20threatening%20the,marine%20ecosystems%20are%20rapidly%20changing. -https://www.greenpeace.org/usa/oceans/issues/	oercommons	2025-03-18T00:34:39.075688	Annabel Lee	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117061/overview", "title": "Ocean Inventions", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/105550/overview	AFFECTIVE AUTHENTIC BASED ASSESSMENT Overview This presents a work about affective authentic-based assessment, a methodology that focuses on evaluating learners' affective and authentic dimensions within educational contexts. The assessment approach combines authentic tasks and self-report measures to capture learners' emotions, attitudes, values, and beliefs This presents a work about affective authentic-based assessment, a methodology that focuses on evaluating learners' affective and authentic dimensions within educational contexts. The assessment approach combines authentic tasks and self-report measures to capture learners' emotions, attitudes, values, and beliefs	oercommons	2025-03-18T00:34:39.091910	06/18/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105550/overview", "title": "AFFECTIVE AUTHENTIC BASED ASSESSMENT", "author": "Rachell Ann Beldad" }
https://oercommons.org/courseware/lesson/121118/overview	Pass your Art course Overview Exit ticket to be used as a formative assessment to make adjustments in instruction to address barriers in the curriculum and teaching. What’s your Art problems? Find out your problem : Can you understand your art assignment? Do you have any obstacles to understanding the definition of art? How to address your art problems? Two things I want to learn more about are: Establish your target art field. Think about it in combination with the art scenes you are interested in. How to confirm your art scenario? One thing I am wondering or have questions about is: - Find some examples and resources to support your ideas on art scenario.	oercommons	2025-03-18T00:34:39.106250	10/22/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121118/overview", "title": "Pass your Art course", "author": "Huinin Peng" }
https://oercommons.org/courseware/lesson/76053/overview	Reading 4-5 Overview These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.	oercommons	2025-03-18T00:34:39.122605	Linguistics	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76053/overview", "title": "Reading 4-5", "author": "Languages" }
https://oercommons.org/courseware/lesson/99452/overview	Quality of Life in Belize: A Possibility or An Unfeasible Dream? Overview This paper is the junction where anthropology meets and assesses the 'people' sustainable development goals #2 Zero Hunger, #3 Good health and well-being, and #4 Quality Education in Dangriga and Santa Elena Towns. Assessing the 'People Goals' in Dangriga and Santa Elena, Belize Anthropology is the study of human beings: their culture, their behavior, their beliefs, and their ways of surviving (Hirst, 2019). For the past weeks, the researchers took an applied anthropological approach as they embarked on a Rapid Ethnographic Assessment to investigate how well the “People Goals” SDG#2 Zero Hunger, SDG#3 Good Health and Well-being, and SDG#4 Quality Education were manifested in the towns of Dangriga and Santa Elena which was further compared to its sister town, San Ignacio. The objective was to assess whether access to quality education was the key to zero hunger and good health; and if proper public sensitization about ways to create a self-sustainable society would be enough to bring the collective closer to living a quality life and achieving these SDGs by 2030. The assumptions were that these goals were unachievable because the mindset of the Belizean government and its people was influenced heavily by the forces of capitalism. As a result, neglect and mediocre contributions are given to the health, education, nutrition, and food security sectors within Dangriga and Santa Elena. The methodological approach to collect the research data included emic, etic, quantitative, and qualitative strategies. Both researchers mapped out specific areas to study in their respective hometowns (Dangriga and Santa Elena). These areas included healthcare, educational and recreational facilities within five blocks in each community. San Ignacio was also similarly mapped, studied, and compared to Dangriga and Santa Elena Towns. Photographs were taken and used to provide visual evidence of the current state of the areas studied. Lastly, each researcher conducted an ethnographic interview that lasted about 30-45 minutes with a member of their assigned community to develop further insight into the study. The interviewees were a female teacher and a middle-aged businessman who provided relevant and authentic information based on their outlook and personal experiences in their community. The data analysis revealed findings that greatly assisted in answering the research question. The results revealed that the communities of Santa Elena and Dangriga lacked severely where the development of the ‘people goals’ was concerned. Despite the underdevelopment noticed altogether, Dangriga and San Ignacio Towns were still more developed in infrastructure, educational, healthcare, and recreational facilities than Santa Elena Town. Considering that San Ignacio and Santa Elena are ‘twin towns’ or ‘sister towns,’ it was evident that San Ignacio was the favorite child, having received far more development than Santa Elena in every way. For instance, San Ignacio and Dangriga had regional hospitals and clinics, several schools at varying levels, and well-developed and maintained sporting complexes. However, just the contrary is true for Santa Elena which only had a public clinic instead of a hospital, few schools, and poorly developed and maintained sporting facilities. Despite that, the schools in all communities were uniform, meaning they were all clean and well-kept. According to the interviewees, it was a sign of hope within the communities. Food security and healthy eating were not properly promoted or prioritized enough in the respective communities. Likewise, no significant efforts were made to sensitize the public on matters concerning their health or even encourage the use of services offered at public facilities. The researchers concluded that the under-prioritization of the 'people goals' should not be solely on the local government. Instead, the problem and the solution were identified within and among the community members, as they actively chose to accept whatever they were given rather than demand more. Each community also lacked public sensitization through public education as they progressed toward a sustainable future. Thus, the realization of the people's goals takes a collective approach. All are responsible for the change. References Hirst, K. K. (2019, October 23). Anthropology defined: How scholars define the study of humans. ThoughtCo. https://www.thoughtco.com/anthropology-defined-169493 United Nations. (n.d.). The 17 goals \| sustainable development. United Nations. https://sdgs.un.org/goals	oercommons	2025-03-18T00:34:39.138604	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99452/overview", "title": "Quality of Life in Belize: A Possibility or An Unfeasible Dream?", "author": "Case Study" }
https://oercommons.org/courseware/lesson/90526/overview	HANDICRAFT RECYCLES Overview A simple DIY handicraft madeup of drinking straw TLE LEARNING ACTIVITY SHEET HANDICRAFT RECYCLE Try this simple DIY handicraft and it will be more exiting to create sleeping mat made up of deinking straw.	oercommons	2025-03-18T00:34:39.154519	03/01/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90526/overview", "title": "HANDICRAFT RECYCLES", "author": "Ginalyn Pallorina" }
https://oercommons.org/courseware/lesson/94569/overview	الكاميرات الرقميـــــــــة Overview يهدف الموقع الى التعرف على الكاميرات الرقمية ومعرفة أهميتها يحتوي الموقع على أنواع عديدة من الكاميرات الرقمية المختلفة إمكانية الاستفادة في عدة مجالات . الصفحة الرئيسيــــة مرحبا بكـــــم في موقع الكاميـــرات الرقمية إعداد:سمية الزبيدي إشراف د/أنور الوحش يهدف الموقع الى التعرف على الكاميرات الرقمية ومعرفة أهميتها يحتوي الموقع على أنواع عديدة من الكاميرات الرقمية المختلفة إمكانية الاستفادة في عدة مجالات . المواضيع مرحبا بكـــــم في موقع الكاميرات الرقمية إعداد /سمية الزبيدي إشراف د/أنور الوحش ١.تعريف الكاميرات الرقميـــــــــة ٢.تاريخ الكاميرات الرقميـــــــــة ٣.مزايا الكاميرات الرقميـــــــــة ٤.أنواع الكاميرات الرقميـــــــــة من نحن مرحبا بكـــــم في موقع الكاميــــــرات الرقمية إعداد/ سمية الزبيدي إشراف د/أنورالوحش نحــن طلبة الدفعة التاسعة جامعةإبكليةالتربيــــة قسم تكنولوجيا التعليـــــم والمعلومات شعبة المعلومات المستوى الثالث تعريف الكاميـــرات الرقمية مرحبا بكـــــم في موقع الكاميرات الرقمية إعداد/سمية الزبيدي إشراف د/أنورالوحش لة التصوير الرقمية أو الكاميرا الرقمية(بالإنجليزية: Digital Camera) هي آلة إلكترونية، تلتقط الصور الفوتوغرافية، وتخزنها بشكل إلكتروني بدلاً من استخدام الأفلام مثل آلات التصوير التقليدية.[1][2][3] آلات التصوير الرقمية الحديثة أصبحت متعددة الاستخدام، بحيث أنه بإمكان بعضها تسجيل الصوت، أو الفيديو بالإضافة للصور تأتي أغلب الآلات من هذا النوع مرفقة ببطاقة ذاكرة، تختلف أحجامها باختلاف أنواعها لتخزين كمّ أكبر من الصور.كاميرا رقمية إنتاج شركة كانون تسمح كل الكاميرات الرقمية بعرض الصور، وحذف غير المرغوب فيها قبل طباعتها، وبالتالي توفر عليك الذهاب إلى معمل تحميض الصور والانتظار ليوم أو عدة أيام حتى يتم تحميضها. تاريخ الكاميــــرات الرقميـــة اريخ الكاميرا الرقمية: يعود تاريخ الكاميرا الرقمية إلى أوائل الخمسينيات من القرن الماضي. ترتبط تقنية الكاميرا الرقمية ارتباطًا مباشرًا بنفس التقنية التي سجلت الصور التلفزيونية وتطورت منها . التصوير الرقمي و VTR في عام 1951 ، التقط أول مسجل شريط فيديو (VTR) صورًا حية من كاميرات التلفزيون عن طريق تحويل المعلومات إلى نبضات كهربائية (رقمية) وحفظ المعلومات على شريط مغناطيسي. قامت مختبرات بنجكروسبي (فريق البحث الممول من كروسبي برئاسة المهندس جون مولين) بإنشاء أول مسجلات فيديو رقمية مبكرة. بحلول عام 1956 ، تم إتقان تقنية VTR (اخترع VR1000 بواسطة Charles P. Ginsburg وشركة Ampex Corporation) وشائع الاستخدام من قبل صناعة التلفزيون. تستخدم كل من كاميرات التلفزيون / الفيديو والكاميرات الرقمية CCD (جهاز مشحون مزدوج) لاستشعار لون الضوء وشدته. التصوير الرقمي والعلوم خلال الستينيات من القرن الماضي ، تحولت وكالة ناسا من استخدام الإشارات التناظرية إلى الرقمية مع مسابيرها الفضائية لرسم خريطة لسطح القمر وإرسال الصور الرقمية إلى الأرض. كانت تكنولوجيا الكمبيوتر تتقدم أيضًا في هذا الوقت ، واستخدمت وكالة ناسا أجهزة الكمبيوتر لتحسين الصور التي ترسلها مسابير الفضاء. كان للتصوير الرقمي أيضًا استخدام حكومي آخر في ذلك الوقت: أقمار التجسس الصناعية. ساعد استخدام الحكومة للتكنولوجيا الرقمية في تقدم علم التصوير الرقمي. ومع ذلك ، قدم القطاع الخاص أيضًا مساهمات كبيرة. حصلت شركة Texas Instruments على براءة اختراع لكاميرا إلكترونية لا تحتوي على أفلام في عام 1972 ، وكانت أول من فعل ذلك. في أغسطس 1981 ، أطلقت شركة Sony كاميرا Sony Mavica الثابتة الإلكترونية ، وهي أول كاميرا إلكترونية تجارية. تم تسجيل الصور على قرص صغير ثم وضعها في قارئ فيديو متصل بشاشة تلفزيون أو طابعة ملونة. ومع ذلك ، لا يمكن اعتبار Mavica المبكرة كاميرا رقمية حقيقية على الرغم من أنها بدأت ثورة الكاميرا الرقمية. كانت كاميرا فيديو تلتقط إطارات متجمدة للفيديو. كوداك منذ منتصف السبعينيات ، ابتكرت كوداك العديد من مستشعرات الصور ذات الحالة الصلبة التي "تحول الضوء إلى صور رقمية" للاستخدام المهني والمستهلك المنزلي. في عام 1986 ، اخترع علماء كوداك أول مستشعر ميجابكسل في العالم ، قادر على تسجيل 1.4 مليون بكسل يمكنه إنتاج طباعة رقمية بجودة الصور مقاس 5 × 7 بوصات. في عام 1987 ، أصدرت Kodak سبعة منتجات لتسجيل وتخزين ومعالجة ونقل وطباعة صور الفيديو الإلكترونية الثابتة. في عام 1990 ، طورت Kodak نظام الأقراص المضغوطة للصور واقترحت "أول معيار عالمي لتعريف اللون في البيئة الرقمية لأجهزة الكمبيوتر وملحقاتها." في عام 1991 ، أصدرت Kodak أول نظام كاميرا رقمية احترافي (DCS) ، والذي كان يستهدف المصورين الصحفيين. كانت كاميرا نيكون F-3 مجهزة من قبل كوداك مع مستشعر 1.3 ميجا بكسل. كاميرات رقمية للمستهلكين كانت الكاميرات الرقمية الأولى للسوق على مستوى المستهلك والتي عملت مع كمبيوتر منزلي عبر كابل تسلسلي هي كاميرا Apple QuickTake 100 (17 فبراير 1994) ، وكاميرا Kodak DC40 (28 مارس 1995) ، وكاسيو QV-11 مع شاشة LCD (أواخر عام 1995) ، وكاميرا سايبر شوت الرقمية الساكنة من سوني (1996). ومع ذلك ، دخلت Kodak في حملة تسويق مشتركة قوية للترويج لـ DC40 وللمساعدة في تقديم فكرة التصوير الرقم .https://youtu.be/gcgIH72Njes https://youtu.be/gcgIH72Nje مزايا الكاميرات الرقمية مرحبا بكـــــم في موقع الكاميرات الرقمية إعداد/سمية الزبيدي إشراف د/ أنور الوحش مزايا الكاميرا الرقمي السُّرعة: ولعل هذا هو أهم عامل، إذ أن نجاح معظم الأعمال في العصر الحاضر قائم على السرعة، فمع التصوير الرقمي، يمكنك التقاط الصورة وتخزينها على حاسوبك في أقل من دقيقة، ويمكنك طباعتها بنفس جودة ورق الطباعة التقليدي في أقل من خمس دقائق، كما يمكنك نشرها على الإنترنت، أو إرسالها بالبريد الإلكتروني في دقائق معدودة. قلّة التكلفة: وربما قد يستغرب البعض، إذ أن كلفة شراء آلة تصوير رقمية قد يساوي ضعفيّ أو ثلاثة أضعاف سعر الآلة الفيلمية (التقليدية). إلا أن العكس هو الصحيح، فمع الآلة الفيلمية، تبدأ التكاليف وتستمر. من شراء مستمرّ للأفلام، وتكاليف لتظهير (تحميض) كل فيلم، مع ازدياد الوضع سوءً عند فساد بعض الصور؛ إما لأخطاء أو مشاكل أثناء التصوير أو في الفيلم أو أثناء عملية التظهير. أما الآلة الرقمية، فيمكنك فيها مسح الصور بضغطة زر، ويمكنك استخدام الذاكرة (ذاكرة تخزين الصور) آلاف المرّات دون مشاكل، علماً بأن أسعار هذه الذاكرات منخفضة ويمكنها تخزين مئات الصور عالية الجودة، وليس لعدد محدود كما في الفيلم. وعندما لا تعجبك أي صورة أو حتى مجموعة من الصور فضغطة زر واحدة تعيد الذاكرة خالية. تمكنك شاشة الكرستال السائل من مشاهدة الصور قبل وأثناء وبعد التقاطها وكذلك التحكم بوظائف الكاميرا تعدّد الخيارات: سواء قبل التقاط الصورة أو بعده، فقبل الالتقاط يمكنك رؤية الصورة النهائية، بحيث يمكنك تعديل التعريض مثلاً أو تطبيق تأثيرات كالتصوير بالأبيض والأسود. وبعد الالتقاط يمكنك معاينة الصورة، وتطبيق بعض المؤثرات عليها، كالتدوير والعكس، أو حتى حذفها. أما عند نقلها إلى الحاسوب، فهناك تبدأ الخيارات ولا تنتهي. التطور المستمر في تصنيع الآلات الرقمية: ويشمل هذا التطوير تقنيات حسّاسات الضوء، وكذلك تقنيات منع اهتزاز الصورة، نتيجة لاهتزاز آلة التصوير، وكذلك العديد من التقنيات الأخرى، ويترافق كل ذلك مع تدني في أسعار آلات التصوير الرقمية. سهولة الاستخدام: وهذه من الأمور المهمة للمبتدئين والمستخدمين العاديين، حيث تقوم معظم آلات التصوير الرقمية بضبط كل الإعدادات اللازمة لالتقاط صورة جيّدة. أما في الآلات المتوسطة والعالية المستوى، فتمتلك خيارات متعدّدة، كما تضم أنماط تصوير جاهزة يمكن الاختيار من بينها بحسب بيئة التصوير. الحفاظ على البيئة: لأنها لا تحتاج إلى مواد كيميائية مضرّة بالبيئة، كما هو موجود في التصوير التقليدي. بالإضافة إلى العديد من المزايا الأخرى التي تجعل من التصوير الرقمي خيارًا استراتيجيًا. الشركات المنتجة للكاميرات الرقمية عدل هناك العديد من الشركات المصنعة والمنتجة للكاميرات الرقمية منها: ون أوليمبس بينتاكس فوجي فيلم كوداك ليكا باناسونيك سوني سامسونج هاسيلبلا سيجما رايكو -كاسيو وهناك شركات مهمة في عالم التصوير الفوتوغرافي ولكن الآن ابتعدوا عن المجال، لأسباب مختلفة مثل كونيكا مينوليتا (أصبحت ملك لسوني). وهناك شركات اخري تتنج الكاميرات الرقمية ولكن تعتبر إلى حد ما شركات درجة ثانية بسبب قلة جودة أجهزتها وتدني مبيعات كاميراتها الرقمية مثل: بينكو-اجفا-سانيو -توشيبا فديوا عن مزايا الكاميرا الرقمية https://youtu.be/M9UY4eiswNw أنواع الكاميرات الرقميـــــــــة مرحبا بكـــــم في موقع الكاميــــــرات الرقمية إعداد / سمية الزبيدي إشراف د/ أنورالوحش أنواع الكاميرات الرقمية ١_كاميرات بسيطة (Compact) و هي الكاميرات الرقمية العادية، ومعظم الناس يستخدمون هذا النوع، حيث يتميز بعدد قليل جدا من الكاميرات. ستجد فيه تحكم في الكاميرا مثل سرعة الغالق أو فتحة العدسة فتقريبا كلهم لا يسمحون في التصوير إلا بالوضع الأوتوماتيك، بحيث لا يحتاج صاحب الكاميرا إلى ضبطها قبل التصوير أو للتحكم اليدوي، وفي الغالب يكون بها عدسة زووم حوالي،3x فإما تكون بالكامل داخل جسد الكاميرا أو تدخل تلقائيا بعد استعمالها بالكامل داخل جسد الكاميرا وشاشه كبيرة للعرض ومشاركة الصور مع الأصحاب والأهل وبالطبع كلهم يحتوون على فلاش داخلي ولو أنه يكون له نطاق ضيق في معظم الأحوال يتراوح بين 4 و 6 متر وهناك نوع آخر منقسم من هذا النوع وهو ٢_كاميرات بسيطة فائقة الصغر (Ultra Compact) تسمي كاميرات الجيب هي نوع آخر من الكاميرات الكومباكت ولكنها تكون صغيرة الحجم وتدخل بسهولة في الجيب.. تقريبا أقل من 25 مم سمك ووزنها في الغالب يكون أقل من 130 جم، وتحمل أيضا مواصفات الكاميرا الكومباكت العادية. أهم الشركات المنتجة لهذا النوع: ١- كاسيو 2- سامسونج 3- أوليمبس 4- نيكون 5- باناسونيك وليكا 6- كانون 7- سوني 8- كوداك 9-بينتاكس ٣_كاميرات متطورة (Advanced) عدل أما هذا النوع فهو نوع متطور عن الكاميرات البسيطة من حيث الحجم والإمكانيات، فهو أكبر حجما وبالتالي يعطي تحكم في الكاميرا أفضل ويحتوي على مواصفات أعلى مثل تحكم في بعض أو كل التحكمات اليدوية وفي أغلب الأحيان يحتوي على عدسة زووم أفضل يتراوح مقدار الزووم فيها من3x إلى 6x(مثل كانون A710) ويصل في بعض الأحيان إلى 7x(مثل Samsung NV7 OPS)، وغالبا ما يحتوي هذا النوع على عدد بيكسل أعلى يصل الآن إلى 10 و 12 ميجا بيكسل مثل النيكون p5100 (و هذه الأعداد كبيرة جدا أكثر مما يحتاج الناس، وتأثيرها علي جودة الصورة قليلا بمعنى أن ممكن كاميرا بـ 7 ميجا بيكسل يكون تصويرها أفضل من الـ 12 ميجابيكسل فجودة الصورة لا تعتمد فقط على الميجابيكسل)و الكثير من هذا النوع يحتوي على شاشات كبيره تتراوح ما بين 2.5 إنش و 3 إنش وبعضهم يحتوي على منظار صغير (viewfinder). أفضل الشركات المنتجة لهذا النوع: 1- كانون 2- باناسونيك 3- نيكون 4- سوني 5- رايكو 6- ليكا 7- اوليمبس 8- فوجي فيلم 9- سامسونج 10- كوداك ٤_كاميرات زووم عالي - شبه احترافية (SLR-Like OR Super-Zoom) كاميرا زووم عالي شبه احترافية FZ18 من باناسونيك هذا النوع أكثر تطورا من الأنواع السابقة إلى حد ما، فهو أكبر حجما من الأنواع السابقة..و يأتي شكله على شكل الكاميرات الاحترافية الDSLR ويحتوي هذا النوع من الكاميرات دائما على عدسات ذات زووم عالي أو سوبر زووم يتراوح الزووم من 7x إلى 18x(مثل الباناسونيك Fz18) ولكن الأغلبية تحتوي على عدسة زووم 12x أو 10x(مثل الباناسونيك fz8 والكانون s5is وكوداك z712is) ويتميز هذا النوع بالتحكم اليدوي الكامل في الكاميرا، فتستطيع التحكم في فتحة العدسة وسرعة الغالق وغيرها من التحكمات اليدوية، ويتوفر فيها دائما شاشة واضحة وكبيرة وهناك بعض الأنواع فيها شاشة متحركة (مثل الكانون S3) وأيضا يوجد بها منظار إلكتروني والفلاش يكون من النوع ال(pop-up)، وهو نوع أقوى من الفلاش العادي في الكاميرات البسيطة ويتراوح قوته من 6 متر إلى 15 متر في بعض الأحيان. وهناك موديلات تسمح بتركيب فلاش خارجي(مثل الفوجي S6500fd) ومعظم هذه الأنواع تحتوي على خاصيه مانع الاهتزاز أو (Image Stabilizer). طبعا هذه الكاميرات جودتها اقل من الdslr أو الكاميرات الاحترافية. ولكنها تستطيع التقاط صور في غاية الروعة والموديلات ال(high-end) من هذا النوع قادرة على منافسة بعض الكاميرات الاحترافية(مثل الباناسونيك fz50 والفوجي S9600) حتى أنه هناك بعض الأنواع فعليا أغلى من بعض الكاميرات الاحترافية و تسمى كاميرات السوبر زووم في بعض الأحيان (Bridge-cameras) - بالعربي كاميرات الجسر - لانها قللت الفرق الكبير بين الكاميرات العادية البسيطة والكاميرات الاحترافية. أشهر الشركات المنتجة للكاميرا الشبه احترافية : ١- باناسونيك 2- فوجي فيلم 3- كانون 4- اوليمبس 5- سوني 6- كوداك 7- سامسونج ٥_كاميرات احترافية (DSLRs) الكاميرا الرقمية الاحترافية Canon EOS-1Ds Mark III من إنتاج شركة كانون الكاميرات الاحترافية (الكاميرا الرقمية ذات العدسة الأحادية العاكسة) أو (بالإنجليزية: DSLRs)(بمعنى Digital single-lens reflex camera)هي كاميرات أكثر احترافية من كل ما سبق وأيضا اغلى من كل ما سبق وهي عبارة عن مزيج بين الكاميرا الرقمية الحديثة التي سبق ذكرها والكاميرا الفيلم الـ 35 مم، الفرق أن بدلا من استخدام الفيلم يتم استخدام ما يسمي بالـ Sensor أو الحساس (أما من نوع CCD أو CMOS) ويتميز بأن مساحته مساوية لنفس مساحة سلبية الفيلم التقليدي مما يرفع سعر الكاميرا ويقدم صور عالية الدقة. في هذا النوع هناك تحكم كامل في الكاميرا بدرجه ذلك ، فإنهم يتجنبون نظام المرآة ، ويعتمدون بدلاً من ذلك على محددات الرؤية الإلكترونية وشاشات LCD ، هذا يسمح لهم بأن يكونوا أصغر وأخف من كاميرات DSLR ، تميل الكاميرات عديمة المرآة أيضًا إلى تضمين تقنية أكثر تطوراً ، بما في ذلك أنظمة التركيز التلقائي على المستشعر للحصول على التركيز الفوري. كاميرات Compact: تُعرّف كاميرا Compact بأنها الكاميرا التي تحتوي على عدسة ثابتة ، في حين أن هذا يحد من تعدد استخداماتها ، إلا أنه يجعل الكاميرات الـ Compact أكثر قابلية للنقل وسهلة الاستخدام ، فضلاً عن كونها أرخص بشكل عام. ٦_كاميرا رقمية ذات عدسة أحادية عاكسة آلة التصوير الرقمية ذات العدسة الأحادية العاكسة (بالإنجليزية: Digital Single-Lens Reflex Camera) ويطلق عليها اختصاراً Digital SLR أو DSLR وهي آلة تصوير تعتمد على أشهار الضوء الصادر من المشهد المراد تصويره بواسطة عدسات على حساس الكاميرا يقوم بتحويل فوتونات الضوء الساقطة على الحساس إلى إشارات رقمية يتم معالجتها وتخزينها على وسط رقمي يمكن من إعادة إنتاج الصورة لاحقا، وتختلف عن الكاميرا المدمجة في نظام المعاينة والالتقاط الميكانيكى.[1] كاميرا تصوير نيكون مثال للكاميرا ذات العدسة الأحادية العاكسة. ٧_بغض النظر عما إذا كنت جديدًا في التصوير الفوتوغرافي أو كنت تقوم بالتصوير لفترة من الوقت ، فإن Canon سيكون اسمًا مألوفًا لك ، الشركة الشهيرة لديها مجموعة واسعة تشمل العديد انواع الكاميرات بميزانيات مختلفة. قد يكون من الصعب معرفة أي كاميرا Canon هي الكاميرا المناسبة لك ، مع مجموعة واسعة من الخيارات التي تتراوح من الكاميرات الصغيرة الحجم المناسبة للجيب إلى كاميرات DSLR وانظمة Mirrorless الأكثر تقدمًا. هنالك العديد من الكاميرات من كانون ، وقد يكون من المحيّر ايها تختار ، فاذا ماكنت تبحث عن كاميرا كانون ، فنحن نوفر لك افضل الخيارات في هذا المقال. انواع كاميرات كانون هنالك العديد من انواع كاميرات كانون نذكر لك هنا اهمّها: كاميرات DSLR: تم تصنيع الكاميرات الرقمية ذات العدسة الواحدة للتصوير لجميع الأغراض ، إنها تسمح بتغيير العدسة ، وتميل إلى الحصول على قدر مناسب من مقاومة الطقس. تستخدم كاميرات DSLR نظام مرآة داخلي لعكس الصورة من العدسة في معين المنظر البصري افضل 10 كاميرات كانون . كاميرا Canon EOS R5:1 مهما كان ما تلتقطه ، وكيفما كنت تصوّره ، ستتيح لك كاميرا EOS R5 أن تكون مبدعًا بطرق لم تكن لتتمكن من التقاطها من قبل. التقط صورًا رائعة بدقة 45 ميجابكسل بمعدل يصل إلى 20 إطارًا في الثانية ، أو فيديو بدقة 12 بت 8K RAW باستخدام العرض الكامل لمستشعر الكاميرا. تمت برمجة الضبط البؤري التلقائي المتقدم باستخدام الذكاء الاصطناعي للتعلم العميق ، بينما يعمل تثبيت الصورة داخل الجسم بالتنسيق مع مُثبِّت الصور الخاص بالعدسة لتوفير ما يصل إلى 8 درجات توقف من الحماية ضد اهتزاز الكاميرا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 45 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-51200 ؛ قابل للتوسيع حتى 102400×1. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتيح تتبع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. فيديو داخلي 8K RAW كامل الإطار. اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon EOS 250D:2 اذا كنت تبحث عن افضل كاميرا كانون رخيصة فهذه الكاميرا رائعة ، التقط صوراً تستحق التذكر مع كاميرا كانون EOS 250D دي اس ال ار القوية. تم تصميمها بعناية فائقة وتأتي مزودة بالكثير من الوظائف المتطورة التي تمنحك الكثير من المرونة في التصوير. هذه الكاميرا مزودة بمستشعر APS-C متطور جداً يعطي غباشاً في الخلفية خلف الهدف. مع معالج DIGIC 8 القادر على تصوير أفلام 4 كيه، تتيح لك هذه الكاميرا التقاط الصور في ظروف الإضاءة المنخفضة. تتيح لك دقة الكاميرا البالغة 24.1 ميجابكسل التقاط كل لقطة بتفاصيل مذهلة. علاوة على ذلك، توفر هذه الكاميرا تصوير بتقنية لايف فيو بفضل تقنية CMOS AF ثنائي . تتيح لك خاصية البلوتوث والشبكة اللاسلكية مشاركة وتحرير الصور الملتقطة بسهولة على اللاب توب أو الهاتف الذكي. المميزات: مستشعر APS-C بدقة 24.1 ميجابكسل و ومعالج DIGIC 8 للحصول على جودة صورة فائقة. عدسة viewfinder/4K للحصول على دقة فائقة. ثنائي للتركيز السريع عندالتصوير والتركيز السلس عند التصوير مع تقنية لايف فيو مع خاصية اكتشاف العين ايه اف. شاشة قابلة للدوران: التقط الصور من مجموعة واسعة من المنظورات وتحكم في الكاميرا من خلال شاشة تعمل باللمس. خاصية البلوتوث والشبكة اللاسلكية. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS R6.3 مستشعر الصورة الأساسي يتيح نطاق ISO أصليًا يبلغ 100-102 ، 400. مع التصوير المستمر عالي السرعة حتى 12 إطارًا في الثانية مع الغالق الميكانيكي وما يصل إلى 20 إطارًا في الثانية مع الغالق الإلكتروني الصامت، يمكن لكاميرا EOS R6 مواكبة أي هدف سريع الحركة تقريبًا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 20 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-102400 ؛ قابل للتوسيع حتى 204800. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتبع الموضوع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. دقة التقاط الفيديو: 4K UHD 2160p. اشتريه من امازون السعودية اشتريه من امازون الامارات شتريه من امازون العالمي . كاميرا Canon EOS 6D Mark II.4 تقدم كاميرا Canon EOS 6D Mark II أداء الإطار الكامل في كاميرا DSLR صغيرة الحجم ومميزة بالكامل. بفضل جودة الصورة المذهلة والتركيز التلقائي السريع والدقيق والتنوع المطلوب للعديد من البيئات. المميزات: تجمع كاميرا EOS 6D Mark II بين مستشعر CMOS كامل الإطار 26.2 ميجابكسل ومعالج الصور DIGIC 7 الممتاز ونطاق ISO من 100 إلى 40000 لتقديم صور ومقاطع فيديو بجودة لا تصدق. تتميز كاميرا EOS 6D Mark II بنظام تركيز بؤري تلقائي واسع النطاق من 45 نقطة من النوع المتقاطع. تتميز كاميرا EOS 6D Mark II بأنها خفيفة الوزن ومتينة ، وتظل قادرة في مجموعة متنوعة من السيناريوهات. الأجزاء المغلقة بسبب الطقس تعني أداءً غير متقطع ، حتى عندما تصبح الظروف فوضوية. تتيح لك شاشة LCD متغيرة الزاوية التي تعمل باللمس التصوير في مجموعة متنوعة من الزوايا وتتميز بالتشغيل باللمس. اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS R.5 لم يكن الانتقال إلى كاميرا ذات إطار كامل أسهل من أي وقت مضى مع كاميرا EOS RP بدون مرآة. يتضمن مستشعر CMOS بدقة 26.2 ميجابكسل ، وضبط تلقائي للصورة سريع ودقيق ، وفيديو بدقة 4K ، ومعالج DIGIC 8 القوي للحصول على نتائج استثنائية ، حتى في الإضاءة المنخفضة. المميزات: خفيفة وصغيرة حامل Rf متوافق مع عدسات RF وعدسات EF / EF-S جودة صورة عالية مع 26.2 ميجابيكسل مستشعر CMOS كامل الإطار ومعالج الصور DIGIC 8 لتركيز تلقائي سريع ودقيق اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS 5D Mark IV.6 توفر كاميرا EOS 5D Mark IV ملفات فيديو ثابتة عالية الدقة و 4K بوضوح وتفاصيل مذهلة. إنه يقرن مستشعر 30.4 ميجابكسل كامل الإطار مع نظام تركيز بؤري تلقائي 61 نقطة والمزيد من التحسينات التشغيلية. المميزات: مستشعر CMOS كامل الإطار جديد 30.4 ميجابكسل للتصوير متعدد الاستخدامات في أي ضوء تقريبًا ، مع نطاق ISO 100-32000 ؛ قابل للتوسيع حتى 50-102400 (ما يعادل ISO). فيديو 4K Motion JPEG (نوع سينما DCI 4096 × 2160) عند 30p أو 24p ؛ التقاط إطار ثابت داخل الكاميرا لصور 4K بدقة 8.8 ميجابكسل ؛ تتضمن خيارات الفيديو المتعددة الوضوح العالي الكامل حتى 60 بكسل ، والدقة العالية حتى 120 بكسل. تركيز بؤري تلقائي CMOS ثنائي البكسل رائع للتركيز البؤري التلقائي على نحو سلس وسريع الاستجابة أثناء تصوير الفيديو أو العرض المباشر ؛ تحتوي شاشة LCD على واجهة شاشة لمس كاملة ، بما في ذلك اختيار منطقة التركيز البؤري التلقائي. سرعة تصوير مستمرة تصل إلى 7.0 إطارات في الثانية مع معالج الصور DIGIC 6 plus عالي الأداء لتحسين السرعة وجودة الصورة الممتازة. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS M200.7 كاميرا Compat من كانون مميزة. المميزات: صور عالية الجودة تم التقاطها بكاميرا EOS M200 الأخيرة اختبار الزمن ، التقاط أجواء المناسبات المهمة وإظهار أهدافك في أفضل حالاتها. اربط كاميرا EOS M200 بجهازك الذكي باستخدام Wi-Fi و Bluetooth لنقل الصور تلقائيًا ومشاركة الصور عبر الإنترنت والتحكم في الكاميرا عن بُعد. تعمل واجهة المستخدم الإرشادية ووضع المساعدة الإبداعية في كاميرا EOS m200 على تسهيل الصور ذات المظهر الاحترافي. كاميرا EOS M200 صغيرة الحجم وخفيفة الوزن بما يكفي لأخذها معك في حقيبتك اليومية. تساعدك شاشة اللمس التي يمكن قلبها بزاوية 180 درجة على التركيب من زوايا إبداعية. تلتقط كاميرا EOS M200 مقاطع فيديو بدقة 4K ، حاول أيضًا تصوير لقطات عالية الدقة بالكامل على نحو سلس بمعدل 60 إطارًا في الثانية أو لقطات بالحركة البطيئة بمعدل 120 إطارًا في الثانية في الوضع عالي الدقة أو 4K بفاصل زمني. أقرب مسافة تركيز 25 سم اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon PowerShot G9 X Mark II.8 تجمع كاميرا PowerShot G9 X Mark II بين تصميم فائق النحافة وميزات عالية الأداء مثل معالج الصور DIGIC 7 وتقنية Bluetooth المدمجة. سواء كنت تلتقط صورًا أو مقاطع فيديو ، فإنه يجعل من السهل التقاط الأوقات الثمينة في حياتك بطريقة مذهلة وأنيقة. المميزات: ١.٠ بوصة ، 20.1 ميجابيكسل حساس CMOS عالي الحساسية معالج الصور Digic 7 كاميرا فائقة النحافة وخفيفة الوزن بحجم الجيب الميزات: لوحة شاشة تعمل باللمس اشتريه من امازون العالمي كاميرا Canon EOS M50 Mark II.9 تحمل كاميرا EOS M50 Mark II الأداء القوي لكاميرا EOS M50 الشهيرة وتعتمد عليه مع التحسينات التي ستكون ملحوظة. لا تزال تحصل على جودة الصورة الرائعة لمستشعر CMOS بدقة 24.1 ميجابكسل ، وقوة معالج الصور DIGIC 8 ، و 4 K UHD 24p و HD 120p للفيديو بالحركة البطيئة والمزيد ، إلى جانب بعض التعزيزات الإضافية. المميزات: مستشعر CMOS بدقة 24.1 ميجابكسل (aps c) مع ISO 100 25600 (h: 51200). معالج الصور digic 8 مع مُحسِّن الإضاءة التلقائي. تحسين البكسل الثنائي cmos af وكشف العين af. و HD 120p للتصوير البطيء. شاشة LCD تعمل باللمس بزاوية متغيرة ملائمة للتدوين المرئي والتكوين المتنوع. اشتريه من امازون السعودية ٨_كاميرا أحادية الاستخدام نيكون دي 600 ويكيبيديا المحتوى متاح وفق CC BY-SA 3.0 إن لم يرد خلاف ذلك. سياسة الخصوصية شروط الاستخدامسطح الم أعلى من الكاميرات شبه احترافية، الحساس في هذا النوع من الكاميرات (الSensor) يتراوح ما بين 6 ميجا بيكسل إلى 17 ميجا بيكسل والآن توجد كاميراHasselblad H3DII-50 بحساس قيمته 50 ميجابيكسل وأيضا يتميز هذا النوع بكبر حجم السينسور مما يجعل هذا النوع من الكاميرات له أفضلية من حيث جودة الصورة علي كل الأنواع السابقة. تتميز الكاميرات الاحترافية بوفرة الاكسسوارات والملحقات للكاميرا مثل الفلاشات والعدسات (وهذا النوع من الكاميرات يقبل تغير العدسات، ولكل شركة عدساتها الخاصة بها) وغيرها من الملحقات والأكسسوارات. و لا تنتج كل الشركات كاميرات DSLR بل بعضا منها فقط وهم: كانون -نيكون -اوليمبس -بينتاكس -سيجما -ليكا فوجي فيلم -سوني -باناسونيك -سامسونج و هناك بعض الشركات أوقفت إنتاج الكاميرات الاحترافية مثل: كوداك وكونيكا مينوليتا وإبسون وعدد قليل جدا آخر من الشركات. ولكل سببه الخاص به. انظر أيضًا مراجع أَضاف JarBot آخر تعديل قبل 1 شهور صفحات ذات صلة فديوهات عن انواع الكاميرات https://youtu.be/DQIx243mITk https://youtu.be/xBS7cS42HSs https://youtu.be/vzyqyMcEmZw * أنواع الكاميرات الرقمية ١_كاميرات بسيطة (Compact) و هي الكاميرات الرقمية العادية، ومعظم الناس يستخدمون هذا النوع، حيث يتميز بعدد قليل جدا من الكاميرات. ستجد فيه تحكم في الكاميرا مثل سرعة الغالق أو فتحة العدسة فتقريبا كلهم لا يسمحون في التصوير إلا بالوضع الأوتوماتيك، بحيث لا يحتاج صاحب الكاميرا إلى ضبطها قبل التصوير أو للتحكم اليدوي، وفي الغالب يكون بها عدسة زووم حوالي،3x فإما تكون بالكامل داخل جسد الكاميرا أو تدخل تلقائيا بعد استعمالها بالكامل داخل جسد الكاميرا وشاشه كبيرة للعرض ومشاركة الصور مع الأصحاب والأهل وبالطبع كلهم يحتوون على فلاش داخلي ولو أنه يكون له نطاق ضيق في معظم الأحوال يتراوح بين 4 و 6 متر وهناك نوع آخر منقسم من هذا النوع وهو ٢_كاميرات بسيطة فائقة الصغر (Ultra Compact) تسمي كاميرات الجيب هي نوع آخر من الكاميرات الكومباكت ولكنها تكون صغيرة الحجم وتدخل بسهولة في الجيب.. تقريبا أقل من 25 مم سمك ووزنها في الغالب يكون أقل من 130 جم، وتحمل أيضا مواصفات الكاميرا الكومباكت العادية. أهم الشركات المنتجة لهذا النوع: ١- كاسيو 2- سامسونج 3- أوليمبس 4- نيكون 5- باناسونيك وليكا 6- كانون 7- سوني 8- كوداك 9-بينتاكس ٣_كاميرات متطورة (Advanced) عدل أما هذا النوع فهو نوع متطور عن الكاميرات البسيطة من حيث الحجم والإمكانيات، فهو أكبر حجما وبالتالي يعطي تحكم في الكاميرا أفضل ويحتوي على مواصفات أعلى مثل تحكم في بعض أو كل التحكمات اليدوية وفي أغلب الأحيان يحتوي على عدسة زووم أفضل يتراوح مقدار الزووم فيها من3x إلى 6x(مثل كانون A710) ويصل في بعض الأحيان إلى 7x(مثل Samsung NV7 OPS)، وغالبا ما يحتوي هذا النوع على عدد بيكسل أعلى يصل الآن إلى 10 و 12 ميجا بيكسل مثل النيكون p5100 (و هذه الأعداد كبيرة جدا أكثر مما يحتاج الناس، وتأثيرها علي جودة الصورة قليلا بمعنى أن ممكن كاميرا بـ 7 ميجا بيكسل يكون تصويرها أفضل من الـ 12 ميجابيكسل فجودة الصورة لا تعتمد فقط على الميجابيكسل)و الكثير من هذا النوع يحتوي على شاشات كبيره تتراوح ما بين 2.5 إنش و 3 إنش وبعضهم يحتوي على منظار صغير (viewfinder). أفضل الشركات المنتجة لهذا النوع: 1- كانون 2- باناسونيك 3- نيكون 4- سوني 5- رايكو 6- ليكا 7- اوليمبس 8- فوجي فيلم 9- سامسونج 10- كوداك ٤_كاميرات زووم عالي - شبه احترافية (SLR-Like OR Super-Zoom) كاميرا زووم عالي شبه احترافية FZ18 من باناسونيك هذا النوع أكثر تطورا من الأنواع السابقة إلى حد ما، فهو أكبر حجما من الأنواع السابقة..و يأتي شكله على شكل الكاميرات الاحترافية الDSLR ويحتوي هذا النوع من الكاميرات دائما على عدسات ذات زووم عالي أو سوبر زووم يتراوح الزووم من 7x إلى 18x(مثل الباناسونيك Fz18) ولكن الأغلبية تحتوي على عدسة زووم 12x أو 10x(مثل الباناسونيك fz8 والكانون s5is وكوداك z712is) ويتميز هذا النوع بالتحكم اليدوي الكامل في الكاميرا، فتستطيع التحكم في فتحة العدسة وسرعة الغالق وغيرها من التحكمات اليدوية، ويتوفر فيها دائما شاشة واضحة وكبيرة وهناك بعض الأنواع فيها شاشة متحركة (مثل الكانون S3) وأيضا يوجد بها منظار إلكتروني والفلاش يكون من النوع ال(pop-up)، وهو نوع أقوى من الفلاش العادي في الكاميرات البسيطة ويتراوح قوته من 6 متر إلى 15 متر في بعض الأحيان. وهناك موديلات تسمح بتركيب فلاش خارجي(مثل الفوجي S6500fd) ومعظم هذه الأنواع تحتوي على خاصيه مانع الاهتزاز أو (Image Stabilizer). طبعا هذه الكاميرات جودتها اقل من الdslr أو الكاميرات الاحترافية. ولكنها تستطيع التقاط صور في غاية الروعة والموديلات ال(high-end) من هذا النوع قادرة على منافسة بعض الكاميرات الاحترافية(مثل الباناسونيك fz50 والفوجي S9600) حتى أنه هناك بعض الأنواع فعليا أغلى من بعض الكاميرات الاحترافية و تسمى كاميرات السوبر زووم في بعض الأحيان (Bridge-cameras) - بالعربي كاميرات الجسر - لانها قللت الفرق الكبير بين الكاميرات العادية البسيطة والكاميرات الاحترافية. أشهر الشركات المنتجة للكاميرا الشبه احترافية : ١- باناسونيك 2- فوجي فيلم 3- كانون 4- اوليمبس 5- سوني 6- كوداك 7- سامسونج ٥_كاميرات احترافية (DSLRs) الكاميرا الرقمية الاحترافية Canon EOS-1Ds Mark III من إنتاج شركة كانون الكاميرات الاحترافية (الكاميرا الرقمية ذات العدسة الأحادية العاكسة) أو (بالإنجليزية: DSLRs)(بمعنى Digital single-lens reflex camera)هي كاميرات أكثر احترافية من كل ما سبق وأيضا اغلى من كل ما سبق وهي عبارة عن مزيج بين الكاميرا الرقمية الحديثة التي سبق ذكرها والكاميرا الفيلم الـ 35 مم، الفرق أن بدلا من استخدام الفيلم يتم استخدام ما يسمي بالـ Sensor أو الحساس (أما من نوع CCD أو CMOS) ويتميز بأن مساحته مساوية لنفس مساحة سلبية الفيلم التقليدي مما يرفع سعر الكاميرا ويقدم صور عالية الدقة. في هذا النوع هناك تحكم كامل في الكاميرا بدرجه ذلك ، فإنهم يتجنبون نظام المرآة ، ويعتمدون بدلاً من ذلك على محددات الرؤية الإلكترونية وشاشات LCD ، هذا يسمح لهم بأن يكونوا أصغر وأخف من كاميرات DSLR ، تميل الكاميرات عديمة المرآة أيضًا إلى تضمين تقنية أكثر تطوراً ، بما في ذلك أنظمة التركيز التلقائي على المستشعر للحصول على التركيز الفوري. كاميرات Compact: تُعرّف كاميرا Compact بأنها الكاميرا التي تحتوي على عدسة ثابتة ، في حين أن هذا يحد من تعدد استخداماتها ، إلا أنه يجعل الكاميرات الـ Compact أكثر قابلية للنقل وسهلة الاستخدام ، فضلاً عن كونها أرخص بشكل عام. ٦_كاميرا رقمية ذات عدسة أحادية عاكسة آلة التصوير الرقمية ذات العدسة الأحادية العاكسة (بالإنجليزية: Digital Single-Lens Reflex Camera) ويطلق عليها اختصاراً Digital SLR أو DSLR وهي آلة تصوير تعتمد على أشهار الضوء الصادر من المشهد المراد تصويره بواسطة عدسات على حساس الكاميرا يقوم بتحويل فوتونات الضوء الساقطة على الحساس إلى إشارات رقمية يتم معالجتها وتخزينها على وسط رقمي يمكن من إعادة إنتاج الصورة لاحقا، وتختلف عن الكاميرا المدمجة في نظام المعاينة والالتقاط الميكانيكى.[1] كاميرا تصوير نيكون مثال للكاميرا ذات العدسة الأحادية العاكسة. ٧_بغض النظر عما إذا كنت جديدًا في التصوير الفوتوغرافي أو كنت تقوم بالتصوير لفترة من الوقت ، فإن Canon سيكون اسمًا مألوفًا لك ، الشركة الشهيرة لديها مجموعة واسعة تشمل العديد انواع الكاميرات بميزانيات مختلفة. قد يكون من الصعب معرفة أي كاميرا Canon هي الكاميرا المناسبة لك ، مع مجموعة واسعة من الخيارات التي تتراوح من الكاميرات الصغيرة الحجم المناسبة للجيب إلى كاميرات DSLR وانظمة Mirrorless الأكثر تقدمًا. هنالك العديد من الكاميرات من كانون ، وقد يكون من المحيّر ايها تختار ، فاذا ماكنت تبحث عن كاميرا كانون ، فنحن نوفر لك افضل الخيارات في هذا المقال. انواع كاميرات كانون هنالك العديد من انواع كاميرات كانون نذكر لك هنا اهمّها: كاميرات DSLR: تم تصنيع الكاميرات الرقمية ذات العدسة الواحدة للتصوير لجميع الأغراض ، إنها تسمح بتغيير العدسة ، وتميل إلى الحصول على قدر مناسب من مقاومة الطقس. تستخدم كاميرات DSLR نظام مرآة داخلي لعكس الصورة من العدسة في معين المنظر البصري افضل 10 كاميرات كانون . كاميرا Canon EOS R5:1 مهما كان ما تلتقطه ، وكيفما كنت تصوّره ، ستتيح لك كاميرا EOS R5 أن تكون مبدعًا بطرق لم تكن لتتمكن من التقاطها من قبل. التقط صورًا رائعة بدقة 45 ميجابكسل بمعدل يصل إلى 20 إطارًا في الثانية ، أو فيديو بدقة 12 بت 8K RAW باستخدام العرض الكامل لمستشعر الكاميرا. تمت برمجة الضبط البؤري التلقائي المتقدم باستخدام الذكاء الاصطناعي للتعلم العميق ، بينما يعمل تثبيت الصورة داخل الجسم بالتنسيق مع مُثبِّت الصور الخاص بالعدسة لتوفير ما يصل إلى 8 درجات توقف من الحماية ضد اهتزاز الكاميرا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 45 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-51200 ؛ قابل للتوسيع حتى 102400×1. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتيح تتبع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. فيديو داخلي 8K RAW كامل الإطار. اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon EOS 250D:2 اذا كنت تبحث عن افضل كاميرا كانون رخيصة فهذه الكاميرا رائعة ، التقط صوراً تستحق التذكر مع كاميرا كانون EOS 250D دي اس ال ار القوية. تم تصميمها بعناية فائقة وتأتي مزودة بالكثير من الوظائف المتطورة التي تمنحك الكثير من المرونة في التصوير. هذه الكاميرا مزودة بمستشعر APS-C متطور جداً يعطي غباشاً في الخلفية خلف الهدف. مع معالج DIGIC 8 القادر على تصوير أفلام 4 كيه، تتيح لك هذه الكاميرا التقاط الصور في ظروف الإضاءة المنخفضة. تتيح لك دقة الكاميرا البالغة 24.1 ميجابكسل التقاط كل لقطة بتفاصيل مذهلة. علاوة على ذلك، توفر هذه الكاميرا تصوير بتقنية لايف فيو بفضل تقنية CMOS AF ثنائي . تتيح لك خاصية البلوتوث والشبكة اللاسلكية مشاركة وتحرير الصور الملتقطة بسهولة على اللاب توب أو الهاتف الذكي. المميزات: مستشعر APS-C بدقة 24.1 ميجابكسل و ومعالج DIGIC 8 للحصول على جودة صورة فائقة. عدسة viewfinder/4K للحصول على دقة فائقة. ثنائي للتركيز السريع عندالتصوير والتركيز السلس عند التصوير مع تقنية لايف فيو مع خاصية اكتشاف العين ايه اف. شاشة قابلة للدوران: التقط الصور من مجموعة واسعة من المنظورات وتحكم في الكاميرا من خلال شاشة تعمل باللمس. خاصية البلوتوث والشبكة اللاسلكية. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS R6.3 مستشعر الصورة الأساسي يتيح نطاق ISO أصليًا يبلغ 100-102 ، 400. مع التصوير المستمر عالي السرعة حتى 12 إطارًا في الثانية مع الغالق الميكانيكي وما يصل إلى 20 إطارًا في الثانية مع الغالق الإلكتروني الصامت، يمكن لكاميرا EOS R6 مواكبة أي هدف سريع الحركة تقريبًا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 20 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-102400 ؛ قابل للتوسيع حتى 204800. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتبع الموضوع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. دقة التقاط الفيديو: 4K UHD 2160p. اشتريه من امازون السعودية اشتريه من امازون الامارات شتريه من امازون العالمي . كاميرا Canon EOS 6D Mark II.4 تقدم كاميرا Canon EOS 6D Mark II أداء الإطار الكامل في كاميرا DSLR صغيرة الحجم ومميزة بالكامل. بفضل جودة الصورة المذهلة والتركيز التلقائي السريع والدقيق والتنوع المطلوب للعديد من البيئات. المميزات: تجمع كاميرا EOS 6D Mark II بين مستشعر CMOS كامل الإطار 26.2 ميجابكسل ومعالج الصور DIGIC 7 الممتاز ونطاق ISO من 100 إلى 40000 لتقديم صور ومقاطع فيديو بجودة لا تصدق. تتميز كاميرا EOS 6D Mark II بنظام تركيز بؤري تلقائي واسع النطاق من 45 نقطة من النوع المتقاطع. تتميز كاميرا EOS 6D Mark II بأنها خفيفة الوزن ومتينة ، وتظل قادرة في مجموعة متنوعة من السيناريوهات. الأجزاء المغلقة بسبب الطقس تعني أداءً غير متقطع ، حتى عندما تصبح الظروف فوضوية. تتيح لك شاشة LCD متغيرة الزاوية التي تعمل باللمس التصوير في مجموعة متنوعة من الزوايا وتتميز بالتشغيل باللمس. اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS R.5 لم يكن الانتقال إلى كاميرا ذات إطار كامل أسهل من أي وقت مضى مع كاميرا EOS RP بدون مرآة. يتضمن مستشعر CMOS بدقة 26.2 ميجابكسل ، وضبط تلقائي للصورة سريع ودقيق ، وفيديو بدقة 4K ، ومعالج DIGIC 8 القوي للحصول على نتائج استثنائية ، حتى في الإضاءة المنخفضة. المميزات: خفيفة وصغيرة حامل Rf متوافق مع عدسات RF وعدسات EF / EF-S جودة صورة عالية مع 26.2 ميجابيكسل مستشعر CMOS كامل الإطار ومعالج الصور DIGIC 8 لتركيز تلقائي سريع ودقيق اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS 5D Mark IV.6 توفر كاميرا EOS 5D Mark IV ملفات فيديو ثابتة عالية الدقة و 4K بوضوح وتفاصيل مذهلة. إنه يقرن مستشعر 30.4 ميجابكسل كامل الإطار مع نظام تركيز بؤري تلقائي 61 نقطة والمزيد من التحسينات التشغيلية. المميزات: مستشعر CMOS كامل الإطار جديد 30.4 ميجابكسل للتصوير متعدد الاستخدامات في أي ضوء تقريبًا ، مع نطاق ISO 100-32000 ؛ قابل للتوسيع حتى 50-102400 (ما يعادل ISO). فيديو 4K Motion JPEG (نوع سينما DCI 4096 × 2160) عند 30p أو 24p ؛ التقاط إطار ثابت داخل الكاميرا لصور 4K بدقة 8.8 ميجابكسل ؛ تتضمن خيارات الفيديو المتعددة الوضوح العالي الكامل حتى 60 بكسل ، والدقة العالية حتى 120 بكسل. تركيز بؤري تلقائي CMOS ثنائي البكسل رائع للتركيز البؤري التلقائي على نحو سلس وسريع الاستجابة أثناء تصوير الفيديو أو العرض المباشر ؛ تحتوي شاشة LCD على واجهة شاشة لمس كاملة ، بما في ذلك اختيار منطقة التركيز البؤري التلقائي. سرعة تصوير مستمرة تصل إلى 7.0 إطارات في الثانية مع معالج الصور DIGIC 6 plus عالي الأداء لتحسين السرعة وجودة الصورة الممتازة. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS M200.7 كاميرا Compat من كانون مميزة. المميزات: صور عالية الجودة تم التقاطها بكاميرا EOS M200 الأخيرة اختبار الزمن ، التقاط أجواء المناسبات المهمة وإظهار أهدافك في أفضل حالاتها. اربط كاميرا EOS M200 بجهازك الذكي باستخدام Wi-Fi و Bluetooth لنقل الصور تلقائيًا ومشاركة الصور عبر الإنترنت والتحكم في الكاميرا عن بُعد. تعمل واجهة المستخدم الإرشادية ووضع المساعدة الإبداعية في كاميرا EOS m200 على تسهيل الصور ذات المظهر الاحترافي. كاميرا EOS M200 صغيرة الحجم وخفيفة الوزن بما يكفي لأخذها معك في حقيبتك اليومية. تساعدك شاشة اللمس التي يمكن قلبها بزاوية 180 درجة على التركيب من زوايا إبداعية. تلتقط كاميرا EOS M200 مقاطع فيديو بدقة 4K ، حاول أيضًا تصوير لقطات عالية الدقة بالكامل على نحو سلس بمعدل 60 إطارًا في الثانية أو لقطات بالحركة البطيئة بمعدل 120 إطارًا في الثانية في الوضع عالي الدقة أو 4K بفاصل زمني. أقرب مسافة تركيز 25 سم اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon PowerShot G9 X Mark II.8 تجمع كاميرا PowerShot G9 X Mark II بين تصميم فائق النحافة وميزات عالية الأداء مثل معالج الصور DIGIC 7 وتقنية Bluetooth المدمجة. سواء كنت تلتقط صورًا أو مقاطع فيديو ، فإنه يجعل من السهل التقاط الأوقات الثمينة في حياتك بطريقة مذهلة وأنيقة. المميزات: ١.٠ بوصة ، 20.1 ميجابيكسل حساس CMOS عالي الحساسية معالج الصور Digic 7 كاميرا فائقة النحافة وخفيفة الوزن بحجم الجيب الميزات: لوحة شاشة تعمل باللمس اشتريه من امازون العالمي كاميرا Canon EOS M50 Mark II.9 تحمل كاميرا EOS M50 Mark II الأداء القوي لكاميرا EOS M50 الشهيرة وتعتمد عليه مع التحسينات التي ستكون ملحوظة. لا تزال تحصل على جودة الصورة الرائعة لمستشعر CMOS بدقة 24.1 ميجابكسل ، وقوة معالج الصور DIGIC 8 ، و 4 K UHD 24p و HD 120p للفيديو بالحركة البطيئة والمزيد ، إلى جانب بعض التعزيزات الإضافية. المميزات: مستشعر CMOS بدقة 24.1 ميجابكسل (aps c) مع ISO 100 25600 (h: 51200). معالج الصور digic 8 مع مُحسِّن الإضاءة التلقائي. تحسين البكسل الثنائي cmos af وكشف العين af. و HD 120p للتصوير البطيء. شاشة LCD تعمل باللمس بزاوية متغيرة ملائمة للتدوين المرئي والتكوين المتنوع. اشتريه من امازون السعودية ٨_كاميرا أحادية الاستخدام نيكون دي 600 ويكيبيديا المحتوى متاح وفق CC BY-SA 3.0 إن لم يرد خلاف ذلك. سياسة الخصوصية شروط الاستخدامسطح الم أعلى من الكاميرات شبه احترافية، الحساس في هذا النوع من الكاميرات (الSensor) يتراوح ما بين 6 ميجا بيكسل إلى 17 ميجا بيكسل والآن توجد كاميراHasselblad H3DII-50 بحساس قيمته 50 ميجابيكسل وأيضا يتميز هذا النوع بكبر حجم السينسور مما يجعل هذا النوع من الكاميرات له أفضلية من حيث جودة الصورة علي كل الأنواع السابقة. تتميز الكاميرات الاحترافية بوفرة الاكسسوارات والملحقات للكاميرا مثل الفلاشات والعدسات (وهذا النوع من الكاميرات يقبل تغير العدسات، ولكل شركة عدساتها الخاصة بها) وغيرها من الملحقات والأكسسوارات. و لا تنتج كل الشركات كاميرات DSLR بل بعضا منها فقط وهم: كانون -نيكون -اوليمبس -بينتاكس -سيجما -ليكا فوجي فيلم -سوني -باناسونيك -سامسونج و هناك بعض الشركات أوقفت إنتاج الكاميرات الاحترافية مثل: كوداك وكونيكا مينوليتا وإبسون وعدد قليل جدا آخر من الشركات. ولكل سببه الخاص به. انظر أيضًا مراجع أَضاف JarBot آخر تعديل قبل 1 شهور صفحات ذات صلة فديوهات عن انواع الكاميرات https://youtu.be/DQIx243mITk https://youtu.be/xBS7cS42HSs https://youtu.be/vzyqyMcEmZw * أنواع الكاميرات الرقمية ١_كاميرات بسيطة (Compact) و هي الكاميرات الرقمية العادية، ومعظم الناس يستخدمون هذا النوع، حيث يتميز بعدد قليل جدا من الكاميرات. ستجد فيه تحكم في الكاميرا مثل سرعة الغالق أو فتحة العدسة فتقريبا كلهم لا يسمحون في التصوير إلا بالوضع الأوتوماتيك، بحيث لا يحتاج صاحب الكاميرا إلى ضبطها قبل التصوير أو للتحكم اليدوي، وفي الغالب يكون بها عدسة زووم حوالي،3x فإما تكون بالكامل داخل جسد الكاميرا أو تدخل تلقائيا بعد استعمالها بالكامل داخل جسد الكاميرا وشاشه كبيرة للعرض ومشاركة الصور مع الأصحاب والأهل وبالطبع كلهم يحتوون على فلاش داخلي ولو أنه يكون له نطاق ضيق في معظم الأحوال يتراوح بين 4 و 6 متر وهناك نوع آخر منقسم من هذا النوع وهو ٢_كاميرات بسيطة فائقة الصغر (Ultra Compact) تسمي كاميرات الجيب هي نوع آخر من الكاميرات الكومباكت ولكنها تكون صغيرة الحجم وتدخل بسهولة في الجيب.. تقريبا أقل من 25 مم سمك ووزنها في الغالب يكون أقل من 130 جم، وتحمل أيضا مواصفات الكاميرا الكومباكت العادية. أهم الشركات المنتجة لهذا النوع: ١- كاسيو 2- سامسونج 3- أوليمبس 4- نيكون 5- باناسونيك وليكا 6- كانون 7- سوني 8- كوداك 9-بينتاكس ٣_كاميرات متطورة (Advanced) عدل أما هذا النوع فهو نوع متطور عن الكاميرات البسيطة من حيث الحجم والإمكانيات، فهو أكبر حجما وبالتالي يعطي تحكم في الكاميرا أفضل ويحتوي على مواصفات أعلى مثل تحكم في بعض أو كل التحكمات اليدوية وفي أغلب الأحيان يحتوي على عدسة زووم أفضل يتراوح مقدار الزووم فيها من3x إلى 6x(مثل كانون A710) ويصل في بعض الأحيان إلى 7x(مثل Samsung NV7 OPS)، وغالبا ما يحتوي هذا النوع على عدد بيكسل أعلى يصل الآن إلى 10 و 12 ميجا بيكسل مثل النيكون p5100 (و هذه الأعداد كبيرة جدا أكثر مما يحتاج الناس، وتأثيرها علي جودة الصورة قليلا بمعنى أن ممكن كاميرا بـ 7 ميجا بيكسل يكون تصويرها أفضل من الـ 12 ميجابيكسل فجودة الصورة لا تعتمد فقط على الميجابيكسل)و الكثير من هذا النوع يحتوي على شاشات كبيره تتراوح ما بين 2.5 إنش و 3 إنش وبعضهم يحتوي على منظار صغير (viewfinder). أفضل الشركات المنتجة لهذا النوع: 1- كانون 2- باناسونيك 3- نيكون 4- سوني 5- رايكو 6- ليكا 7- اوليمبس 8- فوجي فيلم 9- سامسونج 10- كوداك ٤_كاميرات زووم عالي - شبه احترافية (SLR-Like OR Super-Zoom) كاميرا زووم عالي شبه احترافية FZ18 من باناسونيك هذا النوع أكثر تطورا من الأنواع السابقة إلى حد ما، فهو أكبر حجما من الأنواع السابقة..و يأتي شكله على شكل الكاميرات الاحترافية الDSLR ويحتوي هذا النوع من الكاميرات دائما على عدسات ذات زووم عالي أو سوبر زووم يتراوح الزووم من 7x إلى 18x(مثل الباناسونيك Fz18) ولكن الأغلبية تحتوي على عدسة زووم 12x أو 10x(مثل الباناسونيك fz8 والكانون s5is وكوداك z712is) ويتميز هذا النوع بالتحكم اليدوي الكامل في الكاميرا، فتستطيع التحكم في فتحة العدسة وسرعة الغالق وغيرها من التحكمات اليدوية، ويتوفر فيها دائما شاشة واضحة وكبيرة وهناك بعض الأنواع فيها شاشة متحركة (مثل الكانون S3) وأيضا يوجد بها منظار إلكتروني والفلاش يكون من النوع ال(pop-up)، وهو نوع أقوى من الفلاش العادي في الكاميرات البسيطة ويتراوح قوته من 6 متر إلى 15 متر في بعض الأحيان. وهناك موديلات تسمح بتركيب فلاش خارجي(مثل الفوجي S6500fd) ومعظم هذه الأنواع تحتوي على خاصيه مانع الاهتزاز أو (Image Stabilizer). طبعا هذه الكاميرات جودتها اقل من الdslr أو الكاميرات الاحترافية. ولكنها تستطيع التقاط صور في غاية الروعة والموديلات ال(high-end) من هذا النوع قادرة على منافسة بعض الكاميرات الاحترافية(مثل الباناسونيك fz50 والفوجي S9600) حتى أنه هناك بعض الأنواع فعليا أغلى من بعض الكاميرات الاحترافية و تسمى كاميرات السوبر زووم في بعض الأحيان (Bridge-cameras) - بالعربي كاميرات الجسر - لانها قللت الفرق الكبير بين الكاميرات العادية البسيطة والكاميرات الاحترافية. أشهر الشركات المنتجة للكاميرا الشبه احترافية : ١- باناسونيك 2- فوجي فيلم 3- كانون 4- اوليمبس 5- سوني 6- كوداك 7- سامسونج ٥_كاميرات احترافية (DSLRs) الكاميرا الرقمية الاحترافية Canon EOS-1Ds Mark III من إنتاج شركة كانون الكاميرات الاحترافية (الكاميرا الرقمية ذات العدسة الأحادية العاكسة) أو (بالإنجليزية: DSLRs)(بمعنى Digital single-lens reflex camera)هي كاميرات أكثر احترافية من كل ما سبق وأيضا اغلى من كل ما سبق وهي عبارة عن مزيج بين الكاميرا الرقمية الحديثة التي سبق ذكرها والكاميرا الفيلم الـ 35 مم، الفرق أن بدلا من استخدام الفيلم يتم استخدام ما يسمي بالـ Sensor أو الحساس (أما من نوع CCD أو CMOS) ويتميز بأن مساحته مساوية لنفس مساحة سلبية الفيلم التقليدي مما يرفع سعر الكاميرا ويقدم صور عالية الدقة. في هذا النوع هناك تحكم كامل في الكاميرا بدرجه ذلك ، فإنهم يتجنبون نظام المرآة ، ويعتمدون بدلاً من ذلك على محددات الرؤية الإلكترونية وشاشات LCD ، هذا يسمح لهم بأن يكونوا أصغر وأخف من كاميرات DSLR ، تميل الكاميرات عديمة المرآة أيضًا إلى تضمين تقنية أكثر تطوراً ، بما في ذلك أنظمة التركيز التلقائي على المستشعر للحصول على التركيز الفوري. كاميرات Compact: تُعرّف كاميرا Compact بأنها الكاميرا التي تحتوي على عدسة ثابتة ، في حين أن هذا يحد من تعدد استخداماتها ، إلا أنه يجعل الكاميرات الـ Compact أكثر قابلية للنقل وسهلة الاستخدام ، فضلاً عن كونها أرخص بشكل عام. ٦_كاميرا رقمية ذات عدسة أحادية عاكسة آلة التصوير الرقمية ذات العدسة الأحادية العاكسة (بالإنجليزية: Digital Single-Lens Reflex Camera) ويطلق عليها اختصاراً Digital SLR أو DSLR وهي آلة تصوير تعتمد على أشهار الضوء الصادر من المشهد المراد تصويره بواسطة عدسات على حساس الكاميرا يقوم بتحويل فوتونات الضوء الساقطة على الحساس إلى إشارات رقمية يتم معالجتها وتخزينها على وسط رقمي يمكن من إعادة إنتاج الصورة لاحقا، وتختلف عن الكاميرا المدمجة في نظام المعاينة والالتقاط الميكانيكى.[1] كاميرا تصوير نيكون مثال للكاميرا ذات العدسة الأحادية العاكسة. ٧_بغض النظر عما إذا كنت جديدًا في التصوير الفوتوغرافي أو كنت تقوم بالتصوير لفترة من الوقت ، فإن Canon سيكون اسمًا مألوفًا لك ، الشركة الشهيرة لديها مجموعة واسعة تشمل العديد انواع الكاميرات بميزانيات مختلفة. قد يكون من الصعب معرفة أي كاميرا Canon هي الكاميرا المناسبة لك ، مع مجموعة واسعة من الخيارات التي تتراوح من الكاميرات الصغيرة الحجم المناسبة للجيب إلى كاميرات DSLR وانظمة Mirrorless الأكثر تقدمًا. هنالك العديد من الكاميرات من كانون ، وقد يكون من المحيّر ايها تختار ، فاذا ماكنت تبحث عن كاميرا كانون ، فنحن نوفر لك افضل الخيارات في هذا المقال. انواع كاميرات كانون هنالك العديد من انواع كاميرات كانون نذكر لك هنا اهمّها: كاميرات DSLR: تم تصنيع الكاميرات الرقمية ذات العدسة الواحدة للتصوير لجميع الأغراض ، إنها تسمح بتغيير العدسة ، وتميل إلى الحصول على قدر مناسب من مقاومة الطقس. تستخدم كاميرات DSLR نظام مرآة داخلي لعكس الصورة من العدسة في معين المنظر البصري افضل 10 كاميرات كانون . كاميرا Canon EOS R5:1 مهما كان ما تلتقطه ، وكيفما كنت تصوّره ، ستتيح لك كاميرا EOS R5 أن تكون مبدعًا بطرق لم تكن لتتمكن من التقاطها من قبل. التقط صورًا رائعة بدقة 45 ميجابكسل بمعدل يصل إلى 20 إطارًا في الثانية ، أو فيديو بدقة 12 بت 8K RAW باستخدام العرض الكامل لمستشعر الكاميرا. تمت برمجة الضبط البؤري التلقائي المتقدم باستخدام الذكاء الاصطناعي للتعلم العميق ، بينما يعمل تثبيت الصورة داخل الجسم بالتنسيق مع مُثبِّت الصور الخاص بالعدسة لتوفير ما يصل إلى 8 درجات توقف من الحماية ضد اهتزاز الكاميرا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 45 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-51200 ؛ قابل للتوسيع حتى 102400×1. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتيح تتبع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. فيديو داخلي 8K RAW كامل الإطار. اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon EOS 250D:2 اذا كنت تبحث عن افضل كاميرا كانون رخيصة فهذه الكاميرا رائعة ، التقط صوراً تستحق التذكر مع كاميرا كانون EOS 250D دي اس ال ار القوية. تم تصميمها بعناية فائقة وتأتي مزودة بالكثير من الوظائف المتطورة التي تمنحك الكثير من المرونة في التصوير. هذه الكاميرا مزودة بمستشعر APS-C متطور جداً يعطي غباشاً في الخلفية خلف الهدف. مع معالج DIGIC 8 القادر على تصوير أفلام 4 كيه، تتيح لك هذه الكاميرا التقاط الصور في ظروف الإضاءة المنخفضة. تتيح لك دقة الكاميرا البالغة 24.1 ميجابكسل التقاط كل لقطة بتفاصيل مذهلة. علاوة على ذلك، توفر هذه الكاميرا تصوير بتقنية لايف فيو بفضل تقنية CMOS AF ثنائي . تتيح لك خاصية البلوتوث والشبكة اللاسلكية مشاركة وتحرير الصور الملتقطة بسهولة على اللاب توب أو الهاتف الذكي. المميزات: مستشعر APS-C بدقة 24.1 ميجابكسل و ومعالج DIGIC 8 للحصول على جودة صورة فائقة. عدسة viewfinder/4K للحصول على دقة فائقة. ثنائي للتركيز السريع عندالتصوير والتركيز السلس عند التصوير مع تقنية لايف فيو مع خاصية اكتشاف العين ايه اف. شاشة قابلة للدوران: التقط الصور من مجموعة واسعة من المنظورات وتحكم في الكاميرا من خلال شاشة تعمل باللمس. خاصية البلوتوث والشبكة اللاسلكية. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS R6.3 مستشعر الصورة الأساسي يتيح نطاق ISO أصليًا يبلغ 100-102 ، 400. مع التصوير المستمر عالي السرعة حتى 12 إطارًا في الثانية مع الغالق الميكانيكي وما يصل إلى 20 إطارًا في الثانية مع الغالق الإلكتروني الصامت، يمكن لكاميرا EOS R6 مواكبة أي هدف سريع الحركة تقريبًا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 20 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-102400 ؛ قابل للتوسيع حتى 204800. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتبع الموضوع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. دقة التقاط الفيديو: 4K UHD 2160p. اشتريه من امازون السعودية اشتريه من امازون الامارات شتريه من امازون العالمي . كاميرا Canon EOS 6D Mark II.4 تقدم كاميرا Canon EOS 6D Mark II أداء الإطار الكامل في كاميرا DSLR صغيرة الحجم ومميزة بالكامل. بفضل جودة الصورة المذهلة والتركيز التلقائي السريع والدقيق والتنوع المطلوب للعديد من البيئات. المميزات: تجمع كاميرا EOS 6D Mark II بين مستشعر CMOS كامل الإطار 26.2 ميجابكسل ومعالج الصور DIGIC 7 الممتاز ونطاق ISO من 100 إلى 40000 لتقديم صور ومقاطع فيديو بجودة لا تصدق. تتميز كاميرا EOS 6D Mark II بنظام تركيز بؤري تلقائي واسع النطاق من 45 نقطة من النوع المتقاطع. تتميز كاميرا EOS 6D Mark II بأنها خفيفة الوزن ومتينة ، وتظل قادرة في مجموعة متنوعة من السيناريوهات. الأجزاء المغلقة بسبب الطقس تعني أداءً غير متقطع ، حتى عندما تصبح الظروف فوضوية. تتيح لك شاشة LCD متغيرة الزاوية التي تعمل باللمس التصوير في مجموعة متنوعة من الزوايا وتتميز بالتشغيل باللمس. اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS R.5 لم يكن الانتقال إلى كاميرا ذات إطار كامل أسهل من أي وقت مضى مع كاميرا EOS RP بدون مرآة. يتضمن مستشعر CMOS بدقة 26.2 ميجابكسل ، وضبط تلقائي للصورة سريع ودقيق ، وفيديو بدقة 4K ، ومعالج DIGIC 8 القوي للحصول على نتائج استثنائية ، حتى في الإضاءة المنخفضة. المميزات: خفيفة وصغيرة حامل Rf متوافق مع عدسات RF وعدسات EF / EF-S جودة صورة عالية مع 26.2 ميجابيكسل مستشعر CMOS كامل الإطار ومعالج الصور DIGIC 8 لتركيز تلقائي سريع ودقيق اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS 5D Mark IV.6 توفر كاميرا EOS 5D Mark IV ملفات فيديو ثابتة عالية الدقة و 4K بوضوح وتفاصيل مذهلة. إنه يقرن مستشعر 30.4 ميجابكسل كامل الإطار مع نظام تركيز بؤري تلقائي 61 نقطة والمزيد من التحسينات التشغيلية. المميزات: مستشعر CMOS كامل الإطار جديد 30.4 ميجابكسل للتصوير متعدد الاستخدامات في أي ضوء تقريبًا ، مع نطاق ISO 100-32000 ؛ قابل للتوسيع حتى 50-102400 (ما يعادل ISO). فيديو 4K Motion JPEG (نوع سينما DCI 4096 × 2160) عند 30p أو 24p ؛ التقاط إطار ثابت داخل الكاميرا لصور 4K بدقة 8.8 ميجابكسل ؛ تتضمن خيارات الفيديو المتعددة الوضوح العالي الكامل حتى 60 بكسل ، والدقة العالية حتى 120 بكسل. تركيز بؤري تلقائي CMOS ثنائي البكسل رائع للتركيز البؤري التلقائي على نحو سلس وسريع الاستجابة أثناء تصوير الفيديو أو العرض المباشر ؛ تحتوي شاشة LCD على واجهة شاشة لمس كاملة ، بما في ذلك اختيار منطقة التركيز البؤري التلقائي. سرعة تصوير مستمرة تصل إلى 7.0 إطارات في الثانية مع معالج الصور DIGIC 6 plus عالي الأداء لتحسين السرعة وجودة الصورة الممتازة. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS M200.7 كاميرا Compat من كانون مميزة. المميزات: صور عالية الجودة تم التقاطها بكاميرا EOS M200 الأخيرة اختبار الزمن ، التقاط أجواء المناسبات المهمة وإظهار أهدافك في أفضل حالاتها. اربط كاميرا EOS M200 بجهازك الذكي باستخدام Wi-Fi و Bluetooth لنقل الصور تلقائيًا ومشاركة الصور عبر الإنترنت والتحكم في الكاميرا عن بُعد. تعمل واجهة المستخدم الإرشادية ووضع المساعدة الإبداعية في كاميرا EOS m200 على تسهيل الصور ذات المظهر الاحترافي. كاميرا EOS M200 صغيرة الحجم وخفيفة الوزن بما يكفي لأخذها معك في حقيبتك اليومية. تساعدك شاشة اللمس التي يمكن قلبها بزاوية 180 درجة على التركيب من زوايا إبداعية. تلتقط كاميرا EOS M200 مقاطع فيديو بدقة 4K ، حاول أيضًا تصوير لقطات عالية الدقة بالكامل على نحو سلس بمعدل 60 إطارًا في الثانية أو لقطات بالحركة البطيئة بمعدل 120 إطارًا في الثانية في الوضع عالي الدقة أو 4K بفاصل زمني. أقرب مسافة تركيز 25 سم اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon PowerShot G9 X Mark II.8 تجمع كاميرا PowerShot G9 X Mark II بين تصميم فائق النحافة وميزات عالية الأداء مثل معالج الصور DIGIC 7 وتقنية Bluetooth المدمجة. سواء كنت تلتقط صورًا أو مقاطع فيديو ، فإنه يجعل من السهل التقاط الأوقات الثمينة في حياتك بطريقة مذهلة وأنيقة. المميزات: ١.٠ بوصة ، 20.1 ميجابيكسل حساس CMOS عالي الحساسية معالج الصور Digic 7 كاميرا فائقة النحافة وخفيفة الوزن بحجم الجيب الميزات: لوحة شاشة تعمل باللمس اشتريه من امازون العالمي كاميرا Canon EOS M50 Mark II.9 تحمل كاميرا EOS M50 Mark II الأداء القوي لكاميرا EOS M50 الشهيرة وتعتمد عليه مع التحسينات التي ستكون ملحوظة. لا تزال تحصل على جودة الصورة الرائعة لمستشعر CMOS بدقة 24.1 ميجابكسل ، وقوة معالج الصور DIGIC 8 ، و 4 K UHD 24p و HD 120p للفيديو بالحركة البطيئة والمزيد ، إلى جانب بعض التعزيزات الإضافية. المميزات: مستشعر CMOS بدقة 24.1 ميجابكسل (aps c) مع ISO 100 25600 (h: 51200). معالج الصور digic 8 مع مُحسِّن الإضاءة التلقائي. تحسين البكسل الثنائي cmos af وكشف العين af. و HD 120p للتصوير البطيء. شاشة LCD تعمل باللمس بزاوية متغيرة ملائمة للتدوين المرئي والتكوين المتنوع. اشتريه من امازون السعودية ٨_كاميرا أحادية الاستخدام نيكون دي 600 ويكيبيديا المحتوى متاح وفق CC BY-SA 3.0 إن لم يرد خلاف ذلك. سياسة الخصوصية شروط الاستخدامسطح الم أعلى من الكاميرات شبه احترافية، الحساس في هذا النوع من الكاميرات (الSensor) يتراوح ما بين 6 ميجا بيكسل إلى 17 ميجا بيكسل والآن توجد كاميراHasselblad H3DII-50 بحساس قيمته 50 ميجابيكسل وأيضا يتميز هذا النوع بكبر حجم السينسور مما يجعل هذا النوع من الكاميرات له أفضلية من حيث جودة الصورة علي كل الأنواع السابقة. تتميز الكاميرات الاحترافية بوفرة الاكسسوارات والملحقات للكاميرا مثل الفلاشات والعدسات (وهذا النوع من الكاميرات يقبل تغير العدسات، ولكل شركة عدساتها الخاصة بها) وغيرها من الملحقات والأكسسوارات. و لا تنتج كل الشركات كاميرات DSLR بل بعضا منها فقط وهم: كانون -نيكون -اوليمبس -بينتاكس -سيجما -ليكا فوجي فيلم -سوني -باناسونيك -سامسونج و هناك بعض الشركات أوقفت إنتاج الكاميرات الاحترافية مثل: كوداك وكونيكا مينوليتا وإبسون وعدد قليل جدا آخر من الشركات. ولكل سببه الخاص به. انظر أيضًا مراجع أَضاف JarBot آخر تعديل قبل 1 شهور صفحات ذات صلة فديوهات عن انواع الكاميرات https://youtu.be/DQIx243mITk https://youtu.be/xBS7cS42HSs https://youtu.be/vzyqyMcEmZw أنواع الكاميرات الرقميـــــــــة مرحبا بكـــــم في موقع الكاميــــــرات الرقمية إعداد / سمية الزبيدي إشراف د/ أنورالوحش * أنواع الكاميرات الرقمية ١_كاميرات بسيطة (Compact) و هي الكاميرات الرقمية العادية، ومعظم الناس يستخدمون هذا النوع، حيث يتميز بعدد قليل جدا من الكاميرات. ستجد فيه تحكم في الكاميرا مثل سرعة الغالق أو فتحة العدسة فتقريبا كلهم لا يسمحون في التصوير إلا بالوضع الأوتوماتيك، بحيث لا يحتاج صاحب الكاميرا إلى ضبطها قبل التصوير أو للتحكم اليدوي، وفي الغالب يكون بها عدسة زووم حوالي،3x فإما تكون بالكامل داخل جسد الكاميرا أو تدخل تلقائيا بعد استعمالها بالكامل داخل جسد الكاميرا وشاشه كبيرة للعرض ومشاركة الصور مع الأصحاب والأهل وبالطبع كلهم يحتوون على فلاش داخلي ولو أنه يكون له نطاق ضيق في معظم الأحوال يتراوح بين 4 و 6 متر وهناك نوع آخر منقسم من هذا النوع وهو ٢_كاميرات بسيطة فائقة الصغر (Ultra Compact) تسمي كاميرات الجيب هي نوع آخر من الكاميرات الكومباكت ولكنها تكون صغيرة الحجم وتدخل بسهولة في الجيب.. تقريبا أقل من 25 مم سمك ووزنها في الغالب يكون أقل من 130 جم، وتحمل أيضا مواصفات الكاميرا الكومباكت العادية. أهم الشركات المنتجة لهذا النوع: ١- كاسيو 2- سامسونج 3- أوليمبس 4- نيكون 5- باناسونيك وليكا 6- كانون 7- سوني 8- كوداك 9-بينتاكس ٣_كاميرات متطورة (Advanced) عدل أما هذا النوع فهو نوع متطور عن الكاميرات البسيطة من حيث الحجم والإمكانيات، فهو أكبر حجما وبالتالي يعطي تحكم في الكاميرا أفضل ويحتوي على مواصفات أعلى مثل تحكم في بعض أو كل التحكمات اليدوية وفي أغلب الأحيان يحتوي على عدسة زووم أفضل يتراوح مقدار الزووم فيها من3x إلى 6x(مثل كانون A710) ويصل في بعض الأحيان إلى 7x(مثل Samsung NV7 OPS)، وغالبا ما يحتوي هذا النوع على عدد بيكسل أعلى يصل الآن إلى 10 و 12 ميجا بيكسل مثل النيكون p5100 (و هذه الأعداد كبيرة جدا أكثر مما يحتاج الناس، وتأثيرها علي جودة الصورة قليلا بمعنى أن ممكن كاميرا بـ 7 ميجا بيكسل يكون تصويرها أفضل من الـ 12 ميجابيكسل فجودة الصورة لا تعتمد فقط على الميجابيكسل)و الكثير من هذا النوع يحتوي على شاشات كبيره تتراوح ما بين 2.5 إنش و 3 إنش وبعضهم يحتوي على منظار صغير (viewfinder). أفضل الشركات المنتجة لهذا النوع: 1- كانون 2- باناسونيك 3- نيكون 4- سوني 5- رايكو 6- ليكا 7- اوليمبس 8- فوجي فيلم 9- سامسونج 10- كوداك ٤_كاميرات زووم عالي - شبه احترافية (SLR-Like OR Super-Zoom) كاميرا زووم عالي شبه احترافية FZ18 من باناسونيك هذا النوع أكثر تطورا من الأنواع السابقة إلى حد ما، فهو أكبر حجما من الأنواع السابقة..و يأتي شكله على شكل الكاميرات الاحترافية الDSLR ويحتوي هذا النوع من الكاميرات دائما على عدسات ذات زووم عالي أو سوبر زووم يتراوح الزووم من 7x إلى 18x(مثل الباناسونيك Fz18) ولكن الأغلبية تحتوي على عدسة زووم 12x أو 10x(مثل الباناسونيك fz8 والكانون s5is وكوداك z712is) ويتميز هذا النوع بالتحكم اليدوي الكامل في الكاميرا، فتستطيع التحكم في فتحة العدسة وسرعة الغالق وغيرها من التحكمات اليدوية، ويتوفر فيها دائما شاشة واضحة وكبيرة وهناك بعض الأنواع فيها شاشة متحركة (مثل الكانون S3) وأيضا يوجد بها منظار إلكتروني والفلاش يكون من النوع ال(pop-up)، وهو نوع أقوى من الفلاش العادي في الكاميرات البسيطة ويتراوح قوته من 6 متر إلى 15 متر في بعض الأحيان. وهناك موديلات تسمح بتركيب فلاش خارجي(مثل الفوجي S6500fd) ومعظم هذه الأنواع تحتوي على خاصيه مانع الاهتزاز أو (Image Stabilizer). طبعا هذه الكاميرات جودتها اقل من الdslr أو الكاميرات الاحترافية. ولكنها تستطيع التقاط صور في غاية الروعة والموديلات ال(high-end) من هذا النوع قادرة على منافسة بعض الكاميرات الاحترافية(مثل الباناسونيك fz50 والفوجي S9600) حتى أنه هناك بعض الأنواع فعليا أغلى من بعض الكاميرات الاحترافية و تسمى كاميرات السوبر زووم في بعض الأحيان (Bridge-cameras) - بالعربي كاميرات الجسر - لانها قللت الفرق الكبير بين الكاميرات العادية البسيطة والكاميرات الاحترافية. أشهر الشركات المنتجة للكاميرا الشبه احترافية : ١- باناسونيك 2- فوجي فيلم 3- كانون 4- اوليمبس 5- سوني 6- كوداك 7- سامسونج ٥_كاميرات احترافية (DSLRs) الكاميرا الرقمية الاحترافية Canon EOS-1Ds Mark III من إنتاج شركة كانون الكاميرات الاحترافية (الكاميرا الرقمية ذات العدسة الأحادية العاكسة) أو (بالإنجليزية: DSLRs)(بمعنى Digital single-lens reflex camera)هي كاميرات أكثر احترافية من كل ما سبق وأيضا اغلى من كل ما سبق وهي عبارة عن مزيج بين الكاميرا الرقمية الحديثة التي سبق ذكرها والكاميرا الفيلم الـ 35 مم، الفرق أن بدلا من استخدام الفيلم يتم استخدام ما يسمي بالـ Sensor أو الحساس (أما من نوع CCD أو CMOS) ويتميز بأن مساحته مساوية لنفس مساحة سلبية الفيلم التقليدي مما يرفع سعر الكاميرا ويقدم صور عالية الدقة. في هذا النوع هناك تحكم كامل في الكاميرا بدرجه ذلك ، فإنهم يتجنبون نظام المرآة ، ويعتمدون بدلاً من ذلك على محددات الرؤية الإلكترونية وشاشات LCD ، هذا يسمح لهم بأن يكونوا أصغر وأخف من كاميرات DSLR ، تميل الكاميرات عديمة المرآة أيضًا إلى تضمين تقنية أكثر تطوراً ، بما في ذلك أنظمة التركيز التلقائي على المستشعر للحصول على التركيز الفوري. كاميرات Compact: تُعرّف كاميرا Compact بأنها الكاميرا التي تحتوي على عدسة ثابتة ، في حين أن هذا يحد من تعدد استخداماتها ، إلا أنه يجعل الكاميرات الـ Compact أكثر قابلية للنقل وسهلة الاستخدام ، فضلاً عن كونها أرخص بشكل عام. ٦_كاميرا رقمية ذات عدسة أحادية عاكسة آلة التصوير الرقمية ذات العدسة الأحادية العاكسة (بالإنجليزية: Digital Single-Lens Reflex Camera) ويطلق عليها اختصاراً Digital SLR أو DSLR وهي آلة تصوير تعتمد على أشهار الضوء الصادر من المشهد المراد تصويره بواسطة عدسات على حساس الكاميرا يقوم بتحويل فوتونات الضوء الساقطة على الحساس إلى إشارات رقمية يتم معالجتها وتخزينها على وسط رقمي يمكن من إعادة إنتاج الصورة لاحقا، وتختلف عن الكاميرا المدمجة في نظام المعاينة والالتقاط الميكانيكى.[1] كاميرا تصوير نيكون مثال للكاميرا ذات العدسة الأحادية العاكسة. ٧_بغض النظر عما إذا كنت جديدًا في التصوير الفوتوغرافي أو كنت تقوم بالتصوير لفترة من الوقت ، فإن Canon سيكون اسمًا مألوفًا لك ، الشركة الشهيرة لديها مجموعة واسعة تشمل العديد انواع الكاميرات بميزانيات مختلفة. قد يكون من الصعب معرفة أي كاميرا Canon هي الكاميرا المناسبة لك ، مع مجموعة واسعة من الخيارات التي تتراوح من الكاميرات الصغيرة الحجم المناسبة للجيب إلى كاميرات DSLR وانظمة Mirrorless الأكثر تقدمًا. هنالك العديد من الكاميرات من كانون ، وقد يكون من المحيّر ايها تختار ، فاذا ماكنت تبحث عن كاميرا كانون ، فنحن نوفر لك افضل الخيارات في هذا المقال. انواع كاميرات كانون هنالك العديد من انواع كاميرات كانون نذكر لك هنا اهمّها: كاميرات DSLR: تم تصنيع الكاميرات الرقمية ذات العدسة الواحدة للتصوير لجميع الأغراض ، إنها تسمح بتغيير العدسة ، وتميل إلى الحصول على قدر مناسب من مقاومة الطقس. تستخدم كاميرات DSLR نظام مرآة داخلي لعكس الصورة من العدسة في معين المنظر البصري افضل 10 كاميرات كانون . كاميرا Canon EOS R5:1 مهما كان ما تلتقطه ، وكيفما كنت تصوّره ، ستتيح لك كاميرا EOS R5 أن تكون مبدعًا بطرق لم تكن لتتمكن من التقاطها من قبل. التقط صورًا رائعة بدقة 45 ميجابكسل بمعدل يصل إلى 20 إطارًا في الثانية ، أو فيديو بدقة 12 بت 8K RAW باستخدام العرض الكامل لمستشعر الكاميرا. تمت برمجة الضبط البؤري التلقائي المتقدم باستخدام الذكاء الاصطناعي للتعلم العميق ، بينما يعمل تثبيت الصورة داخل الجسم بالتنسيق مع مُثبِّت الصور الخاص بالعدسة لتوفير ما يصل إلى 8 درجات توقف من الحماية ضد اهتزاز الكاميرا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 45 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-51200 ؛ قابل للتوسيع حتى 102400×1. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتيح تتبع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. فيديو داخلي 8K RAW كامل الإطار. اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon EOS 250D:2 اذا كنت تبحث عن افضل كاميرا كانون رخيصة فهذه الكاميرا رائعة ، التقط صوراً تستحق التذكر مع كاميرا كانون EOS 250D دي اس ال ار القوية. تم تصميمها بعناية فائقة وتأتي مزودة بالكثير من الوظائف المتطورة التي تمنحك الكثير من المرونة في التصوير. هذه الكاميرا مزودة بمستشعر APS-C متطور جداً يعطي غباشاً في الخلفية خلف الهدف. مع معالج DIGIC 8 القادر على تصوير أفلام 4 كيه، تتيح لك هذه الكاميرا التقاط الصور في ظروف الإضاءة المنخفضة. تتيح لك دقة الكاميرا البالغة 24.1 ميجابكسل التقاط كل لقطة بتفاصيل مذهلة. علاوة على ذلك، توفر هذه الكاميرا تصوير بتقنية لايف فيو بفضل تقنية CMOS AF ثنائي . تتيح لك خاصية البلوتوث والشبكة اللاسلكية مشاركة وتحرير الصور الملتقطة بسهولة على اللاب توب أو الهاتف الذكي. المميزات: مستشعر APS-C بدقة 24.1 ميجابكسل و ومعالج DIGIC 8 للحصول على جودة صورة فائقة. عدسة viewfinder/4K للحصول على دقة فائقة. ثنائي للتركيز السريع عندالتصوير والتركيز السلس عند التصوير مع تقنية لايف فيو مع خاصية اكتشاف العين ايه اف. شاشة قابلة للدوران: التقط الصور من مجموعة واسعة من المنظورات وتحكم في الكاميرا من خلال شاشة تعمل باللمس. خاصية البلوتوث والشبكة اللاسلكية. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS R6.3 مستشعر الصورة الأساسي يتيح نطاق ISO أصليًا يبلغ 100-102 ، 400. مع التصوير المستمر عالي السرعة حتى 12 إطارًا في الثانية مع الغالق الميكانيكي وما يصل إلى 20 إطارًا في الثانية مع الغالق الإلكتروني الصامت، يمكن لكاميرا EOS R6 مواكبة أي هدف سريع الحركة تقريبًا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 20 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-102400 ؛ قابل للتوسيع حتى 204800. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتبع الموضوع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. دقة التقاط الفيديو: 4K UHD 2160p. اشتريه من امازون السعودية اشتريه من امازون الامارات شتريه من امازون العالمي . كاميرا Canon EOS 6D Mark II.4 تقدم كاميرا Canon EOS 6D Mark II أداء الإطار الكامل في كاميرا DSLR صغيرة الحجم ومميزة بالكامل. بفضل جودة الصورة المذهلة والتركيز التلقائي السريع والدقيق والتنوع المطلوب للعديد من البيئات. المميزات: تجمع كاميرا EOS 6D Mark II بين مستشعر CMOS كامل الإطار 26.2 ميجابكسل ومعالج الصور DIGIC 7 الممتاز ونطاق ISO من 100 إلى 40000 لتقديم صور ومقاطع فيديو بجودة لا تصدق. تتميز كاميرا EOS 6D Mark II بنظام تركيز بؤري تلقائي واسع النطاق من 45 نقطة من النوع المتقاطع. تتميز كاميرا EOS 6D Mark II بأنها خفيفة الوزن ومتينة ، وتظل قادرة في مجموعة متنوعة من السيناريوهات. الأجزاء المغلقة بسبب الطقس تعني أداءً غير متقطع ، حتى عندما تصبح الظروف فوضوية. تتيح لك شاشة LCD متغيرة الزاوية التي تعمل باللمس التصوير في مجموعة متنوعة من الزوايا وتتميز بالتشغيل باللمس. اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS R.5 لم يكن الانتقال إلى كاميرا ذات إطار كامل أسهل من أي وقت مضى مع كاميرا EOS RP بدون مرآة. يتضمن مستشعر CMOS بدقة 26.2 ميجابكسل ، وضبط تلقائي للصورة سريع ودقيق ، وفيديو بدقة 4K ، ومعالج DIGIC 8 القوي للحصول على نتائج استثنائية ، حتى في الإضاءة المنخفضة. المميزات: خفيفة وصغيرة حامل Rf متوافق مع عدسات RF وعدسات EF / EF-S جودة صورة عالية مع 26.2 ميجابيكسل مستشعر CMOS كامل الإطار ومعالج الصور DIGIC 8 لتركيز تلقائي سريع ودقيق اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS 5D Mark IV.6 توفر كاميرا EOS 5D Mark IV ملفات فيديو ثابتة عالية الدقة و 4K بوضوح وتفاصيل مذهلة. إنه يقرن مستشعر 30.4 ميجابكسل كامل الإطار مع نظام تركيز بؤري تلقائي 61 نقطة والمزيد من التحسينات التشغيلية. المميزات: مستشعر CMOS كامل الإطار جديد 30.4 ميجابكسل للتصوير متعدد الاستخدامات في أي ضوء تقريبًا ، مع نطاق ISO 100-32000 ؛ قابل للتوسيع حتى 50-102400 (ما يعادل ISO). فيديو 4K Motion JPEG (نوع سينما DCI 4096 × 2160) عند 30p أو 24p ؛ التقاط إطار ثابت داخل الكاميرا لصور 4K بدقة 8.8 ميجابكسل ؛ تتضمن خيارات الفيديو المتعددة الوضوح العالي الكامل حتى 60 بكسل ، والدقة العالية حتى 120 بكسل. تركيز بؤري تلقائي CMOS ثنائي البكسل رائع للتركيز البؤري التلقائي على نحو سلس وسريع الاستجابة أثناء تصوير الفيديو أو العرض المباشر ؛ تحتوي شاشة LCD على واجهة شاشة لمس كاملة ، بما في ذلك اختيار منطقة التركيز البؤري التلقائي. سرعة تصوير مستمرة تصل إلى 7.0 إطارات في الثانية مع معالج الصور DIGIC 6 plus عالي الأداء لتحسين السرعة وجودة الصورة الممتازة. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS M200.7 كاميرا Compat من كانون مميزة. المميزات: صور عالية الجودة تم التقاطها بكاميرا EOS M200 الأخيرة اختبار الزمن ، التقاط أجواء المناسبات المهمة وإظهار أهدافك في أفضل حالاتها. اربط كاميرا EOS M200 بجهازك الذكي باستخدام Wi-Fi و Bluetooth لنقل الصور تلقائيًا ومشاركة الصور عبر الإنترنت والتحكم في الكاميرا عن بُعد. تعمل واجهة المستخدم الإرشادية ووضع المساعدة الإبداعية في كاميرا EOS m200 على تسهيل الصور ذات المظهر الاحترافي. كاميرا EOS M200 صغيرة الحجم وخفيفة الوزن بما يكفي لأخذها معك في حقيبتك اليومية. تساعدك شاشة اللمس التي يمكن قلبها بزاوية 180 درجة على التركيب من زوايا إبداعية. تلتقط كاميرا EOS M200 مقاطع فيديو بدقة 4K ، حاول أيضًا تصوير لقطات عالية الدقة بالكامل على نحو سلس بمعدل 60 إطارًا في الثانية أو لقطات بالحركة البطيئة بمعدل 120 إطارًا في الثانية في الوضع عالي الدقة أو 4K بفاصل زمني. أقرب مسافة تركيز 25 سم اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon PowerShot G9 X Mark II.8 تجمع كاميرا PowerShot G9 X Mark II بين تصميم فائق النحافة وميزات عالية الأداء مثل معالج الصور DIGIC 7 وتقنية Bluetooth المدمجة. سواء كنت تلتقط صورًا أو مقاطع فيديو ، فإنه يجعل من السهل التقاط الأوقات الثمينة في حياتك بطريقة مذهلة وأنيقة. المميزات: ١.٠ بوصة ، 20.1 ميجابيكسل حساس CMOS عالي الحساسية معالج الصور Digic 7 كاميرا فائقة النحافة وخفيفة الوزن بحجم الجيب الميزات: لوحة شاشة تعمل باللمس اشتريه من امازون العالمي كاميرا Canon EOS M50 Mark II.9 تحمل كاميرا EOS M50 Mark II الأداء القوي لكاميرا EOS M50 الشهيرة وتعتمد عليه مع التحسينات التي ستكون ملحوظة. لا تزال تحصل على جودة الصورة الرائعة لمستشعر CMOS بدقة 24.1 ميجابكسل ، وقوة معالج الصور DIGIC 8 ، و 4 K UHD 24p و HD 120p للفيديو بالحركة البطيئة والمزيد ، إلى جانب بعض التعزيزات الإضافية. المميزات: مستشعر CMOS بدقة 24.1 ميجابكسل (aps c) مع ISO 100 25600 (h: 51200). معالج الصور digic 8 مع مُحسِّن الإضاءة التلقائي. تحسين البكسل الثنائي cmos af وكشف العين af. و HD 120p للتصوير البطيء. شاشة LCD تعمل باللمس بزاوية متغيرة ملائمة للتدوين المرئي والتكوين المتنوع. اشتريه من امازون السعودية ٨_كاميرا أحادية الاستخدام نيكون دي 600 ويكيبيديا المحتوى متاح وفق CC BY-SA 3.0 إن لم يرد خلاف ذلك. سياسة الخصوصية شروط الاستخدامسطح الم أعلى من الكاميرات شبه احترافية، الحساس في هذا النوع من الكاميرات (الSensor) يتراوح ما بين 6 ميجا بيكسل إلى 17 ميجا بيكسل والآن توجد كاميراHasselblad H3DII-50 بحساس قيمته 50 ميجابيكسل وأيضا يتميز هذا النوع بكبر حجم السينسور مما يجعل هذا النوع من الكاميرات له أفضلية من حيث جودة الصورة علي كل الأنواع السابقة. تتميز الكاميرات الاحترافية بوفرة الاكسسوارات والملحقات للكاميرا مثل الفلاشات والعدسات (وهذا النوع من الكاميرات يقبل تغير العدسات، ولكل شركة عدساتها الخاصة بها) وغيرها من الملحقات والأكسسوارات. و لا تنتج كل الشركات كاميرات DSLR بل بعضا منها فقط وهم: كانون -نيكون -اوليمبس -بينتاكس -سيجما -ليكا فوجي فيلم -سوني -باناسونيك -سامسونج و هناك بعض الشركات أوقفت إنتاج الكاميرات الاحترافية مثل: كوداك وكونيكا مينوليتا وإبسون وعدد قليل جدا آخر من الشركات. ولكل سببه الخاص به. انظر أيضًا مراجع أَضاف JarBot آخر تعديل قبل 1 شهور صفحات ذات صلة فديوهات عن انواع الكاميرات https://youtu.be/DQIx243mITk https://youtu.be/xBS7cS42HSs https://youtu.be/vzyqyMcEmZw * أنواع الكاميرات الرقمية ١_كاميرات بسيطة (Compact) و هي الكاميرات الرقمية العادية، ومعظم الناس يستخدمون هذا النوع، حيث يتميز بعدد قليل جدا من الكاميرات. ستجد فيه تحكم في الكاميرا مثل سرعة الغالق أو فتحة العدسة فتقريبا كلهم لا يسمحون في التصوير إلا بالوضع الأوتوماتيك، بحيث لا يحتاج صاحب الكاميرا إلى ضبطها قبل التصوير أو للتحكم اليدوي، وفي الغالب يكون بها عدسة زووم حوالي،3x فإما تكون بالكامل داخل جسد الكاميرا أو تدخل تلقائيا بعد استعمالها بالكامل داخل جسد الكاميرا وشاشه كبيرة للعرض ومشاركة الصور مع الأصحاب والأهل وبالطبع كلهم يحتوون على فلاش داخلي ولو أنه يكون له نطاق ضيق في معظم الأحوال يتراوح بين 4 و 6 متر وهناك نوع آخر منقسم من هذا النوع وهو ٢_كاميرات بسيطة فائقة الصغر (Ultra Compact) تسمي كاميرات الجيب هي نوع آخر من الكاميرات الكومباكت ولكنها تكون صغيرة الحجم وتدخل بسهولة في الجيب.. تقريبا أقل من 25 مم سمك ووزنها في الغالب يكون أقل من 130 جم، وتحمل أيضا مواصفات الكاميرا الكومباكت العادية. أهم الشركات المنتجة لهذا النوع: ١- كاسيو 2- سامسونج 3- أوليمبس 4- نيكون 5- باناسونيك وليكا 6- كانون 7- سوني 8- كوداك 9-بينتاكس ٣_كاميرات متطورة (Advanced) عدل أما هذا النوع فهو نوع متطور عن الكاميرات البسيطة من حيث الحجم والإمكانيات، فهو أكبر حجما وبالتالي يعطي تحكم في الكاميرا أفضل ويحتوي على مواصفات أعلى مثل تحكم في بعض أو كل التحكمات اليدوية وفي أغلب الأحيان يحتوي على عدسة زووم أفضل يتراوح مقدار الزووم فيها من3x إلى 6x(مثل كانون A710) ويصل في بعض الأحيان إلى 7x(مثل Samsung NV7 OPS)، وغالبا ما يحتوي هذا النوع على عدد بيكسل أعلى يصل الآن إلى 10 و 12 ميجا بيكسل مثل النيكون p5100 (و هذه الأعداد كبيرة جدا أكثر مما يحتاج الناس، وتأثيرها علي جودة الصورة قليلا بمعنى أن ممكن كاميرا بـ 7 ميجا بيكسل يكون تصويرها أفضل من الـ 12 ميجابيكسل فجودة الصورة لا تعتمد فقط على الميجابيكسل)و الكثير من هذا النوع يحتوي على شاشات كبيره تتراوح ما بين 2.5 إنش و 3 إنش وبعضهم يحتوي على منظار صغير (viewfinder). أفضل الشركات المنتجة لهذا النوع: 1- كانون 2- باناسونيك 3- نيكون 4- سوني 5- رايكو 6- ليكا 7- اوليمبس 8- فوجي فيلم 9- سامسونج 10- كوداك ٤_كاميرات زووم عالي - شبه احترافية (SLR-Like OR Super-Zoom) كاميرا زووم عالي شبه احترافية FZ18 من باناسونيك هذا النوع أكثر تطورا من الأنواع السابقة إلى حد ما، فهو أكبر حجما من الأنواع السابقة..و يأتي شكله على شكل الكاميرات الاحترافية الDSLR ويحتوي هذا النوع من الكاميرات دائما على عدسات ذات زووم عالي أو سوبر زووم يتراوح الزووم من 7x إلى 18x(مثل الباناسونيك Fz18) ولكن الأغلبية تحتوي على عدسة زووم 12x أو 10x(مثل الباناسونيك fz8 والكانون s5is وكوداك z712is) ويتميز هذا النوع بالتحكم اليدوي الكامل في الكاميرا، فتستطيع التحكم في فتحة العدسة وسرعة الغالق وغيرها من التحكمات اليدوية، ويتوفر فيها دائما شاشة واضحة وكبيرة وهناك بعض الأنواع فيها شاشة متحركة (مثل الكانون S3) وأيضا يوجد بها منظار إلكتروني والفلاش يكون من النوع ال(pop-up)، وهو نوع أقوى من الفلاش العادي في الكاميرات البسيطة ويتراوح قوته من 6 متر إلى 15 متر في بعض الأحيان. وهناك موديلات تسمح بتركيب فلاش خارجي(مثل الفوجي S6500fd) ومعظم هذه الأنواع تحتوي على خاصيه مانع الاهتزاز أو (Image Stabilizer). طبعا هذه الكاميرات جودتها اقل من الdslr أو الكاميرات الاحترافية. ولكنها تستطيع التقاط صور في غاية الروعة والموديلات ال(high-end) من هذا النوع قادرة على منافسة بعض الكاميرات الاحترافية(مثل الباناسونيك fz50 والفوجي S9600) حتى أنه هناك بعض الأنواع فعليا أغلى من بعض الكاميرات الاحترافية و تسمى كاميرات السوبر زووم في بعض الأحيان (Bridge-cameras) - بالعربي كاميرات الجسر - لانها قللت الفرق الكبير بين الكاميرات العادية البسيطة والكاميرات الاحترافية. أشهر الشركات المنتجة للكاميرا الشبه احترافية : ١- باناسونيك 2- فوجي فيلم 3- كانون 4- اوليمبس 5- سوني 6- كوداك 7- سامسونج ٥_كاميرات احترافية (DSLRs) الكاميرا الرقمية الاحترافية Canon EOS-1Ds Mark III من إنتاج شركة كانون الكاميرات الاحترافية (الكاميرا الرقمية ذات العدسة الأحادية العاكسة) أو (بالإنجليزية: DSLRs)(بمعنى Digital single-lens reflex camera)هي كاميرات أكثر احترافية من كل ما سبق وأيضا اغلى من كل ما سبق وهي عبارة عن مزيج بين الكاميرا الرقمية الحديثة التي سبق ذكرها والكاميرا الفيلم الـ 35 مم، الفرق أن بدلا من استخدام الفيلم يتم استخدام ما يسمي بالـ Sensor أو الحساس (أما من نوع CCD أو CMOS) ويتميز بأن مساحته مساوية لنفس مساحة سلبية الفيلم التقليدي مما يرفع سعر الكاميرا ويقدم صور عالية الدقة. في هذا النوع هناك تحكم كامل في الكاميرا بدرجه ذلك ، فإنهم يتجنبون نظام المرآة ، ويعتمدون بدلاً من ذلك على محددات الرؤية الإلكترونية وشاشات LCD ، هذا يسمح لهم بأن يكونوا أصغر وأخف من كاميرات DSLR ، تميل الكاميرات عديمة المرآة أيضًا إلى تضمين تقنية أكثر تطوراً ، بما في ذلك أنظمة التركيز التلقائي على المستشعر للحصول على التركيز الفوري. كاميرات Compact: تُعرّف كاميرا Compact بأنها الكاميرا التي تحتوي على عدسة ثابتة ، في حين أن هذا يحد من تعدد استخداماتها ، إلا أنه يجعل الكاميرات الـ Compact أكثر قابلية للنقل وسهلة الاستخدام ، فضلاً عن كونها أرخص بشكل عام. ٦_كاميرا رقمية ذات عدسة أحادية عاكسة آلة التصوير الرقمية ذات العدسة الأحادية العاكسة (بالإنجليزية: Digital Single-Lens Reflex Camera) ويطلق عليها اختصاراً Digital SLR أو DSLR وهي آلة تصوير تعتمد على أشهار الضوء الصادر من المشهد المراد تصويره بواسطة عدسات على حساس الكاميرا يقوم بتحويل فوتونات الضوء الساقطة على الحساس إلى إشارات رقمية يتم معالجتها وتخزينها على وسط رقمي يمكن من إعادة إنتاج الصورة لاحقا، وتختلف عن الكاميرا المدمجة في نظام المعاينة والالتقاط الميكانيكى.[1] كاميرا تصوير نيكون مثال للكاميرا ذات العدسة الأحادية العاكسة. ٧_بغض النظر عما إذا كنت جديدًا في التصوير الفوتوغرافي أو كنت تقوم بالتصوير لفترة من الوقت ، فإن Canon سيكون اسمًا مألوفًا لك ، الشركة الشهيرة لديها مجموعة واسعة تشمل العديد انواع الكاميرات بميزانيات مختلفة. قد يكون من الصعب معرفة أي كاميرا Canon هي الكاميرا المناسبة لك ، مع مجموعة واسعة من الخيارات التي تتراوح من الكاميرات الصغيرة الحجم المناسبة للجيب إلى كاميرات DSLR وانظمة Mirrorless الأكثر تقدمًا. هنالك العديد من الكاميرات من كانون ، وقد يكون من المحيّر ايها تختار ، فاذا ماكنت تبحث عن كاميرا كانون ، فنحن نوفر لك افضل الخيارات في هذا المقال. انواع كاميرات كانون هنالك العديد من انواع كاميرات كانون نذكر لك هنا اهمّها: كاميرات DSLR: تم تصنيع الكاميرات الرقمية ذات العدسة الواحدة للتصوير لجميع الأغراض ، إنها تسمح بتغيير العدسة ، وتميل إلى الحصول على قدر مناسب من مقاومة الطقس. تستخدم كاميرات DSLR نظام مرآة داخلي لعكس الصورة من العدسة في معين المنظر البصري افضل 10 كاميرات كانون . كاميرا Canon EOS R5:1 مهما كان ما تلتقطه ، وكيفما كنت تصوّره ، ستتيح لك كاميرا EOS R5 أن تكون مبدعًا بطرق لم تكن لتتمكن من التقاطها من قبل. التقط صورًا رائعة بدقة 45 ميجابكسل بمعدل يصل إلى 20 إطارًا في الثانية ، أو فيديو بدقة 12 بت 8K RAW باستخدام العرض الكامل لمستشعر الكاميرا. تمت برمجة الضبط البؤري التلقائي المتقدم باستخدام الذكاء الاصطناعي للتعلم العميق ، بينما يعمل تثبيت الصورة داخل الجسم بالتنسيق مع مُثبِّت الصور الخاص بالعدسة لتوفير ما يصل إلى 8 درجات توقف من الحماية ضد اهتزاز الكاميرا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 45 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-51200 ؛ قابل للتوسيع حتى 102400×1. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتيح تتبع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. فيديو داخلي 8K RAW كامل الإطار. اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon EOS 250D:2 اذا كنت تبحث عن افضل كاميرا كانون رخيصة فهذه الكاميرا رائعة ، التقط صوراً تستحق التذكر مع كاميرا كانون EOS 250D دي اس ال ار القوية. تم تصميمها بعناية فائقة وتأتي مزودة بالكثير من الوظائف المتطورة التي تمنحك الكثير من المرونة في التصوير. هذه الكاميرا مزودة بمستشعر APS-C متطور جداً يعطي غباشاً في الخلفية خلف الهدف. مع معالج DIGIC 8 القادر على تصوير أفلام 4 كيه، تتيح لك هذه الكاميرا التقاط الصور في ظروف الإضاءة المنخفضة. تتيح لك دقة الكاميرا البالغة 24.1 ميجابكسل التقاط كل لقطة بتفاصيل مذهلة. علاوة على ذلك، توفر هذه الكاميرا تصوير بتقنية لايف فيو بفضل تقنية CMOS AF ثنائي . تتيح لك خاصية البلوتوث والشبكة اللاسلكية مشاركة وتحرير الصور الملتقطة بسهولة على اللاب توب أو الهاتف الذكي. المميزات: مستشعر APS-C بدقة 24.1 ميجابكسل و ومعالج DIGIC 8 للحصول على جودة صورة فائقة. عدسة viewfinder/4K للحصول على دقة فائقة. ثنائي للتركيز السريع عندالتصوير والتركيز السلس عند التصوير مع تقنية لايف فيو مع خاصية اكتشاف العين ايه اف. شاشة قابلة للدوران: التقط الصور من مجموعة واسعة من المنظورات وتحكم في الكاميرا من خلال شاشة تعمل باللمس. خاصية البلوتوث والشبكة اللاسلكية. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS R6.3 مستشعر الصورة الأساسي يتيح نطاق ISO أصليًا يبلغ 100-102 ، 400. مع التصوير المستمر عالي السرعة حتى 12 إطارًا في الثانية مع الغالق الميكانيكي وما يصل إلى 20 إطارًا في الثانية مع الغالق الإلكتروني الصامت، يمكن لكاميرا EOS R6 مواكبة أي هدف سريع الحركة تقريبًا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 20 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-102400 ؛ قابل للتوسيع حتى 204800. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتبع الموضوع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. دقة التقاط الفيديو: 4K UHD 2160p. اشتريه من امازون السعودية اشتريه من امازون الامارات شتريه من امازون العالمي . كاميرا Canon EOS 6D Mark II.4 تقدم كاميرا Canon EOS 6D Mark II أداء الإطار الكامل في كاميرا DSLR صغيرة الحجم ومميزة بالكامل. بفضل جودة الصورة المذهلة والتركيز التلقائي السريع والدقيق والتنوع المطلوب للعديد من البيئات. المميزات: تجمع كاميرا EOS 6D Mark II بين مستشعر CMOS كامل الإطار 26.2 ميجابكسل ومعالج الصور DIGIC 7 الممتاز ونطاق ISO من 100 إلى 40000 لتقديم صور ومقاطع فيديو بجودة لا تصدق. تتميز كاميرا EOS 6D Mark II بنظام تركيز بؤري تلقائي واسع النطاق من 45 نقطة من النوع المتقاطع. تتميز كاميرا EOS 6D Mark II بأنها خفيفة الوزن ومتينة ، وتظل قادرة في مجموعة متنوعة من السيناريوهات. الأجزاء المغلقة بسبب الطقس تعني أداءً غير متقطع ، حتى عندما تصبح الظروف فوضوية. تتيح لك شاشة LCD متغيرة الزاوية التي تعمل باللمس التصوير في مجموعة متنوعة من الزوايا وتتميز بالتشغيل باللمس. اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS R.5 لم يكن الانتقال إلى كاميرا ذات إطار كامل أسهل من أي وقت مضى مع كاميرا EOS RP بدون مرآة. يتضمن مستشعر CMOS بدقة 26.2 ميجابكسل ، وضبط تلقائي للصورة سريع ودقيق ، وفيديو بدقة 4K ، ومعالج DIGIC 8 القوي للحصول على نتائج استثنائية ، حتى في الإضاءة المنخفضة. المميزات: خفيفة وصغيرة حامل Rf متوافق مع عدسات RF وعدسات EF / EF-S جودة صورة عالية مع 26.2 ميجابيكسل مستشعر CMOS كامل الإطار ومعالج الصور DIGIC 8 لتركيز تلقائي سريع ودقيق اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS 5D Mark IV.6 توفر كاميرا EOS 5D Mark IV ملفات فيديو ثابتة عالية الدقة و 4K بوضوح وتفاصيل مذهلة. إنه يقرن مستشعر 30.4 ميجابكسل كامل الإطار مع نظام تركيز بؤري تلقائي 61 نقطة والمزيد من التحسينات التشغيلية. المميزات: مستشعر CMOS كامل الإطار جديد 30.4 ميجابكسل للتصوير متعدد الاستخدامات في أي ضوء تقريبًا ، مع نطاق ISO 100-32000 ؛ قابل للتوسيع حتى 50-102400 (ما يعادل ISO). فيديو 4K Motion JPEG (نوع سينما DCI 4096 × 2160) عند 30p أو 24p ؛ التقاط إطار ثابت داخل الكاميرا لصور 4K بدقة 8.8 ميجابكسل ؛ تتضمن خيارات الفيديو المتعددة الوضوح العالي الكامل حتى 60 بكسل ، والدقة العالية حتى 120 بكسل. تركيز بؤري تلقائي CMOS ثنائي البكسل رائع للتركيز البؤري التلقائي على نحو سلس وسريع الاستجابة أثناء تصوير الفيديو أو العرض المباشر ؛ تحتوي شاشة LCD على واجهة شاشة لمس كاملة ، بما في ذلك اختيار منطقة التركيز البؤري التلقائي. سرعة تصوير مستمرة تصل إلى 7.0 إطارات في الثانية مع معالج الصور DIGIC 6 plus عالي الأداء لتحسين السرعة وجودة الصورة الممتازة. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS M200.7 كاميرا Compat من كانون مميزة. المميزات: صور عالية الجودة تم التقاطها بكاميرا EOS M200 الأخيرة اختبار الزمن ، التقاط أجواء المناسبات المهمة وإظهار أهدافك في أفضل حالاتها. اربط كاميرا EOS M200 بجهازك الذكي باستخدام Wi-Fi و Bluetooth لنقل الصور تلقائيًا ومشاركة الصور عبر الإنترنت والتحكم في الكاميرا عن بُعد. تعمل واجهة المستخدم الإرشادية ووضع المساعدة الإبداعية في كاميرا EOS m200 على تسهيل الصور ذات المظهر الاحترافي. كاميرا EOS M200 صغيرة الحجم وخفيفة الوزن بما يكفي لأخذها معك في حقيبتك اليومية. تساعدك شاشة اللمس التي يمكن قلبها بزاوية 180 درجة على التركيب من زوايا إبداعية. تلتقط كاميرا EOS M200 مقاطع فيديو بدقة 4K ، حاول أيضًا تصوير لقطات عالية الدقة بالكامل على نحو سلس بمعدل 60 إطارًا في الثانية أو لقطات بالحركة البطيئة بمعدل 120 إطارًا في الثانية في الوضع عالي الدقة أو 4K بفاصل زمني. أقرب مسافة تركيز 25 سم اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon PowerShot G9 X Mark II.8 تجمع كاميرا PowerShot G9 X Mark II بين تصميم فائق النحافة وميزات عالية الأداء مثل معالج الصور DIGIC 7 وتقنية Bluetooth المدمجة. سواء كنت تلتقط صورًا أو مقاطع فيديو ، فإنه يجعل من السهل التقاط الأوقات الثمينة في حياتك بطريقة مذهلة وأنيقة. المميزات: ١.٠ بوصة ، 20.1 ميجابيكسل حساس CMOS عالي الحساسية معالج الصور Digic 7 كاميرا فائقة النحافة وخفيفة الوزن بحجم الجيب الميزات: لوحة شاشة تعمل باللمس اشتريه من امازون العالمي كاميرا Canon EOS M50 Mark II.9 تحمل كاميرا EOS M50 Mark II الأداء القوي لكاميرا EOS M50 الشهيرة وتعتمد عليه مع التحسينات التي ستكون ملحوظة. لا تزال تحصل على جودة الصورة الرائعة لمستشعر CMOS بدقة 24.1 ميجابكسل ، وقوة معالج الصور DIGIC 8 ، و 4 K UHD 24p و HD 120p للفيديو بالحركة البطيئة والمزيد ، إلى جانب بعض التعزيزات الإضافية. المميزات: مستشعر CMOS بدقة 24.1 ميجابكسل (aps c) مع ISO 100 25600 (h: 51200). معالج الصور digic 8 مع مُحسِّن الإضاءة التلقائي. تحسين البكسل الثنائي cmos af وكشف العين af. و HD 120p للتصوير البطيء. شاشة LCD تعمل باللمس بزاوية متغيرة ملائمة للتدوين المرئي والتكوين المتنوع. اشتريه من امازون السعودية ٨_كاميرا أحادية الاستخدام نيكون دي 600 ويكيبيديا المحتوى متاح وفق CC BY-SA 3.0 إن لم يرد خلاف ذلك. سياسة الخصوصية شروط الاستخدامسطح الم أعلى من الكاميرات شبه احترافية، الحساس في هذا النوع من الكاميرات (الSensor) يتراوح ما بين 6 ميجا بيكسل إلى 17 ميجا بيكسل والآن توجد كاميراHasselblad H3DII-50 بحساس قيمته 50 ميجابيكسل وأيضا يتميز هذا النوع بكبر حجم السينسور مما يجعل هذا النوع من الكاميرات له أفضلية من حيث جودة الصورة علي كل الأنواع السابقة. تتميز الكاميرات الاحترافية بوفرة الاكسسوارات والملحقات للكاميرا مثل الفلاشات والعدسات (وهذا النوع من الكاميرات يقبل تغير العدسات، ولكل شركة عدساتها الخاصة بها) وغيرها من الملحقات والأكسسوارات. و لا تنتج كل الشركات كاميرات DSLR بل بعضا منها فقط وهم: كانون -نيكون -اوليمبس -بينتاكس -سيجما -ليكا فوجي فيلم -سوني -باناسونيك -سامسونج و هناك بعض الشركات أوقفت إنتاج الكاميرات الاحترافية مثل: كوداك وكونيكا مينوليتا وإبسون وعدد قليل جدا آخر من الشركات. ولكل سببه الخاص به. انظر أيضًا مراجع أَضاف JarBot آخر تعديل قبل 1 شهور صفحات ذات صلة فديوهات عن انواع الكاميرات https://youtu.be/DQIx243mITk https://youtu.be/xBS7cS42HSs https://youtu.be/vzyqyMcEmZw * أنواع الكاميرات الرقمية ١_كاميرات بسيطة (Compact) و هي الكاميرات الرقمية العادية، ومعظم الناس يستخدمون هذا النوع، حيث يتميز بعدد قليل جدا من الكاميرات. ستجد فيه تحكم في الكاميرا مثل سرعة الغالق أو فتحة العدسة فتقريبا كلهم لا يسمحون في التصوير إلا بالوضع الأوتوماتيك، بحيث لا يحتاج صاحب الكاميرا إلى ضبطها قبل التصوير أو للتحكم اليدوي، وفي الغالب يكون بها عدسة زووم حوالي،3x فإما تكون بالكامل داخل جسد الكاميرا أو تدخل تلقائيا بعد استعمالها بالكامل داخل جسد الكاميرا وشاشه كبيرة للعرض ومشاركة الصور مع الأصحاب والأهل وبالطبع كلهم يحتوون على فلاش داخلي ولو أنه يكون له نطاق ضيق في معظم الأحوال يتراوح بين 4 و 6 متر وهناك نوع آخر منقسم من هذا النوع وهو ٢_كاميرات بسيطة فائقة الصغر (Ultra Compact) تسمي كاميرات الجيب هي نوع آخر من الكاميرات الكومباكت ولكنها تكون صغيرة الحجم وتدخل بسهولة في الجيب.. تقريبا أقل من 25 مم سمك ووزنها في الغالب يكون أقل من 130 جم، وتحمل أيضا مواصفات الكاميرا الكومباكت العادية. أهم الشركات المنتجة لهذا النوع: ١- كاسيو 2- سامسونج 3- أوليمبس 4- نيكون 5- باناسونيك وليكا 6- كانون 7- سوني 8- كوداك 9-بينتاكس ٣_كاميرات متطورة (Advanced) عدل أما هذا النوع فهو نوع متطور عن الكاميرات البسيطة من حيث الحجم والإمكانيات، فهو أكبر حجما وبالتالي يعطي تحكم في الكاميرا أفضل ويحتوي على مواصفات أعلى مثل تحكم في بعض أو كل التحكمات اليدوية وفي أغلب الأحيان يحتوي على عدسة زووم أفضل يتراوح مقدار الزووم فيها من3x إلى 6x(مثل كانون A710) ويصل في بعض الأحيان إلى 7x(مثل Samsung NV7 OPS)، وغالبا ما يحتوي هذا النوع على عدد بيكسل أعلى يصل الآن إلى 10 و 12 ميجا بيكسل مثل النيكون p5100 (و هذه الأعداد كبيرة جدا أكثر مما يحتاج الناس، وتأثيرها علي جودة الصورة قليلا بمعنى أن ممكن كاميرا بـ 7 ميجا بيكسل يكون تصويرها أفضل من الـ 12 ميجابيكسل فجودة الصورة لا تعتمد فقط على الميجابيكسل)و الكثير من هذا النوع يحتوي على شاشات كبيره تتراوح ما بين 2.5 إنش و 3 إنش وبعضهم يحتوي على منظار صغير (viewfinder). أفضل الشركات المنتجة لهذا النوع: 1- كانون 2- باناسونيك 3- نيكون 4- سوني 5- رايكو 6- ليكا 7- اوليمبس 8- فوجي فيلم 9- سامسونج 10- كوداك ٤_كاميرات زووم عالي - شبه احترافية (SLR-Like OR Super-Zoom) كاميرا زووم عالي شبه احترافية FZ18 من باناسونيك هذا النوع أكثر تطورا من الأنواع السابقة إلى حد ما، فهو أكبر حجما من الأنواع السابقة..و يأتي شكله على شكل الكاميرات الاحترافية الDSLR ويحتوي هذا النوع من الكاميرات دائما على عدسات ذات زووم عالي أو سوبر زووم يتراوح الزووم من 7x إلى 18x(مثل الباناسونيك Fz18) ولكن الأغلبية تحتوي على عدسة زووم 12x أو 10x(مثل الباناسونيك fz8 والكانون s5is وكوداك z712is) ويتميز هذا النوع بالتحكم اليدوي الكامل في الكاميرا، فتستطيع التحكم في فتحة العدسة وسرعة الغالق وغيرها من التحكمات اليدوية، ويتوفر فيها دائما شاشة واضحة وكبيرة وهناك بعض الأنواع فيها شاشة متحركة (مثل الكانون S3) وأيضا يوجد بها منظار إلكتروني والفلاش يكون من النوع ال(pop-up)، وهو نوع أقوى من الفلاش العادي في الكاميرات البسيطة ويتراوح قوته من 6 متر إلى 15 متر في بعض الأحيان. وهناك موديلات تسمح بتركيب فلاش خارجي(مثل الفوجي S6500fd) ومعظم هذه الأنواع تحتوي على خاصيه مانع الاهتزاز أو (Image Stabilizer). طبعا هذه الكاميرات جودتها اقل من الdslr أو الكاميرات الاحترافية. ولكنها تستطيع التقاط صور في غاية الروعة والموديلات ال(high-end) من هذا النوع قادرة على منافسة بعض الكاميرات الاحترافية(مثل الباناسونيك fz50 والفوجي S9600) حتى أنه هناك بعض الأنواع فعليا أغلى من بعض الكاميرات الاحترافية و تسمى كاميرات السوبر زووم في بعض الأحيان (Bridge-cameras) - بالعربي كاميرات الجسر - لانها قللت الفرق الكبير بين الكاميرات العادية البسيطة والكاميرات الاحترافية. أشهر الشركات المنتجة للكاميرا الشبه احترافية : ١- باناسونيك 2- فوجي فيلم 3- كانون 4- اوليمبس 5- سوني 6- كوداك 7- سامسونج ٥_كاميرات احترافية (DSLRs) الكاميرا الرقمية الاحترافية Canon EOS-1Ds Mark III من إنتاج شركة كانون الكاميرات الاحترافية (الكاميرا الرقمية ذات العدسة الأحادية العاكسة) أو (بالإنجليزية: DSLRs)(بمعنى Digital single-lens reflex camera)هي كاميرات أكثر احترافية من كل ما سبق وأيضا اغلى من كل ما سبق وهي عبارة عن مزيج بين الكاميرا الرقمية الحديثة التي سبق ذكرها والكاميرا الفيلم الـ 35 مم، الفرق أن بدلا من استخدام الفيلم يتم استخدام ما يسمي بالـ Sensor أو الحساس (أما من نوع CCD أو CMOS) ويتميز بأن مساحته مساوية لنفس مساحة سلبية الفيلم التقليدي مما يرفع سعر الكاميرا ويقدم صور عالية الدقة. في هذا النوع هناك تحكم كامل في الكاميرا بدرجه ذلك ، فإنهم يتجنبون نظام المرآة ، ويعتمدون بدلاً من ذلك على محددات الرؤية الإلكترونية وشاشات LCD ، هذا يسمح لهم بأن يكونوا أصغر وأخف من كاميرات DSLR ، تميل الكاميرات عديمة المرآة أيضًا إلى تضمين تقنية أكثر تطوراً ، بما في ذلك أنظمة التركيز التلقائي على المستشعر للحصول على التركيز الفوري. كاميرات Compact: تُعرّف كاميرا Compact بأنها الكاميرا التي تحتوي على عدسة ثابتة ، في حين أن هذا يحد من تعدد استخداماتها ، إلا أنه يجعل الكاميرات الـ Compact أكثر قابلية للنقل وسهلة الاستخدام ، فضلاً عن كونها أرخص بشكل عام. ٦_كاميرا رقمية ذات عدسة أحادية عاكسة آلة التصوير الرقمية ذات العدسة الأحادية العاكسة (بالإنجليزية: Digital Single-Lens Reflex Camera) ويطلق عليها اختصاراً Digital SLR أو DSLR وهي آلة تصوير تعتمد على أشهار الضوء الصادر من المشهد المراد تصويره بواسطة عدسات على حساس الكاميرا يقوم بتحويل فوتونات الضوء الساقطة على الحساس إلى إشارات رقمية يتم معالجتها وتخزينها على وسط رقمي يمكن من إعادة إنتاج الصورة لاحقا، وتختلف عن الكاميرا المدمجة في نظام المعاينة والالتقاط الميكانيكى.[1] كاميرا تصوير نيكون مثال للكاميرا ذات العدسة الأحادية العاكسة. ٧_بغض النظر عما إذا كنت جديدًا في التصوير الفوتوغرافي أو كنت تقوم بالتصوير لفترة من الوقت ، فإن Canon سيكون اسمًا مألوفًا لك ، الشركة الشهيرة لديها مجموعة واسعة تشمل العديد انواع الكاميرات بميزانيات مختلفة. قد يكون من الصعب معرفة أي كاميرا Canon هي الكاميرا المناسبة لك ، مع مجموعة واسعة من الخيارات التي تتراوح من الكاميرات الصغيرة الحجم المناسبة للجيب إلى كاميرات DSLR وانظمة Mirrorless الأكثر تقدمًا. هنالك العديد من الكاميرات من كانون ، وقد يكون من المحيّر ايها تختار ، فاذا ماكنت تبحث عن كاميرا كانون ، فنحن نوفر لك افضل الخيارات في هذا المقال. انواع كاميرات كانون هنالك العديد من انواع كاميرات كانون نذكر لك هنا اهمّها: كاميرات DSLR: تم تصنيع الكاميرات الرقمية ذات العدسة الواحدة للتصوير لجميع الأغراض ، إنها تسمح بتغيير العدسة ، وتميل إلى الحصول على قدر مناسب من مقاومة الطقس. تستخدم كاميرات DSLR نظام مرآة داخلي لعكس الصورة من العدسة في معين المنظر البصري افضل 10 كاميرات كانون . كاميرا Canon EOS R5:1 مهما كان ما تلتقطه ، وكيفما كنت تصوّره ، ستتيح لك كاميرا EOS R5 أن تكون مبدعًا بطرق لم تكن لتتمكن من التقاطها من قبل. التقط صورًا رائعة بدقة 45 ميجابكسل بمعدل يصل إلى 20 إطارًا في الثانية ، أو فيديو بدقة 12 بت 8K RAW باستخدام العرض الكامل لمستشعر الكاميرا. تمت برمجة الضبط البؤري التلقائي المتقدم باستخدام الذكاء الاصطناعي للتعلم العميق ، بينما يعمل تثبيت الصورة داخل الجسم بالتنسيق مع مُثبِّت الصور الخاص بالعدسة لتوفير ما يصل إلى 8 درجات توقف من الحماية ضد اهتزاز الكاميرا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 45 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-51200 ؛ قابل للتوسيع حتى 102400×1. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتيح تتبع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. فيديو داخلي 8K RAW كامل الإطار. اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon EOS 250D:2 اذا كنت تبحث عن افضل كاميرا كانون رخيصة فهذه الكاميرا رائعة ، التقط صوراً تستحق التذكر مع كاميرا كانون EOS 250D دي اس ال ار القوية. تم تصميمها بعناية فائقة وتأتي مزودة بالكثير من الوظائف المتطورة التي تمنحك الكثير من المرونة في التصوير. هذه الكاميرا مزودة بمستشعر APS-C متطور جداً يعطي غباشاً في الخلفية خلف الهدف. مع معالج DIGIC 8 القادر على تصوير أفلام 4 كيه، تتيح لك هذه الكاميرا التقاط الصور في ظروف الإضاءة المنخفضة. تتيح لك دقة الكاميرا البالغة 24.1 ميجابكسل التقاط كل لقطة بتفاصيل مذهلة. علاوة على ذلك، توفر هذه الكاميرا تصوير بتقنية لايف فيو بفضل تقنية CMOS AF ثنائي . تتيح لك خاصية البلوتوث والشبكة اللاسلكية مشاركة وتحرير الصور الملتقطة بسهولة على اللاب توب أو الهاتف الذكي. المميزات: مستشعر APS-C بدقة 24.1 ميجابكسل و ومعالج DIGIC 8 للحصول على جودة صورة فائقة. عدسة viewfinder/4K للحصول على دقة فائقة. ثنائي للتركيز السريع عندالتصوير والتركيز السلس عند التصوير مع تقنية لايف فيو مع خاصية اكتشاف العين ايه اف. شاشة قابلة للدوران: التقط الصور من مجموعة واسعة من المنظورات وتحكم في الكاميرا من خلال شاشة تعمل باللمس. خاصية البلوتوث والشبكة اللاسلكية. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS R6.3 مستشعر الصورة الأساسي يتيح نطاق ISO أصليًا يبلغ 100-102 ، 400. مع التصوير المستمر عالي السرعة حتى 12 إطارًا في الثانية مع الغالق الميكانيكي وما يصل إلى 20 إطارًا في الثانية مع الغالق الإلكتروني الصامت، يمكن لكاميرا EOS R6 مواكبة أي هدف سريع الحركة تقريبًا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 20 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-102400 ؛ قابل للتوسيع حتى 204800. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتبع الموضوع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. دقة التقاط الفيديو: 4K UHD 2160p. اشتريه من امازون السعودية اشتريه من امازون الامارات شتريه من امازون العالمي . كاميرا Canon EOS 6D Mark II.4 تقدم كاميرا Canon EOS 6D Mark II أداء الإطار الكامل في كاميرا DSLR صغيرة الحجم ومميزة بالكامل. بفضل جودة الصورة المذهلة والتركيز التلقائي السريع والدقيق والتنوع المطلوب للعديد من البيئات. المميزات: تجمع كاميرا EOS 6D Mark II بين مستشعر CMOS كامل الإطار 26.2 ميجابكسل ومعالج الصور DIGIC 7 الممتاز ونطاق ISO من 100 إلى 40000 لتقديم صور ومقاطع فيديو بجودة لا تصدق. تتميز كاميرا EOS 6D Mark II بنظام تركيز بؤري تلقائي واسع النطاق من 45 نقطة من النوع المتقاطع. تتميز كاميرا EOS 6D Mark II بأنها خفيفة الوزن ومتينة ، وتظل قادرة في مجموعة متنوعة من السيناريوهات. الأجزاء المغلقة بسبب الطقس تعني أداءً غير متقطع ، حتى عندما تصبح الظروف فوضوية. تتيح لك شاشة LCD متغيرة الزاوية التي تعمل باللمس التصوير في مجموعة متنوعة من الزوايا وتتميز بالتشغيل باللمس. اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS R.5 لم يكن الانتقال إلى كاميرا ذات إطار كامل أسهل من أي وقت مضى مع كاميرا EOS RP بدون مرآة. يتضمن مستشعر CMOS بدقة 26.2 ميجابكسل ، وضبط تلقائي للصورة سريع ودقيق ، وفيديو بدقة 4K ، ومعالج DIGIC 8 القوي للحصول على نتائج استثنائية ، حتى في الإضاءة المنخفضة. المميزات: خفيفة وصغيرة حامل Rf متوافق مع عدسات RF وعدسات EF / EF-S جودة صورة عالية مع 26.2 ميجابيكسل مستشعر CMOS كامل الإطار ومعالج الصور DIGIC 8 لتركيز تلقائي سريع ودقيق اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS 5D Mark IV.6 توفر كاميرا EOS 5D Mark IV ملفات فيديو ثابتة عالية الدقة و 4K بوضوح وتفاصيل مذهلة. إنه يقرن مستشعر 30.4 ميجابكسل كامل الإطار مع نظام تركيز بؤري تلقائي 61 نقطة والمزيد من التحسينات التشغيلية. المميزات: مستشعر CMOS كامل الإطار جديد 30.4 ميجابكسل للتصوير متعدد الاستخدامات في أي ضوء تقريبًا ، مع نطاق ISO 100-32000 ؛ قابل للتوسيع حتى 50-102400 (ما يعادل ISO). فيديو 4K Motion JPEG (نوع سينما DCI 4096 × 2160) عند 30p أو 24p ؛ التقاط إطار ثابت داخل الكاميرا لصور 4K بدقة 8.8 ميجابكسل ؛ تتضمن خيارات الفيديو المتعددة الوضوح العالي الكامل حتى 60 بكسل ، والدقة العالية حتى 120 بكسل. تركيز بؤري تلقائي CMOS ثنائي البكسل رائع للتركيز البؤري التلقائي على نحو سلس وسريع الاستجابة أثناء تصوير الفيديو أو العرض المباشر ؛ تحتوي شاشة LCD على واجهة شاشة لمس كاملة ، بما في ذلك اختيار منطقة التركيز البؤري التلقائي. سرعة تصوير مستمرة تصل إلى 7.0 إطارات في الثانية مع معالج الصور DIGIC 6 plus عالي الأداء لتحسين السرعة وجودة الصورة الممتازة. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS M200.7 كاميرا Compat من كانون مميزة. المميزات: صور عالية الجودة تم التقاطها بكاميرا EOS M200 الأخيرة اختبار الزمن ، التقاط أجواء المناسبات المهمة وإظهار أهدافك في أفضل حالاتها. اربط كاميرا EOS M200 بجهازك الذكي باستخدام Wi-Fi و Bluetooth لنقل الصور تلقائيًا ومشاركة الصور عبر الإنترنت والتحكم في الكاميرا عن بُعد. تعمل واجهة المستخدم الإرشادية ووضع المساعدة الإبداعية في كاميرا EOS m200 على تسهيل الصور ذات المظهر الاحترافي. كاميرا EOS M200 صغيرة الحجم وخفيفة الوزن بما يكفي لأخذها معك في حقيبتك اليومية. تساعدك شاشة اللمس التي يمكن قلبها بزاوية 180 درجة على التركيب من زوايا إبداعية. تلتقط كاميرا EOS M200 مقاطع فيديو بدقة 4K ، حاول أيضًا تصوير لقطات عالية الدقة بالكامل على نحو سلس بمعدل 60 إطارًا في الثانية أو لقطات بالحركة البطيئة بمعدل 120 إطارًا في الثانية في الوضع عالي الدقة أو 4K بفاصل زمني. أقرب مسافة تركيز 25 سم اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon PowerShot G9 X Mark II.8 تجمع كاميرا PowerShot G9 X Mark II بين تصميم فائق النحافة وميزات عالية الأداء مثل معالج الصور DIGIC 7 وتقنية Bluetooth المدمجة. سواء كنت تلتقط صورًا أو مقاطع فيديو ، فإنه يجعل من السهل التقاط الأوقات الثمينة في حياتك بطريقة مذهلة وأنيقة. المميزات: ١.٠ بوصة ، 20.1 ميجابيكسل حساس CMOS عالي الحساسية معالج الصور Digic 7 كاميرا فائقة النحافة وخفيفة الوزن بحجم الجيب الميزات: لوحة شاشة تعمل باللمس اشتريه من امازون العالمي كاميرا Canon EOS M50 Mark II.9 تحمل كاميرا EOS M50 Mark II الأداء القوي لكاميرا EOS M50 الشهيرة وتعتمد عليه مع التحسينات التي ستكون ملحوظة. لا تزال تحصل على جودة الصورة الرائعة لمستشعر CMOS بدقة 24.1 ميجابكسل ، وقوة معالج الصور DIGIC 8 ، و 4 K UHD 24p و HD 120p للفيديو بالحركة البطيئة والمزيد ، إلى جانب بعض التعزيزات الإضافية. المميزات: مستشعر CMOS بدقة 24.1 ميجابكسل (aps c) مع ISO 100 25600 (h: 51200). معالج الصور digic 8 مع مُحسِّن الإضاءة التلقائي. تحسين البكسل الثنائي cmos af وكشف العين af. و HD 120p للتصوير البطيء. شاشة LCD تعمل باللمس بزاوية متغيرة ملائمة للتدوين المرئي والتكوين المتنوع. اشتريه من امازون السعودية ٨_كاميرا أحادية الاستخدام نيكون دي 600 ويكيبيديا المحتوى متاح وفق CC BY-SA 3.0 إن لم يرد خلاف ذلك. سياسة الخصوصية شروط الاستخدامسطح الم أعلى من الكاميرات شبه احترافية، الحساس في هذا النوع من الكاميرات (الSensor) يتراوح ما بين 6 ميجا بيكسل إلى 17 ميجا بيكسل والآن توجد كاميراHasselblad H3DII-50 بحساس قيمته 50 ميجابيكسل وأيضا يتميز هذا النوع بكبر حجم السينسور مما يجعل هذا النوع من الكاميرات له أفضلية من حيث جودة الصورة علي كل الأنواع السابقة. تتميز الكاميرات الاحترافية بوفرة الاكسسوارات والملحقات للكاميرا مثل الفلاشات والعدسات (وهذا النوع من الكاميرات يقبل تغير العدسات، ولكل شركة عدساتها الخاصة بها) وغيرها من الملحقات والأكسسوارات. و لا تنتج كل الشركات كاميرات DSLR بل بعضا منها فقط وهم: كانون -نيكون -اوليمبس -بينتاكس -سيجما -ليكا فوجي فيلم -سوني -باناسونيك -سامسونج و هناك بعض الشركات أوقفت إنتاج الكاميرات الاحترافية مثل: كوداك وكونيكا مينوليتا وإبسون وعدد قليل جدا آخر من الشركات. ولكل سببه الخاص به. انظر أيضًا مراجع أَضاف JarBot آخر تعديل قبل 1 شهور صفحات ذات صلة فديوهات عن انواع الكاميرات https://youtu.be/DQIx243mITk https://youtu.be/xBS7cS42HSs https://youtu.be/vzyqyMcEmZw أنواع الكاميرات الرقميـــــــــة مرحبا بكـــــم في موقع الكاميــــــرات الرقمية إعداد / سمية الزبيدي إشراف د/ أنورالوحش * أنواع الكاميرات الرقمية ١_كاميرات بسيطة (Compact) و هي الكاميرات الرقمية العادية، ومعظم الناس يستخدمون هذا النوع، حيث يتميز بعدد قليل جدا من الكاميرات. ستجد فيه تحكم في الكاميرا مثل سرعة الغالق أو فتحة العدسة فتقريبا كلهم لا يسمحون في التصوير إلا بالوضع الأوتوماتيك، بحيث لا يحتاج صاحب الكاميرا إلى ضبطها قبل التصوير أو للتحكم اليدوي، وفي الغالب يكون بها عدسة زووم حوالي،3x فإما تكون بالكامل داخل جسد الكاميرا أو تدخل تلقائيا بعد استعمالها بالكامل داخل جسد الكاميرا وشاشه كبيرة للعرض ومشاركة الصور مع الأصحاب والأهل وبالطبع كلهم يحتوون على فلاش داخلي ولو أنه يكون له نطاق ضيق في معظم الأحوال يتراوح بين 4 و 6 متر وهناك نوع آخر منقسم من هذا النوع وهو ٢_كاميرات بسيطة فائقة الصغر (Ultra Compact) تسمي كاميرات الجيب هي نوع آخر من الكاميرات الكومباكت ولكنها تكون صغيرة الحجم وتدخل بسهولة في الجيب.. تقريبا أقل من 25 مم سمك ووزنها في الغالب يكون أقل من 130 جم، وتحمل أيضا مواصفات الكاميرا الكومباكت العادية. أهم الشركات المنتجة لهذا النوع: ١- كاسيو 2- سامسونج 3- أوليمبس 4- نيكون 5- باناسونيك وليكا 6- كانون 7- سوني 8- كوداك 9-بينتاكس ٣_كاميرات متطورة (Advanced) عدل أما هذا النوع فهو نوع متطور عن الكاميرات البسيطة من حيث الحجم والإمكانيات، فهو أكبر حجما وبالتالي يعطي تحكم في الكاميرا أفضل ويحتوي على مواصفات أعلى مثل تحكم في بعض أو كل التحكمات اليدوية وفي أغلب الأحيان يحتوي على عدسة زووم أفضل يتراوح مقدار الزووم فيها من3x إلى 6x(مثل كانون A710) ويصل في بعض الأحيان إلى 7x(مثل Samsung NV7 OPS)، وغالبا ما يحتوي هذا النوع على عدد بيكسل أعلى يصل الآن إلى 10 و 12 ميجا بيكسل مثل النيكون p5100 (و هذه الأعداد كبيرة جدا أكثر مما يحتاج الناس، وتأثيرها علي جودة الصورة قليلا بمعنى أن ممكن كاميرا بـ 7 ميجا بيكسل يكون تصويرها أفضل من الـ 12 ميجابيكسل فجودة الصورة لا تعتمد فقط على الميجابيكسل)و الكثير من هذا النوع يحتوي على شاشات كبيره تتراوح ما بين 2.5 إنش و 3 إنش وبعضهم يحتوي على منظار صغير (viewfinder). أفضل الشركات المنتجة لهذا النوع: 1- كانون 2- باناسونيك 3- نيكون 4- سوني 5- رايكو 6- ليكا 7- اوليمبس 8- فوجي فيلم 9- سامسونج 10- كوداك ٤_كاميرات زووم عالي - شبه احترافية (SLR-Like OR Super-Zoom) كاميرا زووم عالي شبه احترافية FZ18 من باناسونيك هذا النوع أكثر تطورا من الأنواع السابقة إلى حد ما، فهو أكبر حجما من الأنواع السابقة..و يأتي شكله على شكل الكاميرات الاحترافية الDSLR ويحتوي هذا النوع من الكاميرات دائما على عدسات ذات زووم عالي أو سوبر زووم يتراوح الزووم من 7x إلى 18x(مثل الباناسونيك Fz18) ولكن الأغلبية تحتوي على عدسة زووم 12x أو 10x(مثل الباناسونيك fz8 والكانون s5is وكوداك z712is) ويتميز هذا النوع بالتحكم اليدوي الكامل في الكاميرا، فتستطيع التحكم في فتحة العدسة وسرعة الغالق وغيرها من التحكمات اليدوية، ويتوفر فيها دائما شاشة واضحة وكبيرة وهناك بعض الأنواع فيها شاشة متحركة (مثل الكانون S3) وأيضا يوجد بها منظار إلكتروني والفلاش يكون من النوع ال(pop-up)، وهو نوع أقوى من الفلاش العادي في الكاميرات البسيطة ويتراوح قوته من 6 متر إلى 15 متر في بعض الأحيان. وهناك موديلات تسمح بتركيب فلاش خارجي(مثل الفوجي S6500fd) ومعظم هذه الأنواع تحتوي على خاصيه مانع الاهتزاز أو (Image Stabilizer). طبعا هذه الكاميرات جودتها اقل من الdslr أو الكاميرات الاحترافية. ولكنها تستطيع التقاط صور في غاية الروعة والموديلات ال(high-end) من هذا النوع قادرة على منافسة بعض الكاميرات الاحترافية(مثل الباناسونيك fz50 والفوجي S9600) حتى أنه هناك بعض الأنواع فعليا أغلى من بعض الكاميرات الاحترافية و تسمى كاميرات السوبر زووم في بعض الأحيان (Bridge-cameras) - بالعربي كاميرات الجسر - لانها قللت الفرق الكبير بين الكاميرات العادية البسيطة والكاميرات الاحترافية. أشهر الشركات المنتجة للكاميرا الشبه احترافية : ١- باناسونيك 2- فوجي فيلم 3- كانون 4- اوليمبس 5- سوني 6- كوداك 7- سامسونج ٥_كاميرات احترافية (DSLRs) الكاميرا الرقمية الاحترافية Canon EOS-1Ds Mark III من إنتاج شركة كانون الكاميرات الاحترافية (الكاميرا الرقمية ذات العدسة الأحادية العاكسة) أو (بالإنجليزية: DSLRs)(بمعنى Digital single-lens reflex camera)هي كاميرات أكثر احترافية من كل ما سبق وأيضا اغلى من كل ما سبق وهي عبارة عن مزيج بين الكاميرا الرقمية الحديثة التي سبق ذكرها والكاميرا الفيلم الـ 35 مم، الفرق أن بدلا من استخدام الفيلم يتم استخدام ما يسمي بالـ Sensor أو الحساس (أما من نوع CCD أو CMOS) ويتميز بأن مساحته مساوية لنفس مساحة سلبية الفيلم التقليدي مما يرفع سعر الكاميرا ويقدم صور عالية الدقة. في هذا النوع هناك تحكم كامل في الكاميرا بدرجه ذلك ، فإنهم يتجنبون نظام المرآة ، ويعتمدون بدلاً من ذلك على محددات الرؤية الإلكترونية وشاشات LCD ، هذا يسمح لهم بأن يكونوا أصغر وأخف من كاميرات DSLR ، تميل الكاميرات عديمة المرآة أيضًا إلى تضمين تقنية أكثر تطوراً ، بما في ذلك أنظمة التركيز التلقائي على المستشعر للحصول على التركيز الفوري. كاميرات Compact: تُعرّف كاميرا Compact بأنها الكاميرا التي تحتوي على عدسة ثابتة ، في حين أن هذا يحد من تعدد استخداماتها ، إلا أنه يجعل الكاميرات الـ Compact أكثر قابلية للنقل وسهلة الاستخدام ، فضلاً عن كونها أرخص بشكل عام. ٦_كاميرا رقمية ذات عدسة أحادية عاكسة آلة التصوير الرقمية ذات العدسة الأحادية العاكسة (بالإنجليزية: Digital Single-Lens Reflex Camera) ويطلق عليها اختصاراً Digital SLR أو DSLR وهي آلة تصوير تعتمد على أشهار الضوء الصادر من المشهد المراد تصويره بواسطة عدسات على حساس الكاميرا يقوم بتحويل فوتونات الضوء الساقطة على الحساس إلى إشارات رقمية يتم معالجتها وتخزينها على وسط رقمي يمكن من إعادة إنتاج الصورة لاحقا، وتختلف عن الكاميرا المدمجة في نظام المعاينة والالتقاط الميكانيكى.[1] كاميرا تصوير نيكون مثال للكاميرا ذات العدسة الأحادية العاكسة. ٧_بغض النظر عما إذا كنت جديدًا في التصوير الفوتوغرافي أو كنت تقوم بالتصوير لفترة من الوقت ، فإن Canon سيكون اسمًا مألوفًا لك ، الشركة الشهيرة لديها مجموعة واسعة تشمل العديد انواع الكاميرات بميزانيات مختلفة. قد يكون من الصعب معرفة أي كاميرا Canon هي الكاميرا المناسبة لك ، مع مجموعة واسعة من الخيارات التي تتراوح من الكاميرات الصغيرة الحجم المناسبة للجيب إلى كاميرات DSLR وانظمة Mirrorless الأكثر تقدمًا. هنالك العديد من الكاميرات من كانون ، وقد يكون من المحيّر ايها تختار ، فاذا ماكنت تبحث عن كاميرا كانون ، فنحن نوفر لك افضل الخيارات في هذا المقال. انواع كاميرات كانون هنالك العديد من انواع كاميرات كانون نذكر لك هنا اهمّها: كاميرات DSLR: تم تصنيع الكاميرات الرقمية ذات العدسة الواحدة للتصوير لجميع الأغراض ، إنها تسمح بتغيير العدسة ، وتميل إلى الحصول على قدر مناسب من مقاومة الطقس. تستخدم كاميرات DSLR نظام مرآة داخلي لعكس الصورة من العدسة في معين المنظر البصري افضل 10 كاميرات كانون . كاميرا Canon EOS R5:1 مهما كان ما تلتقطه ، وكيفما كنت تصوّره ، ستتيح لك كاميرا EOS R5 أن تكون مبدعًا بطرق لم تكن لتتمكن من التقاطها من قبل. التقط صورًا رائعة بدقة 45 ميجابكسل بمعدل يصل إلى 20 إطارًا في الثانية ، أو فيديو بدقة 12 بت 8K RAW باستخدام العرض الكامل لمستشعر الكاميرا. تمت برمجة الضبط البؤري التلقائي المتقدم باستخدام الذكاء الاصطناعي للتعلم العميق ، بينما يعمل تثبيت الصورة داخل الجسم بالتنسيق مع مُثبِّت الصور الخاص بالعدسة لتوفير ما يصل إلى 8 درجات توقف من الحماية ضد اهتزاز الكاميرا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 45 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-51200 ؛ قابل للتوسيع حتى 102400×1. