Obiectivele de Dezvoltare Durabilă ale ONU - Lecții de Competențe Globale

Developed by the World Affairs Council of Seattle, this teaching and learning module provides a series of lessons that engage students in exploring the United Nations Sustainable Development Goals. With 17 goals in total, this ambitious framework targets local and global issues ranging from ensuring quality education for all to mitigating climate change. This set of lessons has student facing materials translated into Romanian. __________Elaborat de Consiliul de Afaceri Mondiale din Seattle, acest modul de predare și învățare oferă o serie de lecții care implică elevii în explorarea Obiectivelor de Dezvoltare Durabilă ale Organizației Națiunilor Unite. Cu un total de 17 obiective, acest cadru ambițios vizează probleme locale și globale, de la asigurarea unei educații de calitate pentru toți la atenuarea schimbărilor climatice.

Material Type: Lesson, Lesson Plan, Unit of Study

Authors: Washington OSPI OER Project, Ryan Hauck, Julianna Patterson, Michele Aoki

Objetivos de Desarrollo Sostenible de la ONU - Lecciones de Competencia Global

Developed by the World Affairs Council of Seattle, this teaching and learning module provides a series of lessons that engage students in exploring the United Nations Sustainable Development Goals. With 17 goals in total, this ambitious framework targets local and global issues ranging from ensuring quality education for all to mitigating climate change. This set of lessons has student facing materials translated into Spanish. .Desarrollado por el Consejo de Asuntos Mundiales de Seattle, este módulo didáctico proporciona una serie de lecciones que involucran a los estudiantes en la exploración de los Objetivos de Desarrollo Sostenible de las Naciones Unidas. Con un total de 17 objetivos, este marco ambicioso apunta a problemas locales y globales que van desde garantizar una educación de calidad para todos hasta mitigar el cambio climático.

Material Type: Lesson, Lesson Plan, Unit of Study

Authors: Washington OSPI OER Project, Ryan Hauck, Michele Aoki

Unlocking Literacy for Students with Disabilities 1 of 4: Universal Tools & Strategies

Comprehensive literacy instruction for all students requires the use of tools and strategies that make the instruction accessible. The Unlocking Literacy for Students with Disabilities Modules will build on what you already know about literacy instruction by demonstrating how strategic tools or strategies can make literacy instruction accessible to students with complex communication needs and physical disabilities. Best practices and research-based strategies for literacy instruction, as well as K-2 English Language Arts (ELA) Common Core State Standards (CCSS), will be included throughout all modules. Universal Strategies & Technology ToolsModule 1 will equip educators and parents with foundational tools and universal strategies to improve literacy instruction for students with complex communication needs and physical disabilities.  The foundational tools and strategies will be applied within subsequent Unlocking Literacy modules.

Material Type: Module

Authors: SETC CWU, Sarah Kinsella, Brenda Del Monte, Washington OSPI OER Project, Linda Doehle

Unlocking Literacy for Students with Disabilities: Module 3 of 4 - Emergent Reading

An emergent reader is a young child who is in the early stages of learning to read. They are developing foundational reading skills and becoming aware of how written language works. Emergent readers rely on visual cues, context, and basic letter-sound knowledge to make sense of the text as they gradually build their reading abilities.  Emergent reading is defined as all of the behaviors and understandings of learners of any age that precede and develop into conventional reading. (Koppenhaver, Coleman, Kalman & Yoider 1991; Sulzby, 1985)Emergent reading strategies include providing opportunities for shared reading, self-selected reading, accessing various types of text, and building background knowledge. What if a student cannot hold a book and turn the pages of a book?  What if a student is non-speaking, how will they participate in reading experiences?  This module provides ideas for removing these barriers to provide rich emergent reading experiences for ALL students.

Material Type: Module, Teaching/Learning Strategy

Authors: SETC CWU, Sarah Kinsella, Brenda Del Monte

Unlocking Literacy for Students with Disabilities: 4 of 4 - Emergent Writing

How do students with physical disabilities learn to write?  In what ways can non-speaking students express the stories they have to share?  Module 4 describes how students with complex communication and physical access needs can participate in emergent writing.  The tools and strategies demonstrated in this module will provide teachers with guidance on how to support students with writing.  These tools and strategies will enable students to express ideas and share their learning.  Module 4 consists of the following sections:Introducing Emergent WritingPredictable Paths Toward WritingUsing Alternative Pencils for WritingUsing Eye Gaze Boards for WritingSpelling on High Tech - Keyboards & Phonetic KeyboardsCelebrating Student WritingWriting Implementation IdeasPairing Writing with PicturesPredictable Chart WritingEmergent Writing GoalsCommon Core Standards ReflectionResearch

Material Type: Module

Authors: Brenda Del Monte, Sarah Kinsella, SETC CWU

Unlocking Literacy for Students with Significant Disabilities: Conventional Writing

Authors: SETC CWU, Sarah Kinsella, Brenda Del Monte, Dan Herlihy

Lake Washington School District: Japanese 1 Units, Japanese 1.1はじめまして

Advocacy in Action

This unit begins by inviting students to tell the story of their community using artifacts from Washington's history. This allows them to reflect on shared values as well as how people have organized to advocate for those values. Then, students explore how rights are established in their community by analyzing the Washington State Constitution, the Puyallup Tribe Constitution, and the Treaty of Medicine Creek. Next, students investigate four different historic examples of how people have advocated for their rights and values in their community and choose one to research in further depth. In the final phase of the unit, student teams develop an advocacy campaign for a right that is currently being challenged. They conduct research on an issue of their choice, create and execute an action plan, and participate in an advocacy fair to campaign for change in their community. Finally, students draw on what they've learned to answer the unit driving question: "Why do people advocate for issues in their community?"

