MO LEAP Block Grade MS - Mount St. Helen's
(View Complete Item Description)Mount St. Helen's - Physical Science - Grades 6-8
Material Type: Lesson Plan
All resources in Missouri OER PL Academy
ACESSE Resource A - Introduction to Formative Assessment to Support Equitable 3D Instruction
(View Complete Item Description)In this professional development session, we will develop a shared understanding of how formative assessment works and different approaches that have been developed. The material for this resource come from a series of PD sessions on formative assessment developed by the ACESSE team: Philip Bell, Shelley Stromholt, Bill Penuel, Katie Van Horne, Tiffany Neill, and Sam Shaw.We will be updating this Facilitator's Guide for ACESSE Resource A with the most up-to-date information about this resource over time. If you encounter problems with this resource, you can contact us at: STEMteachingtools@uw.edu
Material Type: Module
Introduction to Design Equity – Open Textbook
(View Complete Item Description)Why do affluent, liberal, and design-rich cities like Minneapolis have some of the biggest racial disparities in the country? How can designers help to create more equitable communities? Introduction to Design Equity, an open access book for students and professionals, maps design processes and products against equity research to highlight the pitfalls and potentials of design as a tool for building social justice.
Material Type: Full Course, Textbook
ACESSE Resource C - Making Science Instruction Compelling for All Students
(View Complete Item Description)How can science instruction be meaningfullyconnected to the out-of-school lives of students? In this professional development, we will consider how to design formative assessments that build on learners’ interest and knowledge, promoting equity and social justice in the process. The material for this resource comes from a series of PD sessions on formative assessment originally developed by Philip Bell and Shelley Stromholt.We will be updating this Facilitator's Guide for ACESSE Resource C with the most up to date information about this resource over time. If you encounter problesm with this resources, you can contact us at STEMteachingtools@uw.eduThis resource was refined through a 13-state collaboration to make the resource more broadly useful. If you choose to adapt these materials, please attribute the source and that it was work funded by the National Science Foundation (NSF).
Material Type: Module
Diversity, Equity, and Inclusion Toolkit
(View Complete Item Description)This is a list of resources to help promote diversity, equity, and inclusion efforts at schools and college. This curation of resources was first developed for the "Closing the Achievement" gap Professional Day held at Middlesex Community College's all-college Professional Day held in spring 2014. This resource is being updated by member's of Middlesex Community College of Massachusetts "Leading for Change" group which is associated with the Leading for Change Higher Education Diversity Consortium which is " a voluntary collaboration of higher education institutions in Massachusetts and New England committed to identifying student and employee diversity best practices through uniform and transparent use of data, institutional benchmarks and reflective practice."
Material Type: Assessment, Game, Homework/Assignment, Reading, Teaching/Learning Strategy
ACESSE Resource B - How to Assess Three-Dimensional Learning in Your Classroom
(View Complete Item Description)The NRC Framework for K-12 Science Education and the resulting Next Generation Science Standards focus on an integrated three-dimensional view of science learning in which students develop understanding of core ideas of science and crosscutting concepts in the context of engaging in science and engineering practices.How is assessing three-dimensional science learning different than how we have thought of science learning in the past? How can we design assessment tasks that elicit student’s current understanding of specific aspects of the disciplinary core ideas, science and engineering practices, and crosscutting concepts in order to shape future instruction? In this workshop, participants will learn how to interpret and design cognitive formative assessment to fit a three-dimensional view of learning.This resource originates from a series of PD sessions on 3D formative assessment developed and provided by Katie Van Horne, Shelley Stromholt, Bill Penuel, and Philip Bell. It has been improved through a collaboration in the ACESSE project with science education experts from 13 states. Please cite this resource as follows:Stromholt, S., Van Horne, K., Bell, P., Penuel, W. R., Neill, T. & Shaw, S. (2017). How to Assess Three-Dimensional Learning in Your Classroom: Building Assessment Tasks that Work. [OER Professional Development Session from the ACESSE Project] Retrieved from http://stemteachingtools.org/pd/SessionB
Material Type: Module
Financial Management
(View Complete Item Description)Thompson Rivers University (TRU) has developed an OER in financial management consisting of 21 learning modules that can be used to teach courses in introductory and advanced financial management at the undergraduate and graduate levels as well as a course in business valuations. Each module consists of a detailed reading, presentation slides, learning problems, and answer keys. A number of case studies in areas such as financial statement analysis, financing planning, capital budgeting, and cost of capital are also included along with sample course outlines. Faculty can select whatever modules they feel are needed to achieve the specific learning outcomes for a course. As OERs, faculty are also free to modify the readings, problems, or case studies so they better meet their needs and those of their students. These modules can be quickly imported into a learning management system such as Moodle or Blackboard to produce a challenging face-to-face or online learning experience. With the rising cost of education, particularly textbooks, faculty are obligated to “adopt and adapt” OERs whenever possible to help their students.