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتيح تتبع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. فيديو داخلي 8K RAW كامل الإطار. اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon EOS 250D:2 اذا كنت تبحث عن افضل كاميرا كانون رخيصة فهذه الكاميرا رائعة ، التقط صوراً تستحق التذكر مع كاميرا كانون EOS 250D دي اس ال ار القوية. تم تصميمها بعناية فائقة وتأتي مزودة بالكثير من الوظائف المتطورة التي تمنحك الكثير من المرونة في التصوير. هذه الكاميرا مزودة بمستشعر APS-C متطور جداً يعطي غباشاً في الخلفية خلف الهدف. مع معالج DIGIC 8 القادر على تصوير أفلام 4 كيه، تتيح لك هذه الكاميرا التقاط الصور في ظروف الإضاءة المنخفضة. تتيح لك دقة الكاميرا البالغة 24.1 ميجابكسل التقاط كل لقطة بتفاصيل مذهلة. علاوة على ذلك، توفر هذه الكاميرا تصوير بتقنية لايف فيو بفضل تقنية CMOS AF ثنائي . تتيح لك خاصية البلوتوث والشبكة اللاسلكية مشاركة وتحرير الصور الملتقطة بسهولة على اللاب توب أو الهاتف الذكي. المميزات: مستشعر APS-C بدقة 24.1 ميجابكسل و ومعالج DIGIC 8 للحصول على جودة صورة فائقة. عدسة viewfinder/4K للحصول على دقة فائقة. ثنائي للتركيز السريع عندالتصوير والتركيز السلس عند التصوير مع تقنية لايف فيو مع خاصية اكتشاف العين ايه اف. شاشة قابلة للدوران: التقط الصور من مجموعة واسعة من المنظورات وتحكم في الكاميرا من خلال شاشة تعمل باللمس. خاصية البلوتوث والشبكة اللاسلكية. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS R6.3 مستشعر الصورة الأساسي يتيح نطاق ISO أصليًا يبلغ 100-102 ، 400. مع التصوير المستمر عالي السرعة حتى 12 إطارًا في الثانية مع الغالق الميكانيكي وما يصل إلى 20 إطارًا في الثانية مع الغالق الإلكتروني الصامت، يمكن لكاميرا EOS R6 مواكبة أي هدف سريع الحركة تقريبًا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 20 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-102400 ؛ قابل للتوسيع حتى 204800. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتبع الموضوع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. دقة التقاط الفيديو: 4K UHD 2160p. اشتريه من امازون السعودية اشتريه من امازون الامارات شتريه من امازون العالمي . كاميرا Canon EOS 6D Mark II.4 تقدم كاميرا Canon EOS 6D Mark II أداء الإطار الكامل في كاميرا DSLR صغيرة الحجم ومميزة بالكامل. بفضل جودة الصورة المذهلة والتركيز التلقائي السريع والدقيق والتنوع المطلوب للعديد من البيئات. المميزات: تجمع كاميرا EOS 6D Mark II بين مستشعر CMOS كامل الإطار 26.2 ميجابكسل ومعالج الصور DIGIC 7 الممتاز ونطاق ISO من 100 إلى 40000 لتقديم صور ومقاطع فيديو بجودة لا تصدق. تتميز كاميرا EOS 6D Mark II بنظام تركيز بؤري تلقائي واسع النطاق من 45 نقطة من النوع المتقاطع. تتميز كاميرا EOS 6D Mark II بأنها خفيفة الوزن ومتينة ، وتظل قادرة في مجموعة متنوعة من السيناريوهات. الأجزاء المغلقة بسبب الطقس تعني أداءً غير متقطع ، حتى عندما تصبح الظروف فوضوية. تتيح لك شاشة LCD متغيرة الزاوية التي تعمل باللمس التصوير في مجموعة متنوعة من الزوايا وتتميز بالتشغيل باللمس. اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS R.5 لم يكن الانتقال إلى كاميرا ذات إطار كامل أسهل من أي وقت مضى مع كاميرا EOS RP بدون مرآة. يتضمن مستشعر CMOS بدقة 26.2 ميجابكسل ، وضبط تلقائي للصورة سريع ودقيق ، وفيديو بدقة 4K ، ومعالج DIGIC 8 القوي للحصول على نتائج استثنائية ، حتى في الإضاءة المنخفضة. المميزات: خفيفة وصغيرة حامل Rf متوافق مع عدسات RF وعدسات EF / EF-S جودة صورة عالية مع 26.2 ميجابيكسل مستشعر CMOS كامل الإطار ومعالج الصور DIGIC 8 لتركيز تلقائي سريع ودقيق اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS 5D Mark IV.6 توفر كاميرا EOS 5D Mark IV ملفات فيديو ثابتة عالية الدقة و 4K بوضوح وتفاصيل مذهلة. إنه يقرن مستشعر 30.4 ميجابكسل كامل الإطار مع نظام تركيز بؤري تلقائي 61 نقطة والمزيد من التحسينات التشغيلية. المميزات: مستشعر CMOS كامل الإطار جديد 30.4 ميجابكسل للتصوير متعدد الاستخدامات في أي ضوء تقريبًا ، مع نطاق ISO 100-32000 ؛ قابل للتوسيع حتى 50-102400 (ما يعادل ISO). فيديو 4K Motion JPEG (نوع سينما DCI 4096 × 2160) عند 30p أو 24p ؛ التقاط إطار ثابت داخل الكاميرا لصور 4K بدقة 8.8 ميجابكسل ؛ تتضمن خيارات الفيديو المتعددة الوضوح العالي الكامل حتى 60 بكسل ، والدقة العالية حتى 120 بكسل. تركيز بؤري تلقائي CMOS ثنائي البكسل رائع للتركيز البؤري التلقائي على نحو سلس وسريع الاستجابة أثناء تصوير الفيديو أو العرض المباشر ؛ تحتوي شاشة LCD على واجهة شاشة لمس كاملة ، بما في ذلك اختيار منطقة التركيز البؤري التلقائي. سرعة تصوير مستمرة تصل إلى 7.0 إطارات في الثانية مع معالج الصور DIGIC 6 plus عالي الأداء لتحسين السرعة وجودة الصورة الممتازة. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS M200.7 كاميرا Compat من كانون مميزة. المميزات: صور عالية الجودة تم التقاطها بكاميرا EOS M200 الأخيرة اختبار الزمن ، التقاط أجواء المناسبات المهمة وإظهار أهدافك في أفضل حالاتها. اربط كاميرا EOS M200 بجهازك الذكي باستخدام Wi-Fi و Bluetooth لنقل الصور تلقائيًا ومشاركة الصور عبر الإنترنت والتحكم في الكاميرا عن بُعد. تعمل واجهة المستخدم الإرشادية ووضع المساعدة الإبداعية في كاميرا EOS m200 على تسهيل الصور ذات المظهر الاحترافي. كاميرا EOS M200 صغيرة الحجم وخفيفة الوزن بما يكفي لأخذها معك في حقيبتك اليومية. تساعدك شاشة اللمس التي يمكن قلبها بزاوية 180 درجة على التركيب من زوايا إبداعية. تلتقط كاميرا EOS M200 مقاطع فيديو بدقة 4K ، حاول أيضًا تصوير لقطات عالية الدقة بالكامل على نحو سلس بمعدل 60 إطارًا في الثانية أو لقطات بالحركة البطيئة بمعدل 120 إطارًا في الثانية في الوضع عالي الدقة أو 4K بفاصل زمني. أقرب مسافة تركيز 25 سم اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon PowerShot G9 X Mark II.8 تجمع كاميرا PowerShot G9 X Mark II بين تصميم فائق النحافة وميزات عالية الأداء مثل معالج الصور DIGIC 7 وتقنية Bluetooth المدمجة. سواء كنت تلتقط صورًا أو مقاطع فيديو ، فإنه يجعل من السهل التقاط الأوقات الثمينة في حياتك بطريقة مذهلة وأنيقة. المميزات: ١.٠ بوصة ، 20.1 ميجابيكسل حساس CMOS عالي الحساسية معالج الصور Digic 7 كاميرا فائقة النحافة وخفيفة الوزن بحجم الجيب الميزات: لوحة شاشة تعمل باللمس اشتريه من امازون العالمي كاميرا Canon EOS M50 Mark II.9 تحمل كاميرا EOS M50 Mark II الأداء القوي لكاميرا EOS M50 الشهيرة وتعتمد عليه مع التحسينات التي ستكون ملحوظة. لا تزال تحصل على جودة الصورة الرائعة لمستشعر CMOS بدقة 24.1 ميجابكسل ، وقوة معالج الصور DIGIC 8 ، و 4 K UHD 24p و HD 120p للفيديو بالحركة البطيئة والمزيد ، إلى جانب بعض التعزيزات الإضافية. المميزات: مستشعر CMOS بدقة 24.1 ميجابكسل (aps c) مع ISO 100 25600 (h: 51200). معالج الصور digic 8 مع مُحسِّن الإضاءة التلقائي. تحسين البكسل الثنائي cmos af وكشف العين af. و HD 120p للتصوير البطيء. شاشة LCD تعمل باللمس بزاوية متغيرة ملائمة للتدوين المرئي والتكوين المتنوع. اشتريه من امازون السعودية ٨_كاميرا أحادية الاستخدام نيكون دي 600 ويكيبيديا المحتوى متاح وفق CC BY-SA 3.0 إن لم يرد خلاف ذلك. سياسة الخصوصية شروط الاستخدامسطح الم أعلى من الكاميرات شبه احترافية، الحساس في هذا النوع من الكاميرات (الSensor) يتراوح ما بين 6 ميجا بيكسل إلى 17 ميجا بيكسل والآن توجد كاميراHasselblad H3DII-50 بحساس قيمته 50 ميجابيكسل وأيضا يتميز هذا النوع بكبر حجم السينسور مما يجعل هذا النوع من الكاميرات له أفضلية من حيث جودة الصورة علي كل الأنواع السابقة. تتميز الكاميرات الاحترافية بوفرة الاكسسوارات والملحقات للكاميرا مثل الفلاشات والعدسات (وهذا النوع من الكاميرات يقبل تغير العدسات، ولكل شركة عدساتها الخاصة بها) وغيرها من الملحقات والأكسسوارات. و لا تنتج كل الشركات كاميرات DSLR بل بعضا منها فقط وهم: كانون -نيكون -اوليمبس -بينتاكس -سيجما -ليكا فوجي فيلم -سوني -باناسونيك -سامسونج و هناك بعض الشركات أوقفت إنتاج الكاميرات الاحترافية مثل: كوداك وكونيكا مينوليتا وإبسون وعدد قليل جدا آخر من الشركات. ولكل سببه الخاص به. انظر أيضًا مراجع أَضاف JarBot آخر تعديل قبل 1 شهور صفحات ذات صلة فديوهات عن انواع الكاميرات https://youtu.be/DQIx243mITk https://youtu.be/xBS7cS42HSs https://youtu.be/vzyqyMcEmZw * أنواع الكاميرات الرقمية ١_كاميرات بسيطة (Compact) و هي الكاميرات الرقمية العادية، ومعظم الناس يستخدمون هذا النوع، حيث يتميز بعدد قليل جدا من الكاميرات. ستجد فيه تحكم في الكاميرا مثل سرعة الغالق أو فتحة العدسة فتقريبا كلهم لا يسمحون في التصوير إلا بالوضع الأوتوماتيك، بحيث لا يحتاج صاحب الكاميرا إلى ضبطها قبل التصوير أو للتحكم اليدوي، وفي الغالب يكون بها عدسة زووم حوالي،3x فإما تكون بالكامل داخل جسد الكاميرا أو تدخل تلقائيا بعد استعمالها بالكامل داخل جسد الكاميرا وشاشه كبيرة للعرض ومشاركة الصور مع الأصحاب والأهل وبالطبع كلهم يحتوون على فلاش داخلي ولو أنه يكون له نطاق ضيق في معظم الأحوال يتراوح بين 4 و 6 متر وهناك نوع آخر منقسم من هذا النوع وهو ٢_كاميرات بسيطة فائقة الصغر (Ultra Compact) تسمي كاميرات الجيب هي نوع آخر من الكاميرات الكومباكت ولكنها تكون صغيرة الحجم وتدخل بسهولة في الجيب.. تقريبا أقل من 25 مم سمك ووزنها في الغالب يكون أقل من 130 جم، وتحمل أيضا مواصفات الكاميرا الكومباكت العادية. أهم الشركات المنتجة لهذا النوع: ١- كاسيو 2- سامسونج 3- أوليمبس 4- نيكون 5- باناسونيك وليكا 6- كانون 7- سوني 8- كوداك 9-بينتاكس ٣_كاميرات متطورة (Advanced) عدل أما هذا النوع فهو نوع متطور عن الكاميرات البسيطة من حيث الحجم والإمكانيات، فهو أكبر حجما وبالتالي يعطي تحكم في الكاميرا أفضل ويحتوي على مواصفات أعلى مثل تحكم في بعض أو كل التحكمات اليدوية وفي أغلب الأحيان يحتوي على عدسة زووم أفضل يتراوح مقدار الزووم فيها من3x إلى 6x(مثل كانون A710) ويصل في بعض الأحيان إلى 7x(مثل Samsung NV7 OPS)، وغالبا ما يحتوي هذا النوع على عدد بيكسل أعلى يصل الآن إلى 10 و 12 ميجا بيكسل مثل النيكون p5100 (و هذه الأعداد كبيرة جدا أكثر مما يحتاج الناس، وتأثيرها علي جودة الصورة قليلا بمعنى أن ممكن كاميرا بـ 7 ميجا بيكسل يكون تصويرها أفضل من الـ 12 ميجابيكسل فجودة الصورة لا تعتمد فقط على الميجابيكسل)و الكثير من هذا النوع يحتوي على شاشات كبيره تتراوح ما بين 2.5 إنش و 3 إنش وبعضهم يحتوي على منظار صغير (viewfinder). أفضل الشركات المنتجة لهذا النوع: 1- كانون 2- باناسونيك 3- نيكون 4- سوني 5- رايكو 6- ليكا 7- اوليمبس 8- فوجي فيلم 9- سامسونج 10- كوداك ٤_كاميرات زووم عالي - شبه احترافية (SLR-Like OR Super-Zoom) كاميرا زووم عالي شبه احترافية FZ18 من باناسونيك هذا النوع أكثر تطورا من الأنواع السابقة إلى حد ما، فهو أكبر حجما من الأنواع السابقة..و يأتي شكله على شكل الكاميرات الاحترافية الDSLR ويحتوي هذا النوع من الكاميرات دائما على عدسات ذات زووم عالي أو سوبر زووم يتراوح الزووم من 7x إلى 18x(مثل الباناسونيك Fz18) ولكن الأغلبية تحتوي على عدسة زووم 12x أو 10x(مثل الباناسونيك fz8 والكانون s5is وكوداك z712is) ويتميز هذا النوع بالتحكم اليدوي الكامل في الكاميرا، فتستطيع التحكم في فتحة العدسة وسرعة الغالق وغيرها من التحكمات اليدوية، ويتوفر فيها دائما شاشة واضحة وكبيرة وهناك بعض الأنواع فيها شاشة متحركة (مثل الكانون S3) وأيضا يوجد بها منظار إلكتروني والفلاش يكون من النوع ال(pop-up)، وهو نوع أقوى من الفلاش العادي في الكاميرات البسيطة ويتراوح قوته من 6 متر إلى 15 متر في بعض الأحيان. وهناك موديلات تسمح بتركيب فلاش خارجي(مثل الفوجي S6500fd) ومعظم هذه الأنواع تحتوي على خاصيه مانع الاهتزاز أو (Image Stabilizer). طبعا هذه الكاميرات جودتها اقل من الdslr أو الكاميرات الاحترافية. ولكنها تستطيع التقاط صور في غاية الروعة والموديلات ال(high-end) من هذا النوع قادرة على منافسة بعض الكاميرات الاحترافية(مثل الباناسونيك fz50 والفوجي S9600) حتى أنه هناك بعض الأنواع فعليا أغلى من بعض الكاميرات الاحترافية و تسمى كاميرات السوبر زووم في بعض الأحيان (Bridge-cameras) - بالعربي كاميرات الجسر - لانها قللت الفرق الكبير بين الكاميرات العادية البسيطة والكاميرات الاحترافية. أشهر الشركات المنتجة للكاميرا الشبه احترافية : ١- باناسونيك 2- فوجي فيلم 3- كانون 4- اوليمبس 5- سوني 6- كوداك 7- سامسونج ٥_كاميرات احترافية (DSLRs) الكاميرا الرقمية الاحترافية Canon EOS-1Ds Mark III من إنتاج شركة كانون الكاميرات الاحترافية (الكاميرا الرقمية ذات العدسة الأحادية العاكسة) أو (بالإنجليزية: DSLRs)(بمعنى Digital single-lens reflex camera)هي كاميرات أكثر احترافية من كل ما سبق وأيضا اغلى من كل ما سبق وهي عبارة عن مزيج بين الكاميرا الرقمية الحديثة التي سبق ذكرها والكاميرا الفيلم الـ 35 مم، الفرق أن بدلا من استخدام الفيلم يتم استخدام ما يسمي بالـ Sensor أو الحساس (أما من نوع CCD أو CMOS) ويتميز بأن مساحته مساوية لنفس مساحة سلبية الفيلم التقليدي مما يرفع سعر الكاميرا ويقدم صور عالية الدقة. في هذا النوع هناك تحكم كامل في الكاميرا بدرجه ذلك ، فإنهم يتجنبون نظام المرآة ، ويعتمدون بدلاً من ذلك على محددات الرؤية الإلكترونية وشاشات LCD ، هذا يسمح لهم بأن يكونوا أصغر وأخف من كاميرات DSLR ، تميل الكاميرات عديمة المرآة أيضًا إلى تضمين تقنية أكثر تطوراً ، بما في ذلك أنظمة التركيز التلقائي على المستشعر للحصول على التركيز الفوري. كاميرات Compact: تُعرّف كاميرا Compact بأنها الكاميرا التي تحتوي على عدسة ثابتة ، في حين أن هذا يحد من تعدد استخداماتها ، إلا أنه يجعل الكاميرات الـ Compact أكثر قابلية للنقل وسهلة الاستخدام ، فضلاً عن كونها أرخص بشكل عام. ٦_كاميرا رقمية ذات عدسة أحادية عاكسة آلة التصوير الرقمية ذات العدسة الأحادية العاكسة (بالإنجليزية: Digital Single-Lens Reflex Camera) ويطلق عليها اختصاراً Digital SLR أو DSLR وهي آلة تصوير تعتمد على أشهار الضوء الصادر من المشهد المراد تصويره بواسطة عدسات على حساس الكاميرا يقوم بتحويل فوتونات الضوء الساقطة على الحساس إلى إشارات رقمية يتم معالجتها وتخزينها على وسط رقمي يمكن من إعادة إنتاج الصورة لاحقا، وتختلف عن الكاميرا المدمجة في نظام المعاينة والالتقاط الميكانيكى.[1] كاميرا تصوير نيكون مثال للكاميرا ذات العدسة الأحادية العاكسة. ٧_بغض النظر عما إذا كنت جديدًا في التصوير الفوتوغرافي أو كنت تقوم بالتصوير لفترة من الوقت ، فإن Canon سيكون اسمًا مألوفًا لك ، الشركة الشهيرة لديها مجموعة واسعة تشمل العديد انواع الكاميرات بميزانيات مختلفة. قد يكون من الصعب معرفة أي كاميرا Canon هي الكاميرا المناسبة لك ، مع مجموعة واسعة من الخيارات التي تتراوح من الكاميرات الصغيرة الحجم المناسبة للجيب إلى كاميرات DSLR وانظمة Mirrorless الأكثر تقدمًا. هنالك العديد من الكاميرات من كانون ، وقد يكون من المحيّر ايها تختار ، فاذا ماكنت تبحث عن كاميرا كانون ، فنحن نوفر لك افضل الخيارات في هذا المقال. انواع كاميرات كانون هنالك العديد من انواع كاميرات كانون نذكر لك هنا اهمّها: كاميرات DSLR: تم تصنيع الكاميرات الرقمية ذات العدسة الواحدة للتصوير لجميع الأغراض ، إنها تسمح بتغيير العدسة ، وتميل إلى الحصول على قدر مناسب من مقاومة الطقس. تستخدم كاميرات DSLR نظام مرآة داخلي لعكس الصورة من العدسة في معين المنظر البصري افضل 10 كاميرات كانون . كاميرا Canon EOS R5:1 مهما كان ما تلتقطه ، وكيفما كنت تصوّره ، ستتيح لك كاميرا EOS R5 أن تكون مبدعًا بطرق لم تكن لتتمكن من التقاطها من قبل. التقط صورًا رائعة بدقة 45 ميجابكسل بمعدل يصل إلى 20 إطارًا في الثانية ، أو فيديو بدقة 12 بت 8K RAW باستخدام العرض الكامل لمستشعر الكاميرا. تمت برمجة الضبط البؤري التلقائي المتقدم باستخدام الذكاء الاصطناعي للتعلم العميق ، بينما يعمل تثبيت الصورة داخل الجسم بالتنسيق مع مُثبِّت الصور الخاص بالعدسة لتوفير ما يصل إلى 8 درجات توقف من الحماية ضد اهتزاز الكاميرا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 45 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-51200 ؛ قابل للتوسيع حتى 102400×1. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتيح تتبع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. فيديو داخلي 8K RAW كامل الإطار. اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon EOS 250D:2 اذا كنت تبحث عن افضل كاميرا كانون رخيصة فهذه الكاميرا رائعة ، التقط صوراً تستحق التذكر مع كاميرا كانون EOS 250D دي اس ال ار القوية. تم تصميمها بعناية فائقة وتأتي مزودة بالكثير من الوظائف المتطورة التي تمنحك الكثير من المرونة في التصوير. هذه الكاميرا مزودة بمستشعر APS-C متطور جداً يعطي غباشاً في الخلفية خلف الهدف. مع معالج DIGIC 8 القادر على تصوير أفلام 4 كيه، تتيح لك هذه الكاميرا التقاط الصور في ظروف الإضاءة المنخفضة. تتيح لك دقة الكاميرا البالغة 24.1 ميجابكسل التقاط كل لقطة بتفاصيل مذهلة. علاوة على ذلك، توفر هذه الكاميرا تصوير بتقنية لايف فيو بفضل تقنية CMOS AF ثنائي . تتيح لك خاصية البلوتوث والشبكة اللاسلكية مشاركة وتحرير الصور الملتقطة بسهولة على اللاب توب أو الهاتف الذكي. المميزات: مستشعر APS-C بدقة 24.1 ميجابكسل و ومعالج DIGIC 8 للحصول على جودة صورة فائقة. عدسة viewfinder/4K للحصول على دقة فائقة. ثنائي للتركيز السريع عندالتصوير والتركيز السلس عند التصوير مع تقنية لايف فيو مع خاصية اكتشاف العين ايه اف. شاشة قابلة للدوران: التقط الصور من مجموعة واسعة من المنظورات وتحكم في الكاميرا من خلال شاشة تعمل باللمس. خاصية البلوتوث والشبكة اللاسلكية. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS R6.3 مستشعر الصورة الأساسي يتيح نطاق ISO أصليًا يبلغ 100-102 ، 400. مع التصوير المستمر عالي السرعة حتى 12 إطارًا في الثانية مع الغالق الميكانيكي وما يصل إلى 20 إطارًا في الثانية مع الغالق الإلكتروني الصامت، يمكن لكاميرا EOS R6 مواكبة أي هدف سريع الحركة تقريبًا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 20 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-102400 ؛ قابل للتوسيع حتى 204800. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتبع الموضوع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. دقة التقاط الفيديو: 4K UHD 2160p. اشتريه من امازون السعودية اشتريه من امازون الامارات شتريه من امازون العالمي . كاميرا Canon EOS 6D Mark II.4 تقدم كاميرا Canon EOS 6D Mark II أداء الإطار الكامل في كاميرا DSLR صغيرة الحجم ومميزة بالكامل. بفضل جودة الصورة المذهلة والتركيز التلقائي السريع والدقيق والتنوع المطلوب للعديد من البيئات. المميزات: تجمع كاميرا EOS 6D Mark II بين مستشعر CMOS كامل الإطار 26.2 ميجابكسل ومعالج الصور DIGIC 7 الممتاز ونطاق ISO من 100 إلى 40000 لتقديم صور ومقاطع فيديو بجودة لا تصدق. تتميز كاميرا EOS 6D Mark II بنظام تركيز بؤري تلقائي واسع النطاق من 45 نقطة من النوع المتقاطع. تتميز كاميرا EOS 6D Mark II بأنها خفيفة الوزن ومتينة ، وتظل قادرة في مجموعة متنوعة من السيناريوهات. الأجزاء المغلقة بسبب الطقس تعني أداءً غير متقطع ، حتى عندما تصبح الظروف فوضوية. تتيح لك شاشة LCD متغيرة الزاوية التي تعمل باللمس التصوير في مجموعة متنوعة من الزوايا وتتميز بالتشغيل باللمس. اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS R.5 لم يكن الانتقال إلى كاميرا ذات إطار كامل أسهل من أي وقت مضى مع كاميرا EOS RP بدون مرآة. يتضمن مستشعر CMOS بدقة 26.2 ميجابكسل ، وضبط تلقائي للصورة سريع ودقيق ، وفيديو بدقة 4K ، ومعالج DIGIC 8 القوي للحصول على نتائج استثنائية ، حتى في الإضاءة المنخفضة. المميزات: خفيفة وصغيرة حامل Rf متوافق مع عدسات RF وعدسات EF / EF-S جودة صورة عالية مع 26.2 ميجابيكسل مستشعر CMOS كامل الإطار ومعالج الصور DIGIC 8 لتركيز تلقائي سريع ودقيق اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS 5D Mark IV.6 توفر كاميرا EOS 5D Mark IV ملفات فيديو ثابتة عالية الدقة و 4K بوضوح وتفاصيل مذهلة. إنه يقرن مستشعر 30.4 ميجابكسل كامل الإطار مع نظام تركيز بؤري تلقائي 61 نقطة والمزيد من التحسينات التشغيلية. المميزات: مستشعر CMOS كامل الإطار جديد 30.4 ميجابكسل للتصوير متعدد الاستخدامات في أي ضوء تقريبًا ، مع نطاق ISO 100-32000 ؛ قابل للتوسيع حتى 50-102400 (ما يعادل ISO). فيديو 4K Motion JPEG (نوع سينما DCI 4096 × 2160) عند 30p أو 24p ؛ التقاط إطار ثابت داخل الكاميرا لصور 4K بدقة 8.8 ميجابكسل ؛ تتضمن خيارات الفيديو المتعددة الوضوح العالي الكامل حتى 60 بكسل ، والدقة العالية حتى 120 بكسل. تركيز بؤري تلقائي CMOS ثنائي البكسل رائع للتركيز البؤري التلقائي على نحو سلس وسريع الاستجابة أثناء تصوير الفيديو أو العرض المباشر ؛ تحتوي شاشة LCD على واجهة شاشة لمس كاملة ، بما في ذلك اختيار منطقة التركيز البؤري التلقائي. سرعة تصوير مستمرة تصل إلى 7.0 إطارات في الثانية مع معالج الصور DIGIC 6 plus عالي الأداء لتحسين السرعة وجودة الصورة الممتازة. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS M200.7 كاميرا Compat من كانون مميزة. المميزات: صور عالية الجودة تم التقاطها بكاميرا EOS M200 الأخيرة اختبار الزمن ، التقاط أجواء المناسبات المهمة وإظهار أهدافك في أفضل حالاتها. اربط كاميرا EOS M200 بجهازك الذكي باستخدام Wi-Fi و Bluetooth لنقل الصور تلقائيًا ومشاركة الصور عبر الإنترنت والتحكم في الكاميرا عن بُعد. تعمل واجهة المستخدم الإرشادية ووضع المساعدة الإبداعية في كاميرا EOS m200 على تسهيل الصور ذات المظهر الاحترافي. كاميرا EOS M200 صغيرة الحجم وخفيفة الوزن بما يكفي لأخذها معك في حقيبتك اليومية. تساعدك شاشة اللمس التي يمكن قلبها بزاوية 180 درجة على التركيب من زوايا إبداعية. تلتقط كاميرا EOS M200 مقاطع فيديو بدقة 4K ، حاول أيضًا تصوير لقطات عالية الدقة بالكامل على نحو سلس بمعدل 60 إطارًا في الثانية أو لقطات بالحركة البطيئة بمعدل 120 إطارًا في الثانية في الوضع عالي الدقة أو 4K بفاصل زمني. أقرب مسافة تركيز 25 سم اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon PowerShot G9 X Mark II.8 تجمع كاميرا PowerShot G9 X Mark II بين تصميم فائق النحافة وميزات عالية الأداء مثل معالج الصور DIGIC 7 وتقنية Bluetooth المدمجة. سواء كنت تلتقط صورًا أو مقاطع فيديو ، فإنه يجعل من السهل التقاط الأوقات الثمينة في حياتك بطريقة مذهلة وأنيقة. المميزات: ١.٠ بوصة ، 20.1 ميجابيكسل حساس CMOS عالي الحساسية معالج الصور Digic 7 كاميرا فائقة النحافة وخفيفة الوزن بحجم الجيب الميزات: لوحة شاشة تعمل باللمس اشتريه من امازون العالمي كاميرا Canon EOS M50 Mark II.9 تحمل كاميرا EOS M50 Mark II الأداء القوي لكاميرا EOS M50 الشهيرة وتعتمد عليه مع التحسينات التي ستكون ملحوظة. لا تزال تحصل على جودة الصورة الرائعة لمستشعر CMOS بدقة 24.1 ميجابكسل ، وقوة معالج الصور DIGIC 8 ، و 4 K UHD 24p و HD 120p للفيديو بالحركة البطيئة والمزيد ، إلى جانب بعض التعزيزات الإضافية. المميزات: مستشعر CMOS بدقة 24.1 ميجابكسل (aps c) مع ISO 100 25600 (h: 51200). معالج الصور digic 8 مع مُحسِّن الإضاءة التلقائي. تحسين البكسل الثنائي cmos af وكشف العين af. و HD 120p للتصوير البطيء. شاشة LCD تعمل باللمس بزاوية متغيرة ملائمة للتدوين المرئي والتكوين المتنوع. اشتريه من امازون السعودية ٨_كاميرا أحادية الاستخدام نيكون دي 600 ويكيبيديا المحتوى متاح وفق CC BY-SA 3.0 إن لم يرد خلاف ذلك. سياسة الخصوصية شروط الاستخدامسطح الم أعلى من الكاميرات شبه احترافية، الحساس في هذا النوع من الكاميرات (الSensor) يتراوح ما بين 6 ميجا بيكسل إلى 17 ميجا بيكسل والآن توجد كاميراHasselblad H3DII-50 بحساس قيمته 50 ميجابيكسل وأيضا يتميز هذا النوع بكبر حجم السينسور مما يجعل هذا النوع من الكاميرات له أفضلية من حيث جودة الصورة علي كل الأنواع السابقة. تتميز الكاميرات الاحترافية بوفرة الاكسسوارات والملحقات للكاميرا مثل الفلاشات والعدسات (وهذا النوع من الكاميرات يقبل تغير العدسات، ولكل شركة عدساتها الخاصة بها) وغيرها من الملحقات والأكسسوارات. و لا تنتج كل الشركات كاميرات DSLR بل بعضا منها فقط وهم: كانون -نيكون -اوليمبس -بينتاكس -سيجما -ليكا فوجي فيلم -سوني -باناسونيك -سامسونج و هناك بعض الشركات أوقفت إنتاج الكاميرات الاحترافية مثل: كوداك وكونيكا مينوليتا وإبسون وعدد قليل جدا آخر من الشركات. ولكل سببه الخاص به. انظر أيضًا مراجع أَضاف JarBot آخر تعديل قبل 1 شهور صفحات ذات صلة فديوهات عن انواع الكاميرات https://youtu.be/DQIx243mITk https://youtu.be/xBS7cS42HSs https://youtu.be/vzyqyMcEmZw * أنواع الكاميرات الرقمية ١_كاميرات بسيطة (Compact) و هي الكاميرات الرقمية العادية، ومعظم الناس يستخدمون هذا النوع، حيث يتميز بعدد قليل جدا من الكاميرات. ستجد فيه تحكم في الكاميرا مثل سرعة الغالق أو فتحة العدسة فتقريبا كلهم لا يسمحون في التصوير إلا بالوضع الأوتوماتيك، بحيث لا يحتاج صاحب الكاميرا إلى ضبطها قبل التصوير أو للتحكم اليدوي، وفي الغالب يكون بها عدسة زووم حوالي،3x فإما تكون بالكامل داخل جسد الكاميرا أو تدخل تلقائيا بعد استعمالها بالكامل داخل جسد الكاميرا وشاشه كبيرة للعرض ومشاركة الصور مع الأصحاب والأهل وبالطبع كلهم يحتوون على فلاش داخلي ولو أنه يكون له نطاق ضيق في معظم الأحوال يتراوح بين 4 و 6 متر وهناك نوع آخر منقسم من هذا النوع وهو ٢_كاميرات بسيطة فائقة الصغر (Ultra Compact) تسمي كاميرات الجيب هي نوع آخر من الكاميرات الكومباكت ولكنها تكون صغيرة الحجم وتدخل بسهولة في الجيب.. تقريبا أقل من 25 مم سمك ووزنها في الغالب يكون أقل من 130 جم، وتحمل أيضا مواصفات الكاميرا الكومباكت العادية. أهم الشركات المنتجة لهذا النوع: ١- كاسيو 2- سامسونج 3- أوليمبس 4- نيكون 5- باناسونيك وليكا 6- كانون 7- سوني 8- كوداك 9-بينتاكس ٣_كاميرات متطورة (Advanced) عدل أما هذا النوع فهو نوع متطور عن الكاميرات البسيطة من حيث الحجم والإمكانيات، فهو أكبر حجما وبالتالي يعطي تحكم في الكاميرا أفضل ويحتوي على مواصفات أعلى مثل تحكم في بعض أو كل التحكمات اليدوية وفي أغلب الأحيان يحتوي على عدسة زووم أفضل يتراوح مقدار الزووم فيها من3x إلى 6x(مثل كانون A710) ويصل في بعض الأحيان إلى 7x(مثل Samsung NV7 OPS)، وغالبا ما يحتوي هذا النوع على عدد بيكسل أعلى يصل الآن إلى 10 و 12 ميجا بيكسل مثل النيكون p5100 (و هذه الأعداد كبيرة جدا أكثر مما يحتاج الناس، وتأثيرها علي جودة الصورة قليلا بمعنى أن ممكن كاميرا بـ 7 ميجا بيكسل يكون تصويرها أفضل من الـ 12 ميجابيكسل فجودة الصورة لا تعتمد فقط على الميجابيكسل)و الكثير من هذا النوع يحتوي على شاشات كبيره تتراوح ما بين 2.5 إنش و 3 إنش وبعضهم يحتوي على منظار صغير (viewfinder). أفضل الشركات المنتجة لهذا النوع: 1- كانون 2- باناسونيك 3- نيكون 4- سوني 5- رايكو 6- ليكا 7- اوليمبس 8- فوجي فيلم 9- سامسونج 10- كوداك ٤_كاميرات زووم عالي - شبه احترافية (SLR-Like OR Super-Zoom) كاميرا زووم عالي شبه احترافية FZ18 من باناسونيك هذا النوع أكثر تطورا من الأنواع السابقة إلى حد ما، فهو أكبر حجما من الأنواع السابقة..و يأتي شكله على شكل الكاميرات الاحترافية الDSLR ويحتوي هذا النوع من الكاميرات دائما على عدسات ذات زووم عالي أو سوبر زووم يتراوح الزووم من 7x إلى 18x(مثل الباناسونيك Fz18) ولكن الأغلبية تحتوي على عدسة زووم 12x أو 10x(مثل الباناسونيك fz8 والكانون s5is وكوداك z712is) ويتميز هذا النوع بالتحكم اليدوي الكامل في الكاميرا، فتستطيع التحكم في فتحة العدسة وسرعة الغالق وغيرها من التحكمات اليدوية، ويتوفر فيها دائما شاشة واضحة وكبيرة وهناك بعض الأنواع فيها شاشة متحركة (مثل الكانون S3) وأيضا يوجد بها منظار إلكتروني والفلاش يكون من النوع ال(pop-up)، وهو نوع أقوى من الفلاش العادي في الكاميرات البسيطة ويتراوح قوته من 6 متر إلى 15 متر في بعض الأحيان. وهناك موديلات تسمح بتركيب فلاش خارجي(مثل الفوجي S6500fd) ومعظم هذه الأنواع تحتوي على خاصيه مانع الاهتزاز أو (Image Stabilizer). طبعا هذه الكاميرات جودتها اقل من الdslr أو الكاميرات الاحترافية. ولكنها تستطيع التقاط صور في غاية الروعة والموديلات ال(high-end) من هذا النوع قادرة على منافسة بعض الكاميرات الاحترافية(مثل الباناسونيك fz50 والفوجي S9600) حتى أنه هناك بعض الأنواع فعليا أغلى من بعض الكاميرات الاحترافية و تسمى كاميرات السوبر زووم في بعض الأحيان (Bridge-cameras) - بالعربي كاميرات الجسر - لانها قللت الفرق الكبير بين الكاميرات العادية البسيطة والكاميرات الاحترافية. أشهر الشركات المنتجة للكاميرا الشبه احترافية : ١- باناسونيك 2- فوجي فيلم 3- كانون 4- اوليمبس 5- سوني 6- كوداك 7- سامسونج ٥_كاميرات احترافية (DSLRs) الكاميرا الرقمية الاحترافية Canon EOS-1Ds Mark III من إنتاج شركة كانون الكاميرات الاحترافية (الكاميرا الرقمية ذات العدسة الأحادية العاكسة) أو (بالإنجليزية: DSLRs)(بمعنى Digital single-lens reflex camera)هي كاميرات أكثر احترافية من كل ما سبق وأيضا اغلى من كل ما سبق وهي عبارة عن مزيج بين الكاميرا الرقمية الحديثة التي سبق ذكرها والكاميرا الفيلم الـ 35 مم، الفرق أن بدلا من استخدام الفيلم يتم استخدام ما يسمي بالـ Sensor أو الحساس (أما من نوع CCD أو CMOS) ويتميز بأن مساحته مساوية لنفس مساحة سلبية الفيلم التقليدي مما يرفع سعر الكاميرا ويقدم صور عالية الدقة. في هذا النوع هناك تحكم كامل في الكاميرا بدرجه ذلك ، فإنهم يتجنبون نظام المرآة ، ويعتمدون بدلاً من ذلك على محددات الرؤية الإلكترونية وشاشات LCD ، هذا يسمح لهم بأن يكونوا أصغر وأخف من كاميرات DSLR ، تميل الكاميرات عديمة المرآة أيضًا إلى تضمين تقنية أكثر تطوراً ، بما في ذلك أنظمة التركيز التلقائي على المستشعر للحصول على التركيز الفوري. كاميرات Compact: تُعرّف كاميرا Compact بأنها الكاميرا التي تحتوي على عدسة ثابتة ، في حين أن هذا يحد من تعدد استخداماتها ، إلا أنه يجعل الكاميرات الـ Compact أكثر قابلية للنقل وسهلة الاستخدام ، فضلاً عن كونها أرخص بشكل عام. ٦_كاميرا رقمية ذات عدسة أحادية عاكسة آلة التصوير الرقمية ذات العدسة الأحادية العاكسة (بالإنجليزية: Digital Single-Lens Reflex Camera) ويطلق عليها اختصاراً Digital SLR أو DSLR وهي آلة تصوير تعتمد على أشهار الضوء الصادر من المشهد المراد تصويره بواسطة عدسات على حساس الكاميرا يقوم بتحويل فوتونات الضوء الساقطة على الحساس إلى إشارات رقمية يتم معالجتها وتخزينها على وسط رقمي يمكن من إعادة إنتاج الصورة لاحقا، وتختلف عن الكاميرا المدمجة في نظام المعاينة والالتقاط الميكانيكى.[1] كاميرا تصوير نيكون مثال للكاميرا ذات العدسة الأحادية العاكسة. ٧_بغض النظر عما إذا كنت جديدًا في التصوير الفوتوغرافي أو كنت تقوم بالتصوير لفترة من الوقت ، فإن Canon سيكون اسمًا مألوفًا لك ، الشركة الشهيرة لديها مجموعة واسعة تشمل العديد انواع الكاميرات بميزانيات مختلفة. قد يكون من الصعب معرفة أي كاميرا Canon هي الكاميرا المناسبة لك ، مع مجموعة واسعة من الخيارات التي تتراوح من الكاميرات الصغيرة الحجم المناسبة للجيب إلى كاميرات DSLR وانظمة Mirrorless الأكثر تقدمًا. هنالك العديد من الكاميرات من كانون ، وقد يكون من المحيّر ايها تختار ، فاذا ماكنت تبحث عن كاميرا كانون ، فنحن نوفر لك افضل الخيارات في هذا المقال. انواع كاميرات كانون هنالك العديد من انواع كاميرات كانون نذكر لك هنا اهمّها: كاميرات DSLR: تم تصنيع الكاميرات الرقمية ذات العدسة الواحدة للتصوير لجميع الأغراض ، إنها تسمح بتغيير العدسة ، وتميل إلى الحصول على قدر مناسب من مقاومة الطقس. تستخدم كاميرات DSLR نظام مرآة داخلي لعكس الصورة من العدسة في معين المنظر البصري افضل 10 كاميرات كانون . كاميرا Canon EOS R5:1 مهما كان ما تلتقطه ، وكيفما كنت تصوّره ، ستتيح لك كاميرا EOS R5 أن تكون مبدعًا بطرق لم تكن لتتمكن من التقاطها من قبل. التقط صورًا رائعة بدقة 45 ميجابكسل بمعدل يصل إلى 20 إطارًا في الثانية ، أو فيديو بدقة 12 بت 8K RAW باستخدام العرض الكامل لمستشعر الكاميرا. تمت برمجة الضبط البؤري التلقائي المتقدم باستخدام الذكاء الاصطناعي للتعلم العميق ، بينما يعمل تثبيت الصورة داخل الجسم بالتنسيق مع مُثبِّت الصور الخاص بالعدسة لتوفير ما يصل إلى 8 درجات توقف من الحماية ضد اهتزاز الكاميرا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 45 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-51200 ؛ قابل للتوسيع حتى 102400×1. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتيح تتبع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. فيديو داخلي 8K RAW كامل الإطار. اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon EOS 250D:2 اذا كنت تبحث عن افضل كاميرا كانون رخيصة فهذه الكاميرا رائعة ، التقط صوراً تستحق التذكر مع كاميرا كانون EOS 250D دي اس ال ار القوية. تم تصميمها بعناية فائقة وتأتي مزودة بالكثير من الوظائف المتطورة التي تمنحك الكثير من المرونة في التصوير. هذه الكاميرا مزودة بمستشعر APS-C متطور جداً يعطي غباشاً في الخلفية خلف الهدف. مع معالج DIGIC 8 القادر على تصوير أفلام 4 كيه، تتيح لك هذه الكاميرا التقاط الصور في ظروف الإضاءة المنخفضة. تتيح لك دقة الكاميرا البالغة 24.1 ميجابكسل التقاط كل لقطة بتفاصيل مذهلة. علاوة على ذلك، توفر هذه الكاميرا تصوير بتقنية لايف فيو بفضل تقنية CMOS AF ثنائي . تتيح لك خاصية البلوتوث والشبكة اللاسلكية مشاركة وتحرير الصور الملتقطة بسهولة على اللاب توب أو الهاتف الذكي. المميزات: مستشعر APS-C بدقة 24.1 ميجابكسل و ومعالج DIGIC 8 للحصول على جودة صورة فائقة. عدسة viewfinder/4K للحصول على دقة فائقة. ثنائي للتركيز السريع عندالتصوير والتركيز السلس عند التصوير مع تقنية لايف فيو مع خاصية اكتشاف العين ايه اف. شاشة قابلة للدوران: التقط الصور من مجموعة واسعة من المنظورات وتحكم في الكاميرا من خلال شاشة تعمل باللمس. خاصية البلوتوث والشبكة اللاسلكية. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS R6.3 مستشعر الصورة الأساسي يتيح نطاق ISO أصليًا يبلغ 100-102 ، 400. مع التصوير المستمر عالي السرعة حتى 12 إطارًا في الثانية مع الغالق الميكانيكي وما يصل إلى 20 إطارًا في الثانية مع الغالق الإلكتروني الصامت، يمكن لكاميرا EOS R6 مواكبة أي هدف سريع الحركة تقريبًا. المميزات: جودة صورة عالية تتميز بمستشعر CMOS كامل الإطار بدقة 20 ميجابكسل. معالج الصور DIGIC X مع نطاق ISO من 100-102400 ؛ قابل للتوسيع حتى 204800. تصوير مستمر عالي السرعة يصل إلى 12 إطارًا في الثانية باستخدام الغالق الميكانيكي ومغلاق إلكتروني (صامت) يصل إلى 20 إطارًا في الثانية. تغطية CMOS AF ثنائية البكسل تقريبًا. مساحة 100٪ مع 1053 منطقة تركيز بؤري تلقائي. تتبع الموضوع للأشخاص والحيوانات باستخدام تقنية التعلم العميق. دقة التقاط الفيديو: 4K UHD 2160p. اشتريه من امازون السعودية اشتريه من امازون الامارات شتريه من امازون العالمي . كاميرا Canon EOS 6D Mark II.4 تقدم كاميرا Canon EOS 6D Mark II أداء الإطار الكامل في كاميرا DSLR صغيرة الحجم ومميزة بالكامل. بفضل جودة الصورة المذهلة والتركيز التلقائي السريع والدقيق والتنوع المطلوب للعديد من البيئات. المميزات: تجمع كاميرا EOS 6D Mark II بين مستشعر CMOS كامل الإطار 26.2 ميجابكسل ومعالج الصور DIGIC 7 الممتاز ونطاق ISO من 100 إلى 40000 لتقديم صور ومقاطع فيديو بجودة لا تصدق. تتميز كاميرا EOS 6D Mark II بنظام تركيز بؤري تلقائي واسع النطاق من 45 نقطة من النوع المتقاطع. تتميز كاميرا EOS 6D Mark II بأنها خفيفة الوزن ومتينة ، وتظل قادرة في مجموعة متنوعة من السيناريوهات. الأجزاء المغلقة بسبب الطقس تعني أداءً غير متقطع ، حتى عندما تصبح الظروف فوضوية. تتيح لك شاشة LCD متغيرة الزاوية التي تعمل باللمس التصوير في مجموعة متنوعة من الزوايا وتتميز بالتشغيل باللمس. اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS R.5 لم يكن الانتقال إلى كاميرا ذات إطار كامل أسهل من أي وقت مضى مع كاميرا EOS RP بدون مرآة. يتضمن مستشعر CMOS بدقة 26.2 ميجابكسل ، وضبط تلقائي للصورة سريع ودقيق ، وفيديو بدقة 4K ، ومعالج DIGIC 8 القوي للحصول على نتائج استثنائية ، حتى في الإضاءة المنخفضة. المميزات: خفيفة وصغيرة حامل Rf متوافق مع عدسات RF وعدسات EF / EF-S جودة صورة عالية مع 26.2 ميجابيكسل مستشعر CMOS كامل الإطار ومعالج الصور DIGIC 8 لتركيز تلقائي سريع ودقيق اشتريه من امازون السعودية اشتريه من امازون الامارات . كاميرا Canon EOS 5D Mark IV.6 توفر كاميرا EOS 5D Mark IV ملفات فيديو ثابتة عالية الدقة و 4K بوضوح وتفاصيل مذهلة. إنه يقرن مستشعر 30.4 ميجابكسل كامل الإطار مع نظام تركيز بؤري تلقائي 61 نقطة والمزيد من التحسينات التشغيلية. المميزات: مستشعر CMOS كامل الإطار جديد 30.4 ميجابكسل للتصوير متعدد الاستخدامات في أي ضوء تقريبًا ، مع نطاق ISO 100-32000 ؛ قابل للتوسيع حتى 50-102400 (ما يعادل ISO). فيديو 4K Motion JPEG (نوع سينما DCI 4096 × 2160) عند 30p أو 24p ؛ التقاط إطار ثابت داخل الكاميرا لصور 4K بدقة 8.8 ميجابكسل ؛ تتضمن خيارات الفيديو المتعددة الوضوح العالي الكامل حتى 60 بكسل ، والدقة العالية حتى 120 بكسل. تركيز بؤري تلقائي CMOS ثنائي البكسل رائع للتركيز البؤري التلقائي على نحو سلس وسريع الاستجابة أثناء تصوير الفيديو أو العرض المباشر ؛ تحتوي شاشة LCD على واجهة شاشة لمس كاملة ، بما في ذلك اختيار منطقة التركيز البؤري التلقائي. سرعة تصوير مستمرة تصل إلى 7.0 إطارات في الثانية مع معالج الصور DIGIC 6 plus عالي الأداء لتحسين السرعة وجودة الصورة الممتازة. اشتريه من امازون السعودية اشتريه من امازون الامارات اشتريه من امازون العالمي . كاميرا Canon EOS M200.7 كاميرا Compat من كانون مميزة. المميزات: صور عالية الجودة تم التقاطها بكاميرا EOS M200 الأخيرة اختبار الزمن ، التقاط أجواء المناسبات المهمة وإظهار أهدافك في أفضل حالاتها. اربط كاميرا EOS M200 بجهازك الذكي باستخدام Wi-Fi و Bluetooth لنقل الصور تلقائيًا ومشاركة الصور عبر الإنترنت والتحكم في الكاميرا عن بُعد. تعمل واجهة المستخدم الإرشادية ووضع المساعدة الإبداعية في كاميرا EOS m200 على تسهيل الصور ذات المظهر الاحترافي. كاميرا EOS M200 صغيرة الحجم وخفيفة الوزن بما يكفي لأخذها معك في حقيبتك اليومية. تساعدك شاشة اللمس التي يمكن قلبها بزاوية 180 درجة على التركيب من زوايا إبداعية. تلتقط كاميرا EOS M200 مقاطع فيديو بدقة 4K ، حاول أيضًا تصوير لقطات عالية الدقة بالكامل على نحو سلس بمعدل 60 إطارًا في الثانية أو لقطات بالحركة البطيئة بمعدل 120 إطارًا في الثانية في الوضع عالي الدقة أو 4K بفاصل زمني. أقرب مسافة تركيز 25 سم اشتريه من امازون السعودية اشتريه من امازون الامارات كاميرا Canon PowerShot G9 X Mark II.8 تجمع كاميرا PowerShot G9 X Mark II بين تصميم فائق النحافة وميزات عالية الأداء مثل معالج الصور DIGIC 7 وتقنية Bluetooth المدمجة. سواء كنت تلتقط صورًا أو مقاطع فيديو ، فإنه يجعل من السهل التقاط الأوقات الثمينة في حياتك بطريقة مذهلة وأنيقة. المميزات: ١.٠ بوصة ، 20.1 ميجابيكسل حساس CMOS عالي الحساسية معالج الصور Digic 7 كاميرا فائقة النحافة وخفيفة الوزن بحجم الجيب الميزات: لوحة شاشة تعمل باللمس اشتريه من امازون العالمي كاميرا Canon EOS M50 Mark II.9 تحمل كاميرا EOS M50 Mark II الأداء القوي لكاميرا EOS M50 الشهيرة وتعتمد عليه مع التحسينات التي ستكون ملحوظة. لا تزال تحصل على جودة الصورة الرائعة لمستشعر CMOS بدقة 24.1 ميجابكسل ، وقوة معالج الصور DIGIC 8 ، و 4 K UHD 24p و HD 120p للفيديو بالحركة البطيئة والمزيد ، إلى جانب بعض التعزيزات الإضافية. المميزات: مستشعر CMOS بدقة 24.1 ميجابكسل (aps c) مع ISO 100 25600 (h: 51200). معالج الصور digic 8 مع مُحسِّن الإضاءة التلقائي. تحسين البكسل الثنائي cmos af وكشف العين af. و HD 120p للتصوير البطيء. شاشة LCD تعمل باللمس بزاوية متغيرة ملائمة للتدوين المرئي والتكوين المتنوع. اشتريه من امازون السعودية ٨_كاميرا أحادية الاستخدام نيكون دي 600 ويكيبيديا المحتوى متاح وفق CC BY-SA 3.0 إن لم يرد خلاف ذلك. سياسة الخصوصية شروط الاستخدامسطح الم أعلى من الكاميرات شبه احترافية، الحساس في هذا النوع من الكاميرات (الSensor) يتراوح ما بين 6 ميجا بيكسل إلى 17 ميجا بيكسل والآن توجد كاميراHasselblad H3DII-50 بحساس قيمته 50 ميجابيكسل وأيضا يتميز هذا النوع بكبر حجم السينسور مما يجعل هذا النوع من الكاميرات له أفضلية من حيث جودة الصورة علي كل الأنواع السابقة. تتميز الكاميرات الاحترافية بوفرة الاكسسوارات والملحقات للكاميرا مثل الفلاشات والعدسات (وهذا النوع من الكاميرات يقبل تغير العدسات، ولكل شركة عدساتها الخاصة بها) وغيرها من الملحقات والأكسسوارات. و لا تنتج كل الشركات كاميرات DSLR بل بعضا منها فقط وهم: كانون -نيكون -اوليمبس -بينتاكس -سيجما -ليكا فوجي فيلم -سوني -باناسونيك -سامسونج و هناك بعض الشركات أوقفت إنتاج الكاميرات الاحترافية مثل: كوداك وكونيكا مينوليتا وإبسون وعدد قليل جدا آخر من الشركات. ولكل سببه الخاص به. انظر أيضًا مراجع أَضاف JarBot آخر تعديل قبل 1 شهور صفحات ذات صلة فديوهات عن انواع الكاميرات https://youtu.be/DQIx243mITk https://youtu.be/xBS7cS42HSs https://youtu.be/vzyqyMcEmZw	oercommons	2025-03-18T00:34:39.262338	Somaia Ahmad	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94569/overview", "title": "الكاميرات الرقميـــــــــة", "author": "Data Set" }
https://oercommons.org/courseware/lesson/108272/overview	Illuminations Illuminations Illuminations in English Classes Overview We can use Illuminations while teaching counting and the quantity of things Using Illuminations Digital Tool in English Classes We can use Illuminations Digital Tool when we teach counting and the quantity of things. Illuminations in English Classes We can use Illuminations while teaching counting and the quantity of things. Illuminations in English Classes We can use Illuminations while teaching counting and the quantity of things.	oercommons	2025-03-18T00:34:39.501660	09/06/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108272/overview", "title": "Illuminations in English Classes", "author": "Ozge Bayat" }
https://oercommons.org/courseware/lesson/118405/overview	Videos on Trigonometry Overview Explore Trigonometry in this free video unit. It is comprised of 8 lessons with 4-6 short videos in each lesson. Featuring the reasoning of Grade 11 students, the unit explores explores the concepts of angle measure and the sine function. The videos provide a foundation for the Common Core State Standard covering trigonometric concepts. Show these videos to help students build intuition for difficult trigonometric ideas, like moving fluidly between angles and radians and using trigonometric functions to model real world data. https://mathtalk.sdsu.edu/wordpress/mathtalk-for-students/trigonometric-concepts-unit/	oercommons	2025-03-18T00:34:39.514544	07/25/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118405/overview", "title": "Videos on Trigonometry", "author": "Joanne Lobato" }
https://oercommons.org/courseware/lesson/70155/overview	Education Standards Remote Learning Plan: Listen to a Rhyme (Jack and Jill): Kindergarten Overview This lesson uses the nursery rhyme, Jack and Jill, to teach or supplement the teaching of rhyming words in kindergarten. The lesson includes online and offline resources and extensions, as well as a Seesaw Activity link. It is expected that this Remote Learning Plan will take students 20 minutes to complete. This Remote Learning Plan addresses the following NDE Standard: NE LA 0.1.2.c Identify and produce oral rhymes. Listen to a Rhyme Goal: I can rhyme words. Approximate lesson time: 20 minutes Directions 1. Practice rhyming words with one of the following options: - Rhyming flashcards - Create your own rhyming words 2. Read Jack and Jill - Set the purpose: "We are going to listen for rhyming words. I will find two for you to get us started."(down, crown) - Explain the words fetch and crown. - Read Jack and Jill and emphasize down and crown and that they rhyme. - Link to Text - Words if you do not have the text available: - Jack and Jill went up the hill to fetch a pail of water. Jack fell down and broke his crown and Jill came tumbling after. - Teach the student the rhyme by reading it phrase by phrase. Have the student repeat after you. Then recite the rhyme together. - Ask the student if he/she hears other rhyming words (Jill, hill). - If the student catches these words right away. Challenge him/her to say another word that rhymes with Jill and hill. 3. Check for understanding. - "What rhymes with Jill?" - "What other words rhymed in the poem?" - Tell me a word that rhymes with dog. 4. Quick Check Form: For self-assessment, students can use the attached form. Extensions:	oercommons	2025-03-18T00:34:39.538492	07/23/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/70155/overview", "title": "Remote Learning Plan: Listen to a Rhyme (Jack and Jill): Kindergarten", "author": "Dustin Carlson" }
https://oercommons.org/courseware/lesson/89029/overview	ILL Website Innovation Island Innovation Island Overview This resource provided teachers time to investigate Bee-Bots, Ozobots, Makey Makey, and Spheros. After exploration time, they will create a lesson plan to utilize one of the tools in an upcoming lesson. ILL Investigation Innovation Island for Anderson School District Five Educators Educators will explore the Innovation Learning Lab to learn more about tools to create, manipulate, and discover with for out of the box thinking. Most items are housed in schools for MakerSpaces. Teachers can check out materials from the MakerSpaces and use them for integration in their classroom instruction. These are the items you will investigate: - Bee-Bots - Ozobots - Makey Makey - Sphero After reviewing these tools, select one to use in an upcoming lesson. Review the links to this lesson and use the ILL Lesson Plan Template to create your lesson plan utilizing one of the tools above. Submit your lesson plan to your Digital Integration Specialists to review and be added to our lessons on the ILL Website.	oercommons	2025-03-18T00:34:39.557876	01/03/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89029/overview", "title": "Innovation Island", "author": "Anna Baldwin" }
https://oercommons.org/courseware/lesson/77681/overview	Interesting facts about Spain Overview Interesting facts about Spain - In Spain, most people celebrate their name day. If you have the same name as a saint or a name related to the story of a saint, then you will have a name day. - In Spain, everyone has two surnames. The first is your father's first surname and the second is your mother's first surname. Your father's surname is considered to be more important and that is why it is positioned first. It is always the father's surname that is carried forward to the next generation! Here is an example: A man is called Jaime López García. When Jaime marries a lady called Elena Martín Pérez, their children's surnames will be López Martín. Only the men's surnames survive - those of Jaime's father and Elena's father. The word for 'surname' is 'apellido.' Some of the most common Spanish surnames are - García, Rodríguez, Martínez, Martín, Fernández, López, González, Sánchez and Pérez. - In addition to Spain, the Spanish language is spoken in the following countries- Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Ecuador, Equatorial Guinea, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Puerto Rico, Uruguay, Venezuela. - In Spain, the Spanish language is officially called Castilian (el castellano). There are other Spanish languages spoken there too, such as, Catalan (el catalán), Galician (el gallego), Basque (el vasco or el euskera), Valencian (el valenciano). - Spanish people love to sing and dance. The most famous type of Spanish music is Flamenco in the south of Spain. - During the hot summer, Spanish ladies cool themselves with a hand-held fan called 'un abanico.' Although the fan is believed to have originated in China, it is known to have been used in Spain. In those times, people who carried a fan were considered to be of high class. - One of the most important foods in Spain is rice (arroz). It is the main ingredient in la paella which is one of the most famous traditional dishes of Spain. La paella is cooked in a very big frying pan called la paellera and traditionally it is cooked outside in the open air. It is a mixture of rice, meat, seafood and vegetables. - The Spanish flag is red, yellow, red. There is a legend that the yellow represents the sand of the bull-fighting arena and the red is for the bulls' blood. - In Spanish punctuation there is an upside-down question mark ¿ at the beginning of a question and a normal one at the end. In written Spanish, there is also an upside-down exclamation mark. ¡Ay! - In Spain, the main meal of the day is at lunch time. Shops close during this time for several hours. After lunch, many people rest or take a nap. This is called a 'siesta.' - The last night of the year is called the old night. At New Year, it is the tradition to eat twelve grapes at midnight - one grape for each stroke of the clock. Those who eat the twelve grapes believe they will have twelve months of good luck. One grape is eaten for each month. - There is NOT a tooth fairy in Spain. Instead, there is a tooth mouse and his name is Ratoncito Pérez.True/False 1. Most people in Spain celebrate their name day every day. 2. Mother's surname is carried forward to the next generation. 3. There are some Spanish languages spoken in Spain. 4. Spanish people love to play golf. 5. Spanish women cool themselves with the wet sponge. 6. The traditional dish of Spain is pizza. 7. Red on the Spanish flag means the bull's blood. 8. There is a special punctuation in the written Spanish. 9. In Spain many people go home after lunch. 10. At New Year people eat twelve grapes early in the morning.	oercommons	2025-03-18T00:34:39.584488	02/28/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77681/overview", "title": "Interesting facts about Spain", "author": "Helen Kozlova" }
https://oercommons.org/courseware/lesson/116478/overview	Exploring the World of Emotions Overview Clil Exploring the World of Emotions Didactic Sequence: Let's Explore Emotions! Learning Objectives: - Students will identify and name basic emotions. - Students will express their emotions in English using simple vocabulary and phrases. - Students will relate emotions to facial expressions and body language. - Students will create an artwork depicting their emotions. CLIL Standards: - English Language Arts (ELA): Students will develop vocabulary related to emotions. They will practice using descriptive language to express their feelings. - Science: Students will gain basic knowledge about emotions and their physiological effects. English Language Learner (ELL) Standards: - Comprehension: Students will listen to and understand basic instructions and questions related to emotions. - Production: Students will use spoken language to communicate their emotions and describe situations that evoke emotions. ICT Standards: - Students will use technology to research emotions and create multimedia presentations Materials: - High-quality pictures or videos depicting different emotions (find royalty-free images on Pixabay or Pexels) - Mirrors - Chart paper or whiteboard - Art materials (crayons, markers, paints, construction paper) Lesson Sequence (Over several days): Day 1: Introduction to Emotions - Warm-up (ELA/ELL): Greet students and start a simple conversation using facial expressions and body language. Ask them, "How are you feeling today?" and encourage them to respond with basic answers like "happy," "sad," or "tired." - Brainstorming (ELA/Science/ELL): Show students pictures or videos depicting different emotions. Ask them, "What do you see in the picture?" and "How do you think the person in the picture is feeling?" Write their answers on a chart. Introduce basic emotion words in English like happy, sad, angry, scared, surprised, and disgusted. - Mirror Activity (ELA/ELL): Have students stand in front of mirrors and ask them to make facial expressions for each emotion discussed. Encourage them to describe how their bodies feel when they experience these emotions. Day 2: Recognizing Emotions in Others (ELA/Science/ELL) - Review (ELA/ELL): Briefly review the emotions learned on the previous day. Play a short game where students take turns acting out different emotions while others guess what they are feeling. - Storytelling (ELA/ELL): Read a short story (in English) that features characters experiencing different emotions. Pause throughout the story and ask students to identify the emotions and explain why the characters might be feeling that way. Encourage them to use the new vocabulary they have learned. - ICT Integration: Students use tablets or computers to research different emotions and find additional pictures or videos. They can create a simple presentation to share their findings with the class. Day 3: Expressing Ourselves (ELA/Art/ELL) - Reflection (ELA/ELL): Ask students to think about a situation that made them feel a certain way. Have them share their experiences using simple sentences in English. - Art Activity (Art/ELA): Provide students with art materials and ask them to create a piece of art that depicts an emotion they are familiar with. Encourage them to use colors, shapes, and lines to express their feelings. - Gallery Walk (ELA/ELL): Once students finish their artwork, organize a gallery walk. Have them explain their creations to their classmates, describing the emotion they portrayed and why they chose to express it that way. Assessment: - Observe students' participation in class discussions and activities. - Collect their artwork and have them write a short sentence (in English) describing the emotion it represents. - Use exit tickets to assess their understanding of basic emotion vocabulary. Differentiation: - Provide students with word banks or visuals to support their understanding of new vocabulary. - Offer sentence starters or sentence frames to help students express their emotions in English. - Allow students to work in pairs or small groups for activities that require speaking and sharing. Extension Activities: - Create a classroom "emotion corner" where students can go to express their feelings and calm down when needed. - Have students write a short story about a character experiencing different emotions. - Learn and sing songs about emotions (in English). Resources: - Learning Emotions [invalid URL removed] is a website from PBS Parents that provides tips and activities for helping children understand emotions.	oercommons	2025-03-18T00:34:39.601591	05/30/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116478/overview", "title": "Exploring the World of Emotions", "author": "Gabriela Andrade" }
https://oercommons.org/courseware/lesson/109520/overview	Teachers' Guide Overview A set of materials developed as part of the Science for Earth project in the Erasmus+ program. It contains a set of science lesson scenarios and useful film materials, as well as interactive exercises and tests. Teachers' Guide - How to teach science A set of lesson plans for natural sciences and ecology.	oercommons	2025-03-18T00:34:39.618004	Aneta Dobrzyńska	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109520/overview", "title": "Teachers' Guide", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/82989/overview	word scramble Physical Education Cognitive Fun Worksheets Overview Worksheets for PE that work the cognitive domain Word Search Worksheet with word seraches and cognitive questions related to components of fitness, pathways and travelling. Word searches are an easy and fun way to engage the cognitive domain. Word Scramble Here is a worksheet with two different word scrambles.	oercommons	2025-03-18T00:34:39.635396	06/30/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82989/overview", "title": "Physical Education Cognitive Fun Worksheets", "author": "Emma Sullivan" }
https://oercommons.org/courseware/lesson/60745/overview	Education Standards Fences by August Wilson - Characterization, Conflict, and Theme Overview This is a project for the play Fences by August Wilson. Project Instructions Advanced students should complete multiple fence posts and explain how the characters are connected or disconnected by their own personal fences. Common Core Standards: CCSS.ELA-LITERACY.RL.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.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CCSS.ELA-LITERACY.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. 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. This is a culminating project after reading the play Fences by August Wilson. Each student will be assigned a character from the play - Troy, Rose, Bono, Gabriel, Corey, or Lyons - to use for the project. For that character, each student will create a fencepost with information and inferences. The fence post must include: - Character name - Description (at least 3 sentences) - physical description - relationship(s) description - personality description - Character Conflict - in your own words, identify and explain a main conflict for the character in the play - quote and in-text citation that relates to that conflict - Theme - in your own words, explain how the character interacts with literal and/or figurative fences in the play - quote and in-text citation that relates to that theme - All writing must be neat and in color The fence posts will be connected and displayed in the hallway to create a long, literal fence. An example fence post has been attached for Raynell.	oercommons	2025-03-18T00:34:39.660625	Reading Literature	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60745/overview", "title": "Fences by August Wilson - Characterization, Conflict, and Theme", "author": "Literature" }
