This resource was created by Melissa Dux in collaboration with Kristen Evans as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for students in grades 9-12 enrolled in an Introduction to Business course.

 This resource was created by Alexandra (Allie) Bastian in collaboration with Kristen Evans as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for 7th grade Keyboarding Applications.

This resource was created by Sharla Hanzlik, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Terresa Greenleaf, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Janis Nicholas, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning. 

Students will investigate musical genres in Spanish Speaking countries in order to better understand the history and influences that created the music, as well as the cultural connections/impact of the music today. Begin studying Bomba as a class and work through the investigation process together; then students can select a different genre of music to research and explore before creating a visual essay about their topic.The complete lesson plan included is the 4th class period of a 8-10 period unit of study; the complete unit slides are included in the resource folder with all readings, videos, etc. Lessons are in Spanish, but could be adapted for an English class with Spanish translanguaging as many of the videos are included with closed captions. 

Students will participate in Book Club by choosing groups of 3-5 students and a book at their reading level according to their interest, or the subject currently being studied.  They will decide together how to split the book into three or more sections to finish in four weeks or less.  They will prepare and write out a discussion role for each meeting (Word Wizard, Connector, Summarizer, Questioner, or Passage Person).  This plan is written for either in class, blended, or remote learning.

The British soldiers have long been blamed for firing upon innocent colonists the night of the Boston Massacre.  Students will examine primary and secondary sources to determine if the soldiers indeed attacked innocent colonists or were acting in self-defense against an angry mob. This inquiry asks, “Did the British soldiers open fire on innocent colonists at the Boston Massacre?”  Resource created by Michelle Wittstruck, Milford Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

This template is meant to be a guide for Nebraska Physical Education Teachers when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.

This resource was created by Cindy Sellhorst, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

This resource was created by Terresa Greenleaf, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This OER Myths and Legends was created by Yulia Evans as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan “Bremer Stadtmusikanten” is designed for 9 - 12 World Language Arts teachers for Novice Learners of German. Students will interpret the video, analyze the plot and be able to retell the story in German. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 1.1, 1.2, 1.3, 2.1b, 4.2aIt is expected that this Lesson Plan will take students 50 minutes to complete.

Can I afford to be an adult? This inquiry is intended to educate, and help develop financial skills. At the end of the inquiry the students will create a simple budget using the information they discover. Resource created by Robert Adam, St Edward, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

Students will utilize previously gained knowledge about the impact of land management practices on ecosystems to design, conduct and analyze an experiment to measure biodiversity and/or invertebrate ecosystem role in a field community. They will identify ecosystems that have been heavily and lightly impacted by human activities and make predictions about biodiversity in the area. They will then test and analyze the information gathered and apply what this means about the biodiversity in these ecosystems and the implications this may have on the region.

Resource: This is a website made by the German Bundestag explaining where, what and how their government works.

Burn tests are one method used to identify fiber content of fabric. Throughout this lesson, students will work in groups to learn about burn tests and conduct a lab where they complete burn tests to identify fibers. This lesson is designed to take one 50-minute class period, but could be drawn out to take two 50-minute class periods. To grade this assignment, I like to use their justifications for why they think it was a certain fiber, instead of just assessing if they selected the right fiber for the sample.  Consider teaching the following lessons alongside Burn Tests. Each of these have a textile science focus. Microscopy Fiber ID Lab - https://oercommons.org/courseware/lesson/106763Solubility Fiber ID Lab - https://oercommons.org/courseware/lesson/106762

The activities in this lesson help students understand how physical activity burns calories.

Throughout this project, the students will complete a burrito-style pillowcase. This project will take about five days (50-minute class periods) for students to complete. Everyday, students will begin with setting up their sewing machines and setting goals for the day. Students will follow the written and video instructions to complete the project. At the end of each day, students will reflect upon what they accomplished and what they hope to improve upon for the following day. As there are written and video instructions, students can move through the project at their own pace.  This project works well for middle school or as a project to refresh students on how to use the sewing machine and construction terminology in high school. (In my classroom, I give students the choice to complete the PJ Pants or the Pillowcase Project. If they choose to make a pillowcase, I have them make two - one for themself and one for a foster kid.)

This lesson was created for use in a law class. Through this lesson, students will understand the advantages and disadvantages of negotiation, arbitration, mediation, and litigation.

This lesson was created for use in the Business and Personal Law Classroom to teach criminal law.