Material Type: Full Course, Homework/Assignment, Lesson, Module, Student Guide, Unit of Study

Author: Educurious .

Sustainable Development Goal: Zero Hunger

In this lesson from the World Affairs Council of Seattle - Global Classroom Program, students learn about UN Sustainable Development Goal #2: Zero Hunger. They examine the causes and consequences of food insecurity and explore solutions. Activities include KWL or Jamboard exercises, UN videos and infographics, discussions, research, and advocacy projects. These experiences help students deepen their understanding of food insecurity and its global impact, develop critical thinking, problem-solving, and collaboration skills, and connect with local organizations addressing the issue. Enrichment projects and advocacy efforts further enhance their learning and solution-generating abilities.

Material Type: Lesson, Lesson Plan, Module, Unit of Study

Authors: Washington OSPI OER Project, Ryan Hauck, Julianna Patterson

Sustainable Development Goal: Gender Equality

In this lesson from the World Affairs Council - Seattle, students explore United Nations Sustainable Development Goal #5: Gender Equality. They will research, watch videos, and engage in discussions to understand the importance of empowering women and girls for stable societies. The lesson covers gender equality as a human right and includes activities to analyze the economic, social, and political impacts of gender bias. Students will use primary and secondary sources, collaborate in discussions, reflect on peers' conclusions, and research efforts to reduce gender bias. They will evaluate actions addressing gender inequality and consider how to contribute individually and collectively.

Material Type: Lesson, Lesson Plan, Module, Unit of Study

Authors: Washington OSPI OER Project, Ryan Hauck, Julianna Patterson

Sustainable Development Goal: Clean Water and Sanitation

In this lesson from World Affairs Council - Seattle, students will learn about UN Sustainable Development Goal #6: Clean Water and Sanitation. Currently, 2 billion people live in water-stressed communities, and 3.5 billion lack safe sanitation. Students will investigate the causes and effects of unequal access to clean water and sanitation, focusing on the impact on women and children. They will explore current solutions and identify further actions needed. Through research, presentations, discussions, and a community project, students will deepen their understanding, develop problem-solving and collaboration skills, and learn about organizations addressing these issues. The lesson will also highlight the interconnectedness of UN Sustainable Development Goals. Ultimately, students will gain a comprehensive understanding of SDG #6 and the ability to advocate for clean water and sanitation as a fundamental human right.

Material Type: Lesson, Lesson Plan, Module, Unit of Study

Authors: Washington OSPI OER Project, Ryan Hauck, Julianna Patterson

Sustainable Development Goal: Affordable and Clean Energy

In this lesson from the World Affairs Council - Seattle, students will explore the United Nations Sustainable Development Goal #7: Affordable and Clean Energy. They will learn about efforts to provide universal access to clean and affordable energy across various sectors, identify barriers faced by communities, and understand how sustainable energy policies can lead to positive outcomes. Students will evaluate the impact of specific energy sources on global greenhouse emissions and explore renewable alternatives like wind, solar, and thermal energy. Through interactive activities and analysis of new technologies, students will collaboratively develop proposals for improving access to clean energy. They will gain awareness of initiatives for equitable societies and climate change mitigation, and explain how reliable, affordable clean energy can transform lives globally.

Material Type: Lesson, Lesson Plan, Module, Unit of Study

Authors: Washington OSPI OER Project, Ryan Hauck, Julianna Patterson

Sustainable Development Goal: Life Below Water

In this lesson from the World Affairs Council - Seattle, students explore United Nations Sustainable Development Goal #14: Life Below Water. Through individual and collaborative activities, they will learn the importance of conserving and sustainably using oceans, seas, and marine resources. In small groups, students will assess how proactive policies and collective action can address ocean challenges. They can choose to evaluate issues like plastic waste, warming oceans, acidification, or damaged ecosystems. Students will research various pollutants and consider how individuals and societies can support marine biodiversity. By connecting "life below water" with health, economic interests, and climate change, they will examine the work of local, national, and global organizations in waterway sustainability. This lesson will engage students in understanding the crucial role of ocean sustainability for our future

Material Type: Lesson, Lesson Plan, Module, Unit of Study

Authors: Washington OSPI OER Project, Ryan Hauck, Julianna Patterson

Sustainable Development Goal: Life on Land

In this lesson from the World Affairs Council - Seattle, students will comprehensively understand SDG #15: Life on Land, including its key targets and significance. They will learn the importance of sustainable practices to protect and restore biodiversity, exploring how economic activities like agribusiness drive deforestation and its broader impacts. Students will examine the link between biodiversity loss and human health, understanding the interconnectedness of planetary and human health. They will discover how biotechnology and regenerative farming can combat climate change and restore ecosystems. Through critical thinking and reflection, students will identify resonant targets, propose land restoration steps, and develop a personal connection to the material. Working in small groups, they will enhance collaboration and communication skills, create a social media campaign to raise awareness, and engage in student-driven assessments. Finally, they will research local and global efforts in restoring forests and ecosystems, linking classroom learning to real-world actions, equipping them with knowledge and skills for environmental sustainability.

