This is a two day presentation that kicked off the beginning of the Growing Elementary Science Project in October of 2019. This was a teacher professional learning session with the goal of increasing teacher content and pedagogical content knowledge through engagement in a learning cycle to answer the question "Where does a seed get the material it needs to become a plant and produce more seeds?" Teachers also experienced a structured planning session to support them in developing a garden centric science unit to do with their students. The resource includes the template and a completed model to explore. 

This is a two day presentation given to elementary teachers in the Growing Elementary Science Project in October 2019. The presentation contains a science immersion experience for the teachers learning about how a seed gets the materials it needs to become a plant and make more seeds. The learning highlights the use of phenomena within the context of a learning arc over the course of the two days to develop elementary teacher content knowledge related to living systems. Teachers were also supported in planning a science unit using the schoolyard garden context as an anchor for investigations. 

Five-day unit plan that leverages the power of the Classroom Circle to teach classroom expectations, recognizing values, self-awareness, emotions, strengths and struggles, teamwork, and empathy. The Classroom Circle is a powerful tool in building a classroom community. It's a way to teach and practice expectations for speaking and listening, as well as creating a classroom that provides a safe place for students to be vulnerable, empathetic, and to build on their own self-awareness.

This website is a comprehensive set of resources for students K-12, parents and teachers. The topics include online security, digital relationships and cyberbullying, digital footprint, digital citizenship, student data, copyright and maintaining a healthy balance of digital exposure.

How can we design communities that are safe for people?In this unit, students delve into urban design through a practical lens. The unit launches with students assessing pedestrian safety through a neighborhood walk, evaluating safety features and identifying potential enhancements, concluding with a calculated walk safety score for their routes. Students then utilize the engineering design cycle to draft solutions for pedestrian safety challenges they discover in their community through virtual walks using Google Earth and Street View. Student urban design teams prepare to showcase their proposals for safer community spaces by incorporating peer feedback into their designs and developing map models that clearly communicate how their solutions will increase pedestrian safety. This unit culminates in an Urban Planning Exhibition, where students present their safety recommendations, aiming to inspire real-world change in their communities.

O guia didático de visitação “Caminho Sensorial” é um material educativo com práticas pedagógicas em educação ambiental. Buscou-se construir esse guia didático em consonância com o Desenho Universal para a Aprendizagem (DUA) e propiciar uma experiência de contato com a natureza agradável e educadora, por meio de práticas sensoriais. Também busca-se incentivar que essa vivência seja parte de um processo de educação ambiental que traga uma reflexão crítica e colabore para o engajamento dos participantes na construção de sociedades sustentáveis

O “Guia didático para elaboração de projetos sustentáveis no ensino das Tecnologias da Informação e Comunicação” está estruturado na ação educativa interativa, baseada em soluções de problemas e desenvolvimento de habilidades e competências para o mundo do trabalho e serve de referência metodológica para que outras escolas, professores e estudantes possam vivenciar experiências exitosas de aprendizagem, que colaborem para ancorar conhecimentos clássicos, dando-lhes uma aplicabilidade no mundo real, lançando mão do lúdico, da criatividade e do protagonismo dos estudantes do Ensino Proissional, a partir da elaboração de projetos socioambientalmente responsáveis. Este Guia Didático é um material de linguagem acessível e detalhada para que professores possam usar, junto aos seus estudantes, como referência no desenvolvimento de trabalhos de pesquisa em escolas de Ensino Médio e Profissional, além de promover a cultura da Educação Científica nesses espaços, mostrando esses ambientes como produtores de conhecimento e não apenas atores passivos nesta construção. Neste guia o leitor encontrará, além da fundamentação teórica que sustenta os temas debatidos, as etapas metodológicas que foram utilizadas para obtenção dos resultados
atingidos e dicas de materiais utilizados para que mais professores, alunos e escolas se permitam vivenciar essa experiência fazendo as adaptações necessárias.

Guia Virtual de Visita Pedagógico como produto final do PROFCIAMB, na tentativa de compartilhar um pouco do trabalho da Equipe de Estudos e Educação Ambiental – EEA. Esse guia apresenta os locais que são visitados pelas crianças e suas especificidades.

Este guia tem como objetivo oferecer ideias para ajudar a trabalhar com práticas educativas em espaços não formais. O público alvo são as escolas do campo, mas você também pode adaptar para qualquer público que tenha acesso a um ambiente com potencial didático. O guia pode ser usado por professores ou por qualquer profissional que queira desenvolver atividades educativas de forma coletiva. Este guia não é uma receita de bolo, mas um roteiro. Você é livre para mudar, acrescentar e adaptar as orientações conforme a necessidade e disponibilidade de tempo do grupo com o qual você vai trabalhar. Este guia se divide nas seguintes partes: apresentação das ferramentas de diagnóstico rural participativo; identificação dos espaços; desenvolvimento do roteiro, com dicas de atividades; e considerações finais. Este guia é resultado do trabalho de Mestrado em Ensino de Ciências Ambientais (PROFCIAMB) da Universidade Federal do Amazonas (UFAM). Através deste trabalho se obteve o referencial teórico e as práticas de campo.

Model language is to be included in all purchase orders, bid specifications, and contracts related to digital materials, including commerical as well as OER

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

This is a guide that shortly introduces how to search for content on the Nordic University Health Hub

Methodical instructions contain basic theoretical information and tasks for laboratory work on the topic "Inventory management". The purpose of the guidelines is to teach how to set and solve practical problems of inventory management using the tools of the MS Excel spreadsheet processor, as well as to interpret the results of the solution.Методичні вказівки містять основні теоретичні відомості та завдання до лабораторної роботи за темою "Управління запасами". Мета методичних вказівок – навчити ставити й розв'язувати практичні задачі управління запасами з використанням засобів табличного процесора MS Excel, а також інтерпретувати результати розв'язання.https://drive.google.com/file/d/1xtBrWGPWoRsAJASqa95bL_9SkTKqkM4q/view?usp=sharing

These are student guidelines for both giving and receiving meaningful feedback when practicing communication skills through role playing. Peer feedback is a valuable tool in learning communication skills as it helps students to identify both strengths in skill development and possible areas for future development. These guidelines were developed as part of an undergraduate social work course in communication skills.

These Guidelines for Improving Math Materials for English Learners (the Guidelines) were developed to provide specific guidance to developers of mathematics content on key areas of English language development that must be embedded across a curricula, in units, and in lessons so that English learner students (ELs) can access and engage in grade-level content.