Material Type: Module
Library Space walkthrough
(View Complete Item Description)This is a tool to use in evaluating school library facilities. It can be used by a team of evaluators, as a precursor to renovations, to look at equity throughout a school district, or by an individual librarian or administrator.
Material Type: Assessment, Teaching/Learning Strategy
ACESSE Resource D - How to Craft 3D Classroom Science Assessments
(View Complete Item Description)Abstract: This session provides a step-by-step process to support participants as they design a 3D assessment task for the science classroom. Along the way, they learn how to define 3D learning performances for specific lessons—and how to use a range of tools to support their assessment design work. A key goal of the session activity is to improve the connection of intended learning goals to assessment practices. Participants build their 3D assessment design capacity by designing and workshopping tasks—before piloting them in their classrooms. The approaches learned in this workshop can be used with any curricula, at any grade level, and across all subjects of science.
Material Type: Module
Digital Citizenship Lesson Plan: Internet Safety
(View Complete Item Description)Title: Internet Safety Team Members: Emily, Devin, KelliGrade: 6-8 gradeOverall Goal: Our overall goal for this lesson is to inform the students on ethical issues that relate to internet safety through a board game. At the end of our lesson, students should be able to identify key terms related to internet safety, be able to see the relevant issues of internet safety in their lives, and understand the importance of internet safety.Students will first be given a KAHOOT quiz to inform us (the teachers) of what they already know about internet safety. Students will then sit through a short lesson that we teach. We will provide them with statistics about internet safety as well as why internet safety should be taken seriously not only when students use technology in the classroom, but in everyday life. Students will also learn some basic vocabulary about internet safety. We will transition from our mini lesson into our board game which is a jeopardy game that assesses the students new knowledge of internet safety. We will break the class up into smaller groups (2-4 groups depending on the number of students in the class). We will keep track of each teams score on the board. At the end of the lesson, students should have an understanding of the importance of internet safety and should apply their understanding to their lives by making sure they are making smart decisions online. We believe that learning internet safety is important because many students are blinded by the fact that the internet can contain harmful content and can be dangerous if we are not careful. By learning about internet safety, students can make smart decisions and stay out of trouble. Our audience will be middle school kids at Bachelor Middle School. We will make our lesson plan relatable to them by providing a video and content that is age appropriate. We will also incorporate discussions about social media since it is very prevalent in the lives of mosts teenagers these days. StandardsLearning ObjectiveAssessment6-8.IC.4--Describe ethical issues that relate to computers and networks (e.g., security, privacy, ownership, and information sharing), and discuss how unequal distribution of technological resources in a global economy raises issues of equity, access, and power. Objective 1:Students will be able to: identify issues regarding social network and online activity.Objective 2:Students will be able to: explain the importance of internet security, privacy, information sharing, etc.Objective 3:Students will be able to: apply their new knowledge of internet safety to the board game.Objective 4: Students will be able to: describe and explain key terms about internet safety. Students will play the board game (jeopardy game) to assess their knowledge of internet safety.The students will present a summary of what they learned about internet safety to the whole group. Key Terms & Definitions: ● Internet Safety: Being able to successfully prevent personal information from being spread as well as ensuring the well being of an individual while on the internet. Also protecting computers and mobile devices from all computer crime.● Stranger: a person who you don’t know.● Hacker: people who gain access to data without permission using a computer or mobile device.● Cyberstalking: Obsessive following online that could lead to harassment but may also be done secretly without knowledge from the owner of a profile.