https://oercommons.org/courseware/lesson/113682/overview	America's Land Overview This is for fourth-fifth grade social studies, which has vocabulary terms with a quizlet attached. The picture is for one of the vocabulary terms, which is "Ecosystem". Core Lessons 1-4 This interactive lesson plan will directly correlate with Oklahoma Academic Standard for fourth grade, which is 4.4.1, that states "Analyze how humans adapt to and modify their environments in order to survive and grow.". Students will be instructed to discuss vocabulary terms with me before we start moving forward with the chapter, this is to help guide their comprehnsion and learning throughout the chapter. After students have completed a whole class discussion, they will be instructed to look those vocabulary terms up in their glossary or dictionary. After viewing the definition for themselves, they must copy and write the definition. Once that task is completed, students will then use another paper to turn into me that has the students using the correct term and meaning in a full sentence. After all of this work for vocabulary, students will then practice with Quizlet, taking a test, that is not graded, to assess if they understand the terms and taking their time to read through and comprehend, not blindly choosing answers.	oercommons	2025-03-18T00:34:39.677751	03/03/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113682/overview", "title": "America's Land", "author": "Madison Willis" }
https://oercommons.org/courseware/lesson/105146/overview	PROCESS- BASED AUTHENTIC ASSESSMENT Overview WHAT IS A PROCESS- BASED AUTHENTIC ASSESSMENT? - Its detailed processes reveal the strengths and weaknesses of the students and also show learning gaps. It integrates assessment and instruction to create a detailed evaluation process. Authentic assessments build the student's problem-solving skills and enhance one's ability to apply knowledge to real-life contexts PROCESS-BASED AUTHENTIC ASSESSMENT Subject: Technology and Livelihood Education: Home Economics Grade Level: Grade 8 Topic: Menu Planning and Recipe Development INTENDED LEARNING OUTCOMES \| : At the end of the lesson the students with 80% of accuracy should have: - Create a nutritional food base in Meal/ Recipe - To serve attractive and appetizing meals ASSESSMENT TASK: Demonstrate and make a healthy recipe or menu of their like INSTRUCTIONS: Materials: (are just provided in the kitchen), ingredient for their recipe. Process/ Mechanics: - Bring the students to the kitchen - Ask them what are their ideas in making a menu or recipe - Let them met with their group ( 5 groups) then instruct them to think of one recipe/ menu and then let them bring the ingredients the next day - The next day let them have a performance task. A cooking activity that would be letting them have a perform cooking their chosen recipe/menu by group. Tips & reminder: 1) Before starting instruct the students some safety measures in doing the cooking activity. 2) Instruct the students to get all equipment ready for the recipe they’re cooking. ... 3) Let them gather all the ingredients ready on they’re workbench. ... 5) Secure the safety of the students 6) Give the student the time and let them do the job Time Frame: - Half of the day (8AM-11:30 AM) Submission: - The submission due date will be communicated by the teacher or facilitator. RUBRICS: Instructions: Teachers or facilitators will use this rubric to assess and provide feedback on students’ performance in demonstrating appropriate and nutritious menu or recipe. - The rubric should be shared with the students before the assessment will begin, in order the student will know on how they will be evaluated - The rubric will be use to evaluate and finalize the overall student performance - The submission due date will be communicated by the teacher or facilitator. - Teachers should introduce the rubric and explain its components and criteria to the students - Students should familiarize themselves with the rubric, understanding the criteria and expectations for each component SCORING RUBRIC CRITERIA \| DELICIOUS (50) \| GOOD (40) \| NEEDS IMPROVEMENTS (30) \| POOR (20) \| SCORE \| TEXTURE \| \| \| \| \| \| TASTE \| \| \| \| \| \| EYE- APPEAL CLEANILINESS \| \| \| \| \| \| \| \| \| \| \| \| REFERENCES: (APA, categorized, alphabetical) Online Sources: Jhnlry (2011).CHAPTER II: Process-Oriented Performance-Based Assessment. Stodocu. https://study.com/learn/lesson/menu-planning-overview-importance-food-service.html Books: Journals PREPARED BY: DUMDUM, MARIAN ANGELI A. (marianangeli.dumdum@ctu.edu.ph) May 2023 This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/.	oercommons	2025-03-18T00:34:39.720743	Marian Angeli Dumdum	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105146/overview", "title": "PROCESS- BASED AUTHENTIC ASSESSMENT", "author": "Assessment" }
https://oercommons.org/courseware/lesson/116446/overview	242c56ce-594e-47a7-bf8b-3d3601699ff5_3000 6d07f7b6-7b8b-4008-8654-b12326ae1227_3000 c2138595-6705-4f48-92ae-407bbd2418b5_3000 e09c3543-138e-42b2-bed2-7997fa601d9b_2381 http://hdl.loc.gov/loc.rbc/lprbscsm.scsm1054 https://spartacus-educational.com/USASsongs.htm NMAAHC-2008_10_3_001 NMAAHC-2010_49_4_2_001 NMAAHC-2011_155_285abc_001 NMAAHC-2011_155_292_001 NMAAHC-2011_52_001-000001 NMAAHC-2012_134_2_001-000001 NMAAHC-2012_46_46_001-000003 NMAAHC-2014_232_1_5001 NMAAHC-2015_213_001 NMAAHC-2017_108_23_13_001 NMAAHC-2017_30_48_001 NMAAHC-2020_26_8_001 NMAAHC-9266CF3CEC932_3001 NPG-NPG_2006_86Tubman_d1 NPG-NPG_78_207_inex NPG-S_NPG_2018_89_47_int service-rbc-lprbscsm-scsm1054-scsm1054 slave-cabin-440349_1280 Slavery in the United States Overview This is intended to provide primary and secondary sources to educators as they teach the history of slavery and famous abolitionists. This is an additional resource to help students understand the humanity of slaves as smart, creative, and talented individuals. This includes primary and secondary resources inclusing examples of architecture, artwork, music, and literature. Slave cabin Ruins of Columbia (following the war) Tax documents Frederick Douglass Slave Church Letter from a Slave Ledger for purchasing a slave Slave shackles Biography written by Sarah Ann Blunt Crozley Iron Collar and Key Flyer/ Advertisment for a slave auction Skirt worn by a slave Cotton Basket used in the fields Slave Songs and Writings Poems written by enslaved people Violin played by enslaved man Jesse Burke Slave Stone (for selling slaves) Draw Ho for work in the field Harriet Tubman Poster offering rewards for runaway slaves Idenficiation Button worn by slaves to tell their owners Harriet Tubman Sojourner Truth Lucretia Mott- abolitionist Bill of Sale for slaves Slave Cabin This is designed to contain primary and secondary sources that can assist in a Social Studies class. This is related to slavery and abolotionists in the United States. There are also examples of architecture during that time period including a church for slaves as well as Columbia after it was burned. These images are to enhance the understanding of the time period as well as the culture including music, art, and literature.	oercommons	2025-03-18T00:34:39.762452	Primary Source	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116446/overview", "title": "Slavery in the United States", "author": "Diagram/Illustration" }
https://oercommons.org/courseware/lesson/92548/overview	Convert to other form Activity Overview transcription activity Transcription Activity 3 Below, there are three samples from the song ‘’Addicted to You’’, you are expected to write the lyrics in the first two samples, and in the third sample, you are expected to transcribe the song. The given time for the activity is 15 minutes. Sample 1 aɪ dəʊnt nəʊ ʤʌst haʊ ɪt ˈhæpənd aɪ lɛt daʊn maɪ gɑːd swɔːr aɪd ˈnɛvə fɔːl ɪn lʌv əˈgɛn bʌt aɪ fɛl hɑːd gɛs aɪ ʃʊd hæv siːn ɪt ˈkʌmɪŋ kɔːt miː baɪ səˈpraɪz wɒznt ˈlʊkɪŋ weər aɪ wɒz ˈgəʊɪŋ aɪ fɛl ˈɪntuː jɔːr aɪz juː keɪm ˈɪntuː maɪ ˈkreɪzi wɜːld laɪk ə kuːl ænd ˈklɛnzɪŋ weɪv bɪˈfɔːr aɪ, aɪ njuː wɒt hɪt miː, ˈbeɪbi juː wɜː ˈfləʊɪŋ θruː maɪ veɪnz Sample 2 aɪm əˈdɪktɪd tuː juː hʊkt ɒn jɔː lʌv laɪk ə ˈpaʊəfʊl drʌg aɪ kɑːnt gɛt ɪˈnʌf ɒv lɒst ɪn jɔːr aɪz ˈdraʊnɪŋ ɪn bluː aʊt ɒv kənˈtrəʊl wɒt kæn aɪ duː aɪm əˈdɪktɪd tuː juː ˈmɪdnaɪt bləʊz ɪn θruː ðə ˈwɪndəʊ ˈdɑːnsɪz raʊnd ðə ruːm gɒt miː ˈhɪpnəˌtaɪzd aɪm ˈgɛtɪŋ haɪ ɒn lʌv wɪð juː Sample 3 I couldn't live without you now Oh, I know I'd go insane I wouldn't last one night alone, baby I couldn't stand the pain I'm addicted to you Hooked on your love Like a powerful drug I can't get enough of Lost in your eyes Drowning in blue Out of control What can I do? I'm addicted to you	oercommons	2025-03-18T00:34:39.776717	05/08/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92548/overview", "title": "Convert to other form Activity", "author": "Nurten Akgün" }
https://oercommons.org/courseware/lesson/115004/overview	Video/Digital Version Interactive Communication Tool for Deaf Children Overview An interactive communication tool for deaf children that utilizes poetry as a major form of communication, stimulating cognitive development and creative thinking. Product Description The tool I developed is a dynamic and immersive digital platform that revolutionizes the way deaf children engage with poetry. It incorporates a diverse range of multimedia elements, including sign language videos, animations, illustrations, and audio narration, to enhance the sensory experience of the poetry. Through interactive activities, personalized customization options, and culturally relevant content, the platform not only stimulates linguistic and cognitive development but also fosters emotional connections and empowerment among its users. Designed with accessibility and user engagement in mind, this innovative tool serves as a gateway to a world of creativity, expression, and learning for deaf children.	oercommons	2025-03-18T00:34:39.795806	Nour Marzouk	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115004/overview", "title": "Interactive Communication Tool for Deaf Children", "author": "Interactive" }
https://oercommons.org/courseware/lesson/115006/overview	Warm and Cool Soap Art Overview Art Lesson Plan for Kindergarten artists, featuring a warm/cool color drawing using the unique drawing medium of bath soap. Lesson Plan/Activity Instructions This activity meets the Texas Essential Knowledge and Skills for Fine Arts, Art, Kindergarten: \| (a) Introduction. (1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique experiences and empower students to explore realities, relationships, and ideas. These disciplines engage and motivate all students through active learning, critical thinking, and innovative problem solving. The fine arts develop cognitive functioning and increase student academic achievement, higher-order thinking, communication, and collaboration skills, making the fine arts applicable to college readiness, career opportunities, workplace environments, social skills, and everyday life. Students develop aesthetic and cultural awareness through exploration, leading to creative expression. Creativity, encouraged through the study of the fine arts, is essential to nurture and develop the whole child. (2) Four basic strands--foundations: observation and perception; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Each strand is of equal value and may be presented in any order throughout the year. Students rely on personal observations and perceptions, which are developed through increasing visual literacy and sensitivity to surroundings, communities, memories, imaginings, and life experiences, as sources for thinking about, planning, and creating original artworks. Students communicate their thoughts and ideas with innovation and creativity. Through art, students challenge their imaginations, foster critical thinking, collaborate with others, and build reflective skills. While exercising meaningful problem-solving skills, students develop the lifelong ability to make informed judgments. (3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (b) Knowledge and skills. (1) Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. The student is expected to: (A) gather information from subjects in the environment using the senses; and (B) identify the elements of art, including line, shape, color, texture, and form, and the principles of design, including repetition/pattern and balance, in the environment. (2) Creative expression. The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to: (A) create artworks using a variety of lines, shapes, colors, textures, and forms; (B) arrange components intuitively to create artworks; and (C) use a variety of materials to develop manipulative skills while engaging in opportunities for exploration through drawing, painting, printmaking, constructing artworks, and sculpting, including modeled forms. (3) Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to: (A) identify simple subjects expressed in artworks; (B) share ideas about personal experiences such as family and friends and develop awareness and sensitivity to differing experiences and opinions through artwork; (C) identify the uses of art in everyday life; and (D) relate visual art concepts to other disciplines. (4) Critical evaluation and response. The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations. The student is expected to: (A) express ideas about personal artworks or portfolios; (B) express ideas found in collections such as real or virtual art museums, galleries, portfolios, or exhibitions using original artworks created by artists or peers; and (C) compile collections of artwork such as physical artwork, electronic images, sketchbooks, or portfolios for the purposes of self-evaluations or exhibitions. \| Drawing with Soap, a sudsy art experience for Kindergarten artists Learning Intention: I will learn to create art with unique mediums, like bath soap. I will identify warm and cool colors in art and the environment. I will try my best and use coloring tools appropriately. I will be respectful of others in the classroom/art studio. Success Criteria: I used the soap as instructed. You can see strong lines in my work where the soap was. I colored warm colors in the sky and cool colors in the water. I can tell others how arm and cool colors make you feel when you see them in artworks. My work demonstrates good craftsmanship. I colored neatly and treated the tools and my peers with respect. Materials needed: Inexpensive bath soap cut into small pieces, appropriate for young artists to grip easily. Black construction paper, Tru-Ray brand works well, needs to be sturdy paper that can withstand getting wet by the students. Crayola color sticks or colored pencils. Instructions: Teacher should introduce how artists can use a variety of non-traditional mark-making tools when they create a work of art. Remind students to not touch their eyes or mouth as the soap could taste bad or cause their eyes to water/burn. If this happens, they will need quick access to a sink to wash the soap from their hands or face. Students create a line drawing of a warm sun setting over cool water using soap. The teacher could show photo images or artwork depicting sunsets/sunrises over water. It is also helpful to ask the students to walk around the room and find cool and warm colors. This allows the children to move about and focus on their coloring when the time comes. Next, the students fill in the drawing with Crayola color sticks. The students can color over the soap lines without messing up the final result. When the entire paper is filled with color, the students take their paper and place it in the sink and run a small stream of water over it. The student will gently rub the paper until the soap is dissolved. Place a piece of scrap paper under the paper an allow it to dry on the classroom drying rack. The students are easily engaged with the "magic" of the lines that appear.	oercommons	2025-03-18T00:34:39.813934	04/08/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/115006/overview", "title": "Warm and Cool Soap Art", "author": "Amanda Levermann" }
https://oercommons.org/courseware/lesson/72713/overview	Places of Interest in New Providence Overview High Resolution images and simply worded information on popular places of interest in New Providence. Places of Interest in New Providence A learning package of images and information on popular places of interest in New Providence. It can be used as a lesson or as complementary material for classroom display.	oercommons	2025-03-18T00:34:39.831503	Diagram/Illustration	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72713/overview", "title": "Places of Interest in New Providence", "author": "Social Science" }
https://oercommons.org/courseware/lesson/21945/overview	Landing on the Moon Importance of NASA and the Space race Overview Between 1957 and 1975, the Cold War rivalry between the United States and the Soviet Union motivated each nation to attain firsts in space exploration, which were seen as necessary for national security and symbolic of technological and ideological superiority. The Space Race involved pioneering efforts to launch artificial satellites, sub-orbital and orbitalhuman spaceflight around the Earth, and piloted voyages to the Moon. It effectively began with the Soviet launch of theSputnik 1 artificial satellite on 4 October 1957, and concluded with the co-operative Apollo-Soyuz Test Project human spaceflight mission in July 1975. The Apollo-Soyuz Test Project came to symbolize détente, a partial easing of strained relations between the USSR and the US. The Space Race had its origins in the missile-based arms race that occurred just after the end of the World War II, when both the Soviet Union and the United States captured advanced German rocket technology and personnel. The Space Race sparked unprecedented increases in spending on education and pure research, which accelerated scientific advancements and led to beneficial spin-off technologies. An unforeseen effect was that the Space Race contributed to the birth of the environmental movement; the first color pictures of Earth taken from deep space were used as icons by the movement to imply that the planet was a fragile "blue marble" surrounded by the blackness of space. Some famous probes and missions include Sputnik 1, Explorer 1, Vostok 1, Mariner 2, Ranger 7, Luna 9, Alouette 1,Apollo 8, and Apollo 11. Source: Wikipedia: Space Race RAFT: President Kennedy's Request For More Funding RAFT ASSIGNMENT: The following assignment asks student to read over the speech given by President Kennedy and then analyze the text. Students are required to find the Role, Audience, Format, and Topic and then answer the writing question below. RAFT Assignment: Below is an excerpt from a speech given by President John F. Kennedy. Read from SPACE to the end (only 3 pages) Then answer the questions below: President Kennedy Space Mission Read pages 8-11 (starting with Space) \| ROLE: \| AUDIENCE \| \| FORMAT \| TOPIC: \| \| \| \| President Kennedy is asking for more money for the space program. Do you think he should be given more money? Also, how has the NASA program impacted your life today? Your answer should be at least 10-15 sentences long \|	oercommons	2025-03-18T00:34:39.850863	03/20/2018	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/21945/overview", "title": "Importance of NASA and the Space race", "author": "Jennifer Klein" }
https://oercommons.org/courseware/lesson/19002/overview	Racial Segregation PowerPoint Racial Segregation Overview This lesson plan details all standards necessary to justify the lesson in a 3rd grade setting in the state of Indiana. The material is inherently heavy; and the lesson plan accomodates for that by making it easier to and more simple to understand for a third grade learning level. Section 1 This lesson plan details all standards necessary to justify the lesson in a 3rd grade setting in the state of Indiana. The material is inherently heavy; and the lesson plan accomodates for that by making it easier to and more simple to understand for a third grade learning level.	oercommons	2025-03-18T00:34:39.866996	11/27/2017	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/19002/overview", "title": "Racial Segregation", "author": "Gunnar Ortlieb" }
https://oercommons.org/courseware/lesson/109191/overview	Activity: Sentence frames to support student-led discussions Overview Providing and modeling using sentence frames and starters empowers learners to engage in productive, inquiry-based conversations and collaboration. Created as part of the OASIS Coaching Support research study at CAST. Sentence frames to support student-led discussions Support learner collaboration skills by posting sentence frames and stems that promote positive peer feedback and interactions.	oercommons	2025-03-18T00:34:39.883383	Kristin Robinson	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109191/overview", "title": "Activity: Sentence frames to support student-led discussions", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/102302/overview	Introduction to adding numbers Overview Adding by counting for preschoolers A number is a count of things. When adding numbers we keep on counting the second number on top of the first. Start with a 5 for example. If we want add 2 more, we count the next two numbers: 6 and 7. Imagine we start with a 3 and want to add 3. Then we count the next three numbers: 4, 5 and 6. Let's look at something delicious: I have 4 bananas and 3 apples. \| 4 bananas \| 3 apples \| How many fruit do I have in total? 7 pieces of fruit \| Let's start with an example: Imagine You have 3 bananas and 2 apples. \| 3 bananas \| 2 apples \| How many fruit do You have in total? ? pieces of fruit \|	oercommons	2025-03-18T00:34:39.897047	Christian Kissner	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102302/overview", "title": "Introduction to adding numbers", "author": "Unit of Study" }
https://oercommons.org/courseware/lesson/94158/overview	Picking up Sticks Overview ACTIVITY OBJECTIVE: Build up the decision-making skills. This is a good exercise of choices with frequent use of decision power. thinking and reasoning ACTIVITY OBJECTIVE: Build up the decision-making skills. This is a good exercise of choices with frequent use of decision power. ACTIVITY DESCRIPTION: Scatter many sticks of different colors and sizes. Then the children pick up the sticks and pile up them in order. They arrange the sticks of similar colors, the same sizes, and common shapes. These arrangements of the sticks require the decision power of the children. ACTIVITY MATERIALS many \| Straws different in shape and color \| 01 \| Scissors to be used by the adult \|	oercommons	2025-03-18T00:34:39.910575	Activity/Lab	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94158/overview", "title": "Picking up Sticks", "author": "Special Education" }
https://oercommons.org/courseware/lesson/79651/overview	Creatively Navigating the Design Process With Disaster Islands Overview Used as an introductory activity in an Exploratory Makerspace and STEAM class, this project is designed to be an introduction to using all steps of the Design Process. Students will work through these steps to identify the problem, imagine a solution, create a plan, build (an island), test and evaluate their solutions. After we talk about these six steps, students are encouraged to solve the simple problem of building an island. As an instructor, I emphasize that this can be any type of island using any materials we have available, encouraging strong personal choice. Solve the Initial Problem Working in pairs, build an island using a box lid for a base. What is an "Island?" Each group gets to choose... (We've had naval bases, farms, vacation paradises, haunted houses, etc. If you can imagine it, you can build it.) You'll have 1-2 class periods to explore all our supplies and create your perfect island. Reimagining the Problem I make two copies of the challenge cards, cut them out and laminate them. During class, I leave them face down on a table in front of the classroom for students to draw from whenever they feel ready. I'm also really flexible with their choosing... if they draw the volcano card, but a volcano is already part of the island, they can choose another. Same if they draw the tourism card, but have created a tourist paradise already. I also encourage drawing multiple challenge cards if there is time. After you feel like your island is complete, draw one or more challenge cards. Each card poses a situation that must be addressed on the island by adding additional features. For example..."A volcano is erupting; build shelter." or "Pirates are invading; build something to scare them off." Look at your islands in a new way and add to your islands by creating solutions to the challenge card problems. Once you complete one challenge, you can continue to choose and complete more challenges with time leftover. You have one class period to complete these challenges. Reflection We save our Flipgrid videos and generally watch them together so they can see all the creative island options. If we have time constraints, then I encourage them to watch videos outside of class. We've also presented the islands orally and written reflections as an email... which is another good option to use to teach email format and etiquette. Islands also spend a couple weeks on display in the library so the rest of the building can enjoy them. At the end of the project, take some time to reflect on how things went. Did you solve your problem? Did you build an island? Did you solve your challenge(s) by adding to your island? Using Flipgrid, create a short video to answer these questions... First, introduce yourselves and explain the plans for your original island. Point out unique features and show off the completed project. Second, share the challenge card(s) and explain how you reimagined the island to address the challenges.	oercommons	2025-03-18T00:34:39.931036	Environmental Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79651/overview", "title": "Creatively Navigating the Design Process With Disaster Islands", "author": "Educational Technology" }
https://oercommons.org/courseware/lesson/91828/overview	Animals Should Be Used for Medical Research Overview Animals Should Be Used for Medical Research Human beings use animals for a wide variety of purposes, including research. Animals are used for transportation, for sport, for recreation, and companionship. The approximately 260 million people in the United States keep about 110 million dogs and cats as pets. More than 5 billion animals are killed in the United States each year as a source of food but when it comes to numbers of animals killed for medical research it is lower. According to the Journal of the American Medical Association, each year more than 100 million animals—including mice, rats, frogs, dogs, cats, rabbits, hamsters, guinea pigs, monkeys, fish, and birds—are killed in U.S. laboratories for biology lessons, medical training, curiosity-driven experimentation, and chemical, drug, food, and cosmetics testing. But still, there is a conflict among people about whether animals should be used for researches or not. Also, there are a lot of reasonable facts that explain animals should be used for medical research. First of all facts about medical research of animals is that animals are used in scientific research to help us understand our bodies and how they work. For example, the mouse has many similarities to humans in terms of anatomy, physiology, and genetics. The mouse genome is very similar to our own. By studying on animals we can understand our biology. Mice are extremely useful for studying complex diseases, such as atherosclerosis and hypertension, as many of the genes responsible for these diseases are shared between mice and humans. Research in mice provides insights into the genetic risk factors for these diseases in the human population. It is easy to manipulate the mouse genome, for example, adding or removing a gene to better understand its role in the body. This provides a powerful tool for modeling specific diseases when a mutated gene is known to play a role in the disease. With this researches, humans can develop new drugs and new ways of treatment owing to information got by animals. Another benefit of using animals for medical research is that animals can be used to testing new drugs and new treatments. They are used to safely test potential medicines before they are tested in people and to check the safety of other chemicals. Scientists can observe whether new chemicals have harmful effects, such as finding out whether a chemical causes cancer or harms the unborn fetus. With this scientists guarantee their drugs to use on people. It benefited much to people, for example, since 1900 the average life expectancy in the United States has increased by 25 years (U.S. National Center for Health Statistics, 1988). This remarkable increase cannot be attributed only to animal research but animal research has been an important contributor to improved human health. The other benefit of using animals for medical research is different because using animals for medical research benefits animals too. Many people believe that animal research is done only to benefit humans. What people may not realize is that most of the same research benefits animals. As people receive vaccines against deadly diseases, so do they. As people take antibiotics for their sickness, so do they. People and animals share about 50 of the same diseases. Ranging from asthma and epilepsy to high blood pressure and cancer. Doctors and veterinarians share almost 100 of the same medicines to heal humans and animals. Without animal testing, the prognosis for millions of animals would be simple they would develop diseases or contract viruses that would be untreatable, they would suffer, and eventually, they would die. Opponents of medical research on animals say that animal testing is unethical and ineffective. But in reality, Research in cows helped create the world’s first vaccine, which in turn helped end smallpox. Studies with monkeys, dogs, and mice led to the polio vaccine. Drugs used to combat cancer, HIV/AIDS, Alzheimer’s, hepatitis, and malaria would not have been possible without research with primates. Therefore, it would be fanciful to say that researches on animals are effective. While animal testing benefits people that much it would be unethical not to use them. In short, there is a conflict among people about using animals for medical research but there are facts that can not be ignored. Animals have been a very good science source for humans. Drugs and vaccines have been developed. Experiments on these creatures have helped humans to understand biology so it can not be said that using animals for medical research is not efficient.	oercommons	2025-03-18T00:34:39.946045	Batuhan Kaymak	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91828/overview", "title": "Animals Should Be Used for Medical Research", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/69649/overview	Education Standards What's For Lunch? 5th Grade STEM Storyline Overview As our 5th grade students start the shift from childhood to adolescence, it is important for them to be equipped with the knowledge and skills needed to take care of their bodies by making healthy eating choices! This unit strives to engage students in the task of crafting a healthy and delicious snack for younger students in their building. Students master Physical Science performance expectations (5-PS1-1, 5-PS1-2, 5-PS1-3, 5-PS1-4), while learning about the properties of different foods that make them healthy or not! The unit culminates with students constructing a snack for their 1st grade buddies. What's for Lunch? 5th Grade STEM Storyline As our 5th grade students start the shift from childhood to adolescence, it is important for them to be equipped with the knowledge and skills needed to take care of their bodies by making healthy eating choices! This unit strives to engage students in the task of crafting a healthy and delicious snack for younger students in their building. Students master Physical Science performance expectations (5-PS1-1, 5-PS1-2, 5-PS1-3, 5-PS1-4), while learning about the properties of different foods that make them healthy or not! The unit culminates with students constructing a snack for their 1st grade buddies.	oercommons	2025-03-18T00:34:39.973701	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/69649/overview", "title": "What's For Lunch? 5th Grade STEM Storyline", "author": "Assessment" }
https://oercommons.org/courseware/lesson/78308/overview	Engineering Graphics And Designs Overview Isometric Drawings Download the Introduction document, as an introduction to Isometric Drawing: Isometric Drawing Introduction Isometric drawing is a form of 3D drawing, which is set out using 30-degree angles. It is a type of axonometric drawing so the same scale is used for every axis, resulting in a non-distorted image. Since isometric grids are pretty easy to set up, once you understand the basics of isometric drawing, creating a freehand isometric sketch is relatively simple. Look at the video below:	oercommons	2025-03-18T00:34:39.991241	03/18/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78308/overview", "title": "Engineering Graphics And Designs", "author": "Lungelo Shabalala" }
https://oercommons.org/courseware/lesson/76042/overview	Writing 6-12 Overview These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice. These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.	oercommons	2025-03-18T00:34:40.008180	Languages	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/76042/overview", "title": "Writing 6-12", "author": "Language, Grammar and Vocabulary" }
https://oercommons.org/courseware/lesson/73042/overview	OER Options Mathematics OER Options Science Selecting and Reviewing OER for District Adoption Full Course OER Options for District Consideration Overview This resource provides guidance for school districts when considering OER for adoption as well as currently available full-course openly licensed resources to consider. Full Course OER Options for District Consideration Below are currently available full-course openly licensed resources for districts interested in exploring OER options when considering core instructional materials for district adoption. Please note that these are not endorsements or recommendations from the Washington Office of Superintendent of Public Instruction. When available, links to EdReports reviews have been provided. Note: For additional information, visit: Selecting and Reviewing OER for District Adoption Full Course Mathematics OER Options Grade Band \| Developer org. or district \| License \| Obtain Materials fees involved for different delivery platforms \| EdReports Review if available \| Comments \| PK-12 \| Great Minds - Eureka Math \| EngageNY archived files (2015) Great Minds (2015) \| Delivery options: PDF download, print purchase, digital platform Professional learning: \| \|\| K-5 \| \| Delivery options: Google drive documents Professional learning: SFUD Math Teaching Toolkit \| \|\|\| K-5 \| Also available from Kiddom and Imagine Learning \| \|\|\|\| 3-12 \| Delivery options: online viewing, PDF download Professional learning: Match Fishtank Teacher Tools \| \|\|\|\| 6-8 \| Also available from Kiddom and Imagine Learning \| \|\|\|\| 6-12 \| Delivery options: online viewing, digital platform, some PDF download \| \|\|\|\| 9-12 \| Also available from Kiddom and Imagine Learning \| \|\|\|\| 9-12 \| some CC-BY-NC-SA \| \|\|\|\| 11/12 \| \| \| Attribution and License Attribution and License Attribution - Cover photo by Opensourceway \| CC BY SA - Library, Physics, and Set Square icons by Vectors Market \| Flaticon Basic License License Except where otherwise noted, this work by the Washington Office of Superintendent of Public Instruction is licensed under a Creative Commons Attribution License. All logos and trademarks are property of their respective owners. This resource contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI.	oercommons	2025-03-18T00:34:40.058227	Washington OSPI OER Project	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/73042/overview", "title": "Full Course OER Options for District Consideration", "author": "Barbara Soots" }
https://oercommons.org/courseware/lesson/121068/overview	Chinese version of Van Gogh, The Bedroom Video: Van Gogh, The Bedroom Chinese practice with a virtual tour of Van Gogh’s Bedroom Overview Students will practice Chinese reading, oral and listening skills based on the theme Van Gogh’s Bedroom in Arles, by working with a virtual tour of the painter’s bedroom and by producing their own recordings of podcasts about the virtual tour.	oercommons	2025-03-18T00:34:40.083578	10/22/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121068/overview", "title": "Chinese practice with a virtual tour of Van Gogh’s Bedroom", "author": "Hua Ding" }
https://oercommons.org/courseware/lesson/64441/overview	Moving Air Effects Overview Helps students develop the idea of air pressure. How high pressure and low pressure affect the development of weather. This lesson explains the ways in which air moves, from a lot to a little, and the effects movement of air can have. How Air Masses Move... Before we go too far, we are going to take a look at how moving air forms different air masses. To help you save time, we will focus on just two types of air masses. A warm air mass and a cold air mass. You will look closely at how the speed of these air masses affect the weather when then meet. 1. To help save on paper, you will create the table in you science journal. https://docs.google.com/document/d/1F5Q5irj19RUkOPPT_8U5noFiuCJv88xxVBWJ-mRL60Q/copy?usp=sharing 2. When you have your journal setup, click the following link to continue to the interactive. Warning: The interactive will give you directions on what to do. You will have to read them. If you have a question about what to do, make sure you reread the directions first. You will also have to use your note taker guide so that you know the information you should record I recommend that you use a red and blue pencil or pen to take these notes. You will need sketches. Tank Car Mystery What do you notice? We are going to watch a video of a new phenomenon. 1. In your journal make the title, "Tank Car Mystery" 2. Make a T-chart in your science notebook using the following example. 3. As you observe this new phenomenon, record your noticings and wonderings in the T-chart. Digging Deeper 1. Watch this video, nothing else, just watch. 2. Now, watch the video one more time. I know this seems silly, but this time I would like you to pause the video and add any information to your t-chart. Looking for details, studying what happens in the background, and listening to any available information will equal better success. Use your senses to make scientific observations and think like a super scientist! If you do, you will actually uncover some hidden secrets to explain phenomena in our next unit. #everything we do links together Sharing Observations Sharing Observations (write subtitle in your journal) 1. You will now share your observations with your partner. It is important to keep your conversation focused on the topic of what's on your t-chart. 2. As you share with a partner, be sure to reference specific moments in the video so everyone understands what you are talking about. Turn and Talk Interview (take turns asking the following questions) 3. What did you observe in the video? 4. Why do you think those things happened? 5. What was puzzling to you? 6. What questions (wonders) do you have about what you observed? With Your Class (Science Seminar, I will keep a record of what we discuss) 7. Share your observations and your partner’s observations with the class Related Phenomena You will need large "fat" syringines for this activiy like the one picured here. Many times a local pharmancy will donate them. Making Observations of A Related Phenomena (write"Air Syringe" in your journal) 1. We are now going to take a look at a related scenario in our classroom. 2. Look at the sample below to setup your journal. You can also get a copy from your teacher to tape into your journal. (If absent you can find videos related to air pressure and the use of syringes on YouTube). Circulation In The Atmosphere Add a section to your journal called, "Investigating Wind" You will need to read the full article and then summarize your learning in your journal. I have highlighted some of the text of ideas you may want to think about adding to your journal. Just remember that no matter what you decide is important, make sure that you record it in a way that makes sense to you and will be usable later. This might mean words, pictures/sketches, or words and sketches. You decide. Where can you go to experience wind? Wind is one of the most obviously dynamic features of our dynamic planet. For a long time Mt. Washington in New Hampshire was known as the windiest place on Earth. It no longer is called that, but it's still plenty windy. A wind speed of 231 miles per hour was recorded on the mountain in April 1934. In a 200 mph wind, you would not be able to stand up. Temperatures due to wind chill would be outrageously cold! Atmospheric Circulation Wind is just moving air. You can't really see it. Whether it’s a gentle breeze or strong wind, you are most aware of air when it moves (Figure below). You can feel its molecules press against you. You can see things, like dirt and leaves, moving in the wind. And you can see object moving, like flags and trees, as a result of the wind. How can you tell the wind is blowing in these photos?(Don't need to answer in your journal, just for you to think about) Air movement takes place in the troposphere. This is the lowest layer of the atmosphere. Air moves because of differences in heating. These differences create convection currents and winds (Figure below). - Air in the troposphere is warmer near the ground. The warm air rises because it is light. The light, rising air creates an area of low air pressure at the surface. - The rising air cools as it reaches the top of the troposphere. The air gets denser, so it sinks to the surface. The sinking, heavy air creates an area of high air pressure near the ground. - Air always flows from an area of higher pressure to an area of lower pressure. Air flowing over Earth’s surface is called wind. The greater the difference in pressure, the stronger the wind blows. *You'll need this graphic. Draw it so it makes sense to you. Use the bullet points above. Use color. Differences in air temperature cause convection currents and wind. Summary - Warm air rises because it is less dense. This creates an area of low pressure. - Cool air sinks because it is denser. This creates an area of high pressure. - Wind blows from areas of high pressure to areas of low pressure. Review 1. Diagram and label the parts of a convection cell in the troposphere. 2. Why does warm air rise? Why does cool air sink? 3. What creates wind? Explore More Use the resource below to answer the questions that follow. https://youtu.be/DHrapzHPCSA - Where is insolation strongest? - What type of pressure occurs at the Equator? Why? - What type of pressure occurs at the poles? Why? - What are Hadley cells? - How do surface winds move? - What happens at the polar front? - How does air move differently at high altitudes?	oercommons	2025-03-18T00:34:40.130278	John Newman	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64441/overview", "title": "Moving Air Effects", "author": "Primary Source" }
https://oercommons.org/courseware/lesson/79437/overview	Holocaust ID Cards Overview Below is the direct link to the ID cards. https://encyclopedia.ushmm.org/landing/en/id-cards Another resource that can be used is the Jewish Virtual Library .https://www.jewishvirtuallibrary.org/ United States Holocaust Memorial Museum ID Cards The teacher can print out individual ID cards and hand one to each student. There are 600 ID cards in all on the website.. Students can use maps of 1930's or 1940's Europe and trace each individual's journey from their birthplace to the concentration camp. Students can research the different concentration camps around Europe. Teachers can instruct students to look at Europe's history during 1933 through 1939 especially on the treatment of the Jews. Students can get into groups and share the information/research that they have discovered about their person on the ID card. Teachers can do different lesson if they wish. Another good website is The Jewish Virtual Library.. Not only does it have info on the Holocaust but it has the early history of the Jewish people. Research can be done on this website to supplement the lessons that are on the United States Holocaust Memorial Library. This lesson would be for middle school grades. Students will go to the United States Holocaust Memorial Museum and click on the MENU at the top left corner. Look for REMEMBER SURVIVOR AND VICTIMS, click on it and scroll and click on IDENTIFICATION CARDS. This lesson could be used for map skills and/or research on the treatment of Jews in pre-war Europe. Both websites, The United States Holocaust Memorial Museum and The Jewish Virtual Library have an array of information that can be used as lessons to teach about WW2 and the Holocaust.	oercommons	2025-03-18T00:34:40.143850	04/20/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79437/overview", "title": "Holocaust ID Cards", "author": "Iris Shetterly" }
https://oercommons.org/courseware/lesson/102065/overview	https://docs.google.com/forms/d/e/1FAIpQLSe-x5Jzp8Y8QLN9ItL1oYEfQtQytqSDg7WNPikdsXpnrxaLyw/viewform memory game Huilense culture ART IN HUILA Overview In this resource, you will find important information and activities about Huilense culture. Read about it and follow the instructions to complete the activities. Ice Breaker Descriptor: Collaborative Infusion First, let's do a quick and fun activity to introduce us to the topic! Here you will find a game where you have to answer some questions. If you get the correct answer you will have to answer some extra questions with your classmates. Food Typical foods of Huila Photo: quemas.mamaslatinas.com The celebration of the Festival of San Juan and San Pedro Huila are of Spanish origin, and were introduced in the opita culture during the colonial era. An important contribution of the Spanish colonizers to the construction of these celebrations was the introduction of the pig and the consumption of its meat as food alternative in the region, as by the characteristics of the terrain was difficult to maintain cattle in addition to the high cost for farmers employed in large farms. Huila is a Department in which you can find a lot of different types of food. You can find restaurants serving typical meals from other countries. Among these are the roasted among other typical dishes of the region. Typical dishes: -Achiras -Cucas -Asado huilense -Evueltos de maiz - Juan valerio huilense - Papa rellena - Tamal huilense Dance Huila, a department located in the Andean region of Colombia, has a rich cultural tradition that is expressed in its music and typical dances. Some of the most outstanding typical dances of Huila are the following: Bambuco: is a traditional Colombian dance that is danced in couples and is characterized by its smooth and fluid movements. Bambuco is considered the national dance of Colombia and has several variations in different regions of the country, including Huila. Sanjuanero: is a typical Huila dance that is danced in couples and is very lively and cheerful. This dance is danced in honor of San Juan Bautista, the patron saint of the region. Rajaleña: is a traditional Huila dance that is danced in pairs and is very popular in the region. It is characterized by its fast and energetic movements and its lively rhythm. Danza del Toro: is a traditional dance that is danced in Huila in honor of the feast of San Pedro, patron saint of the city of Pitalito. This dance represents the fight between the bull and the dancers, who try to dominate the bull with their movements. These are just some of the typical dances of Huila, and each has its own history and cultural significance. All these dances can be seen in the festivities of San Pedro that take place every year in the capital of the department of Huila: Neiva. Costumes The typical costume of Huila is very elegant and full of details. For women, the blouse is white and has a square neckline with a lace detail. The sleeves are short and wide, with various lace and embroidery. The skirt is long and pleated, usually in a dark color such as black or blue, and is decorated with lace and embroidery at the bottom. The headscarf worn on the head can be of different colors and is knotted elegantly under the chin. The earrings are large and showy, often made of gold or silver. Photo: Revista La Semana In the case of men, the shirt is white and has a high collar. The sleeves are long and end in a wide cuff. The pants are black and fastened at the waist with a leather belt. The poncho worn is made of wool and is adorned with a colorful band. The hat is wide-brimmed and usually black or brown, with a colored band around it. The leather boots are black and reach up to the calf. Photo: Google images In summary, the typical costume of Huila is a sample of the elegance and tradition of the Andean region of Colombia and is full of details and ornaments that make it unique and special. Activity 1 Descriptor: Authentic Adoption and Collaborative transformation In this first activity, according to the information you read above you will have to: Write a 2 paragraph text where you tell us how Huilense culture has influenced your life in different aspects. You can also include images if you want. Please, to complete this activity go to the template on Canva at this link: https://www.canva.com/design/DAFglB0IXJg/5PDfGuXQiviy-JInlNUGqQ/view?utm_content=DAFglB0IXJg&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink&mode=preview Test your memory Descriptor: Collaborative Infusion Here you find a memory game where you have to find the picture and its corresponding word. Good luck! Test your knowledge Descriptor: Collaborative Infusion Now you will find a questionnaire where the knowledge you got from this lesson. Good luck!	oercommons	2025-03-18T00:34:40.171079	Melissa Tovar	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102065/overview", "title": "ART IN HUILA", "author": "Reading" }
https://oercommons.org/courseware/lesson/107908/overview	Navigating the Intersection of Social Media and Mental Health Overview The digital age has brought remarkable advancements in communication and connectivity through social media platforms. However, with these benefits come challenges, particularly in the realm of mental health. Navigating the intersection of social media and mental health requires a balanced approach that acknowledges both the positive and negative impacts of online interactions. The intersection of social media and mental health presents a complex landscape that requires mindfulness, digital resilience, and a proactive approach to self-care. By understanding the potential impacts of social media on mental health and implementing strategies to mitigate negative effects, individuals can foster a healthier relationship with their online presence while nurturing their overall well-being. Ultimately, the goal is to harness the positive aspects of connectivity while safeguarding mental health in the digital age. Balancing Acts: In an age where our lives are intertwined with digital screens and virtual connections, the impact of social media on mental health has become a crucial topic of conversation. While social media offers avenues for expression, connection, and information, it also presents challenges that can affect our mental and emotional well-being. This blog post dives into the complex relationship between social media and mental health, offering insights into the potential pitfalls and strategies to navigate the digital wellness challenge. The Paradox of Connection Explore how social media, designed to connect us, can sometimes foster feelings of isolation and loneliness due to curated portrayals of others' lives. The Highlight Reel Effect Uncover the phenomenon of the "highlight reel," where people share only the positive aspects of their lives, leading to comparisons and feelings of inadequacy. The Impact of Likes and Validation Discuss how seeking validation through likes and comments can affect self-worth and create a cycle of seeking external affirmation. Fear of Missing Out (FOMO) and Anxiety Explore the link between FOMO, constant notifications, and anxiety, and how digital detoxes can provide relief. Cyberbullying and Online Harassment Delve into the negative impact of cyberbullying and online harassment on mental health, especially among vulnerable populations. Disconnecting to Reconnect Discuss the importance of setting boundaries and practicing mindful social media use to prevent burnout and mental exhaustion. Cultivating Digital Resilience Learn strategies for building digital resilience, including critical thinking, separating self-worth from online presence, and seeking support. The Role of Digital Detox Explore the benefits of periodically disconnecting from social media to improve mental well-being and reconnect with the present moment. Fostering Positive Online Communities Discover the power of seeking and contributing to online communities that promote positivity, support, and mental health awareness. Platforms for Mental Health Support Highlight the emergence of platforms that focus on mental health advocacy, providing resources, helplines, and online therapy options. Raising Awareness and Reducing Stigma Discuss the importance of open conversations about mental health on social media to reduce stigma and create a more empathetic online space. Building a Digital Well-Being Toolkit Provide readers with actionable tips and tools to navigate the digital landscape while safeguarding their mental health. Conclusion The intersection of social media and mental health requires a delicate balance—a dance between connectivity and self-care. As we navigate this digital world, let's remain vigilant, critically evaluating our online interactions and their impact on our well-being. By fostering digital mindfulness, nurturing meaningful connections, and seeking support when needed, we can transform our online experiences into avenues of growth, resilience, and holistic wellness. Remember, you hold the power to curate your digital journey in ways that align with your mental health and emotional vitality.	oercommons	2025-03-18T00:34:40.186475	Neil Lindsay	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107908/overview", "title": "Navigating the Intersection of Social Media and Mental Health", "author": "Primary Source" }
