The COR curriculum provides free lessons and assessments that help you teach students to evaluate online information that affects them, their communities, and the world.
The COR curriculum provides free lessons and assessments that help you teach students to evaluate online information that affects them, their communities, and the world.
The COR curriculum provides free lessons and assessments that help you teach students to evaluate online information that affects them, their communities, and the world.
This activity asks students to read and compare the language of selected civil rights legislation.By tracing the changes in language (from "handicapped" to "people with disabilities," for example) and the necessity of restating and reinforcing Constitutional rights, the analysis likewise asks them to think about prejudice, stigma and fundamental rights and freedoms.
Decide whether you want to cover this material in two on Abraham Lincoln prior to introducing the Civil War,
or three class sessions. This lesson covers background so that the students are familiar with concepts such as
on the Civil War, including the state of the nation slavery and freedom. The readings and pictures should
leading up to the war, the causes, and the impact on the help the students understand the new vocabulary. As with
nation. There are eight Civics Test items related to this the other history lessons, the goal for the students is to
topic, so the material covered is somewhat dense for a comprehend and answer the Civics Test items correctly,
beginner class. Covers civics test items 48, 60, 71, 72, 73, 74, 75, and 76.
Photo pulled from US Army and Heritage Education Center site depicts a group of German volunteers from the 29th Regiment out of New York posing in front of tent with rifles and bugle. First organized in 1861, they were mostly widely know for their Astor Rifles and for being the first German Infantry.
This is my offbeat attempt to unite very large-scale social theory (civilizations) with very immediate and small-scale social practices (education). Perhaps this just a personal twist on the bumper-sticker philosophy of “Think Globally, Act Locally”. Just because it fits on a bumper-sticker, does not make it wrong! But this slogan does need details, explanations, and frameworks for applied practices to become more than a worthy sentiment. My hope is that readers will come one step closer to effective action on challenges both global and personal thanks to something they discover here.
Word Count: 8788
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
Post from the Creative Commons: We Like to Share blog.
ClassMood App is a classroom tool that helps teachers create the mood for learning. It aims to help make teaching and learning more enjoyable. It provides teachers with mood changing activities for their classroom and works toward helping students take control of their moods.
ClassMood App is applicable to multiple educational contexts from primary school to higher education. It has been developed in a collaboration with experts from neuroscience, education and learning design and tested with students from upper primary to university.
How does it work?
When it’s too hot or too cold, it is hard to learn as we can’t stop thinking about how uncomfortable it is. But once we notice the temperature, we can adjust it as needed and free up space in our heads for thinking. Positive moods and states can free up space for thinking and learning. This is the concept of ClassMood App.
The technology is a responsive and free-to-use web-based tool. Teachers can simply create a mood measuring event and share the unique code with your students. Each student can anonymously select their current mood and add the cause of their mood.
The App provides teachers with real-time data via a teacher’s dashboard to identify the aggregate mood of a class and recommends classroom activities to help teachers guide learners to moods that are more conducive to learning. Activities include mindfulness breathing activities and social games involving movement.
This is a 3 slide learning object created in Articulate Storyline 3 for a CSUF MSIDT program class assignment.
Class meetings or morning meetings focus on supporting students to reinforce the positive behaviors of their peers, reflect on previous learning, and preview new tasks weekly, daily, or at the beginning or end of class. With established norms for the meeting, this strategy can be used with students in all grades and across content areas. To begin the class meeting, the teacher can ask students to share celebrations or praise for a peer or peers based on the work they most recently completed independently or in groups, and students respond with a celebratory clap. Shout-outs can be followed by updates, a problem or question for whole class discussion, and future plans. The organization of a class meeting can be modified based on the teacher's goals for the meeting.
Students will learn the characteristics of the Three Graces, compare and contrast a classical image of the Graces with a contemporary interpretation, and use empathy and theater skills to consider an artist’s purpose for adapting a classical image in a contemporary work of art.
This infograph gives you the detailed information on classification of chromatographic methods. Chromatographic methods had 3 main types that is based on stationary, stationary phase format & mobile phase.
This infograph gives you the detailed information on classification of chromatographic methods. Chromatographic methods had 3 main types that is based on stationary, stationary phase format & mobile phase.
This is a template for an inquiry project in a senior level early childhood course.
This Module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed (est. completion time: 1 hour). Note: This Module is part of a series dealing with methods of classroom assessment and focuses specifically on reading assessments.
An overview of Classroom Assessment Techniques. The foundational text is: Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition, by Thomas A. Angelo and K. Patricia Cross (Jossey-Bass, 1993)
Science Content Storyline: Simple MachinesBriefly write the content story for the topic: PS2.A Forces and Motion Disciplinary Core Ideas: Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (3-PS2-1). The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it.(3-PS2-2)Educational StandardsNGSS: 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size,or direction of forces. The assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]Summary: Machines make work easier. Levers, inclined planes, and pulleys are simple machines that help us to do work. Work is moving something across a distance using force. Force is a push or a pull. Machines help us to do work by reducing the force needed or changing the direction of the force. There is a trade-off between the amount of effort and distance. (You can’t something for nothing!)
Science Content Storyline: Simple MachinesBriefly write the content story for the topic: PS2.A Forces and Motion Disciplinary Core Ideas: Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (3-PS2-1). The patterns of an object’s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it.(3-PS2-2)Educational StandardsNGSS: 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size,or direction of forces. The assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]Summary: Machines make work easier. Levers, inclined planes, and pulleys are simple machines that help us to do work. Work is moving something across a distance using force. Force is a push or a pull. Machines help us to do work by reducing the force needed or changing the direction of the force. There is a trade-off between the amount of effort and distance. (You can’t something for nothing!)
This revision of the Teaching and Learning in New Mexico: Considerations for Diverse Student Populations Module offers a broad overview of how diversity (i.e., culture, language, exceptionality, and socioeconomic status) affects learning and how teachers can better meet the needs of all their students in their classes.