● Identity Theft: Stealing someone else’s identity/ pretending to be someone else● Phishing: Tricking someone into giving over personal information by sending fake emails or messages. Lesson Introduction (Hook, Grabber):We will start by showing the class a video (https://www.youtube.com/watch?v=Cnc4LaevRBw) that gets them engaged in our topic. Next, we will provide the students with a QR code that takes them to a pre-assessment on internet safety (https://play.kahoot.it/#/k/a4d8752e-cb4a-4f49-8b24-3d78657a7e75). After the video students will split into small groups and discuss what stood out to them about the video, what surprised them, etc. After they complete the KAHOOT game we will go over the questions and provide students with the correct answers. We will then jump into our mini lesson about internet safety before starting to play the jeopardy game. The video will get students engaged because students love visuals. The video will help students transition from the lesson to the game. Some people are visual learners so watching a video will grab the viewer’s attention immediately. If some students still are having a hard time understanding the concepts being presented in the videos/kahoot, we can take questions at the end of the video with a slight review before the game. The KAHOOT game is a fun way for students to test what they already know about internet safety prior to us teaching the lesson about it. Even though KAHOOT is set up like a quiz, it doesn’t seem like a test because it’s more of a game that kids will enjoy. Showing a video/kahoot before our lesson will engage the students to want to play the game because they have previous knowledge of the topic, and it’s fun! Lesson Main:-Students will watch a short video on internet safety (listed in resources)-Students will take a KAHOOT pre-assessment at the very beginning of the lesson.-Students will be given a QR code that takes them to the KAHOOT quiz on internet safety.-We will show the students an infographic about internet safety that Emily created.-We will introduce internet safety to students through our general knowledge about the statistics included in the jeopardy game questions.-We will provide students with definitions of key terms related to internet safety by showing them from our lesson plan-We will provide students with statistics on internet safety verbally from the jeopardy questions.-We will ask students to discuss any experiences they’ve had where the internet wasn’t safe. -They will talk first in small groups and then we will ask them to share out loud to the class.-We will ask students what they think internet safety looks like in a classroom setting. We will also ask them what it looks like outside of the classroom too.-We will then provide them verbally with how we see internet safety in and out of the classroom by giving them some key points to ensure they are safe online.-We plan to spend about 3-5 minutes on the KAHOOT pre-assessment-We plan to spend about 15 minutes on our mini lesson-We plan to assess the students knowledge with our Jeopardy board game for about 15 minutes.Pre-Assessment Introduction: The main lesson will begin with the students getting a code for our kahoot game! The main ideas in the kahoot will be: internet safety, cyberbullying, stranger danger, and security. A winner may be rewarded some kind of candy to ensure that we have their attention and everyone is engaged.Mini Lesson about Internet Safety and Digital Citizenship: After the Kahoot we will share statistics and information verbally based off jeopardy questions to show students the need for proper internet safety is prevalent and important. Students should understand the damages that can be caused by facts have been pulled from updated sites online and converted into questions and examples to share with the students. After our lecture we will have the students demonstrate their knowledge in our lesson ending.Rules of the Game: The game is pretty simple, making it easy to present to the class. Teams are created and presented with categories of different point levels to choose from and then answer. To avoid going over time we may play first to 1000 points. Students answer questions about internet safety facts highlighted in the lesson and then are rewarded for correct answers and wrong responses are open for anyone to answer. Presentation: We will take turns presenting information verbally to the class. The short part with the kahoot will be accessible online by qr code. What the students should learn:The students should learn the importance of internet safety in not only the classroom, but in all aspects of life outside the classroom. Rules for the real world and the classroom will be highlighted in both the kahoot and the jeopardy questions. Lesson Ending: In addition to our assessment, our Jeopardy game, we will wrap up our lesson by having students get into small groups and come up with a few main points they learned about internet safety that they didn’t know before. We will also ask them how they will apply what they have learned about internet safety to their life now that they wouldn’t have before. Assessment Rubric: Great (5 points)Average (3 points)Poor (0 points)Vocabulary understanding Students show that they understand the key terms about internet safety in our lesson. They are able to recite the definition and provide real life examples of key terms that apply to their lives.Students are able to recite most of the definition but cannot provide a real life situation where the key terms are used.Students cannot recite the definition and cannot provide any examples where the term can be used in real life.Participation in board gameStudents are attentive and make an effort to contribute to the team in the game by answering questions and sharing with team. They are fully engaged in the game.Students make somewhat of an effort to contribute to the team when playing the game, but are only partly engaged.Students don’t participate in the game at all.Participation in group discussionsStudents contribute meaningful thoughts that are beneficial in small group and whole group discussion.Students contribute a slightly in the group discussion.Students do not participate in group