https://oercommons.org/courseware/lesson/101754/overview	Learning Domain: Standard 1: Health Concepts Standard: Explain key concepts of alcohol, tobacco and other drugs including tolerance, addiction, recovery, peer pressure, short and long term health impacts (Steroid law). Learning Domain: Standard 1: Health Concepts Standard: Explain key concepts of mental & emotional health including stress, anxiety, depression, resilience, suicide and therapeutic treatment options. Learning Domain: Standard 2: Analyzing Influences Standard: Analyze how culture influences health beliefs, behaviors, and outcomes. Learning Domain: Standard 2: Analyzing Influences Standard: Analyze how the perception of norms influences healthy and unhealthy behaviors. Learning Domain: Standard 2: Analyzing Influences Standard: Analyze how personal values and beliefs influence individual health practices and behaviors. Learning Domain: Standard 2: Analyzing Influences Standard: Analyze and critique how media influences health beliefs, behaviors, and outcomes. HE.2.12.4 Learning Domain: Standard 2: Analyzing Influences Standard: Analyze how peers influence health beliefs, behaviors, and outcomes. Learning Domain: Standard 2: Analyzing Influences Standard: Analyze how race and ethnicity influences health beliefs, behaviors, and outcomes. Learning Domain: Standard 2: Analyzing Influences Standard: Analyze how the family influences health beliefs, behaviors, and outcomes.	oercommons	2025-03-18T00:34:40.209042	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101754/overview", "title": "Grade 9 Health Education Opioid Prevention Lessons", "author": "Lesson" }
https://oercommons.org/courseware/lesson/72541/overview	Stress Management Overview Today, the outbreak of the Corona epidemic has had a devastating effect not only on any individual but also on social, economic and cultural factor. And along with the human body, mental health is deteriorating. Today, stress management is essential to maintain the mental health of the society along with the personal mental health. Keeping that in mind, the course was designed. What is stress? Defination of Stress:- - Stress is the response given by our body to any dangerous or hard situations. - Stres is the pressure on our mind which happens due to work more than our mental or physical capacity. Reasons Behind Stress:- - Being afraid of something. - Failure in work - Unexpexted and unwanted moments in life - Family matters - Worries in mind - Changing economy - Work load Effects of stress:- - Disturbed mindset - Distraction from work - Mental diseases like depresion, anxiety - Physical diseases such as high bloodpressure, sugar, heart problems, etc. Precautions against stress:- - Understand that how the stress catches our mind and why? - Do one thing at a time - Get enough sleep - Do what you like - Follow the right lifestyle - Stay busy in something - Talk to others, share your problems - Meditation - Lessen your needs	oercommons	2025-03-18T00:34:40.224916	09/13/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/72541/overview", "title": "Stress Management", "author": "Asha Dharaskar" }
https://oercommons.org/courseware/lesson/120735/overview	Freedom Dreaming Overview Students analyze the many different guiding principles, such as radical imagination, that help launch and sustain social movements and consider how these ideals might inform emerging social movements in the world today. Students participate in guided inquiry as they select a social movement they want to learn more about, such as the United Farm Workers, the Stonewall uprising, the Chicano school walkouts, or resistance in Hawaii. Students craft research questions and dig deeper to identify the guiding principles, community organizing efforts, and impact of each of these movements before sharing information with their peers. Finally, students apply their learning in teams and create zines that aim to answer the question: How can we build movements that work to uphold and protect the rights of all people? Educator Welcome Dear Educator, We understand the joy every teacher experiences when they discover what lights up a student.And that breakthrough can make way for a powerful shift in motivating engagement in studentlearning. We’re thrilled to partner with you in bringing project-based learning to yourclassroom, and we think you’ll love these lessons—created in collaboration with educators, learning scientists, and experts in the field. Whether this is your first voyage into project-based learning or you’re a seasoned pro, we’re sure you’ll agree it’s an approach that sparks interest, ignites possibility, fuels a love for learningin students, and brings wonder to the classroom. As you join your students on this learning journey, we’d love to hear from you. We want to share in your successes, experience your students’ curiosity, celebrate their projects, hear what we can do better, answer any questions you have—and of course, support you each step of the way. Thank you for taking us along on this adventure. Onward! Your Friends at Educurious Acknowledgements Unit Credits & Acknowledgments Freedom Dreaming Unit Credits & Acknowledgments Educurious would like to express sincere gratitude to our partners for contributing their expertise, insights, and energy. Their collaboration was instrumental in the co-design of this project-based learning unit. Design Teachers and Schools: - Amanda Creasia - Brad Clay - Christine Pyle - Delaney Hanon - Diya Bailey - Heather Wren - Kayla Hipp - Nathaniel Okamoto - Nichol Everett A special thank you to Amanda Christensen for her leadership and support throughout this project. The Educurious Team: Unit Development Team: - Writers: Valeria Gamarra, Cody Pietro - Educurious Reviewer: Chris Carter - Editors: Clare Lilliston, Beth Sullivan Production Team: - Erik Robinson, Angela Rosenberg Project Manager: - Chris Carter Educurious Leadership: - Jane Chadsey, CEO Unit Poster Image Credits: - Poster created by Carlos Suarez-Murias License & Attribution Except where otherwise noted, Freedom Dreaming, by Educurious is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. You are free to share this material (by copying and redistributing it in any medium or format) and adapt it (by remixing, transforming, or building upon it). However, you must give appropriate credit, provide a link to the license, and indicate whether changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your adaptation. You may not use this material, or any adaptation of it, for commercial purposes. Please take care that adaptations do not introduce cultural bias. All logos and trademarks are the property of their respective owners. All art, illustrations, and photos in this work are used with permission and are not included in the open license. 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 Educurious. Please confirm the license status of any third-party resources and ensure that you understand their terms before use. If you adapt this work, please note the substantive changes, retitle the work, and provide the following attribution: "This resource was adapted from Freedom Dreaming, which was produced and published by Educurious and is licensed under CC BY-NC 4.0." Unless otherwise noted, Freedom Dreaming © 2024 by Educurious is licensed under CC BY-NC 4.0. Unit At A Glance & Teacher's Edition Download Module 1 Overview: Seeking Liberation Module Overview Module 1: Seeking Liberation Freedom Dreaming Unit Driving Question How can we build movements that work to uphold and protect the rights of all people? Module Driving Question What mindsets can guide community organizing efforts and social movements? Module Overview A social movement is an effort by a collective to achieve a specific goal. Usually, the collective's goal is social or political. Oftentimes, collectives work together to address inequities facing their community. Throughout this unit, students study different social movements, including the civil rights movement of the 1960s, the 504 disability sit-ins in 1977, and the growing fight for environmental justice. Given the magnitude of each of these movements, students approach their learning through the lens of liberatory mindsets and community organizing tactics. Through this focus, students begin to think of their own role in future social movements. In this module, students explore the mindsets that can help them create social movements to address inequity in our society. In Lesson 1.1, students unpack the meaning of freedom. They define oppression, equity, and liberation and discuss their vision for an equitable society. They begin to consider what equity might look like in the United States and apply their thinking to a source exploration of the Black Panther Party's Ten-Point Program. In Lesson 1.2, students revisit the idea of intersectionality (from Unit 1). They discuss how intersectionality can help them see the complexity in social issues, and then they come up with solutions that address that complexity. In Lesson 1.3, students unpack the role of joy and radical imagination in building social movements. They explore how these mindsets have been at the forefront of social movements from the past and how they remain there today. In Lesson 1.4, students explore the Fish Wars, an Indigenous movement that serves as an example of effective community organizing, demonstrations, joy, and radical imagination. \| Lesson 1.1: Freedom Dreaming (60 minutes) \| \| Key Standards for Success Criteria D2.Civ.5.9-12CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students reflect on their identity and their vision for an equitable society. Then students define oppression, equity, and liberation before discussing the ways in which people's experiences shape their views of freedom. Students consider and draft their vision for what an equitable society might look like. Then they explore the Black Panther Party's Ten-Point Program and discuss how the Black Panthers defined freedom for their community. Finally, students preview the unit and their final product. \| \| Lesson 1.2: The Mindset of Intersectionality (60 minutes) \| \| Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students review their understanding of intersectionality and reflect on how this idea can help guide social movements. They read about intersectionality in the Black Panther Party. Then they hear from people working on building social movements about how mindsets around intersectionality shape their work. Finally, they participate in a whole-group discussion about how intersectionality can help them build social movements today. \| \| Lesson 1.3: The Mindsets of Joy & Radical Imagination (60 minutes) \| \| Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students learn about the role of joy and radical imagination in guiding social movements. They define each of these mindsets through a text exploration. Then students explore different social movements through the lens of joy and radical imagination. Finally, students work in project teams to analyze different zine examples, looking for examples of joy and radical imagination. \| \| Lesson 1.4: The Fish Wars (60 minutes) \| \| Key Standards for Success Criteria D2.His.1.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students learn about the Indigenous movement of the 1960s and 1970s that came to be known as the Fish Wars. They read excerpts of firsthand accounts of people who were involved in the movement and craft questions to help them learn more. Then, they participate in a station activity and use their lists of guiding questions to learn more about key events, people, issues, and actions of the Fish Wars. Then, students participate in a Concentric Circles to identify whether the liberatory mindsets we learned about in previous lessons are present in the Fish Wars. Finally, students explore two examples of zines created by Indigenous people and consider their different approaches to creating change. \| \| Module Assessments \| \| \| Vocabulary \| \| Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.1: Freedom Dreaming Teacher Guide Lesson 1.1: Freedom Dreaming Freedom Dreaming Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people? Module Driving Question:What mindsets can guide community organizing efforts and social movements? Learning Targets I can: Purpose In this lesson, you will reflect on your own identity and your vision for an equitable society. Then you will define oppression, equity, and liberation before discussing the ways in which people's experiences shape their views of freedom. You will consider and draft your vision for what an equitable society might look like. Then you will explore the Black Panther Party's Ten-Point Program and discuss how the Black Panthers defined freedom and equity for their community. Finally, you will preview the unit and your final product. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. \| \| \| CCSS.ELA-LITERACY.RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students reflect on their identity and their vision for an equitable society. Then students define oppression, equity, and liberation before discussing the ways in which people's experiences shape their views of freedom. Students consider and draft their vision for what an equitable society might look like. Then they explore the Black Panther Party's Ten-Point Program and discuss how the Black Panthers defined freedom for their community. Finally, students preview the unit and their final product. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Reflect on and discuss new visions for society \| (15 min) \| Purpose: Students reflect on their views on oppression through the lens of their identity before defining equity and liberation. Then they reflect on the goals of liberation. You might say: Today we are starting our civil rights unit. We might hear "civil rights" and immediately think of the civil rights movement of the 1960s. We will touch on that movement in this unit, but it is not the focus of this unit. Instead, we will explore a variety of social movements that have brought about change in the United States. We will learn about the mindsets and actions of people within social movements to help us begin to understand how we can support current and future social movements. To start this thinking, we are going to reflect on two quotes that come to us from the Freedom Dreaming Project. You might notice that we get the name of the unit (and this lesson) from this project because they have done a lot of thinking about what an equitable society can look like today. [Slide 2] Invite students to reflect. - Distribute the Freedom Reflection handout to students and read the directions aloud for Part 1. Invite students to take out their personal identity icebergs from Unit 1. If possible, display the American identity icebergs and identity quilt created during Unit 1. - Provide students time to write and reflect. [Slides 3–6] Define key terms. You might say: Starting our thinking around our individual identity and our visions for the future can help us understand the work that still needs to be done to create a more equitable society and to understand our own role in the movement to do so. To understand that process a bit better, we need to define some key terms that will guide our thinking in this lesson and throughout the unit. - [Slide 3] social movement: an effort by a large group of people, which can include both individuals and organizations, to achieve a social or political goal. This goal might be to create change, or to resist or undo change - Ask: What examples of social movements can you think of from this course or from your own experience? - Possible responses: Black Lives Matter, Anti-Vietnam War movement - [Slide 4] oppression: prolonged unjust treatment or use of power to control another person or group of people - [Slide 5] equity: fairness and justice for all groups of people; equity involves recognizing that we do not all share the same lived experience and that different groups of people experience different realities in society before working to adjust imbalances between groups of people - [Slide 6] liberation: freedom from limits on thought and behavior - [Slide 7] rights: Basic freedoms that everyone has just because they're human, like the right to live. - Even though there's a shared idea about these rights worldwide, how much governments protect and recognize them can be different. - Ideally, all the people inside the same country, living under the same government, would have the same rights. - For example: Your right to healthcare is different depending on what country you live in. [Slide 8] Lead a whole-group discussion. Display the following question and invite students to share their responses. - How can thinking about oppression, liberation, and rights help us create a more equitable society? - Possible response: In order to create a more equitable society, we need to be able to identify where oppression and inequity exist. We also need to be able to identify if different communities have different rights and why. Identifying this helps us picture what a liberated society can look like so we can take steps to get closer to that vision. [Slide 9] Invite students to continue their reflection on freedom dreaming. - Read the directions aloud for Part 2 of the handout. - Provide students time to write and reflect, and then invite students to share their ideas in pairs, in small groups, or as a whole class. \| Step 2: Unpack freedom \| (20 min) \| Purpose: Students discuss freedom and the ways in which people see freedom differently given their own views about the world. Then students work in teams to begin to think about what an equitable society might look like in the United States and draft a vision of freedom that they will build on throughout this unit. You might say: Oftentimes the social movements that identify oppression and work toward equity and liberation talk about freedom. In this unit, we will be learning about different social movements that worked to bring about change for specific communities in the United States. We will see that these movements, and the people who led them, had clear and inspiring visions for what freedom and equity might look like for all groups of people in the United States. Let’s spend some time thinking about how different people think of freedom and what our own visions for an equitable society might be. [Slide 10] Play video "What Does Freedom Mean to You? \| The Story of Us" [2:31]. Invite students to discuss the following questions in pairs, in small groups, or as a whole class. - Why do you think people define freedom differently? - What might influence a person's definition of freedom? - What are some common ideas behind people's definitions of freedom? [Slide 11] Invite students to consider an equitable society. - Direct students to Part 3 of the handout. - Invite students to work with a partner or with a small group to write or draw their vision of freedom. - Then, invite students to share their work with another partner group or small group. - Finally, invite two or three student groups to share, depending on time. \| Step 3: Learn about the Black Panther Party \| (20 min) \| Purpose: Students look at a primary source example of a liberatory platform from a political party, the Black Panther Party. They identify how the platform lays out a vision for equity and freedom. You might say: Now that we have considered what an equitable society might look like, we can begin to learn about the visions for freedom, liberation, and equity held by groups of people who have worked toward social change in the United States. To better understand how strong visions about freedom and equity can build movements, let’s look to the Black Panther Party. [Slides 12–17] Lead a close reading of the Ten-Point Program. - Distribute The Black Panther Party's Ten-Point Program handout and review the instructions with students. - [Slides 12–14] Give students some background context for the origins and goals of the Black Panther Party (source: BlackPast). - The Black Panther Party was founded in 1966 in Oakland, California, by Huey Newton and Bobby Seale. - Although the organization was founded on many different theories of liberation, one of its leading philosophies was that the people and communities facing oppression had to take control of their community to gain freedom. - The Ten-Point Program written by the Black Panther Party outlines the oppression facing Black communities and a plan to address those issues. It used language that mirrored the Declaration of Independence. - Ask: Why do you think the Black Panther Party wrote their Ten-Point Program using the language from the Declaration of Independence? - Possible responses: Maybe they wanted to lend credibility to their ideas to the people in power by using language they were familiar with; maybe they wanted to symbolize that the rights they were fighting for mirrored the colonists trying to gain independence from Britain. - By 1970, the Black Panther Party had over 30 chapters across the nation. However, given aggressive tactics by the FBI to disband the group and fighting within the group, it disbanded in the late 1970s. - The Black Panthers' example continues to inspire activists fighting for Black liberation today. - [Slide 15] Provide students time to complete the context, audience, perspective, and purpose boxes on their handout. Use The Black Panther Party’s Ten-Point Program Teacher Key to guide student work. - [Slide 16] Read the text as a class, one item at a time. Alternatively, you can place students in small groups and assign an item to each group, having all groups share out at the end of the reading and translating time. Use The Black Panther Party’s Ten-Point Program Teacher Key to guide student work. - Define vocabulary necessary to understanding as you go. - Invite students to “translate” each item into language that is closer to how they would speak. - Ask: How would you summarize this text in 1–2 sentences? - Possible response: The United States is oppressing Black communities and committing violence against them. Black communities should have control over themselves, including resources, education, housing, etc., and should be provided with basic services and reparations by the government. - Invite students to turn and talk to their partner about the significance box. - Given the Black Panther Party's Ten-Point Program, how do you think they defined freedom for their community? - Possible response: Given the Ten-Point Program, the Black Panthers might define freedom as a life in which they do not face violence at the hands of the government. They might also define freedom as a life in which people can afford a dignified living, with access to health care when they need it, quality affordable housing, and education for their children. They might also define freedom as not being denied access to the social services that exist in society, based on their race. - Provide students time to write a response in the box. - Invite students to share out. - [Slide 17] Reflect on the text. - Ask: According to the Black Panther Party, what oppression did Black communities face? - Possible response: According to the Black Panther Party's Ten-Point Program, the Black community faces unjust imprisonment and harsh conditions while imprisoned. The Black community also faces economic hardship, over-policing, police brutality, and unemployment, as well as lack of access to health care, quality education, and decent housing. - Ask: What are some rights that the Black Panther Party wanted to protect or expand in order to build an equitable society for all Black people? What role did the Black Panther Party want the U.S. government the play in building equity? - Possible response: The Black Panther Party wanted to expand access to better housing, education, and health care and to increase employment. These would be an example of expanding civil liberties. They also wanted legislation that would protect them from over-policing, police brutality, and violence at the hands of the government. They wanted the government at different levels (local, state, federal) to take action to protect the rights of people in the Black community through legislation (laws). - Provide students time to talk to their partner about the questions. - Invite students to share out. [Slide 18] Lead a brief discussion. - Ask: What can we learn from the Black Panther Party about building freedom movements to protect the rights of all people? \| Step 4: Learn about the unit \| (5 min) \| Purpose: Students preview the unit poster, learn about their final product, and discuss the thoughts and questions they have for the unit ahead. You might say: The Black Panther Party took many different actions to help create equitable systems for Black communities. We will spend time in this unit exploring the different strategies that community groups used to create and advance social movements. However, as we can see from the Ten-Point Program, the Black Panther Party had a very clear vision for what they wanted to change in society. They had a clear plan, and in this plan, we can see the mindsets of the people behind the movement. Throughout the rest of this unit, we will learn about different mindsets that leaders of social movements used in the past and are now using to lead current and future social movements. [Slide 19] Introduce the unit poster. - Review the unit driving question, module driving questions, and final product. - Inform students that in this unit they will be learning about the following civil rights movements: - The civil rights movement of the 1960s - The disability rights movement and the 504 sit-ins of 1977 - Stonewall and queer resistance - Hawaiian resistance - The United Farm Workers Union - The education reform movement [Slide 20] Organize students into zine teams. - Invite students to turn and talk with their team: - What is one question you have about this unit? It could be about the content or the final product. - What is one thing you're excited about learning? Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.2: The Mindset of Intersectionality Teacher Guide Lesson 1.2: The Mindset of Intersectionality Freedom Dreaming Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people? Module Driving Question:What mindsets can guide community organizing efforts and social movements? Learning Targets I can: Purpose In this lesson, you will review your understanding of intersectionality and reflect on how this idea can help guide social movements. You will read about intersectionality in the Black Panther Party. Then you will hear from people working on building social movements about how mindsets around intersectionality shape their work. Finally, you will participate in a whole-group discussion about how intersectionality can help us build social movements today. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students review their understanding of intersectionality and reflect on how this idea can help guide social movements. They read about intersectionality in the Black Panther Party. Then they hear from people working on building social movements about how mindsets around intersectionality shape their work. Finally, they participate in a whole-group discussion about how intersectionality can help them build social movements today. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Review intersectionality \| (30 min) \| Purpose: Students define intersectionality through an example of the wage gap in the United States. You might say: In the previous lesson, we learned what liberation means and what it can look like in our society. Then we saw these ideas in action through an example of the Black Panther Party. As we explored the Black Panther Party's Ten-Point Program, we started to see the mindsets of the people behind the platform. We started to see how their beliefs about an equitable society transformed into action through the Ten-Point Program. When people build social movements, getting involved in organizing around an issue in their community, they are led by their mindsets about how to best address those issues. In this lesson, we will learn about intersectionality, one of two mindsets that many activists see as critical when they organize social movements. [Slide 2] Lead a whole-group discussion. - What is intersectionality? Think back to Unit 1. - How do you think we will use this mindset when studying social movements? [Slide 3] Display the definition of intersectionality. - intersectionality: a framework, or mindset, of thinking that asks us to examine how all aspects of a person’s identity impact their lived experience in the world - Read the directions aloud. - Invite students to take notes on the definition of intersectionality on their handout, if needed. [Slide 4] Connect intersectionality to rights. - Invite students to participate in a discussion with a partner or small group. - Invite 2–3 students to share their responses. - Ask: How might a person’s identity impact their rights in the United States? Use any examples you might remember from throughout the year or from your understanding of our society. [Slide 5] Play video "Women and the Black Power Movement: Crash Course Black American History #40" [11:04] - Distribute the Intersectionality & the Black Panther Party handout. - Invite students to answer the video guiding questions as they watch the video. - Then invite students to discuss their responses with a partner. [Slide 6] Lead a whole-group discussion. - Ask: How can having an intersectional mindset help a social movement be even more transformative? - Possible response: Students might reference information from the video about how women and their unique lived experiences can help a social movement address bigger societal issues. Having an intersectional mindset can help social movements consider all people affected by an issue and can help welcome those people into the movement to fight for change. You might say: By having an intersectional mindset, we can create social movements that unite people and help all of society. Although the Black Panther Party did not do this perfectly, and many women in the party have expressed their views on misogyny in the party, there were intersectional mindsets that helped guide their work. We are going to read about this now. You will read an excerpt from a speech given by Huey P. Newton, who was a leader in the Black Panther Party. [Slide 7] Provide instructions for the text analysis. - Direct students to the text source on their handout. - Provide guidance on how much time students have to read the text. - Invite students to work with a partner to complete the text analysis questions. [Slide 8] Lead a whole-group discussion. - Ask: What can this speech teach us about the possibilities that arise when movements become intersectional? Teacher Tip: Do No Harm The excerpt selected for this text analysis comes from a speech in which derogatory terms are used when referring to the LGBTQ+ community. Although Newton is pushing back against the use of those terms, they can still be jarring to students. The text selected from this speech does not reference this language, but it is present if students explore the full article link. \| \| Step 2: Learn about intersectionality in community organizing \| (20 min) \| Purpose: Students look at an example of a budding social movement from an intersectional mindset. You might say: Let's look at another example of how an intersectional mindset can guide the community organizing behind a social movement. This time, consider a growing social issue, the issue of climate change. [Slide 9] Define community organizing. - community organizing: a combination of methods, practices, and strategies that help people address problems by working together to exercise their collective power - Talking points: - All of us are members of many different communities. - For example, our school community might be different than the community in which we live, but both communities are important to our everyday lives. - We might be in other communities based on our interests or on our identity. - Ask: What communities are you a part of? Think about how you spend your time both in and out of school. - Having an intersectional mindset can help people involved in community organizing recognize how people inside and outside their community are impacted differently by the issue they are trying to solve. - This can help them create solutions that work to create equity for all people. [Slide 10] Provide guidance for group exploration. - Distribute the Environmental Justice Source Exploration handout. - Read the directions aloud and provide guidance for group work. \| Step 3: Discuss intersectionality as a mindset \| (10 min) \| Purpose: Students summarize their thinking through a discussion of the module driving question. You might say: There are many different issues in society today. There are the issues that the Black Panther Party worked to resolve. There are also newer issues like climate change. We will learn about other issues that people have worked to address throughout this unit. Some of these include the colonization of Indigenous lands, protections (and lack of protections) for people with disabilities, the rights of students, and the treatment of LGBTQ+ people in our society. How can intersectionality help us create solutions to these societal issues? [Slide 11] Display the module driving question. - Read it aloud and inform students that they will not be answering this question right now but that they can begin to break it down based on what they have learned so far in the unit. - Invite students to answer the discussion question below in their table groups. - How is intersectionality a mindset that can help get us closer to liberation for all? - Then invite students to share their responses as a whole group. Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.3: The Mindsets of Joy & Radical Imagination Teacher Guide Lesson 1.3: The Mindsets of Joy & Radical Imagination Freedom Dreaming Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people? Module Driving Question:What mindsets can guide community organizing efforts and social movements? Learning Targets I can: Purpose In this lesson, you will learn about the role of joy and radical imagination in guiding social movements. You will define each of these mindsets through a text exploration. Then you will explore different social movements through the lens of joy and radical imagination. Finally, you will work in project teams to analyze different zine examples, looking for evidence of joy and radical imagination. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students learn about the role of joy and radical imagination in guiding social movements. They define each of these mindsets through a text exploration. Then students explore different social movements through the lens of joy and radical imagination. Finally, students work in project teams to analyze different zine examples, looking for evidence of joy and radical imagination. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Reflect on joy and radical imagination \| (25 min) \| Purpose: Students reflect on the role of joy and radical imagination in building social movements. You might say: In our last lesson, we talked about the importance of intersectionality in building social movements. We discussed how having an intersectional mindset can help us see the complexity in the social issues that we try to address when we build social movements. Today, we are going to build on our understanding of liberatory mindsets by exploring the role that joy and radical imagination play in helping create meaningful social movements. [Slide 2] Distribute the Joy, Imagination, & Identity Reflection handout. - Direct students to Part 1 of their handout. Read the directions aloud. - Invite students to complete Part 1 individually. [Slide 3] Lead a whole-group discussion. - Display the following questions. If time permits, have students discuss the questions with a partner before coming together as a whole group. - What do you think we will learn about the role of joy and radical imagination in social movements? - Why might these be important mindsets behind social movements? [Slide 4] Define radical imagination. - Direct students to Part 2 of their handout. Read the directions aloud. - Invite students to work on Part 2 in partner groups or in their project teams. [Slide 5] Define joy in social movements. - Direct students to Part 3 of their handout. Read the directions aloud. - Invite students to work in groups to split up the text and discuss/answer the guided questions that follow. [Slide 6] Discuss joy and radical imagination. - Invite students to share their responses. - Take notes on joy and radical imagination on a class notes organizer. - If needed, display the following definitions. - joy: great happiness or pleasure, delight - radical imagination: the ability to visualize a better world in order to take meaningful action toward that vision \| Step 2: Identify joy and radical imagination in social movements \| (25 min) \| Purpose: Students work in groups to explore the ways in which joy and radical imagination have shaped social movements in the past and how they shape social movements today. You might say: Although we are starting to have conversations about the importance of joy and radical imagination in our activism today, these are mindsets that have shaped social movements of the past. In this source exploration, you will learn about some social movements that might be new to you, but you will also dive back into some that you are familiar with, like the work done by the Black Panther Party. [Slide 7] Distribute the Exploring Social Movements handout. - See the Teacher Preparation section above for more guidance on how to group students for this activity, depending on the time available. - Read the directions aloud and provide guidance for group work. [Slide 8] Lead a discussion. - Invite students to share their responses to the guiding questions. - Ask: What can we learn from other social movements about joy and radical imagination? \| Step 3: Explore a zine example \| (10 min) \| Purpose: In preparation for their final product, students explore zine examples through the lens of liberatory mindsets (joy, radical imagination, intersectionality) while building an understanding of what zines can look like. You might say: In this unit, you will be working in teams to create a zine, or mini magazine, that highlights a societal issue impacting communities today. Zines have been used as a tool for community organizing by other activists, particularly student activists. We are going to look at examples of zines created by other activists in order to more clearly understand the different ways zines can be used to build messages of resistance. As we do this, we will also look for evidence of intersectionality, joy, and radical imagination in the messaging by those who created these zines. [Slide 9] Distribute the Zine Examples & Team Reflection handout. - Read the directions aloud. - Invite students to work in project teams to complete their zine exploration Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 1.4: The Fish Wars Teacher Guide Lesson 1.4: The Fish Wars Freedom Dreaming Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people? Module Driving Question:What mindsets can guide community organizing efforts and social movements? Learning Targets I can: Purpose In this lesson, you will learn about the Indigenous movement of the 1960s and 1970s that came to be known as the Fish Wars. You will read excerpts of firsthand accounts of people who were involved in the movement and craft questions to help you learn more. Then, you will participate in a stations activity and use your list of guiding questions to learn more about key events, people, issues, and actions of the Fish Wars. Then, you will participate in a Concentric Circles discussion to identify whether the mindsets we learned about in previous lessons are present in the Fish Wars. Finally, you will explore two examples of zines created by Indigenous people and consider their different approaches to creating change. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.His.1.9-12: Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students learn about the Indigenous movement of the 1960s and 1970s that came to be known as the Fish Wars. They read excerpts of firsthand accounts of people who were involved in the movement and craft questions to help them learn more. Then, they participate in a station activity and use their lists of guiding questions to learn more about key events, people, issues, and actions of the Fish Wars. Then, students participate in a Concentric Circles to identify whether the mindsets we learned about in previous lessons are present in the Fish Wars. Finally, students explore two examples of zines created by Indigenous people and consider their different approaches to creating change. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Read firsthand accounts of the Fish Wars \| (15 min) \| Purpose: Students preview the factors that launched the Fish Wars in the 1960s and 1970s. They read a series of short excerpt from accounts by Indigenous people explaining these factors. As they read, students brainstorm a question that can help them learn more about the events. These questions will be used in the stations activity below. You might say: So far in this unit, we have explored different mindsets that can guide social movements. In today’s lesson, we will examine a social movement that puts these mindsets in action when fighting to protect the rights of their community. We will be examining the movement known as the Fish Wars. [Slide 2] Distribute the Fish Wars Movement handout. - Direct students to Part 1 and read directions aloud with students. - Provide guidance on how long students have to complete this part of their handout. - Consider inviting students to work with a partner. - As students work, offer guidance if they are stuck on crafting questions using the following talking points. - Do you know what circumstances caused the events described in this account? What might you have to learn more about in order to understand these events better? - Do any questions come up for you about locations or time periods? - What questions do you have about the actions taken during the Fish Wars? - What questions do you have about the people or groups involved in the Fish Wars? - Do you have any questions about the relationship between this movement and what we have learned so far in the unit? [Slide 3] Invite students to brainstorm questions as a class. - Invite students to share out the questions that they crafted after reading the accounts. - Capture their questions using a piece of chart paper. - Add +1 to questions that are repeated. - Try to combine questions so that by the end there are four or five questions you all agree you want to answer through the source exploration that is coming up next. Consider the following: - What was the relationship between Indigenous groups in the Pacific Northwest and the U.S. government before the Fish Wars? - Where did this all take place? - What events led to the protests and demonstrations by Indigenous people in the Fish Wars? - What people or groups of people were involved in the Fish Wars? - How did non-Indigenous groups in the region react to the demonstrations/actions? - What were the results of this movement? What was the impact of this movement? - How were intersectionality, joy, and radical imagination present throughout the movement? [Slide 4] Invite students to jot down these final questions on their handout. - Direct students to Part 2 of their handout. - Invite students to jot down the questions in the corresponding handout sections. - Inform students that they will answer these questions throughout the lesson. \| Step 2: Participate in a stations exploration \| (20 min) \| Purpose: Students move through different stations that help provide key details about the Fish Wars. They use this information to answer the guiding questions they crafted in Step 1. You might say: Now that we have crafted some questions that came up for us as we read accounts from people who lived through the events of the Fish Wars, it’s time to use those questions to learn more about the movement. We will be participating in a stations activity. Each station will provide you with information about different parts of the movement, including key demonstrations, events, people, issues, and actions. Let’s get started. [Slide 5] Provide instructions for the stations activity. - See the Teacher Preparation section above for more guidance on how to group students for this activity, depending on the time available. - Set up stations ahead of time. - Use this slide to provide instructions on the following: - How much time students have at each station - When students should switch between stations - Remind students to use their handout to jot down information that helps answer the questions they crafted earlier. [Slide 6] Lead a whole-class share out. - Revisit your class list of guiding questions. - Invite students to share the information they found at the stations that help answer these guiding questions. - Jot down answers to each question on a class thought-catcher or on a piece of chart paper. [Slide 7] Play the Native Knowledge 360° video "The Fish Wars: Four Simple Truths" [5:11]. - Invite students to add any new information from the video to their responses. - Invite students to share what new information they learned from the video about the Fish Wars. \| Step 3: Identify mindsets within the Fish Wars movement \| (15 min) \| Purpose: Students apply their understanding of joy, intersectionality, and radical imagination to what they have learned about the Fish Wars. They reflect individually on mindsets before they participate in a Concentric Circles discussion with their peers. You might say: Now that we have learned more about the Fish Wars, let’s apply our learning to the mindsets that guide effective social movements. We are going to reflect on the sources and information we just explored and identify how joy, intersectionality, radical imagination, and community organizing showed up throughout the Fish Wars. We are going to do this in a discussion activity. [Slide 8] Invite students to do some discussion prep. - Direct students to Part 3 of their handout. - Tell students how much time they have to independently reflect and respond to the questions before they discuss with their peers. - As students work, start to set up your classroom for the Concentric Circles discussion. [Slides 9–11] Introduce the “paraphrase” discussion skill. - [Slide 9] Frame the skill. - Keep track of what you hear. - Organize new ideas. - Put our understanding into our own words. - Ensure we stay on the same page with our conversation partners. - [Slide 10] Introduce skill vocabulary. - paraphrase: express the meaning of something someone else said using different (and usually fewer) words - Talking points: - You can paraphrase what someone else says to seek clarity and make sure you understand what they are trying to say. - You can paraphrase in order to build on an idea. - You can paraphrase to give context to a new piece of evidence you want to add to the discussion. - Provide examples. - Talking points: - In a discussion about whether video games are good for society, my partner says: “Video games make society smarter. Scientists have done research that proves that video games help students learn how to multitask, which makes them better students. Scientists have also found that students who play an average of 30 minutes of video games a day are more likely to be stronger math students.” - This is made-up information. - To paraphrase, I might say: “You said that playing video games improves students’ ability to multitask and to do math. Did I understand you correctly?” - My partner might respond: “Pretty much, but the math part was just that playing games was associated with better performance on math tests, but not that the video games necessarily caused the math skills.” - By paraphrasing, I got clarity on what my partner meant and ensured we were on the same page with our understanding. - I could also paraphrase and add evidence: “You said that playing video games improves students’ ability to multitask and to do math. But in another study scientists found that daily video game playing decreased students’ attention spans and was associated with greater disciplinary problems at school.” - [Slide 11] Introduce the discourse skill “paraphrase.” - Talking points: - As we discuss, I will have some sentence starters you can use if you are asked to paraphrase in case you get stuck. - Eventually, paraphrasing each other’s ideas as you build on them and add evidence will become second nature. - Prompting skill: - I’m not sure that was clear… - I can’t remember all that I said. - How can we relate what I said to the topic/question? - What do we know so far? - What is your take on what I said? - I don’t know. Did that make sense? - What are you hearing? - Responding: - So, you are saying that… - Let me see if I understand you… - Am I right in hearing you say that…? - In a nutshell, you are arguing that… - In other words… - What I am hearing is… - Essentially, you think that… - It sounds like you are saying that… [Slides 12–15] Facilitate the Concentric Circles discussion. - [Slide 12] Split the class in half and have them stand in two concentric circles facing each other (outer circle faces in and inner circle faces out). - Read the instructions on the slide: - Discuss the question on the slide with the person directly across from you in the other circle. - When time is up, the outer circle rotates clockwise one student. - [Slides 13–16] Display and read the first question on the slide. Provide students time to discuss the question with their first partner. When time is up, instruct the outer circle to rotate clockwise one student. Repeat the same question or display the next question. Continue until all questions have been discussed. - What evidence of joy, if any, did you find in your exploration of the Fish Wars? - What evidence of intersectionality, if any, did you find in your exploration of the Fish Wars? - What evidence of radical imagination, if any, did you find in your exploration of the Fish Wars? - What evidence of community organizing, if any, did you find in your exploration of the Fish Wars? - Throughout the discussion, prompt students to elaborate & clarify using the prompting skill sentence starters. You can also encourage students to prompt each other. - Invite 3–4 students to share what they discussed, what they learned, or something interesting shared by one of their peers. [Slide 17] Reflect on the discussion. - Invite students to reflect on the discussion using the prompts on the slide. - One specific thing I did well while practicing this skill is… - One specific thing the class did well while practicing this skill is… - One specific thing we could work on when it comes to this skill is… Teacher Tip: Concentric Circles Concentric Circles discussions are useful for getting students to speak to a wide variety of their peers and build on each other’s ideas efficiently. If you are new to Concentric Circles discussions, consider exploring the video "60-Second Strategy: Double Circle" from Edutopia to see an example of what the activity can look like. \| Teacher Tip: Introducing and Teaching Discussion Skills Throughout this unit and this course, students will be participating in several different discussions. To foster an environment that sees discourse as a key skill and works to improve those skills, we must: \| \| Step 4: Explore zine examples \| (10 min) \| Purpose: In preparation for their final product, students explore zine examples created by Indigenous people looking to create change. They discuss the different approaches toward change by two different zine artists and consider how each approach is effective. You might say: As we know, at the end of this unit you will be creating zines, or mini-magazines, that highlight social movements of the past, current civil rights issues, and organized actions people can take in their communities to protect rights and inspire change. There are many different ways that zine artists have worked toward change using this medium. We are going to look at two zines from Indigenous zine artists and consider how they took different approaches toward creating change. This will help us consider the way that we approach our own zines at the end of the unit. [Slide 18] Distribute the Indigenous Zines handout. - Read instructions aloud with students. - Invite students to work in their project teams to explore the zine examples. - Invite 2–3 students to share their responses to each of the zine reflection questions. - Ask: How do these zines take different approaches to creating change? How are they effective in unique ways? You might say: As we get ready to jump into Module 2 of this unit, let's take some time to think about what we have learned and what we are still curious about as we continue to learn about social movements, community organizing, and zines. Fill this out based on what we have learned so far in the unit. There are some ideas and concepts that we have not learned yet, so you can make note of that in your chart. [Slide 19] Provide instructions for the Know & Need to Know chart. - Distribute the Know & Need to Know chart handout. - Read the directions aloud and invite students to complete the chart in their project teams. - If time allows, consider creating a class Know & Need to Know chart based on responses from different teams. You can reference this class chart throughout the rest of the unit. Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Module 2 Overview: Building Movements Module Overview Module 2: Building Movements Freedom Dreaming Unit Driving Question How can we build movements that work to uphold and protect the rights of all people? Module Driving Question How have people built social movements to create change for their community? Module Overview The 1960s and 1970s saw a rise in different social movements that worked to address civil rights issues facing different communities in the United States. From the civil rights movement of the 1960s to the United Farm Workers movement to Stonewall and LGBTQ+ rights, there are several social movements that can teach us how to take local action to create nationwide change. In this module, students learn how people worked in the past to build social movements. In Lesson 2.1, students preview different social movements and select one movement they want to research further. They review the criteria for creating good research questions and write one question they will work to answer throughout the rest of the module. In Lesson 2.2, students learn about different community organizing strategies. They craft research questions that help them learn more about the community organizing strategies used by people working within the social movements they selected. In Lesson 2.3, students explore the social movements they have been researching through the lens of civil rights issues. They work to identify the civil rights issues addressed through the social movements they have been studying and craft research questions that help them understand the ways in which those civil rights issues still exist today. In Lesson 2.4, students use their research to answer the big questions they wrote in Lesson 2.1. Then they work to share what they learned about the social movements they explored in a social movement Gallery Walk. Finally, in lesson 2.5, students participate in a Socratic Seminar, exploring the role of liberatory mindsets in building social movements that address inequity. They use the text, sources, and discussions from Module 1 to answer the unit driving question: How can we build movements that work to uphold and protect the rights of all people? They close out the module by working in zine teams to think about the messages they want to communicate through their final products. \| Lesson 2.1: Selecting a Social Movement (60 minutes) \| \| Key Standards for Success Criteria D2.Civ.5.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students select a social movement to research further throughout Module 2. They read a series of brief articles on different social movements and select a movement they want to learn more about. Then they craft research questions that will help them gather information about key issues, people, and events in their movements. \| \| Lesson 2.2: Strategies & Movement Building (60 minutes) \| \| Key Standards for Success Criteria D2.Civ.5.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students begin to research the social movements they selected in the unit launch lesson. They learn about the goals of community organizing in a social movement and discuss the strategies that a group of people might use to build a movement. Then they craft research questions about community organizing and movement building based on the social movements they have selected. They conduct research to answer these questions. Finally, they discuss what they learned about using local action to build national social movements. \| \| Lesson 2.3: Supporting Social Movements Today (60 minutes) \| \| Key Standards for Success Criteria D2.Civ.5.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students continue to research the social movements they selected in the unit launch lesson. They work to identify the main civil rights issues addressed through the movements they are exploring. Then they craft research questions that help them explore the extent to which those same civil rights issues exist today and what people are doing to build social movements around those issues. They spend some time conducting research to answer those questions. Then they come up with three-point plans that outline ideas for community organizing in their community that could help address the civil rights issues they explored. Finally, they discuss what they learned about the connection between social movements of the past and social movements today. \| \| Lesson 2.4: Conversations on Social Movements (90 minutes) \| \| Key Standards for Success Criteria D2.Civ.5.9-12CCSS.ELA-LITERACY.RH.11-12.1 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students share what they learned about the social movements they chose to research. They work with other students who explored the same social movement to create a poster that summarizes what they learned about the movement and displays their response to the research questions they crafted in the first lesson of this module. Then they participate in a Gallery Walk to share what they learned and to hear from their peers about the social movements they explored. Finally, they participate in a whole-group discussion about what we can learn from past social movements when trying to address inequity today. \| \| Lesson 2.5: Socratic Seminar (120 minutes) \| \| Key Standards for Success Criteria D2.Civ.5.9-12CCSS.ELA-LITERACY.RH.11-12.9 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students participate in a Socratic Seminar that integrates the texts, social movements, and thinking that they have been exploring throughout Module 1. Students dig back into the sources from the first three lessons in this module to prepare for the seminar, and then they participate in the student-led seminar. Next, they debrief their class Socratic Seminar and set a goal for their class discussion moving forward. Finally, they meet in their zine teams to discuss the movements, ideas, and messages they want to highlight in their final zines. \| \| Module Assessments \| \| \| Vocabulary \| \| Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.1: Selecting a Social Movement Teacher Guide Lesson 2.1: Selecting a Social Movement Freedom Dreaming Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people? Module Driving Question:How have people built social movements to create change for their community? Learning Targets I can: Purpose In this lesson, you will select a social movement to research further throughout Module 2. You will read a series of brief articles on different social movements and select the movement you want to learn more about. Then you will craft research questions that will help you gather information about key issues, people, and events in the movement. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students select social movements to research further throughout Module 2. They read a series of brief articles on different social movements and select the movements they want to learn more about. Then they craft research questions that will help them gather information about key issues, people, and events in the movements. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Learn about different social movements \| (30 min) \| Purpose: Students read about different social movements and select the social movements they want to research further in Module 2. You might say: In Module 1, we worked to understand the mindsets that can help build social movements that address inequity. We explored several social movements to build our understanding of community organizing, intersectionality, joy, and radical imagination. In this module, we will be diving deeper into different social movements to understand how they were built. We will explore the tactics community groups used to launch their movements into the national spotlight. We will explore the impact that each of these movements has had on the world today and how they help guide the social movements working to address inequity today. You will do all this by creating research questions about a particular movement and then conducting research to gather information to answer those questions. Before you can do any of that, you need to select the social movement you want to focus on for the next few lessons. [Slides 2–3] Provide instructions for article exploration. See the Teacher Preparation section for guidance on how many articles students should read, given how much time you have for this lesson. Then use these slides to provide instructions based on your decision. Consider providing guidance on the following: - Number of articles students will read - Amount of time students will have to read each article - Any structure (e.g., jigsaw) students will use to discuss the articles they read before selecting movements to focus on - Any annotation tool you want students to use as they read the articles [Slide 4] Lead a whole-group discussion. Invite students to discuss the following question with a partner or table group before coming back together as a class. Invite 2–3 students to share their responses. - What draws you to learn more about the social movement you have chosen to research further? Teacher Tip: Localizing the Curriculum and Adding Social Movements There are several social movements students can consider at this point in the lesson. This is a good opportunity to add any social movements you want students to learn more about. This can include social movements that started locally so that students can learn more about the community organizing that took place in nearby communities. If you want to add another social movement for students to consider, use the following guidance: \| \| Step 2: Craft research questions \| (20 min) \| Purpose: Students learn about the criteria for writing effective research questions. They use the articles for the social movements they chose to craft one general research question they want to answer by the end of Module 2. They build on this skill in Lesson 2.2, when they craft research questions about community organizing tactics, and in Lesson 2.3, when they craft questions about the legacy and influence of the movements they are exploring. You might say: Now that we have selected the social movements we want to learn more about, we need to create research questions to help guide our research. Let's learn a little bit more about what makes an effective research question. You will write one research question about this social movement today and other research questions in our next two lessons. You will answer all of them by the end of this module. [Slides 5–7] Provide criteria for effective research questions and suggest research question sentence starters. - Effective questions are clear and focused on a specific topic. They are narrow, not broad. - Effective questions are open-ended, meaning they cannot be answered with a yes or a no. They are arguable and require a claim, evidence, and reasoning. - Effective questions use strong, active words (e.g., cause, effect, compare, impact, change, influence) that make them more complex. - Effective questions do not ask what might have been. Questions like "What would have happened if the United States had not gotten involved in WWII?" are called counterfactual questions, and we cannot know the answers to these questions. - Research question sentence starters: - Why did…? - What caused…? - What impact/effect did ______ have on ______? - Why might…? - To what extent did…? - How does ______ compare with ______? - In what ways…? [Slides 8–9] Distribute the Crafting Research Questions handout. - Direct students to Part 1 of the handout, Evaluating Research Questions. - Read the directions aloud. After students complete the handout, invite them to discuss the following question. - How can research questions deepen our understanding of the social movements we are exploring? [Slide 10] Direct students to Part 2 of their handout. Read the directions aloud and invite students to work individually to craft research questions using the articles/movements they have chosen. \| Step 3: Get feedback on your research questions \| (10 min) \| Purpose: Students work with a partner to get feedback on their research questions based on the criteria they discussed earlier. They edit and finalize one research question each. They will work to answer this question throughout the remainder of Module 2. You might say: Now that you have brainstormed topics based on the article you read and decided on one research question, it's time to see if it meets our criteria for a strong research question. Work with a partner to get feedback on your question and edit it if necessary. You will answer this question as you complete research in our next two lessons. [Slide 11] Provide instructions for peer feedback. Direct students to Part 3 of the Crafting Research Questions handout. Read the directions aloud and provide guidance on the following: - Who students are working with for this part of the lesson (partner groupings). - How much time each student has to share and receive feedback - The criteria students should be using to give feedback (Part 1 of the handout) - When students should switch over to rewriting and finalizing their final questions [Slide 12] Lead a whole-group share-out. Invite students to share the social movements they are going to be learning more about and the final research questions they want to answer by the end of Module 2. Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.2: Strategies & Movement Building Teacher Guide Lesson 2.2: Strategies & Movement Building Freedom Dreaming Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people? Module Driving Question:How have people built social movements to create change for their community? Learning Targets I can: Purpose In this lesson, you will begin to research the social movement you selected in the unit launch lesson. You will learn about the goals of community organizing in a social movement and discuss the strategies that a group of people might use to build a movement. Then you will craft research questions about community organizing and movement building based on the social movement you selected. You will conduct research to answer these questions. Finally, you will discuss what you learned about using local action to build national social movements. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students begin to research the social movements they selected in the unit launch lesson. They learn about the goals of community organizing in a social movement and discuss the strategies that a group of people might use to build a movement. Then they craft research questions about community organizing and movement building based on the social movements they selected. Students conduct research to answer these questions. Finally, they discuss what they learned about using local action to build national social movements. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Learn about community organizing strategies \| (15 min) \| Purpose: Students learn about the goals and strategies of community organizing and work together to brainstorm effective community organizing strategies based on what they have learned about different social movements so far in this unit. You might say: We have talked a lot about different social movements throughout this unit. Now each of you is learning more about a specific social movement. Today we will dig into those social movements through the lens of the community organizing strategies used to build national movements. Community organizing can look different across movements, and we have already discussed many different examples. Let's start our thinking with a freewrite about what we might already know about community organizing. [Slide 2] Invite students to complete the Community Organizing Freewrite handout. Read the directions aloud. [Slide 3] Lead a whole-group discussion. Invite students to discuss the following questions with a partner or table group before coming back together as a class. Then invite 2–3 students to share their responses. - How does community organizing require people to act locally? - How does community organizing help social movements get national attention? [Slides 4–6] Provide examples of different community organizing strategies. Use the following talking points (source: "Civic Theory and Practice," Tufts University). - Define community organizing: a combination of methods, practices, and strategies that help people address problems by working together to exercise their collective power. - Community organizing strategies can be very different, but engaging in community organizing involves taking action to build local coalitions that can work together to address issues in the local community. - Some common community organizing strategies include the following: - One-to-one interviews: Community organizers build relationships with community members by knocking on their doors or approaching people in other ways to ask them about their concerns and to share the goals of the group that is organizing. They ask community members to join their efforts. - House meetings: Often held at the homes of community members but sometimes taking place in other community spaces, these meetings bring together people who are interested in joining the efforts for a specific cause. Community organizers can use these meetings to build relationships with other community members and to bring in other communities to grow the efforts for a specific cause. - Strategic discussions: Community organizers engage in strategic discussions to come up with solutions, demands, and plans of action for working toward their community's goal and addressing its problems. - Direct action: Perhaps the best-known type of community organizing, direct action involves demonstrations that target people, groups, government agencies, and properties that are somehow related to the community issue the organizers are trying to address. Some examples of direct action are protests, sit-ins, boycotts, and strikes. Direct action can be nonviolent or violent, and its goals are to draw attention to the cause of the community organizing group and to gain support. [Slides 7–8] Review criteria for effective research questions. - Effective questions are clear and focused on a specific topic. They are narrow, not broad. - Effective questions are open-ended, meaning they cannot be answered with a yes or a no. They are arguable and require a claim, evidence, and reasoning. - Effective questions use strong, active words that make them more complex (e.g., cause, effect, compare, impact, change, influence). - Effective questions do not ask what might have been. Questions like "What would have happened if the United States had not gotten involved in WWII?" are called counterfactual questions, and we cannot know the answers to these questions. \| Step 2: Craft research questions and conduct research \| (40 min) \| Purpose: Students write research questions about community organizing within the social movements they are exploring further. They use the criteria for effective research questions to craft research questions about community organizing in the social movements they are studying. Then they begin their research to find information that helps them answer their research questions. You might say: In the previous lesson, you learned about the criteria of an effective research question. You wrote and received feedback on a research question for the social movement you chose. Today you will begin to gather information that helps you answer that big research question. But when we start to learn more about an issue or a movement, we need to ask more than one question. We are going to craft a few more questions, focusing on community organizing, that can help us learn more about the strategies used by the social movements we are exploring. [Slides 9–10] Set research parameters. Provide guidance on the different subtopics to guide the research questions students will write before beginning their research. Display the following subtopics to consider. - Community organizing goals - Community organizing strategies (e.g., one-to-one interviews, house meetings, strategic discussions, direct action) - Local action - National action - Leaders - Trajectory of the social movement: How did it grow? [Slide 11] Direct students to their Community Organizing Research handout. Read the directions aloud. Use the following talking points to set students up for their individual research. - Before launching into your research, you will write research questions using the subtopics we discussed. - As you complete your research on community organizing, you should capture any information that helps you answer your big research question from Lesson 2.1. You have space to capture this information on your handout. - There are some suggested resources you can explore to help you find information about community organizing within each social movement. Teacher Tip: MLA, APA, or Chicago Citations The rubric for this project asks students to cite their sources in either MLA, APA, or Chicago format. You can change this guidance to match the citation format that you are already using in your classroom. If you have not worked on citations with students, use the following resources from Purdue OWL for more guidance. Incorporate this information into this step of the lesson. \| \| Step 3: Discuss local action and national impact \| (5 min) \| Purpose: Students discuss what they learned about community organizing, local action, and national social movements. [Slide 11] Lead a whole-group discussion. Invite students to discuss the following questions with a partner before coming together as a whole group to share their thoughts. - Remind students that they are working on the “paraphrase” discourse skill. - Ask: - What did you learn about the community organizing that took place within the social movement you are researching? - What is the relationship between local community action and national social movements? If time permits, invite students to update their Know & Need to Know Chart handout (Lesson 1.4) with new information. Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.3: Supporting Social Movements Today Teacher Guide Lesson 2.3: Supporting Social Movements Today Freedom Dreaming Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people? Module Driving Question:How have people built social movements to create change for their community? Learning Targets I can: Purpose In this lesson, you will continue to research the social movement you selected in the unit launch lesson. You will work to identify the main civil rights issues addressed through the movement you are exploring. Then you will craft research questions to help you explore the extent to which those same civil rights issues exist today and what people are doing to build social movements around those issues. You will spend some time conducting research to answer those questions. Then you will come up with a three-point plan that outlines ideas for community organizing in your community that could help address one of the civil rights issues you explored. Finally, you will discuss what you learned about the connection between social movements of the past and social movements today. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students continue to research the social movements they selected in the unit launch lesson. They work to identify the main civil rights issues addressed through the movements they are exploring. Then they craft research questions to help them explore the extent to which those same civil rights issues exist today and what people are doing to build social movements around those issues. They spend some time conducting research to answer those questions. Then they come up with three-point plans that outline ideas for community organizing in their community that could help address the civil rights issues they explored. Finally, they discuss what they learned about the connection between social movements of the past and social movements today. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Identify civil rights issues \| (15 min) \| Purpose: Students identify the civil rights issues addressed through the movements they have been researching. They discuss the extent to which they believe these civil rights issues still exist today. You might say: In the previous lesson, we studied social movements through the lens of the community organizing strategies used within each movement to create change. Today you will be creating research questions through the lens of the civil rights issues that each movement worked to address. Then you will work to research the ways in which those civil rights issues still exist today. Do the issues remain the same? Have they morphed into new issues? And what can we learn about past social movements when we think about building movements today that help protect the civil rights of all people? [Slides 2–3] Review the definitions of civil rights and civil rights issues. - Ask: Think back to our launch lesson for this unit. What are civil rights? What role does government play in civil rights? - civil rights: additional legal protections from discrimination based on factors like race, gender, and disability; civil rights are created to make sure that people are not treated unequally in society because of discrimination - Ask: Given this definition, what do you think we mean when we say "civil rights issues"? - civil rights issues: problems in society that relate to a person's or group of people's rights being violated based on factors such as race, gender, age, sexual orientation, and disability - Ask: Why is it important to pay attention to civil rights issues in our society today? [Slide 4] Provide instructions for independent reflection. - Distribute the Present-Day Movements Research handout. - Direct students to Part 1 of their handout. Read the directions aloud. [Slide 5] Lead a whole-group discussion. - Invite students to discuss the following questions with a partner or table group before coming back together as a class. Then invite 2–3 students to share their responses. - Given your research so far, in what ways do similar civil rights issues still exist today? - What is similar? - What is different? - What more do you need to know to answer this question? \| Step 2: Craft research questions and conduct research \| (25 min) \| Purpose: Students write research questions that help them understand the extent to which the civil rights issues they identified in Step 1 still exist today. Then they write questions that help them learn about people, communities, or movements that are working to address similar civil rights issues, and they spend some time conducting research to answer these questions. You might say: You will now be creating research questions that help you find the information you still need to determine the ways in which the civil rights issues you identified still exist today. You might already know enough about your social movement to be able to share your views, but we want to make sure we are using trustworthy sources to back up those views. Creating good research questions will help us better understand the connection between past social movements and social movements today. [Slide 6] Set research parameters. Provide guidance on the different subtopics to guide the research questions students will write before beginning their research. - Display the following subtopics to consider. - Civil rights issues you identified - Civil rights laws - Social movements today - Community organizing today [Slide 7] Provide instructions for creating research questions. Direct students to Part 2 of their Present-Day Movements Research handout. Read the directions aloud. Use the following talking points. - You will write research questions using the subtopics we discussed before launching into your research. - As you complete your research on civil rights issues and social movements today, you should also capture any information that helps you answer your big research question from Lesson 2.1. You have space to capture this information on your handout. - There are some suggested resources you can explore to help you in your research. - The civil rights issues you explore might lead you in many different directions. By the end of your research, you will select one civil rights issue today that is related to the social movement you researched. \| Step 3: Create a three-point plan \| (15 min) \| Purpose: Students create a three-point plan that helps address a civil rights issue today. You might say: The civil rights issues you researched today might be very similar to or very different from the civil rights issues that specific social movements were trying to address. The social movements we studied and researched can still help us understand what it looks like to make a plan to address civil rights issues today. We will take what we learned from the social movements and what we learned about the Black Panthers earlier in this unit to create a three-point plan to address the civil rights issues today that we identified. [Slide 8] Review the Black Panther Party's Ten-Point Program. - Play the video "Bobby Seale: The 10 Point Program of The Black Panther Party" [0:00–3:30] and then ask the following questions. - What were the Black Panthers trying to achieve through their Ten-Point Program? - How did outlining possible solutions to civil rights issues facing the Black community help the Black Panthers build a movement? [Slide 9] Provide instructions for creating a three-point plan. Distribute the Three-Point Plan handout. Read the directions aloud. - Clearly identify the present-day civil rights issue you will address through your three-point plan. - Include steps that you and your community will take to address the issue. - Consider including demands that you are making of local, state, or federal government. - Include proposed solutions that you think can address the civil rights issue you identified. - At least one of the three points you outlined should use a similar community organizing strategy used by the social movement you have been researching. [Slide 10] Lead a small group share-out. Invite students to share their three-point plans with a partner or a small group, depending on the time you have left for this activity. Ask the following questions. - What present-day civil rights issue are you trying to address through your three-point plan? - What is your three-point plan? \| Step 4: Participate in a whole-group discussion \| (5 min) \| Purpose: Students discuss what they learned about supporting social movements in addressing inequity today. You might say: At this point in your research, you know a lot about a specific social movement. You know the issues that ignited the movement. You know the strategies that people within the movement used to launch a local movement into the national spotlight. You know the legacy of the movement and how people are working to address related civil rights issues today. Now let's discuss what we learned from these social movements when thinking about our own actions to address inequity today. [Slide 11] Lead a whole-group discussion. Invite students to discuss the following questions with a partner before they share their responses as a whole group. - What surprised you about the social movement you researched? - What did you learn from this social movement that helps you understand how we can build movements that help protect the rights of all people? If time permits, invite students to update their Know & Need to Know Chart handout (Lesson 2.1) with new information. Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.4: Conversations on Social Movements Teacher Guide Lesson 2.4: Conversations on Social Movements Freedom Dreaming Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people? Module Driving Question:How have people built social movements to create change for their community? Learning Targets I can: Purpose In this lesson, you will share what you learned about the social movement you chose to research. You will work with other students who explored the same social movement to create a poster that summarizes what you learned about the movement and displays your response to the research question you crafted in the first lesson of this module. Then you will participate in a Gallery Walk to share what you learned and to hear from your peers about the social movements they explored. Finally, you will participate in a whole-group discussion about what we can learn from past social movements when trying to address inequity today. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 90 minutes \| \| Standards \| \| \| D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. \| \| \| CCSS.ELA-LITERACY.RH.11-12.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students share what they learned about the social movements they chose to research. They work with other students who explored the same social movement to create a poster that summarizes what they learned about the movement and displays their responses to the research questions they crafted in the first lesson of this module. Then they participate in a Gallery Walk to share what they learned and to hear from their peers about the social movements they explored. Students participate in a whole-group discussion about what we can learn from past social movements when trying to address inequity today. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Respond to your big research question \| (20 min) \| Purpose: Students use the research they completed in Lessons 2.2 and 2.3 to answer the big research questions they wrote in Lesson 2.1. You might say: Throughout this module, you have all been researching different social movements. Today you will be working to summarize everything you have learned about your social movement, from the community organizing within the movement to the civil rights issues people worked to address through the movement. You will also share what you learned through your own research. To start this off, we are going to take some time to answer the big research questions that we crafted in Lesson 2.1 and that we have been collecting information for throughout our research in this module. You will be sharing your question and your response with your peers later in our lesson. [Slide 2] Provide guidance for responding to the big research question. See the Teacher Preparation section for more guidance on selecting a response format that allows students to display their questions and responses in Step 2 of this lesson. Provide the following guidance. - How students can reference their research handouts from Lessons 2.2 and 2.3 to answer their big questions - How much time students have to respond to their research questions - How students should display their questions and responses so that others can see their work later \| Step 2: Prepare for a social movement Gallery Walk \| \| Purpose: Students work with peers who researched the same social movement as them to create a poster overview of the movement. They provide information about the goals, strategies, and legacies of the movement. They display their research questions and responses as well as the three-point plans they created for related civil rights issues in Lesson 2.3. You might say: Now it's time to gather with other people who researched the same movement as you so that you can collaborate on how you will share what you learned about the movement with the rest of your peers. You will break up into teams based on your social movement to create a poster that gives your peers an overview of the movement. Then you will create a station for your movement that showcases some of the work that you did throughout this module. [Slide 3] Provide instructions for teamwork. Provide guidance on the following: - What materials are available for poster creation - How much time students have to create their poster - Where each team should work - Where each team should display their work Teacher Tip: Teaching Writing This is a good moment to introduce or reinforce a writing structure for students. You could consider having students write their answers in CER format (Claim, Evidence, Reasoning), instructing them on how to best craft each piece of their response. See this Edutopia article for more information about the CER structure and introducing it to students. \| [Slide 4] Display the social movement poster checklist. Let students know that each poster and each station should include the following items. - Poster - Name of social movement - Key events/dates - Key civil rights issues - Community organizing strategies - Outcomes - Station - Three-point plans from Lesson 2.3 - Big research questions and responses \| Step 3: Participate in a Gallery Walk \| (30 min) \| Purpose: Students participate in a Gallery Walk to learn more about the social movements their peers researched in this module. They take notes on each of the social movements. Students participate in a discussion about what they learned about the social movements their peers explored and how those movements compare to the social movements they explored themselves. You might say: Now it's time to learn about the social movements your peers researched. As you work your way through each of the stations, take notes on each movement. As you do this, make a note of how each movement compares to the movement you researched. What is similar? What is different? [Slide 5] Provide instructions for the Gallery Walk. - Distribute the Social Movements Gallery Walk handout. Read the directions aloud. - Provide guidance on the following: - Rotation order/direction - Amount of time at each station - Taking notes on the Social Movements Gallery Walk handout [Slide 6] Lead a whole-group discussion. Invite students to respond to these questions in their project teams before they share their responses in a whole-group discussion. - What were some similarities you noticed throughout the different social movements in terms of civil rights issues or community organizing efforts? - What is one lesson we can learn from these social movements about creating movements to address inequity today? Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 2.5: Socratic Seminar Teacher Guide Lesson 2.5: Socratic Seminar Freedom Dreaming Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people? Module Driving Question:How have people built social movements to create change for their community? Learning Targets I can: Purpose In this lesson, you will participate in a Socratic Seminar that integrates the texts, social movements, and thinking that we have been exploring throughout Module 2. You will dig back into the sources from the first three lessons in this module to prepare for the seminar, and then you will participate in the student-led seminar. Next, you will debrief your class Socratic Seminar and set a goal for your class discussion moving forward. Finally, you will meet in your zine team to discuss the movements, ideas, and messages you want to highlight in your final zine. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 120 minutes \| \| Standards \| \| \| D2.Civ.5.9-12: Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. \| \| \| RH.11-12.9: Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students participate in a Socratic Seminar that integrates the texts, social movements, and thinking that they have been exploring throughout Module 2. Students dig back into the sources from the first three lessons in this module to prepare for the seminar, and then they participate in the student-led seminar. Next, they debrief their class Socratic Seminar and set a goal for their class discussion moving forward. Finally, students meet in their zine teams to discuss the movements, ideas, and messages they want to highlight in their final zines. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Prepare for the Socratic Seminar \| (35 min) \| Purpose: Students prepare for their student-led discussion, a Socratic Seminar, by responding to the seminar questions, using sources and texts from Module 2, and by exploring the Liberatory Design framework. You might say: So far in this unit, we have explored many different social movements, mindsets, and big ideas. We learned about the Black Panthers, the fight for climate justice, the influence of jazz, and the civil rights movements. We worked to define freedom and equity. We talked about intersectionality, joy, and radical imagination. We talked about liberation. We have been building capacity around all of this in order to build a clearer picture of social movements and community organizing. Today, we will begin preparing for a Socratic Seminar, during which we will draw a connection between all our learning so far in order to answer the question: How can we build movements that work to uphold and protect the rights of all people? [Slides 2–3] Provide instructions for seminar prep. - Distribute the Socratic Seminar Discussion handout and direct students to Part 1. - Read the directions aloud and provide guidance on the following: - Time allotted to complete Part 1 of the seminar handout - How you will check for seminar prep completion at the end of the allotted time - If/how you will conference with students to support them in their seminar prep - What students should do if they finish their seminar prep early Teacher Tip: Socratic Seminar Teacher Checklist You might have already done Socratic Seminars with your students. If so, you already know what seminar setup works for your classroom. If you haven't used this strategy with students, use the Socratic Seminar Teacher Checklist for guidance on the ways you can set up this activity, given your classroom size, number of students, time allotted, and other class-specific factors. \| \| Step 2: Participate in the Socratic Seminar \| (40 min) \| Purpose: Students participate in their Socratic Seminar, making connections across the many sources and texts they have explored so far in this unit. As students participate in the discussion, they take notes and build on the ideas shared by their peers. You might say: Now that we have completed our preparation for our Socratic Seminar, it's time to get started. Remember that this is a student-led discussion, so you all will be responsible for moving the conversation forward and for building on each other's thoughts in order to have a meaningful conversation about the seminar discussion questions. [Slides 4–5] Provide instructions for the Socratic Seminar. - See the Teacher Preparation section and the Socratic Seminar Teacher Checklist for more guidance. - Direct students to Part 2 of the Socratic Seminar Discussion handout. - Read the directions aloud and provide guidance on the following: - How will the seminar be structured (e.g., whole group, fishbowl, small groups)? - Depending on the seminar structure, will discussion roles be assigned? - Depending on the seminar structure, how long will students have for their seminar? For example, if using a fishbowl, when should students switch? If using small groups, how much time should students spend on each question, and how should they guide the conversation forward? - If providing conversation sentence starters, how should these be used? - Inventory question: Let students know that if the conversation comes to a lull, you might invite them to pause and answer the inventory question (Part 2 of the discussion handout) but tell them that they are welcome to use the space in the handout for their note-taking as well. \| Step 3: Debrief the Socratic Seminar \| (20 min) \| Purpose: Students reflect on the outcome of their seminar and discuss the flow of conversation. They set a class discourse goal based on trends/observations from their Socratic Seminar to encourage more student-led discourse. Then they reflect on their learning so far in the unit by completing the Know & Need to Know chart as a project team. You might say: Socratic seminars give you all the opportunity to lead your own discussions. Having student-led discussions is something that we practice and improve on over time. In order to grow our discussion skills as a class, we need to check in on what we did well and create goals on what we want to improve. Let's do this by reflecting on our Socratic Seminar and by setting a discussion goal as a class. [Slide 6] Invite students to reflect on their seminar. - Direct students to Part 3 of the Socratic Seminar Discussion handout. - Read the directions aloud and invite students to reflect individually before sharing their reflections as a whole group. [Slide 7] Lead a whole-group discussion. Invite students to discuss the following question: Given our discussion today, what is one goal that you think we should have as a class to make sure that our discussions are student-led and evidence-based? Try to come to a class consensus on a goal and use an anchor chart to display the goal for easier reference in future discussions. \| Step 4: Draft your zine \| (25 min) \| Purpose: Students preview the project rubric and discuss the focus of their zines based on what they have learned about different social movements today. You might say: There are so many social movements we could study; so many social movements today are working to make an impact. You will be creating a zine that highlights some of these movements, some of the mindsets that guide social movements, the strategies we can form and actions we can take to address injustice, and the work we still need to do. What you choose to highlight and how you choose to do it are entirely up to you. You will now work in zine teams to figure out an outline of what you might want to include or highlight in your zine. [Slide 8] Display the project rubric. - Distribute the Zine Project Rubric and the Drafting Your Zine handout. - Invite the project teams to read through the rubric and complete their handouts. Teacher Tip: Planning the Community Organizing Event In Lesson 3.4 of this unit, students will be presenting their final zines. There are several suggestions in this lesson on how to bring in people from the larger school community. If you are planning to have a community event where students can share their zines, the end of this lesson is a good time to start planning that with students. Planning a community event is also a great opportunity to have a group of students take the lead. Here are some student-facing questions students can work through if they want to lead the event planning. \| Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Module 3 Oveview: Zines for Local Action Module Overview Module 3: Zines for Local Action Freedom Dreaming Unit Driving Question How can we build movements that work to uphold and protect the rights of all people? Module Driving Question How can we use zines to spread information about building social movements in our community? Module Overview In this module, students create their final zine projects. They create zines that showcase different social movements, civil rights issues, people, community organizing strategies, and liberatory mindsets. They work to inform their community about what we can do to address inequity today. In Lesson 1, students learn about different formats and genres used in zines before creating outlines for their own zines. In Lesson 2, students workshop their layout drafts. They work to give meaningful feedback to their peers and to incorporate the feedback they receive as a team. During studio time, they create their final zines using their revised layout drafts. In Lesson 3, students share their zines with their classroom community. They reflect on the process of creating zines and on what they learned about social movements in the unit. \| Lesson 3.1: Plan Your Zine Layout (120 minutes) \| \| Key Standards for Success Criteria D4.7.9-12CCSS.ELA-LITERACY.SL.11-12.2 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students will work with their project teams to plan their zine layouts. Students will finalize the movements, issues, people, texts, and ideas they want to highlight through their zines. Then students will decide how to highlight these by selecting the different genres they will use in their zines (art, poetry, personal essays, collages, etc.). Finally, students will create checklists with their teams for their upcoming studio time. \| \| Lesson 3.2: Zine Studio Time (120 minutes) \| \| Key Standards for Success Criteria D4.7.9-12 CCSS.ELA-LITERACY.SL.11-12.2 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students will participate in a peer workshop of their zine layouts and plans. Students will give meaningful feedback to other teams on their layouts and use the feedback they receive to finalize their own zine layouts. Then students will use studio time to create their zines. \| \| Lesson 3.3: Community Organizing Event (60 minutes) \| \| Key Standards for Success Criteria D4.7.9-12 CCSS.ELA-LITERACY.SL.11-12.4 Success CriteriaBy the end of the lesson, students will be able to: \| In this lesson, students will share the zines they created in their project teams. Students will explore the zines created by other teams and offer meaningful feedback on their work. Then students will reflect on the experience of creating zines, on what they learned about building social movements, and on how they might share their zines with other members of their community. \| \| Module Assessments \| \| \| Vocabulary \| \| Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.1: Plan Your Zine Layout Teacher Guide Lesson 3.1: Plan Your Zine Layout Freedom Dreaming Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people? Module Driving Question:How can we use zines to spread information about building social movements in our community? Learning Targets I can: Purpose In this lesson, you will work with your project team to plan your zine layout. You will finalize the movements, issues, people, texts, and ideas you want to highlight through your zine. Then you will decide how to highlight these by selecting the different genres you will use in your zine (art, poetry, personal essays, collages, etc.). Finally, you will create a checklist with your team for your upcoming studio time. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 120 minutes \| \| Standards \| \| \| D4.7.9-12: Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. \| \| \| CCSS.ELA-LITERACY.SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students work with their project team to plan their zine layouts. They finalize the movements, issues, people, texts, and ideas they want to highlight through their zines. Then they decide how to highlight these by selecting the different genres they will use in their zines (art, poetry, personal essays, collages, etc.). Finally, they create checklists with their teams for their upcoming studio time. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Learn about zine styles and genres \| (20 min) \| Purpose: Students explore different examples of zine styles and genres they can use within their zines. You might say: At the end of Module 2, you worked in your zine teams to think about the messages you want to create through your final product. You thought about the ideas, social movements, etc., that you wanted to include in your zines. In this module, we will work to create and share our zines. In order to create our zines, we need to think about the different style choices we want to make; the different categories, or genres, we want to use throughout; and the ways in which we want to lay out our work. We will do that planning today. [Slide 2] Watch the video "How To: Zines" [3:29] in its entirety. Discuss the following questions. - What are some things all zines have in common? - What are some ways in which zines can be different? - What are some things people include in their zines? [Slides 3–4] Learn about zine genres. Use the following talking points. - A genre is a category of art, music, or literature. - A zine is a creative mini magazine that uses several different genres to create a cohesive message. - Genres include poems, songs, essays, collages, drawings, comics, personal reflections, text deconstructions, and more. - Ask: What are some other genres you could use in your zines? [Slide 5] Watch a clip from the video "Zine Presentation" [1:21–5:16]. Discuss the following questions. - How did this zine example highlight events, texts, and personal views creatively? - What different genres are used throughout the zine? Teacher Tip: Printing Clip Art and Images Students will be creating physical zines, so you might consider printing images ahead of time that they can use to build out their zines. The University of Southern Florida has a clip art archive you can print from. Students can take these images in any direction they want, such as using them in collages or drawing over them. You might also consider bringing in magazines that students can cut up and use throughout their zines. \| \| Step 2: Finalize your zine focus \| (20 min) \| Purpose: Students work in their project teams to finalize the main components of their zines. They identify the styles they want to use, the genres they will include, and the tones they want to set in order to plan one cohesive final product. You might say: Now that we have learned more about how you can create unique and captivating zines, it's time for you to discuss the choices you want to make in your own zines. What is the tone you are trying to set throughout your zine? What style will help you create a cohesive and interesting zine? And what genres will you include throughout? [Slide 6] Distribute the Zine Layout handout. - Direct students to Part 1. Read the directions aloud and provide guidance on how much time students have to complete this part of the handout. - Distribute the Bibliography. Instruct students to track their resources in this document. See the Teacher Tip below for more information about citations. Teacher Tip: MLA, APA, or Chicago Citations The rubric for this project asks students to cite their sources in either MLA, APA, or Chicago format. You can change this guidance to match the citation format that you are already using in your classroom. If you have not worked on citations with students, use the following resources from Purdue OWL for more guidance. \| \| Step 3: Work on your zine layout \| (60 min) \| Purpose: Students work in their project teams to create detailed layouts for their final zines. You might say: Creating a zine involves thinking about how many different parts will create one cohesive final product. In order to help make sure that all of the pieces of your zine are connected, it's helpful to create a layout. When people print regular magazines or create zines, a layout can help guide and organize their work. Let's learn more about using layouts to create zines. [Slide 7] Watch a clip from the video "How to Make a ZINE in 24 hours" [1:38-2:52] Ask: How does creating an outline help this artist create their final zine? [Slide 8] Direct students to Part 2 of their Zine Layout handout. Provide guidance on the following: - How much time students have to plan their zine layouts - How much detail students should include in their layouts - How zine teams will know they are ready to move on to more detailed planning (Part 3 of their handout) - Optional: Creating a zine model; see the Teacher Preparation section for more information \| Step 4: Create a checklist for your studio time \| (20 min) \| Purpose: Students make team plans for their upcoming studio time. You might say: Now that you have planned the layouts for your final zines, you are almost ready to start creating. As you start to create the different parts of your zines, you might be working more individually. For example, you might be writing a poem for your final zine while another team member works on deconstructing a text. It's important to be super clear on your plan as a team so that you stay organized. You will be working in your zine teams to create checklists to guide your upcoming studio time. [Slide 9] Distribute the Studio Time Checklist handout. - Read the directions aloud and provide guidance on how much time students have to complete this checklist. Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.2: Zine Studio Time Teacher Guide Lesson 3.2: Zine Studio Time Freedom Dreaming Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people? Module Driving Question:How can we use zines to spread information about building social movements in our community? Learning Targets I can: Purpose In this lesson, you will participate in a peer workshop of your zine layout and plan. You will give meaningful feedback to other teams on their layouts and use the feedback you receive to finalize your own zine layout. Then you will use studio time to create your zine. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 120 minutes \| \| Standards \| \| \| D4.7.9-12: Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. \| \| \| CCSS.ELA-LITERACY.SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students participate in a peer workshop of their zine layouts and plans. They give meaningful feedback to other teams on their layouts and use the feedback they receive to finalize their own zine layouts. Then they use studio time to create their zines. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Workshop your zine layout \| (20 min) \| Purpose: Students work with another zine team to get feedback on their zine outlines. Then they work in their zine teams to apply feedback and suggestions before launching into studio time. You might say: Now that you have worked to make a plan for your zine, you will be working with your peers to give and receive meaningful feedback. You will receive feedback on your zine layout, and then you will consider how you might apply that feedback to your final zine. Let's get started. [Slide 2] Distribute the Zine Workshop handout. Read the directions aloud and provide guidance on paired teams. [Slide 3] Provide guidance on the workshop cycle. Explain how much time students have for each team to share feedback with their paired team. - Tell students when it's time to switch which team is sharing feedback. - Explain that each person must fill out their Zine Workshop handout for their paired team. - After both teams have shared and received feedback, invite students to give each other the Zine Workshop handouts they completed for their paired team. [Slide 4] Facilitate a reflection and prioritization of peer feedback. Invite students to discuss the following questions in their teams as they reflect on their feedback. Then invite teams to share out up to three changes they are making based on peer feedback. - What feedback did we receive that we can address quickly and right away? - What feedback did we receive that would require us to rewrite a major part of our outline? How should we address this feedback? - What feedback did we receive that would require us to add an entirely new part to our final zine? How should we address this feedback? \| Step 2: Use studio time to create your zine \| (100 min) \| Purpose: Students use their studio time to complete their zines. You might say: Now that you have final outlines for your zines, it's time to start creating. In our last lesson, you all created studio time checklists. You will work with your teams to complete all the steps on your checklists and to create your final zines. [Slide 5] Provide guidance and support. - Invite students to use the following resources. - Community Organizing Research handout (Lesson 2.2) - Present-Day Movements Research handout (Lesson 2.3) - Zine Project Rubric (Lesson 2.4) - Drafting Your Zine handout (Lesson 2.4) - Revised Zine Layout handout (Lesson 3.1) - See the Teacher Tip below for guidance on conferencing with students during studio time. - Consider providing guidance on the following: - How much time students have to complete their final zines - Where students can find materials for their final zines - How you will conference with zine teams - How students should ask for your support if they need it Teacher Tip: Conferencing With Students When you conference with students, start by asking them about their zine checklists. How are they doing in terms of completing their checklists? Where do they need support? How can you help? You might find some trends among zine teams. Use the following guidance to help zine teams move forward in their work. If a zine team is behind schedule: \| Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0. Lesson 3.3: Community Organizing Event Teacher Guide Lesson 3.3: Community Organizing Event Freedom Dreaming Unit Driving Question:How can we build movements that work to uphold and protect the rights of all people? Module Driving Question:How can we use zines to spread information about building social movements in our community? Learning Targets I can: Purpose In this lesson, you will share the zine you created in your project team. You will explore the zines created by other teams and offer meaningful feedback on their work. Then you will reflect on the experience of creating a zine, on what you learned about building social movements, and on how you might share your zine with members of your community. Lesson Steps \| Teacher Preparation Notes \| Pacing \| \| \| Lesson Timing: \| 60 minutes \| \| Standards \| \| \| D4.7.9-12: Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. \| \| \| CCSS.ELA-LITERACY.SL.11-12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. \| \| Lesson Resources \| \|\| \| For Students \| For Educators \| Materials \| \| \| Lesson Overview \| \| In this lesson, students share the zines they created in their project teams. They explore the zines created by other teams and offer meaningful feedback on their work. Then they reflect on the experience of creating a zine, on what they learned about building social movements, and on how they might share their zines with members of their community. \| \| Teacher Preparation \| \| Lesson Steps in Detail \| Step 1: Share your final zine with your community \| (40 min) \| Purpose: Students share their final zines. They give their peers meaningful feedback on their final zines. You might say: It's time to share all of the hard work you have been doing in your zine teams! Today you will share your zines and explore the zines created by other project teams. You will offer meaningful feedback about what you learned from the zines your peers created. Then we will participate in some reflection about the unit in a whole-group discussion to close out our unit. [Slide 2] Provide guidance and support for sharing zines. Distribute the Zine Peer Reflection handout. Provide guidance on the following: - Presentation structure - A community involvement plan - How much time students have to complete their peer reflections Teacher Tip: Ideas for Sharing Zines With Youth and Community Consider the following ideas for sharing the work your class has been doing with others in your school community and with communities outside of your school. \| \| Step 2: Reflect on your final products and social movements \| (20 min) \| Purpose: Students participate in a discussion about the process of creating zines and on what they learned from past social movements about building social movements today. You might say: Now that we have seen the work that we created as a class, we're going to reflect on what we learned through the creation of these zines when it comes to building social movements today. [Slide 3] Invite students to reflect on the unit. Distribute the Zine Individual Reflection handout. Direct students to Part 1 of their handout. Invite them to individually reflect on any of the following questions. - What did you learn through the process of creating your zine? Do you think you'll create other zines? - What new information did you learn today about issues in our society? - What new information did you learn today about social movements? - What surprised you as you were reading zines today? What captured your attention? - Do you have any shout-outs you want to give to other teams about their final product? - What is the most important thing you would want someone to take away from your zine in terms of building social movements today? [Slide 4] Invite students to participate in a community discussion. Direct students to Part 2 of the Zine Individual Reflection handout. Invite students to discuss the following questions. - How can we build movements that work to uphold and protect the civil rights of all people? - What social issues do you want to learn more about so that you can become involved in social movements to address them? Teacher Tip: Timeline Extension Pack You will find a timeline extension pack at the end of this lesson. Read through this teacher-facing document for more guidance on creating a classroom timeline to support student chronological reasoning when learning history thematically. This is the final timeline extension pack of the course. \| Unless otherwise noted, Freedom Dreaming ©2024 by Educurious is licensed under CC BY-NC 4.0.	oercommons	2025-03-18T00:34:40.520833	Module	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/120735/overview", "title": "Freedom Dreaming", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/122162/overview	Growing Microgreens Overview Handout on how to grow microgreens in the classroom or at home. Great science or nutrition project! Microgreens are a easy project to do in the classroom or at home. Growing microgreens gets kids interested in where their food comes from and encourages healthy eating. It is also a great segway into science lessons on photosynthesis, plant anatomy, and nutrition. The project uses recycled containers too! Micronutrients are essential for our body to stay happy and healthy. If you don't eat enough micronutrients you might feel tired, get sick a lot, or have brain fog. Eating micronutrients can help you stay healthy for your whole life. Micronutrients are found in many foods but microgreens have a lot of micronutrients. Microgreens are easy to grow yourself! In two weeks you can have lots of delicious microgreens to eat with your favorite foods.	oercommons	2025-03-18T00:34:40.545687	Ella Green	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122162/overview", "title": "Growing Microgreens", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/122173/overview	Tuberculosis: Infectious Disease Brochure Overview Brochure with brief information on Tuberculosis. Created for Educational Purposes (Central Washington University PUBH 324) Tuberculosis: Infectious Disease Brochure A brochure with brief information on Tubercolisis. Created for educational purposes (Central Washington University PUBH 324).	oercommons	2025-03-18T00:34:40.561412	11/25/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122173/overview", "title": "Tuberculosis: Infectious Disease Brochure", "author": "Eze Odimba" }
https://oercommons.org/courseware/lesson/122156/overview	Lyme disease Overview This video is intended for outdoor people who are vulnerable to lyme disease. Lyme disease An Educational video about Lyme disease	oercommons	2025-03-18T00:34:40.582216	Mariam Taha	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122156/overview", "title": "Lyme disease", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/78572/overview	Education Standards Cohesion Part II Overview These slides cover - Maintaining same tense throughout writing - Point of view - Mood and Tone See also "Cohesion Part I" and "Cohesion Part III." Cohesion Part II These slides cover - Maintaining same tense throughout writing - Point of view - Mood and Tone See also "Cohesion Part I" and "Cohesion Part III."	oercommons	2025-03-18T00:34:40.604053	03/24/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/78572/overview", "title": "Cohesion Part II", "author": "Jenna Ellis" }
https://oercommons.org/courseware/lesson/82096/overview	Education Standards Shellfish and Climate Word Document What should be the future of shellfish in Puget Sound What should be the future of shellfish in Puget Sound? Overview Shellfish like oysters and clams are an important part of Washington State native traditions, the economy and coastal ecosystems. Shellfish have faced and continue to face many challenges including overfarming, pollution and ocean acidification. Shellfish also have an important role in addressing these challenges because of their ability to provide habitat for other species and filter pollutants, bacteria and excess nutrients from the water. In this unit students learn about the stakeholders, history, economics and cultural importance of shellfish in the Puget Sound/Salish Sea regions. Then they learn about how shellfish interact with their environment and their importance in local ecosystems. Finally they learn about some of the current environmental challenges and some solutions linked to shellfish. They will create a persuasive product from the viewpoint of one of the stakeholder groups. They should argue from evidence why shellfish are important to that group and what should be done with shellfish in the future. What should be the future of shellfish in Puget Sound? Photo description: In the background water and a long dock. In the foreground a sign listing different shellfish species, harvesting limits and whether or not their harvesting season is open. Species include horse clams, steamer clams, geoducks, mussels, oysters, rock crab, dungeness crab. All seasons are open. Photo credit:By Gene Bisbee -Flickr, CC BY 2.0 https://www.flickr.com/photos/77751108@N00/5983267495/ Supporting Questions Why are shellfish important for the Salish Sea and Puget Sound? How do shellfish interact with their environment? What is happening with shellfish now? What should be the future of shellfish in Puget Sound? \| \| Standards \| Economics E4: Understands the economic issues and problems that all societies face (p 64) GeographyG2: Understands human interaction with the environment (p 66) Civics C3.6-8.4 "Explain elements of the agreements contained in one or more treaty agreements between Washington tribes and the United States" MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems. MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. \| Staging the Compelling Question \| Have students listen to the story of the gossiping clams and watch a video on ocean acidification \| Supporting Question 1 \| Supporting Question 2 \| Supporting Question 3 \| \|\| Why are shellfish important for the Salish Sea and Puget Sound? \| How do shellfish interact with their environment? \| What is happening now with shellfish? \| \|\| Formative \| Formative Performance Task \| Formative Performance Task \| \|\| Choose one of the stakeholders and write about the 2007 settlement from their perspective \| Students create a summary chart of ecosystem services from shellfish and use this to identify new stakeholders for the future of shellfish. \| Write a paragraph or create and label a diagram to show how shellfish interact with different parts of the environment. How do they affect the environment and humans and how do changes in environment or human activity affect them? \| \|\| Featured Sources \| Featured Sources \| Featured Sources \| \|\| Source A: Text on Native clam gardens and two tribes websites Source B: Kitsap Sun Articles about Rafeedie decision Source C: History of oyster farming in Washington Source D: Seattle times article on shellfish settlement \| Source A: Clams, oysters and other bivalves are filter feeders Source B: Ecosystem Services \| Source A: Ocean Acidification Source B: Eelgrass and Oysters Source C: Native Oyster Restoration Source D: Cleaning up waterways with shellfish \| Summative Performance Task \| ARGUMENT Students should choose one stakeholder and write an argument from their point of view. They should include information about why shellfish are important to them and what they think should be done with shellfish in Puget Sound in the future. \| EXTENSION Students may choose two stakeholders, discuss where their interests may be different and where they overlap and propose a plan that both groups can support. \| \| Taking Informed Action \| UNDERSTAND There are many stakeholders for shellfish in Washington State/on the Salish Sea. Shellfish are both affected by climate change and pollution and have the potential to be part of the solution. ASSESS Take on the viewpoint of one of the stakeholder groups and create a product to convince others that shellfish are important and what the future of shellfish should be. ACT Share these products with the community or stakeholder groups \| Overview \| Inquiry Description Shellfish like oysters and clams are an important part of Washington State native traditions, economy and ecosystems. Shellfish have faced and continue to face many challenges including overfarming, pollution and ocean acidification. Shellfish also have an important role in addressing these challenges because of their ability to provide habitat for other species and filter pollutants, bacteria and excess nutrients from the water. In this unit students learn about the stakeholders, history, economics and cultural importance of shellfish in the Puget Sound/Salish Sea regions. Then they learn about how shellfish interact with their environment and their importance in local ecosystems. Finally they learn about some of the current environmental challenges and some solutions linked to shellfish. They will create a persuasive product from the viewpoint of one of the stakeholder groups. They should argue from evidence why shellfish are important to that group and what should be done with shellfish in the future. Structure of the Inquiry In addressing the compelling question “What should be the future of shellfish in Puget Sound?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument with evidence while acknowledging competing perspectives. Staging the Compelling Question \| \| Compelling Question \| What should be the future of shellfish in Puget Sound? \| Feature Sources \| PBS NewsHour Video on Ocean Acidification in Puget Sound \| Staging the compelling question The first video tells the story of the gossiping clams. The second video discusses the causes and effects of ocean acidification in Puget Sound, as well as how acidification interacts with other problems like pollution, algae blooms and nutrient runoff. Source: The story of “The Gossiping Clams” https://vimeo.com/216035921 Clip from PBS on Ocean acidification in the Puget Sound region. “Ocean Acidification A look at the acidification of Puget Sound and the rest of the Pacific Ocean”, Aired: 05/25/21 https://www.pbs.org/video/ocean-acidification-tqzn5a/ Optional: Take students on a trip to the beach or record video of a local beach highlighting local shellfish Guide to identifying shellfish species https://www.doh.wa.gov/CommunityandEnvironment/Shellfish/RecreationalShellfish/IllnessPrevention/Identification Bring in live clams, mussels or oysters for students to observe, keeping them buckets/tanks will chilled sea water. Background information Salish Sea Geography WWU: Salish sea institute https://wp.wwu.edu/salishsea/ WWU: Salish Sea map https://wp.wwu.edu/salishseaatlas/ Washington Treaties Text of the Treaty of Point Elliot, Governor’s office of Indian Affairs, https://goia.wa.gov/tribal-government/treaty-point-elliott-1855 Text of the Treaty of Point No Point, Governor’s office of Indian Affairs, https://goia.wa.gov/tribal-government/treaty-point-no-point-1855 Understanding Tribal Treaty Rights in Wester Washington, Northwest Indian Fisheries Commission https://nwifc.org/w/wp-content/uploads/downloads/2014/10/understanding-treaty-rights-final.pdf Stakeholders Stakeholders are any groups that have an interest in a resource or decision. Not all stakeholders have the same perspectives, needs, or goals. Considering all the potential stakeholders is an important part of resource management. “Stakeholders and environmental management practices: An institutional framework” Delmas and Toffel, Business Strategy and the Environment, pg 209-222 (2004) https://cfpub.epa.gov/ncer_abstracts/index.cfm/fuseaction/display.files/fileID/13321 Shellfish and bivalves NOAA: What is a bivalve mollusk? https://oceanservice.noaa.gov/facts/bivalve.html Video: What’s inside a clam? From Science Insider: https://www.youtube.com/watch?v=H0msk-ZokMw What good is a clam? Dan Killam https://dantheclamman.blog/2019/09/04/what-good-is-a-clam/ Ecosystems National Geographic “Ecosystems” https://www.nationalgeographic.org/encyclopedia/ecosystem/ Ocean Acidification “The Natural Laboratory: Ocean Acidification: Where will all the seashells go?” National Park Service https://www.nps.gov/media/video/view.htm?id=F93A7323-F786-C32A-4405CC098AA3BED8 “Ocean Acidification” Jennifer Bennett (NOAA), Smithsonian, April 2018, https://ocean.si.edu/ocean-life/invertebrates/ocean-acidification “Ocean Acidification” NOAA, updated April 1, 2020 https://www.noaa.gov/education/resource-collections/ocean-coasts/ocean-acidification Why are shellfish important for the Salish Sea and Puget Sound? \| This question asks students to consider the perspectives of tribal members, private property owners, and commercial shellfish farms. They will learn about the history of shellfish harvesting in the Salish Sea and the perspectives of tribes, private landowners and commercial shellfish farms. They should create a product that represents one stakeholder’s perspective of the 2007 shellfish settlement in Washington State. Source A: Native Clam Gardens in the Salish Sea Students learn about the history of clam gardens in the Salish Sea region and the importance of shellfish to the culture and traditions of native tribes. They also learn about the current role of shellfish in the Suquamish and Jamestown tribes Consider reaching out to your local tribe for more information about how shellfish are important in their culture. Source B: Private Landowners Students read two articles from the Kitsap Sun. They learn about a recent controversy around tribal treaty rights and two different perspectives of private landowners. Source C: History of Oyster Farming in Washington Students learn about the more recent history of oyster farming in Washington state with the arrival of European settlers. They learn about the current value of the shellfish industry to Washington’s economy Source D: Shellfish Settlement Students learn about the 2007 settlement between Washington State, commercial shellfish farmers and local tribes. This was a compromise all stakers were happy with and benefited the general public as well. How do shellfish interact with their environment? \| This question asks students to consider the role of shellfish in their ecosystems. They learn about the filter feeding method used by bivalves. They also learn what ecosystem services are and how shellfish provide a wide variety of ecosystem services. They use a graphic organizer to take notes and to brainstorm additional groups that have a stake in shellfish ecosystem services and the future of shellfish. Source A: Clams, oysters and other bivalves are filter feeders Students learn a little about the biology of bivalves. They learn that bivalves are filter feeders and actually clean the water they are filtering their food from. Source B: Ecosystem Services Students are introduced to the idea of ecosystem services. They learn that shellfish contribute to all 4 categories of ecosystem services. Because of these many contributions students should be able to identify more groups of stakeholders that benefit from shellfish. What is happening now with shellfish? \| This question has students dive into current events and research around shellfish, pollution and climate change. Source A: Ocean Acidification Students watch two PBS New reports to learn more about ocean acidification and its local impacts. They learn some of the causes of acidification, how it affects shellfish and how acidification interacts with other environmental issues. Source B: Eelgrass and oysters Students watch a video about how eelgrass and kelp can help raise the pH around shellfish farms. They also learn that the eelgrass and kelp help to capture carbon from the ocean and can be a food source for humans. Source C: Native Oyster Restoration This resource introduces students to the native oyster species, the Olympia Oyster. This species was out competed by the introduction of the Pacific oyster for commercial farms and was in danger of going extinct. They also learn about the recent efforts to reintroduce and repopulate this species. Source D: Cleaning Up the Water with Shellfish Students learn about the different types of pollutants and how they enter our water, including chemicals from our houses, nutrient run off, microplastics and fecal coliform bacteria. They also learn about the positive and negative consequences of shellfish filtering these out from the water. Summative Performance Task \| For the summative task students write a persuasive piece (or create a video or other product) from the point of view of a specific stakeholder in the Puget Sound regions. Before students begin work, build a comprehensive list of stakeholders together. These could include the general public, environmental groups, water recreation enthusiasts, salmon fisherman, conservation groups… Have students choose a stakeholder whose point of view they will take Have students review their research to see what challenges facing shellfish might be most important to their stakeholder. Have students review their research or do additional research to determine what the best course of action for their stakeholders is. Students could: Write an essay, prepare an infographic, record video or podcast, to share their stakeholders viewpoint on why shellfish are important in the Puget Sound/Salish Sea and what their future should be. “Students’ arguments will likely vary but should include: Key evidence students should include to support their position (dependent on stakeholder chosen) : Why shellfish are important: The cultural importance of shellfish to local tribes The economic importance of shellfish to fisheries, their employees and Washington State as a whole The ecological importance of shellfish ecosystem services benefit all members of the ecosystem, including humans. What are the challenges? Human emissions of CO2 have lowered the pH of the oceans, ocean acidification, this makes it difficult for young shellfish to form shells and makes them more likely to die. Nutrient runoff can be a food source for shellfish but can also cause toxic algae blooms or can contaminate the shellfish with bacteria or toxins so they are unsafe to eat. Other sources of contamination in the water can also make shellfish less healthy for humans to eat The introduction of non-native species can push out native species and threaten them with extinction. Students may also find information about the ecological impacts of increased shellfish farming. What solutions are supported by the evidence provided (Students may find other evidence based solutions if they do their own research. Introducing native oysters back into the wild can help to boost their populations. Reducing human CO2 emissions or preventing contamination of the water by humans Farming kelp or eelgrass alongside shellfish to raise the pH and remove CO2 from the water Using shellfish to clean the water and composting shellfish that are dangerous for humans to eat Careful management of habitat to maintain populations Creating more clam gardens Why are shellfish important for the Salish Sea and Puget Sound? \| \| Featured Source A \| Native Clam Gardens in the Salish Sea \| Native Clam Gardens in the Salish Sea When Europeans first arrived in Washington State in 1775, the Salish sea was one of the most densely populated parts of Native North America. Historians estimate that 150,000 Indigenous people lived in the Salish Sea region. The tribes of the Salish sea did not have the same kinds of agriculture as the Europeans, they farmed the sea. Shellfish are an important part of traditional diets. People living on the Salish sea ate little-neck clams, butter clams, oysters, mussels, and geoducks. Barnacles were also delicacies. The local tribes were expert ecologists. They knew when to harvest shellfish to get as many as possible sustainably. They also created elaborate "clam gardens" to produce even more shellfish. The Lummi people of Orcas island built clam gardens as long as 2,000 years ago. They built rock walls near the low tide line to create a larger area that is perfect for shellfish. Clam gardens could produce four times as many clams as beaches without walls. Many Coastal Salish Nations called the clam gardens “Wuxwuthin”. Wuxwuthin were important to their culture. The next generation learned the right way to build a clam garden in stories, songs, and dances. Harvesting and eating shellfish is still important to the tribes of the Salish Sea as a way for tribe members to stay connected to their ancestors and their culture. Tribes of the Salish Sea Visit https://native-land.ca/ to see the many tribes that live along the Salish Sea. Have students identify tribes from your school’s location. Suquamish - link “Shellfish”, Suquamish Nation, https://suquamish.nsn.us/home/departments/fisheries/shellfish/ Key information from the site Clam harvesting is a traditional activity spanning 1000’s of years. This is an important way for Tribe Members to stay connected to their culture. The Suquamish tribe works to maintain the health and productivity of clams for future generations. Jamestown - link “Authenticity:, Jamestown Seafood, http://www.jamestownseafood.com/authenticity.php Key information from the site For 1000’s of years the tribe has depended on shellfish and finfish for survival. Both are an important part of the tribe’s diet and culture. The Jamestown S’Kallam Tribe still harvests and values oysters, geoduck clams and other seafood. References used to create this resource: Scott Ward, “Native Clam Gardens of the Salish Sea,” Island Histories, accessed May 23, 2021, https://islandhistories.com/items/show/10. Suquamish Tribe. “Shellfish.” Suquamish Nation, 2015, https://suquamish.nsn.us/home/departments/fisheries/shellfish/. Accessed 23 May 2021 Enrichment/Extension resources More in depth reading around treaty rights: Understanding Tribal Treaty Rights in Western Washington, Northwest Indian Fisheries Commission https://nwifc.org/w/wp-content/uploads/downloads/2014/10/understanding-treaty-rights-final.pdf The story of “The Gossiping Clams” https://vimeo.com/216035921 Rebuilding clam gardens in BC https://www.youtube.com/watch?v=22Nytmxw2Z8 Dating clam gardens https://www.youtube.com/watch?v=oJA3Erh81Oc Read Seattle Times “Newspapers in Education: Coast Salish Peoples” http://ad.seattletimes.com/FlippingBook/NIE/2013/CoastSalishPeoplesTab/files/assets/basic-html/index.html#2 Climate Change Impacts to Tribal Rights and Resources, Northwest Treaty Tribes, Nov 15, 2016 https://nwtreatytribes.org/climatechange/ Road to Sovereignty, NIE, Seattle Times, Jan 6, 2016, http://nie.seattletimes.com/wp-content/uploads/sites/12/2017/01/RoadToSovereignty2016_1-6-17-TeachersGuide_final.pdf Why are shellfish important for the Salish Sea and Puget Sound? \| \| Featured Source B \| Private landowners \| Shellfish: Whose harvest is it? Kitsap Sun Apr 15th, 1999 This article provides the viewpoint of landowners who were unhappy with the Rafeedie decision allowing tribal members to harvest shellfish on private property SEABECK: While some squabble, tideland owner negotiates Kitsap Sun Feb 16th, 1998 This article provides the viewpoint of a property owner who did not fight the tribes right to harvest on his property and came to an agreement with the local tribe Why are shellfish important for the Salish Sea and Puget Sound? \| \| Featured Source C \| History of Oyster Farming in Washington \| History of Oyster Farming in Washington Summary of Oyster Farming in Washington, Part 1 By Cynthia Nims Posted 8/11/2020 HistoryLink.org Essay 21070 https://www.historylink.org/File/21070 Washington's oyster industry has experienced many triumphs and challenges in its century-plus of existence, with a wide range of factors playing a part. Washington is the No. 1 oyster-growing state in the country, and among the most celebrated and valued sources of oysters in the world. Though five species of oysters are grown in Washington waters today, only one is native: the Olympia oyster, known early on simply as the native oyster. The first significant oyster commerce in Washington came in response to San Francisco oyster lovers' seemingly insatiable appetite for the bivalves. Among the first businesses was the Olympia Oyster Company, established in 1878, which in four decades became "The largest oyster company in the State of Washington ... having now control over about one-third of the producing beds on Puget Sound". Oystermen saw a great deal of promise in these first couple of decades of the state's oyster farming operations, both in the expansion and development of oyster production, and the growth of the market for their products. Have students look at the Washington Shellfish Initiative Fact Sheet that provides information about the economic importance of shellfish in Washington today The total revenue of shellfish in Washington State in 2013 was nearly $150 million The total revenue in Puget Sound was nearly $90 million Washington state is the leading producer of shellfish in the United States In 2013 Washington State produced aboutt 23 million pounds of shellfish Shellfish aquaculture contributed $184 million to Washington’s economy in 2010. Washington’s shellfish industry generated 2,710 jobs in 2010. Taylor Shellfish this page provides some information about the history of the country's largest shellfish producer. Why are shellfish important for the Salish Sea and Puget Sound? \| \| Featured Source D \| Shellfish Settlement \| Relevant text from Treaty of Point No Point and Treaty of Point Elliott “The right of taking fish at usual and accustomed grounds and stations is further secured to said Indians, in common with all citizens of the United States; and of erecting temporary houses for the purposes of curing; together with the privilege of hunting and gathering roots and berries on open and unclaimed lands. Provided, however, that they shall not take shellfish from any beds staked or cultivated by citizens.” — Treaty of Point No Point Jan. 26, 1855 See the areas covered by each treaty at https://native-land.ca/ Shellfish settlement ends years of rancor By Lynda V. Mapes, Seattle Times, July 6, 2007 This article from the Seattle Times discusses the terms of the 2007 settlement between commercial fisheries, Washington State and the tribes. Key points from the settlement: The tribes will give up their treaty right to harvest naturally occurring shellfish from commercial growers’ beds (worth about $2 million each year). Commercial growers have 10 years to provide, $500,000 worth of improvement of shellfish habitat to public tidelands chosen by the state. A $33 million trust will be formed for the 17 treaty tribes to be able to buy or enhance other tidelands for their own use. Graphic organizer for Question 1: Why are shellfish important for the Salish Sea and Puget Sound? Tribes \| Private landowners \| Commercial farms \| \| Describe this stakeholder group \| \|\|\| How are shellfish important to this group? \| \|\|\| 2007 Shellfish Settlement: What were the terms of the 2007 settlement? \| \|\|\| What are the pros of the 2007 settlement for this group? \| \|\|\| What are the cons of the 2007 settlement for this group? \| How do shellfish interact with their environment? \| \| Featured Source A \| Clams, oysters and other bivalves are filter feeders \| Clams, oysters and other bivalves are filter feeders Clams and other bivalves are filter feeders. A filter feeder eats microscopic creatures called plankton and nutrients that are suspended in the water. This means that they must filter large amounts of water every day to get enough food. For example, a single littleneck-sized clam can filter 4.5 gallons of seawater per day. Other species can filter as much as 55 gallons a day. To feed clams create water currents to move nutrient filled water into the animal and filtered water out. They use tiny cilia (hair like structures) to keep the water moving. They have two siphons or tubes. One pulls water in from the environment and the other pushes out filtered water. Inside the clam gills capture the plankton and other particles and move them to the stomach. Go to this website to watch a video of a scientist from New Zealand talking about how bivalves eat. https://www.sciencelearn.org.nz/videos/366-mussels-are-filter-feeders Video of clams feeding. https://www.youtube.com/watch?v=yXFOMil3uZM&t=1s References used to create this source: Wagner, Eric. “Gifts from the sea: shellfish as an ecosystem service.” Encyclopedia of Puget Sound, 11 12 2014, https://www.eopugetsound.org/magazine/shellfish . Accessed 30 May 2021. How do shellfish interact with their environment? \| \| Featured Source B \| Ecosystem Services \| Ecosystem Services An ecosystem service is any positive benefit that wildlife or ecosystems provide to people. The benefits can be direct or indirect—small or large. There are four main types of ecosystem services: Provisioning Services - These are anything an ecosystem provides that we can use such as food, or resources like clothes, timber or water. Regulating Services - These are jobs that ecosystems or organisms that make our lives possible like cleaning or filtering air and water, pollinating flowers or preventing erosion. Cultural Services - These are not material benefits. These are ways that nature has enriched our lives or cultures. This could be by inspiring art and stories or by playing an important role in cultural traditions. Supporting Services - These are the basic processes that make life possible. These include photosynthesis, creation of soils, the water cycle and helping to move nutrients like nitrogen through the ecosystem. Have students use the following resources to complete the Ecosystems services graphic organizer. “Gifts from the sea: shellfish as an ecosystem service” https://www.eopugetsound.org/magazine/shellfish “EPA: Shellfish Harvesting” https://www.epa.gov/salish-sea/shellfish-harvesting Pacific Shellfish Institute: “Ecosystem Services” http://www.pacshell.org/ecosystem-services.asp References used to create this source: Wagner, Eric. “Gifts from the sea: shellfish as an ecosystem service.” Encyclopedia of Puget Sound, 11 12 2014, https://www.eopugetsound.org/magazine/shellfish. Accessed 30 May 2021. National Wildlife Federation. “Ecosystem Services.” https://www.nwf.org/Educational-Resources/Wildlife-Guide/Understanding-Conservation/Ecosystem-Services. Accessed 30 May 2021. Ecosystem Services Graphic Organizer What are ecosystem services? Ecosystem service \| In your own words what does this mean? \| How do shellfish provide this ecosystem service? \| Who are stakeholders for this ecosystem service? \| Provisioning \| \|\|\| Regulating \| \|\|\| Cultural \| \|\|\| Supporting \| What new stakeholders did you identify? What is happening now with shellfish? \| \| Featured Source A \| Ocean Acidification \| Ocean Acidification Clip from PBS on Ocean acidification in the Puget Sound region. “Ocean Acidification A look at the acidification of Puget Sound and the rest of the Pacific Ocean”, Aired: 05/25/21 https://www.pbs.org/video/ocean-acidification-tqzn5a/ Questions Where does 45% of the CO2 produced in Washington State come from? What happens when CO2 is absorbed into the ocean? What kinds of animals are affected by acidification? How does ocean acidification interact with other problems like toxins, warmer temperatures and pollution? Key Internal combustion engines like those in ferries and cars Changes the chemistry of the ocean. The water becomes more acidic Shell builders like crabs, clams and oysters It uses up animals' energy so they have less energy to cope with other problems.. Clip from PBS NewsHour “Acidifying Waters Corrode Northwest Shellfish” and accompanying text. https://www.pbs.org/newshour/extra/daily-videos/can-oysters-survive-ocean-acidification/ (Link to transcript: https://www.pbs.org/newshour/show/acidifying-waters-corrode-northwest-shellfish ) Questions How does lower water pH affect baby oysters? What are hatcheries doing to adapt to ocean acidification? How do humans, shellfish, the ocean, and plants like eelgrass interact with each other? Key The acid corrodes or dissolves their shells before they can form, killing them. Measuring the pH and only allowing water in when it is high enough, adding sodium carbonate and eelgrass to balance the pH. Answers may vary and could be represented as a flowchart or diagram. Should include the effect of humans and eelgrass on pH, the effect of pH on shellfish and the impacts of eelgrass/kelp on pH. They may bring in indirect effects on humans or the ecosystem at large. What is happening now with shellfish? \| \| Featured Source B \| Eelgrass and Oysters \| Eelgrass and oysters Have students watch the video or read the transcript to learn how eelgrass can benefit oysters. “This aquatic grass could help shellfish threatened by ocean acidification”, Jes Burns, PBS NewsHour, Jul 18, 2018 6:30 PM EDT https://www.pbs.org/newshour/show/this-aquatic-grass-could-help-shellfish-threatened-by-ocean-acidification Reflection questions: How can eelgrass and kelp reduce ocean acidification? How might shellfish farmers use eelgrass or kelp on their farms? Key Eelgrass and kelp pull CO2 out of the water through photosynthesis. They store the carbon inside themselves as they grow. This can raise the pH around the plants They can grow eelgrass and kelp around their shellfish. They can also harvest and eat the kelp. What is happening now with shellfish? \| \| Featured Source C \| Native Oyster Restoration \| Native Oyster restoration What are Olympia oysters? The Olympia oyster is native to western North America. Oysters have been harvested for 1000’s of years along the coast and were a key part of healthy ecosystems. The Olympia oyster beds provide shelter for many species, some of these species are important food for salmon. Oysters also filter the water and help prevent too much nutrients from building up in the water. What happened to them? Oyster beds were once much more extensive along this coast, where they were harvested for millennia and formed a key part of healthy coastal ecosystems. When people began to farm oysters in Washington they also imported species of oysters from other parts of the world. Olympia oysters are smaller, grow more slowly, and don’t spread out as far as the commercial, non-native Pacific oysters. This led to a decline in the native species until they were at risk of going extinct. How can we restore native oysters? A team of scientists and stakeholders from Washington Department of Fish & Wildlife, NOAA, Baywater, Inc., University of Washington, Swinomish Tribe, and Northwest Straits Commission have been working together to bring back the Olympia Oyster. Between 2010 and 2020 they created 100 new acres of oyster beds. To rebuild the population they raise millions of baby oysters in a hatchery. They provide oyster shells for the new babies to attach to. Then they take these shells to areas that are good oyster habitats. They are careful to choose places where the oysters will be able to survive and reproduce on their own. References used to create this resource Olympia Oyster Restoration, Puget Sound Restoration Fund, https://restorationfund.org/programs/olympiaoysters/ “Restoring Resilient Native Oysters” Native Olympia Oyster Collaborative, https://oysternet.sf.ucdavis.edu/sites/g/files/dgvnsk6466/files/files/page/NOOC_Brochure_Puget_Sound.pdf UC Davis, Native Olympia Oyster Collaborative https://oysternet.sf.ucdavis.edu/ What is happening now with shellfish? \| \| Featured Source D \| Cleaning up the water with shellfish \| Cleaning up the water with shellfish What is in our water? Nonpoint pollution Many different pollutants make it down to the Salish Sea. Dirty water from our roads and ditches, chemicals we flush down the toilet or dump in the sink and excess nutrients from farms move down hill to the Salish sea. This is called “nonpoint pollution”. Nonpoint pollution is pollution that comes from many different places. It is not easy to find a single source and can be difficult to control. Many of the chemicals in the water, like estrogen or medicines are in the water in very small amounts. However, as the shellfish filter the water the amount of the chemical can build up in their bodies to a much higher level. This is called bioaccumulation. Algae blooms Plants need nitrogen to grow and is added as fertilizer to peoples lawns and farms. Sometimes more is added than the lawn or crop can use. This extra fertilizer is washed away by rains and will gradually make its way to lakes or oceans. When extra nitrogen from fertilizers reaches the water it can cause algae blooms. Algae or cyanobacteria are aquatic plants. When they suddenly get a lot more nitrogen they reproduce and spread quickly. Some of these algae can release toxic chemicals that also make the water unsafe for humans. Right now we know of 85 different species that produce toxic chemicals. Bacteria Pollution can also come from a single point. One example of this is a leak or spill. Sometimes there is a leak or spill from a sewage treatment plant and dangerous bacteria, called “Fecal Coliform” bacteria are released into the water. E. coli is an example of one of these bacteria. These bacteria make it unsafe to swim in the water or eat plants and animals that live there. Microplastics Tiny pieces of plastic called microplastics are also being found in more and more surprising places. One of these places is inside shellfish. One group of scientists looked in many different bivalves including mussels, clams, scallops, and oysters. They found 2-10 microplastic pieces per gram of bivalve. If someone ate a lot of shellfish they could end up eating a lot of microplastics. The plastic itself is not dangerous but they can absorb other dangerous chemicals and then release them in your digestive system. How can shellfish help? Shellfish are filter feeders and can be used to remove some of these unwanted substances from the water. Shellfish use extra nitrogen in the water to grow and store that nitrogen in their bodies. They can take carbon out of the water as well and store it in their shells. Some things like nitrogen and carbon can be filtered out by shellfish and still be safe for us to eat. However, when shellfish remove substances like bacteria, toxins and microplastics it can make them dangerous for humans to eat. If shellfish are used to remove these things from the water they cannot be eaten by humans and need to be composted or disposed of in some other way. The state monitors water quality and posts advisors when algae blooms or sewage spills make shellfish unsafe to harvest. You can see which beaches are closed on this map https://fortress.wa.gov/doh/biotoxin/biotoxin.html. References used to create this resource “Fish and Shellfish Advisories and Safe Eating Guidelines”, EPA, Updated June 12, 2020 https://www.epa.gov/choose-fish-and-shellfish-wisely/fish-and-shellfish-advisories-and-safe-eating-guidelines Can Clams and Oysters Help Clean Up Waterways? Erin Koenig, Oceanus, Woods Hole Oceanographic Institution, January 22, 2018, https://www.whoi.edu/oceanus/feature/can-clams-and-oysters-help-clean-up-waterways/ “Green” Clams: Estimating the Value of Environmental Benefits (Ecosystem Services), Generated by the Hard Clam Aquaculture Industry in Florida, University of Florida, https://shellfish.ifas.ufl.edu/environmental-benefits/ Shellfish Facts, Thurston County, February 2001, https://www.thurstoncountywa.gov/planning/planningdocuments/shellfish-facts-only.pdf “Table salt and shellfish can contain plastic”, Ashley Yeager, November 15, 2015, Science News for Students, https://www.sciencenewsforstudents.org/article/table-salt-and-shellfish-can-contain-plastic What is happening now with shellfish? \| Summarize what you have learned about some of the different challenges facing shellfish in Puget Sound. Problem \| What is this problem? What is the cause? \| How does it affect shellfish? \| What can we do? \| Ocean Acidification \| \|\|\| Native Olympia Oyster \| \|\|\| Dirty waters \| Preparing for the performance task \| Stakeholders Stakeholder \| Why are they interested in the future of shellfish? \| Local tribes \| \| Local fisheries \| \| Private landowners \| \| What stakeholder’s perspective will you take and why? Challenges and solutions: Planning My Stakeholder is ____________________________________________________________ What are the most significant challenges your stakeholder is concerned about regarding the environment or shellfish? Use evidence to support your answer. What are some solutions we already have or that you think might work to help solve this challenge? What is your call to action? What does your stakeholder want others to do?	oercommons	2025-03-18T00:34:40.713794	Social Science	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/82096/overview", "title": "What should be the future of shellfish in Puget Sound?", "author": "Physical Science" }
https://oercommons.org/courseware/lesson/122555/overview	Notational Overview Notation in library classification Library classification Library classification, Notat	oercommons	2025-03-18T00:34:40.732224	12/04/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122555/overview", "title": "Notational", "author": "Soumita Dutta" }
https://oercommons.org/courseware/lesson/84519/overview	3,2,1 Exit Ticket Overview Exit ticket to be used as a formative assessment to make adjustments in instruction to address barriers in the curriculum and teaching. Exit ticket to be used as a formative assessment to make adjustments in instruction to address barriers in the curriculum and teaching.	oercommons	2025-03-18T00:34:40.753039	08/05/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84519/overview", "title": "3,2,1 Exit Ticket", "author": "Kristin Robinson" }
https://oercommons.org/courseware/lesson/81223/overview	Accounting Principles Balance sheet vs Income Statement Basic Accounting Concepts Ethics What is Accounting? Accounting Basics Overview Welcome to Mdumiseni’s video course in the basics of accounting. This course introduces the viewer to the most important principles in accounting. While this course is complicated and requires some understanding of mathematical principles, it is an introductory level course in that no prior background or experience in accounting is required. Best of luck and we welcome your feedback. Introduction to Accounting Welcome to Mdumiseni’s video course in the basics of accounting. This course introduces the viewer to the most important principles in accounting. While this course is complicated and requires some understanding of mathematical principles, it is an introductory level course in that no prior background or experience in accounting is required. Section one is the introduction Section two of this course starts with explanations of the basic Accounting concepts. Section three explains the Accounting cycle. Section four explains the basic Accounting documents: the balance sheet, and the income statement. Section five explains the Accounting principles. We will look at the overview of the Accounting policy and the definition and explanation of GAAP principles. In our last section, we will look at ethics. The focus will be on the Code of Ethics and the basic principles of ethics. At the end of this course, you will know about the basics of Accounting concepts, the Accounting cycle, the Accounting documents and their importance, the Accounting principles and their policy as well ethics. Best of luck and we welcome your feedback. Table of Content \| Description \| Section \| \| Introduction to Accounting \| Section 1 \| \| Basic Accounting Concepts \| Section 2 \| \| Accounting Cycle \| Section 3 \| \| Accounting Documents \| Section 4 \| \| Accounting Principles \| Section 5 \| \| Ethics \| Section 6 \| Basic Accounting Concepts Accrued expenses/ expenses payable \| Expenses that are still owing at the end of the financial year. \| \| Accrued income/income receivable \| Income that is still owing to the business at the end of the financial year. \| \| Asset \| Item of value owned by a person or business which enables a profit to be made. \| \| Bad debts Creditors People/suppliers the business owes money to. \| Debts written off as the debtors are unlikely to settle their accounts. \| \| Cost of sales \| Cost of sales is the cost price of all goods that have been sold. \| \| Debtors \| People who owe the business money for goods bought on credit. \| \| Depreciation \| The amount by which fixed assets reduce in value over time due to use. \| \| Income received in advance/deferred income \| Income that has already been received by a business but which is for the next financial year. \| Accounting Cycle What Is the Accounting Cycle? The accounting cycle is a collective process of identifying, analyzing, and recording the accounting events of a company. It is a standard 8-step process that begins when a transaction occurs and ends with its inclusion in the financial statements. The key steps in the eight-step accounting cycle include recording journal entries, posting to the general ledger, calculating trial balances, making adjusting entries, and creating financial statements. How the Accounting Cycle Works The accounting cycle is a methodical set of rules to ensure the accuracy and conformity of financial statements. Computerized accounting systems and the uniform process of the accounting cycle have helped to reduce mathematical errors. Today, most software fully automates the accounting cycle, which results in less human effort and errors associated with manual processing. Steps of the Accounting Cycle There are eight steps to the accounting cycle. - Identify Transactions: An organization begins its accounting cycle with the identification of those transactions that comprise a bookkeeping event. This could be a sale, refund, payment to a vendor, and so on. - Record Transactions in a Journal: Recording of transactions using journal entries. The entries are based on the receipt of an invoice, recognition of a sale, or completion of other economic events. - Posting: Once a transaction is recorded as a journal entry, it should post to an account in the general ledger. The general ledger provides a breakdown of all accounting activities by account. - Unadjusted Trial Balance: After the company posts journal entries to individual general ledger accounts, an unadjusted trial balance is prepared. The trial balance ensures that total debits equal the total credits in the financial records. - Worksheet: Analyzing a worksheet and identifying adjusting entries make up the fifth step in the cycle. A worksheet is created and used to ensure that debits and credits are equal. If there are discrepancies then adjustments will need to be made. - Adjusting Journal Entries: At the end of the period, adjusting entries are made. These are the result of corrections made on the worksheet and the results from the passage of time. For example, an adjusting entry may accrue interest revenue that has been earned based on the passage of time. - Financial Statements: Upon the posting of adjusting entries, a company prepares an adjusted trial balance followed by the actual formalized financial statements. - Closing the Books: An entity finalizes temporary accounts, revenues, and expenses, at the end of the period using closing entries. These closing entries include transferring net income into retained earnings. Finally, a company prepares the post-closing trial balance to ensure debits and credits match and the cycle can begin anew. Timing of the Accounting Cycle The accounting cycle is started and completed within an accounting period, the time in which financial statements are prepared. Accounting periods vary and depend on different factors; however, the most common type of accounting period is the annual period. During the accounting cycle, many transactions occur and are recorded. At the end of the year, financial statements are generally prepared, which are often required by regulation. Public entities are required to submit financial statements by certain dates. Therefore, their accounting cycle revolves around reporting requirement dates. The Accounting Cycle Vs. Budget Cycle The accounting cycle is different than the budget cycle. The accounting cycle focuses on historical events and ensures incurred financial transactions are reported correctly. Alternatively, the budget cycle relates to future operating performance and planning for future transactions. The accounting cycle assists in producing information for external users, while the budget cycle is mainly used for internal management purposes. In our next section, we will begin discussing the Accounting documents. Accounting Documents The Balance Sheet To examine the financial status of a company at a fixed point in time, accountants prepare a statement of financial position, which is more commonly called a “balance sheet.” The balance sheet consists of three major components: assets, liabilities, and owner’s equity. In a corporation, owner’s equity is called shareholder equity, since it is the shareholders who own the business. Assets are what a business owns and include cash, inventory, plant and equipment, and intellectual property, such as copyrights, trademarks, and patents. Assets also include monies owed to a business, which are called receivables. For example, a business may have accounts that record credit it has extended to its customers. Another type of asset is the expected benefit from an already incurred expense. The expense is referred to as “prepaid,” such as the subscription fee for Industry Today that Mdumiseni Corporation paid in our earlier example. Assets are listed on a balance sheet in order of their liquidity, with the most liquid of assets, cash, appearing first. A second component of the balance sheet is liabilities, which are what the business owes. These accounts include monies owed by the business that represent future obligations, called “payables,” such as payments owed to a business’s suppliers. Payables also include loans, which may be notes payable or mortgages. Liabilities also include deferred income, which is monies the business has received for a good or service that the business has not yet provided. When a business incurs an expense for which there is no present legal obligation, it records it as an “accrued liability.” For example, a balance sheet that is compiled in the middle of a two-week payroll period would reflect an accrued liability of half of the pending payroll amount. The balance sheet reflects the liability, but the company has not yet disbursed the funds. If assets represent what a business owns and liabilities represent what a business owes, then what has left over the difference between the two amounts- is called “owner’s equity,” which is, by one measure, the worth of the business. We can represent the relationship among the three components in a mathematical equation, which is called the “fundamental accounting equation.” It may be expressed as: Assets equals liabilities plus owner’s equity. Note that if a company’s liabilities exceed its assets, the company is insolvent. Another way of stating the fundamental accounting equation would be that liabilities equals assets minus owners’ equity, or owners’ equity equals assets minus liabilities. For example, assume Mdumiseni Corporation has R10 million in assets and R7 million in liabilities. Mdumiseni Corporation would therefore be worth the difference between the assets and liabilities, that is, R3 million. Structurally, the assets are listed on the left of a balance sheet while the liabilities are listed on the right side. Also, assets that are expected to be converted into cash or consumed within one year are called “current assets” and are listed first in order of liquidity. Assets not expected to be converted into cash or consumed within one year are called “long-term assets” and are listed after the current assets. It is the same with liabilities. Liabilities that are expected to be paid within one year are short-term liabilities and are listed first and long-term liabilities, which are those liabilities where payment is not expected to occur within one year, follow. The Income Statement While the balance sheet shows the financial health of a company at a given time, the statement of results of operations, commonly called the “income statement,” shows the income or loss of a company over a year. The income statement shows revenues and gains, along with expenses and losses. Revenues are the monies earned by a company for the sales of its goods and services, along with miscellaneous earnings which would include interest and dividends. Capital gains are those amounts that the company realizes, not as a result of its ordinary course of business, but, rather, from the sale of its assets, marketable securities, and other transactions, collectively referred to as other comprehensive income. Since assets are recorded at historical cost, the gain is the sale price less the amount originally paid for the asset. For example, Mdumiseni Corporation purchases a plant for R1 000 000 in Mpumalanga, but three years later Mdumiseni determines it would be better to conduct its manufacturing operations in KwaZulu Natal. It sells its Mpumalanga plant for R1 300 000, thus realizing a gain of R300 000 on the sale. The income statement also lists expenses and losses. Expenses are costs incurred in running the business and generating income. They include the cost of goods the company has sold, salaries and wages, rent, interest, and income taxes. Since some assets may lose value over time, a company will need to periodically deduct the lost value. This is called “depreciating” an asset, and it is accomplished by recording the reduction in value as a depreciation expense. For example, Mdumiseni Corporation’s plant in Mpumalanga loses value through normal wear and tear. Mdumiseni, therefore, deducts R50 000 annually as a depreciation expense to reflect the loss in value of its Mpumalanga plant. For accounting purposes, the R1 000 000 plant will be worth R950 000 at the end of its first year, R900 000 at the end of its second year, and so on. Note that, while the building itself can be depreciated, the land itself cannot, as land does not necessarily lose its value as it ages. The amounts that can be depreciated for tax purposes are set forth in tax regulations. In addition to expenses, the income statement will show losses, which are costs that are not incurred in the ordinary course of business. Losses may include litigation, natural disasters or changes in employee pension fund liabilities. The income statement typically lists revenues and gains first, followed by expenses and losses. Revenues and gains minus expenses and losses equals “net income,” which is how much the business earned in the time reflected by the income statement. Some companies use this “single step” approach, while others use a “multiple step” approach in the calculation of income or loss. In the multiple step approach, “gross profit” is sales minus cost of goods sold. Subsequently, subtracting operating expenses from the company’s gross profit will give the company’s “operating margin” or “net operating margin.” Other amounts added or subtracted produce a final “net income” or “net loss” figure. This number, when used in calculations involving the number of outstanding shares held by shareholders, can provide an earnings per share amount, which is an important metric for investors and creditors. One important relationship between the balance sheet and the income statement is that the increase in net income on the income statement equals the increase in owners’ equity on the balance sheet. For observers to evaluate the financial health of a business, financial statements will typically include income statements for three successive reporting periods. In our next section, we will begin discussing the Accounting principles. Accounting Principles Accounting policy In our everyday life, we often come across circumstances that are repetitive in nature (always the same) but may in each instance have different results if we were to act differently. If we do not have guidelines to indicate how we should act, our actions may be inconsistent. If we have guidelines as to how we should act in certain circumstances, we are determining a policy that will result in consistent actions. The same applies to accounting. We often find repetitive transactions and consistency require that a business should determine an accounting policy according to which they can manage such transactions. Thus, accounting policy is a set of decisions about the way in which a business will manage the same types of transactions in order to achieve consistent results. 1.1 Publicising the accounting policy As the accounting policy represents a business’s decisions on factors that could be managed in different ways, it is necessary that the business publicizes the accounting policy it will use in its Financial Statements. A business should, for example, indicate how the depreciation of Vehicles and Equipment will be calculated. 1.2 Generally accepted accounting practice (GAAP) If each person were to develop his or her own language or grammar rules, it would cause communication chaos. For this reason, we have generally applicable grammar rules. Accounting, as a special system of communication, has exactly the same problem. If each business were to present Financial Statements according to its own theory and principles, chaos would erupt in the economic and business world. For this reason, a basis has been developed for measuring and presenting the results of financial events (transactions). This basis is a general framework and includes accounting concepts, principles, methods, and actions known as Generally Accepted Accounting Practice (GAAP). From now on we are going to use the abbreviation GAAP. In RSA the Accounting Standards Board plays an important role in the development of GAAP by setting certain accounting standards. By setting these standards for certain events (e.g. presenting tax in the Financial Statements), the objective is to limit the variety of available accounting practices without striving towards strict uniformity or a set of rigid rules. The objective of accounting standards is to promote the general application of certain issues in Financial Statements and to eliminate unacceptable alternatives. After being approved by the Accounting Standards Board the standards are published in a series of publications, called accounting standards. After 1994 we became part of the International Financial Reporting Standards (IFRS). A business will use the IFRS to prepare its Financial Statements. It is important to note that GAAP/Accounting. Standards change constantly in order to keep up with changes in the business world. These statements are issued by the South African Institute of Chartered Accountants (SAICA). SAICA is a professional body that is responsible for training and developing the accounting profession. The following factors affect the way in which the Financial Statements are presented. You must ensure that you understand these concepts clearly as they will assist you when you have to draw up the Financial Statements of a sole trader. GAAP Principles 2.1 Historical cost The concept of historical cost means that assets purchased by a business must be recorded in the books at cost price (purchased price). Example: If we bought Land and buildings three years ago at a total cost of R500 000 and entered it into the books at that price and the asset is re-valued today at R650 000, the amount that will be entered in the Financial Statements will still be R500 000 (the price that we originally bought it for). 2.2 Prudence This is also known as the principle of conservatism. When the accountant is uncertain about the value of an element or event (assets/liabilities/income/expenses), the prudence principle must be applied. This means that the accountant who prepares the Financial Statements should be conservative in their approach to these uncertainties. The value that has the least influence on the equity of the business must be used. Example: If a debtor is in financial difficulty, the accountant may write his account off even though the business will continue to do everything possible to receive the money the debtor owes them. 2.3 Materiality The materiality principle demands that all-important (large) transactions and events should be indicated separately in the Financial Statements, as these may influence decision-making. Unimportant amounts need not be indicated separately but should be added to other amounts of similar nature or functions. Here is also another part that is important. The accountant will be conscious of whether an adjustment entry will be important (material) to the financial results of a business. An adjusting entry might be omitted if the amount is regarded as insignificant. Example: All interest expense items should be shown separately in the Financial Statements as this will be important (material) to a decision on how to raise additional funds. 2.4 Business entity rule The objective of accounting is to present information about the financial situation of a specific business or individual. Such a business or individual is known as an entity. The concept entity refers to a unit that exists independently and can be clearly defined. The financial affairs of the business must be kept separately from the financial affairs of the owners. The business must have a separate bank account and in the Financial Statements of the business, no transactions of the personal affairs of the owner will be shown. Example: If the owner inherited R500 000 from his/her grandfather, the money will be deposited in the owner’s personal bank account and not in the business’s bank account. 2.5 Going concern The concept of going-concern means that an entity (business) will continue to exist for a certain period and that the Financial Statements of a business are prepared as though the business will continue to exist for some time. Example: Stock, fixed deposit, and land and buildings are not valued on the basis of the amount that would be received for them if they were sold immediately. 2.6 Matching All transactions or events that take place during a certain financial period must be recorded in the books during that financial period – irrespectively of when the cash is received or paid. Income and expenses incurred in order to receive such income, need to be brought into account during the same period. This implies that expenses incurred in order to create income must be ‘matched’ to that income during the present financial period. Example: If a building is a rent from somebody and we only paid R55 000 (R5 000 per month) for 11 months, the R5 000 will be matched with the R55 000 because it is part of this financial year. The amount recorded in the Financial Statements will be R60 000. In our next section, we will begin discussing ethics. Ethics Code of Ethics - A Code of ethics is a statement of norms and beliefs of the business, describing acceptable behavior in the workplace. - It makes it possible for every person involved in the business to know and understand what is considered right and wrong in specific situations. - Most codes will value honesty, integrity, and diversity. Basic principles of ethics 2.1 Ethical conduct - The word ethics is defined as a set of moral principles of a profession according to which a person should behave. - Both employees and employers have a responsibility towards themselves, fellow colleagues, clients, and the profession to act morally and ethically. - In any profession, a set of rules should be laid down so that everyone knows what is acceptable. - This ethical code of conduct should be drawn up in such a way that subordinates don’t feel that rules are applicable only to them. - Both employees and employers should be involved in setting up a code of conduct for a business. 2.2 Leadership - Leadership is a position or state of being in control of a group of people or an organization. - A leader has to take control and people have to follow. - Good leadership is visible when the followers obey the leader because they respect what the leader says and does. 2.3 Discipline - Employees must work and behave in a controlled way and this involves obeying specific rules. - The Code of ethics describes acceptable behavior in the workplace and consequences for incorrect behavior. - Employees who do not follow the Code of ethics will be disciplined. 2.4 Transparency - Transparency means that behavior must be such that it is clear that you have nothing to hide. 2.5 Accountability - Being accountable means taking responsibility for what you say and do, and being able to justify your actions. 2.6 Fairness - Fairness is the quality of being reasonable and just. It means that you judge a situation objectively and without bias or any preconceived ideas. Customers or clients must feel that they are treated fairly. 2.7 Sustainability - All businesses need to act in a way that shows respect towards the environment and the use of resources. Sustainability makes a difference in the long term. Businesses should not waste resources or damage the environment. 2.8 Responsible management Responsible management takes into account three important things, often called the 3Ps: - People: A responsible manager considers all the stakeholders of the business – employees, suppliers, and customers – and deals with them in an ethical way. - Planet: A responsible manager takes the environment into account and does everything possible to ensure that the environment is looked after and not destroyed. - Profit: A responsible manager ensures that the business makes the maximum profit, but only by using ethical practices. 2.9 Integrity Integrity can be defined as honesty, efficiency, sincerity, honesty towards oneself, the upholding of values and norms. Success in a business can only be achieved when employees and clients respect the integrity of the business and the integrity of the business is reflected in the management and leaders. Why is integrity important for managers? - It builds confidence – when people know that managers don’t use their position to enrich themselves through the business, confidence, loyalty, and support will grow. - This influences others – the managers conduct influences amongst others the employees and employers. His/her character determines the character of the business. - It creates high standards – the manager’s integrity will set a positive example for employees. Remember, people do what people see. 2.10 Confidentiality Most information in a business should be kept confidential. It is important that employees should not leak information that is intended only for the business to people outside the business. For example, the manager has to make decisions about a large contract that the business might obtain. If this information is disclosed to people outside the business, a rival business might use the information to obtain the contract. Employees who are disloyal towards the business will share confidential information with people who should not have access to it. 2.11 Objectivity Objectivity is described as the ability to act in an unbiased way. This means that you should not be influenced by personal feelings and preferences. An objective person makes decisions based on true facts and not based on his/her personal feelings. An objective person will be fair and unbiased in carrying out his/her duties and will not be influenced by others. 2.12 Professional ability and proper care When offering professional services, one offers one’s knowledge, skills, experience, care, and diligence. Professional people should not render services for which they are not qualified unless they can obtain advice and assistance. Professional people should maintain a high standard of professional knowledge and skills so that a client and employer have the advantage or qualified professional services in line with the most recent practical, legal and technical developments. 2.13 Professional conduct This concerns the conduct in the workplace of all the people connected to an enterprise. At all times a person should conduct himself in such a way that his/her behavior doesn’t have a negative influence on the enterprise. An employee must be polite and show consideration towards all parties with whom he/she has a contact in the enterprise. 2.14 Technical standards Each employee should have all the relevant technical and professional skills that his/her position requires. All tasks assigned to employees by their employer should be carried out with integrity. These should also conform to all the technical and professional standards that are laid down by the enterprise, the authorities concerned and applicable legislation.	oercommons	2025-03-18T00:34:40.830587	05/28/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/81223/overview", "title": "Accounting Basics", "author": "Mdumiseni Ndawonde" }
https://oercommons.org/courseware/lesson/60384/overview	How To Do Research Primary Source Unit Overview This How To Do Research Unit Guide provides a lesson-to-lesson foundation for teaching: ● What primary sources are ● Real vs. fake information (evaluating sources) ● Document analysis ● Different ways to obtain information ● How to formulate research questions ● How to find answers to research questions ● The hows and whys of citations (annotated bibliography) Throughout the research process, students will learn that there will be dead ends, questions that are too broad or too narrow, questions that do not have answers. This is an accurate reflection of what their experiences will continue to be as they move into higher level research projects in their educational careers. Integrated into our explanation of each lesson are specific prompts, the purpose of each lesson, and supporting materials, which are provided as handouts at the end of the unit guide. This How To Do Research Unit Guide provides a lesson-to-lesson foundation for teaching: ● What primary sources are ● Real vs. fake information (evaluating sources) ● Document analysis ● Different ways to obtain information ● How to formulate research questions ● How to find answers to research questions ● The hows and whys of citations (annotated bibliography) By the time students get to high school, they should have a basic understanding of how to effectively do research. Considering that there are so many steps involved in the research process, the earlier these necessary skills are taught, the more time students will be able to devote to their actual projects. Moreover, in today’s world, information literacy needs to be achieved at an earlier age, so students can learn to be smart consumers, responsible sharers, and presenters of information. Throughout the research process, students will learn that there will be dead ends, questions that are too broad or too narrow, questions that do not have answers. This is an accurate reflection of what their experiences will continue to be as they move into higher level research projects in their educational careers. Integrated into our explanation of each lesson are specific prompts, the purpose of each lesson, and supporting materials, which are provided as handouts at the end of the unit guide. The final project is a capstone project in which students present their research in three ways: 1. Annotated bibliography 2. Town Hall 3. Tri-fold board gallery walk	oercommons	2025-03-18T00:34:40.851774	English Language Arts	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60384/overview", "title": "How To Do Research Primary Source Unit", "author": "Elementary Education" }
https://oercommons.org/courseware/lesson/122756/overview	Notation and cannon Overview Notation and cannon BLIC Notation and cannon	oercommons	2025-03-18T00:34:40.867738	12/07/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122756/overview", "title": "Notation and cannon", "author": "Payel Ghosh" }
https://oercommons.org/courseware/lesson/121320/overview	https://www.ted.com/talks/sherry_turkle_connected_but_alone?subtitle=en&geo=de https://www.youtube.com/watch?v=7aGJBlEY8UM Digital Dependency and Its Consequences Overview This self-directed lesson introduces digital addiction as a compulsive behavior, covering its definition and primary symptoms. Learners will identify the signs of digital addiction and reflect on their own technology habits to recognize potential digital dependency. Lesson Overview and Learning Objectives Lesson Overview: This self-directed lesson introduces digital addiction as a compulsive behavior, covering its definition and primary symptoms. Learners will identify the signs of digital addiction and reflect on their own technology habits to recognize potential digital dependency. Each learner will need a journal to jot down notes throughout the lesson. We recommend a pencil or pen and paper, not a digital device. Please gather your supplies before continuing. Learning Objectives: - Define digital addiction as a form of compulsive behavior. - Identify and understand symptoms such as compulsive checking, difficulty disconnecting, and feelings of anxiety when separated from devices. - Reflect on personal technology habits and recognize potential signs of digital dependency. Understanding Digital Addiction – Definition and Symptoms Lesson Overview: This self-directed lesson introduces digital addiction as a compulsive behavior, covering its definition and primary symptoms. Learners will identify the signs of digital addiction and reflect on their own technology habits to recognize potential digital dependency. *Reminder: You should have your pencil/pen and paper ready for the journal prompts and self-reflection activities before continuing! Lesson Content: - Learner Prompt: How many times do you check your phone each day? Take a moment to estimate your screen time and write it down in your journal. - Learner Reflection: Do you know the general screen time of people in your age group? Think about how your time compares with theirs. If you don't know the general time for your age group, do a quick internet search to get the estimate before you compare it to your time. Definition of Digital Addiction: - Digital addiction is a compulsive need to use digital devices, often interfering with personal well-being and relationships. - Interactive Element: Reflect on your initial thoughts on this definition. Have you noticed any behaviors in yourself or others that might fit? What are they? Add this reflection to your journal. Key Symptoms of Digital Addiction Compulsive Checking: Feeling the urge to check your phone for notifications, updates, or messages repeatedly, even without a specific reason.Difficulty Disconnecting: Experiencing discomfort or anxiety when away from digital devices, such as feeling “lost” or “left out.”Fear of Missing Out (FOMO): A psychological driver for frequent checking, causing anxiety about missing information, events, or connections. Interactive Element: Do you find yourself compulsively checking your phone? How often do you feel anxious when separated from your devices? Please add these to your journal. Read the attached article: Frontiers \| The Psychology of Addictive Smartphone Behavior in Young Adults: Problematic Use, Social Anxiety, and Depressive Stress Scenario Analysis Scenario 1: Compulsive Checking During Family Time Scenario: Jamie is having dinner with her family, but she can't resist checking her phone every few minutes. Even when she puts her phone on the table, the urge to check for messages or updates is so strong that she finds herself glancing at it whenever there's a lull in the conversation. Her parents express frustration, feeling like she’s not truly present with them, which leads to some tension at the dinner table. Prompt Questions: - What symptoms of digital addiction are evident in this scenario? - How might this behavior impact Jamie’s relationships with her family? Reflection Prompt: Have you ever felt a similar urge to check your phone, even during in-person interactions? How did it impact the quality of your time with others? Please add this to your journal. Scenario 2: Feeling Anxious Without the Phone Scenario: Alex forgets his phone at home one day before heading to school. Throughout the day, he feels anxious and distracted, constantly wondering if he's missed any messages or important notifications. In class, he can’t focus on the lesson, and during lunch, he finds himself unable to engage fully with his friends. By the time he gets home, he’s frustrated and tense, immediately checking his phone for missed notifications. Prompt Questions: - What symptoms of digital addiction are evident in this scenario? - How might this behavior impact Alex’s focus and mental well-being during his day? Reflection Prompt: Have you ever felt uneasy or anxious without your phone? What impact did it have on your ability to stay present and focused? Again, add this to your journal. Watch the attached YouTube Video: "Connected, but alone?" Self-Reflection Exercise Journaling Activity: - Write a private reflection (1-2 paragraphs) on your own digital habits. Consider: - How frequently do you check your phone each day? - What emotions do you experience when separated from your devices? - Are there areas where you could make changes to improve your digital wellness? Optional Prompt for Deeper Reflection: - “Identify one small action you can take to reduce digital dependency. It could be limiting screen time, turning off notifications, or designating device-free time during certain parts of the day.” Additional Resources for Understanding Digital Addiction Readings: “The Shallows: What the Internet Is Doing to Our Brains” by Nicholas Carr - This book examines the cognitive effects of prolonged digital exposure and how the internet reshapes our mental capacity. “How to Break Up with Your Phone: The 30-Day Plan to Take Back Your Life” by Catherine Price - A practical guide offering insights and steps to address digital addiction and improve digital wellness. - A brief scholarly article that discusses the signs, symptoms, and societal impact of digital dependency, particularly in young adults and teens. Online Blog Series by Common Sense Media - Topics cover screen time, mental health, and balancing technology use in daily life. Includes articles like “Digital Well-Being: Tips for Parents and Teens” and “Building Healthier Digital Habits.” Multimedia Content: TED Talk: “Connected, but Alone?” by Sherry Turkle - Turkle discusses how digital devices change our social lives, often substituting screen time for face-to-face connection. YouTube Channel: The Digital Wellness Institute - Provides short, engaging videos covering digital wellness, mental health, and actionable tips for maintaining a balanced relationship with technology. Podcast Episode: “Digital Minimalism” on The Happiness Lab - This episode explores how to adopt mindful technology practices, especially in response to the digital overload many experience today. Documentary: “The Social Dilemma” (available on Netflix) - A thought-provoking film that explores how social media algorithms are designed to increase screen time and the broader implications on society. Mindfulness App Recommendations: Headspace and Insight Timer - Both apps include specific guided meditations and mindfulness exercises to help users reduce compulsive phone-checking and enhance focus.	oercommons	2025-03-18T00:34:40.899811	Melissa Jennewein	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/121320/overview", "title": "Digital Dependency and Its Consequences", "author": "Lesson" }
https://oercommons.org/courseware/lesson/57267/overview	Mountain Men Research Project Overview This project is to get fourth graders familiar with the mountain men and their impact on western expansion. Mountain Men Mountain Men Project Subject: 4th Grade Social Studies/ELA/Library Duration: Multiple Class Periods of 40 minutes Objectives: The students will be able to identify the main role mountain men had in western expansion. The students will be able to identify the locations mountain men explored. The students will be able to explain what mountain men did. The students will be able to identify several mountain men. Key Questions: What was a mountain man? Why did the mountain men come to the western states? What happened to the mountain men with western expansion? Vocabulary: Mountain Man, Beaver, Trap, Pelt, Rendezvous, Fort, Trails, Materials: Britannica, World Book, Websites, Mountain Man video clip, ipads/computers, paper, pencils, projector Procedures: Ask anyone if they can tell you a mountain man or what a mountain man did? Introduce topic with Mountain Man video clip. Discuss what they did and where they went. Problems they encountered, what they traded, hunted, etc. Show examples of infographics. Explain to the students that they will be making their own infographic about Mountain Men. Show students databases: Britannica and World Book and websites they can use. Show students their options for creating the infographic ( Google Slides, Pic Collage, Google Drawing) Give students requirement checklist (10 facts, 7 images, 2 works cited) Let the students begin their research. Students create their infographics. Share their infographics. Conclusion: Students will get to view a mountain man trunk of artifacts cultivated by the state museum. Students will view videos from the museum curator at the state museum. Standards: Language Arts: R.I.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. R.I. 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. R.I.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Library: 1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. 4. Pursue personal and aesthetic growth. Technology: 1. Empowered Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. 3. Knowledge Constructor- Students critically curate a variety of resources using digital tools to construct knowledge, produced creative artifacts and make meaningful learning experiences for themselves and others. 6. Creative Communicator- Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Social Studies: SS4.4.3 Students describe the chronology of exploration, immigration and settlement of Wyoming. SS4.5.1 Students use physical maps, political maps, and globes to identify locations using scale, cardinal and intermediate directions, legends, keys, and symbols. SS4.5.3 Students locate major landmarks, landforms, and areas/regions in the community and in Wyoming	oercommons	2025-03-18T00:34:40.917016	08/23/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/57267/overview", "title": "Mountain Men Research Project", "author": "Megan Bietz" }
https://oercommons.org/courseware/lesson/66707/overview	Kindis of Sentece & Clauses Overview If you want to learn all kinds of sentence and clause then this is for you. here you will be able to understand about kinds of sentences and clauses. what is clause? Kindis of Sentece & Clauses What is a Clause? A group of words that forms a part of a sentence and has a subject and a finite verb of its own is called a clause. The number of finite verbs in a sentence joined by conjunctions determines the number of clauses. Kinds of Sentences There are three kinds of sentences as mentioned below. - Simple sentence - Complex sentence - Compound sentence I. Simple Sentence: A sentence which has only one finite verb is a simple sentence. It may have non-finite verbs, if required. For example- (i) She is walking. (ii) He has written a letter to help his son. II. Complex Sentence : A complex sentence consists of a principal/main clause with one or more subordinate clauses. It means that a complex sentence has more than one finite verb. Sub-ordinate caluses are joined by sub-ordinating conjunctions. For example- - I know that he is a good man. - I know the man who was here last month. - When you do this work, I shall help you with money. - Compound Sentence : A compound sentence consists of two or more principal clauses. These clauses are joined by co-ordinating conjunctions such as- 'and, but, so, therefore, otherwise, or, else, nor, while, for, whereas, still, yet, nevertheless, however, as well as'. The clauses of a compound sentence are called co-ordinate clauses. For example- - My brother came and he handed over money to me. - She is rich but she is not vain. - Speak or you will die. - She is ill so she will not come. - She is intelligent while her sister is dull. - It was dark, however we went out. - He was convicted as well as fined. - I left for home for I was feeling tired. - He will speak the truth for he is a truthful person. - It is cold yet I will go out. Note-In sentences (viii), - the principal clause is an inference from the co- ordinate clause beginning with 'for'. More About a Complex Sentence As stated earlier a complex sentence consists of more than one clause. A Principal clause with one or more sub-ordinate clauses forms a complex sentence. There are three kinds of sub-ordinate clauses joined by their respective sub-ordinating conjunction. For example- (a) I know that he is a good boy. (b) I know the man who was here yesterday. (c) When you do this work, I shall give you money. These sentences represent three kinds. of sub-ordinate clauses- - Noun Clause- Noun in Hindi In the sentence (a) 'I know' is a principal clause. 'that he is a good boy' is a noun clause. Noun clause explains the verb, noun and pronoun of the main or some other clause. (Explanation) - Adjective Clause- In the sentence- (b) 'I khow the man' is a principal clause. 'who was here yesterday' is an adjective clause. Adjective clause qualifies noun or pronoun as the case may be. (Qualification) - Adverb Clause- In the sentence (c) 'I shall give you money' is a principalclause. 'When you do this work' is an adverb clause. Adverb clause is required to modify a verb, adverb or adjective in the main or some other clause. (Modification) More about Sub - ordinate Clauses ( 1 ) NOUN CLAUSE Take care of the rules given below while writing a noun clause ( a ) Use the conjunctions " that , if , whether , when , where , how , why , what ( whatever ) , who , whose , whom , which . ' ( b ) Tense of the nounclause should be in the past if the verb of the main clause is - in the past . The tense of universal truth does not change . ( c ) Noun clause should never be expressed in interrogative form . This pos is bring for you from Shubhresul.in	oercommons	2025-03-18T00:34:40.951804	05/13/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/66707/overview", "title": "Kindis of Sentece & Clauses", "author": "DHANANJAY SRIVASTAVA" }
https://oercommons.org/courseware/lesson/101184/overview	https://www.flickr.com/photos/paulpod/3292225667 https://www.flickr.com/photos/paulpod/3292225857 https://www.flickr.com/photos/paulpod/3292227885 https://www.flickr.com/photos/paulpod/3293044228/ https://www.flickr.com/photos/paulpod/3293044532 https://www.flickr.com/photos/paulpod/3293045908/ https://www.flickr.com/photos/paulpod/3293055264 https://www.oercommons.org/authoring/22090-circle-of-viewpoints-pearl-harbor-and-japanese-int https://www.oercommons.org/courses/attacks-on-american-soil-pearl-harbor-and-september-11 https://www.oercommons.org/courseware/lesson/80172 https://www.youtube.com/watch?v=cZTioTkHcB0&t=7s https://www.youtube.com/watch?v=hI4NoVWq87M Japanese Internment Camps Overview After the attack at Pearl Harbor, Japanese Americans were rounded up and sent to internment camps for the duration of World War II. This dark period was largely ignored until many years later. Introduction to Internment Camps After Pearl Harbor, Japanese-Americans were forced to relocate to internment camps. Although we focus on the aspects of the war abroad, battles were also being fought domestically. Short History Video: Internment Camps YouTube Description: “After the attack on Pearl Harbor, the United States Government issued executive order 9066, which empowered the military to round up anyone of Japanese ancestry and place them in internment camps.” The YouTube video linked below allows students to clearly see treatment of Japanese Americans during World War II. American Propaganda and Political Cartoons The American propaganda machine made it easier to isolate the Japanese-Amercians. The Japanese were demonized. The propaganda used their physical features to not only isolate the Japanese-Americans, but the propaganda was also used to demonize the Japanese and make them less human. Images: paul pod \| Flickr Journal Assessment: American propaganda aimed at the Japanese The students’ journal entry should be written from the perspective of a Japanese-American. Journal entries should include their perceptions of American propaganda in WWII. Students should reflect on the goal of the propaganda. The students should consider what physical features and characteristics were highlighted in the propaganda. Where these Japanese attributes portrayed as good or bad? How so? Ugly History YouTube Description: Dig into the historic injustice of Japanese American incarceration camps, also known as internment camps, during World War II. Watch the YouTube link below to better understand the mistreatment of Japanese-Americans during World War II. Life in Internment Camps Links to videos and primary sources about life at internment camps. Includes first hand accounts. Also has teaching guide. Compare Pearl Harbor and September 11 Use Primary Documents to compare 9/11 and the attacks at Pearl Harbor. How do these two key events in American history compare?	oercommons	2025-03-18T00:34:40.985858	Bennett Swygert	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/101184/overview", "title": "Japanese Internment Camps", "author": "Activity/Lab" }

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