discussionsKAHOOT participationAll students will answer all kahoot questions.Students answer most Kahoot questions.Students do not participate in Kahoot. Resources / Artifacts: ● KAHOOT pre assessment QR code and link (created by Kelli): https://play.kahoot.it/#/k/a4d8752e-cb4a-4f49-8b24-3d78657a7e● Infographic about internet safety (created by Emily): https://create.piktochart.com/output/28160943-new-piktochart ● Rubric listed (created by Emily and Devin)● https://youtu.be/lMyW8XfCPzM (created by all three group members) How to play our game tutorial● https://www.youtube.com/watch?v=Cnc4LaevRBw Video to show kids at start (Devin) Differentiation: This section should describe how you could to differentiate your lesson for learners with diverse needs. Some ideas would be to offer differentiated solutions for English Language Learners, students with mobility challenges, students on the autism spectrum, students with emotional or behavioral challenges, students with auditory or visual impairments, gifted students, etc. You should address Differentiation for ability levels● High and ability learners: We will place people in groups based on their ability levels so that there is a variety of people in each group. By doing this, higher ability students will be able to help lower ability students so that every student has an equal opportunity to learn about internet safety. 2. Differentiation for demographics● Gender, race, culture, and/or sexual identity: We will make sure our lesson and board game are free of any biases that may be harmful or offensive to some students. 3. Differentiation for languages● ESL, EFL, ENL: To accommodate for different learning needs, we will provide many visuals that will help people who have a hard time reading material. Visual representations are a great way for students to learn through observation. The infographic will greatly help with this. We will also have students with different learning needs mixed together so students that cannot read as well or cannot read the language can get help from students who can. 4. Differentiation for access & resources● Computers, Internet connection, and/or Wifi access: If students don’t have their iPad or if their battery is running low, they will be asked to join another person with a functioning iPad so that they can still participate.. We will assign those people to different groups so that they don’t just choose to be with their friends, but that they can possibly get to know other classmates that they may not usually talk to. Kahoot is a website accessible by anyone so no problems should be caused by not having access to the site If the wifi access is not working or if the internet is down, there will also be available print-outs so that students will still be able to access what they would have been able to if the internet were working properly. Anticipated Difficulties:The board game should be relatively easy for students to understand and for us (the teachers) to explain because most people have played some form of Jeopardy before. It will be crucial that we provide students with enough information so that they are able to answer all of the Jeopardy questions. It could be difficult to make sure we teach them enough to achieve in the board game, but not too much to where we are handing out the answers to the board game. We will have to carefully craft our lesson plan in the beginning to overcome this possible issue.We also want to ensure that we get the objectives across to the students clearly. We will do this by engaging our audience through the KAHOOT pre-assessment and then reiterating the importance of internet safety through the jeopardy board game at the end.
Material Type: Lesson Plan
Minimum Wage and the Effects on the Cost of Living
(View Complete Item Description)This resource is an integrated unit spanning math, economics and English. This unit is focused on the the subject of the minimum wage and the themes of equity, financial stability and quality of life.
Material Type: Lesson Plan
ACESSE Resource E: Selecting Anchoring Phenomena for Equitable 3D Teaching and Assessment
(View Complete Item Description)This pair of workshops is designed to introduce you to the process of selecting phenomena that can anchor an entire unit that supports students’ 3D science learning or that can serve as a basis for a multi-component assessment task. This resource can also be used by individuals wanting to refine their teaching practice around phenomena based instruction. You may have heard a lot about phenomena, but you may also be wondering what exactly they are, and whether using phenomena is any different from how teachers teach today already.This learning experience will help you:Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice. Generate working definitions of phenomena, design challenges, and disciplinary core ideas. Identify phenomena related to a bundle of three-dimensional standards. Experience how phenomena can be introduced at the start of a unit, in order to launch a student-driven series of questions.
Material Type: Module
Equity-Oriented Resource Criteria
(View Complete Item Description)The following set of criteria was developed by Branch Alliance for Educator Diversity (BranchED) to evaluate Open Educational Resources (OER) objects through an equity lens. These criteria were adapted from the Inclusive Instruction and Intersectional Content principles from the BranchED Quality Framework.
Material Type: Teaching/Learning Strategy
Washington Models for the Evaluation of Bias Content in Instructional Materials
(View Complete Item Description)Developed in 2009, this framework was designed for Washington educators to evaluate instructional content for bias using five dimensions: Gender/Sex, Multicultural, Persons with Disabilities, Socio-Economic Status, and Family.Visit the updated 2020 version: Screening for Biased Content in Instructional Materials | OSPI
Material Type: Teaching/Learning Strategy
Teachers as Content & Knowledge Creators: Understanding Creative Commons, OER, and Visual Literacy to Empower Diverse Voices
(View Complete Item Description)This module was created in response to an observed need by BranchED and the module authors for efforts to increase the recognition, adaptation, and use of open educational resources (OER) among pre- and in-service teachers and the faculty who work in educator preparation programs. The module's purpose is to position teacher educators, teacher candidates and in-service teachers as empowered content creators. By explicitly teaching educators about content that has been licensed for re-use and informing them about their range of options for making their own works available to others, they will gain agency and can make inclusive and equity-minded decisions about curriculum content. The module provides instructional materials, resources, and activities about copyright, fair use, public domain, OER, and visual literacy to provide users with a framework for selecting, modifying, and developing curriculum materials.
Material Type: Module
MAPS ETC: United States Demographics
(View Complete Item Description)This collection of maps from MAPS ETC show demographic information for the United states ranging from 1700 to the early 20th century.
Material Type: Diagram/Illustration, Primary Source
U.S. History, Creating New Social Orders: Colonial Societies, 1500–1700, English Settlements in America
(View Complete Item Description)By the end of this section, you will be able to:Identify the first English settlements in AmericaDescribe the differences between the Chesapeake Bay colonies and the New England coloniesCompare and contrast the wars between native inhabitants and English colonists in both the Chesapeake Bay and New England coloniesExplain the role of Bacon’s Rebellion in the rise of chattel slavery in Virginia
Material Type: Module
Colonial Print Culture · News in Colonial America · The News Media and the Making of America, 1730-1865
(View Complete Item Description)The English colonists in North America in the seventeenth century were part of an early modern global communication network, and yet at the same time, they were painfully isolated. They had been encouraged to risk the three-thousand-mile ocean voyage across the North Atlantic by a steady flow of hopeful reports from the New World that had been circulating in Europe for over a hundred years in the form of explorers’ letters, maps, and travel accounts. But once they were there in the early English settlements at Jamestown, Plymouth, and Massachusetts Bay, they were frequently cut off from the news networks they had previously known: books, pamphlets, newspapers, letters, and face-to-face communication with family and friends. They longed for news from home, especially during the news-drenched decades of civil strife in England beginning in the 1640s. They labored to sustain and improve the transatlantic flow of information and news from England and Europe to America. This essay and collection of primary sources explores the topic of Colonial Print Culture.
Material Type: Lecture Notes, Primary Source
The Enslaved Family, African American Community during Slavery, African American Identity: Vol. I, 1500-1865, Primary Resources in U.S. History and Literature, Toolbox Library, National Humanities Cen
(View Complete Item Description)"I never knew a whole family to live together, till all were grown up, in my life," recalls Lewis Clarke of his twenty-five years enslaved in Kentucky.1 Families were separated due to sale, escape, early death from poor health, suicide, and murder by a slaveholder, overseer, slave patroller, or other dominant person. Separation also occurred within the plantation itself, e.g., by segregating "field slaves" from "house servants," removing children from parents to live together with a slave caretaker, or bringing children fathered by the slaveholder to live in the "Big House." How, then, did the slave family provide solace and identity? "What the family does, and what the family did for African Americans," writes historian Deborah White Gray, "was create a world outside of the world of work. It allowed for significant others. It allowed a male slave to be more than just a brute beast. It allowed him to be a father, to be a son. It allowed women to be mothers and to take on roles that were outside of that of a slave, of a servant."2 When did the enslaved child realize how his or her family life differed from the slave-holder's? How did enslaved adults cope with the forced disintegration of their families? Here we read a collection of texts—two letters, a memoir, and interview excerpts—to consider these questions. (See also Theme II: ENSLAVEMENT, #2, Sale.)
Material Type: Assessment, Homework/Assignment, Lecture, Lecture Notes, Lesson, Primary Source, Reading, Teaching/Learning Strategy
Of Plymouth Plantation
(View Complete Item Description)Bradford’s account of the early years of the Plymouth colony remained in manuscript form until the 1890s, when it was finally transcribed and printed for general publication. This edition is taken from the Project Gutenberg transcription of the 1898 edition.
Material Type: Reading