Material Type: Lesson, Lesson Plan, Module, Unit of Study

Authors: Washington OSPI OER Project, Julianna Patterson, Ryan Hauck

Lake Washington School District: Japanese 1 Units

Course DescriptionThis communicative Japanese 1 unit is designed for middle and high school students and is meant to last about 1 quarter or 8-9 weeks. It was designed using a backwards planning model (Understanding by Design, McTighe & Wiggins, 2005), first considering unit goals and essential questions, then performance assessments, then core learning experiences and resources. World Language Standards are braided throughout the unit. Lake Washington School District teachers collaborated with Laura Terrill, languages teacher and curriculum design expert.  This unit is built off the principles and examples in the Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design, by Clementi & Terrill (2017). We highly recommend referring to the Keys to Planning for Learning book, available through ACTFL, for more learning and deeper understanding of the intent and pedagogical underpinnings of this curriculum.Pedagogy and Teaching MethodsThe power of these units lie in their design around ACTFL's Guiding Principles. All units are designed to be taught 90%+ of the time in the Target Language (TL) using comprehensible input strategies. Core Resource Activity Guides outline suggested methods and activities for making content comprehensible in the TL. For more ideas on strategies we recommend these resources:Common Ground: Second Language Acquisition Theory Goes to the Classroom (Henshaw & Hawkins, 2022) Enacting the Work of Lamguage Instruction (Glisan & Donato, 2017) 

Material Type: Full Course

Lake Washington School District: Japanese 1 Units, Japanese 1.1はじめまして, Japanese 1.1 Unit Goals

The Unit Goals section outlines the big picture view of the unit. Here you will find details that lay out the unit’s theme and essential questions, what students will be able to do by the end of the unit, and which standards are addressed in the unit. In the metaphor of a journey, use this section to gain an understanding of the destination and where your students will be at the end of the unit.

Material Type: Lesson Plan, Teaching/Learning Strategy, Unit of Study

Authors: Barrie Silva, Washington OSPI OER Project, Lake Washington School District

Lake Washington School District: Japanese 1 Units, Japanese 1.1はじめまして, Japanese 1.1 Assessments

The Assessments section provides descriptions for the unit’s assessments, which are each tied to a mode of communication: Interpretive (listening and reading), Presentational (speaking or writing), and Interpersonal (impromptu oral or written back-and-forth conversation). In the metaphor of a journey, the assessments are strategic milestones on the journey for students to show what skills they’ve gained.

Material Type: Assessment, Lesson, Teaching/Learning Strategy

Authors: Barrie Silva, Washington OSPI OER Project, Lake Washington School District

Lake Washington School District: Japanese 1 Units, Japanese 1.1はじめまして, Japanese 1.1 Teacher Toolbox

The Teacher Toolbox section contains communicative can-do statements, a vocabulary list, and language functions and supporting structures/patterns. This section takes the bigger chunks of the Unit Goals and Assessments and breaks them down into smaller bits for daily and weekly lessons. In the metaphor of a journey, use this section to inform goals for daily and weekly lessons. These are the tools in your backpack that will help students and teachers successfully reach the milestones.

Material Type: Activity/Lab, Homework/Assignment, Lesson Plan, Module, Teaching/Learning Strategy, Unit of Study

Authors: Barrie Silva, Washington OSPI OER Project, Lake Washington School District

Lake Washington School District: Japanese 1 Units, Japanese 1.1はじめまして, Japanese 1.1 Core Authentic Resources

The Core Authentic Resources section contains essential resources and experiences that are critical comprehensible input that all students should encounter throughout the unit and help prepare students for unit performance assessments. If you teach nothing else from the unit, use these. In the metaphor of a journey, this section is like the essential fuel that propels students to the next milestone.

Material Type: Activity/Lab, Lesson, Lesson Plan, Teaching/Learning Strategy

Authors: Barrie Silva, Washington OSPI OER Project, Lake Washington School District

Lake Washington School District: Japanese 1 Units, Japanese 1.1はじめまして, Japanese 1.1 Additional Resources

The Additional Resources section contains extra resources, not included anywhere else in the unit, that support the learning of unit goals. They’re extra activities teachers can pull from to supplement lessons. In the metaphor of a journey, this section contains the extra snacks and music playlists that aren’t essential for the journey but can make it even better.

Material Type: Activity/Lab, Homework/Assignment, Lesson

Authors: Barrie Silva, Washington OSPI OER Project, Lake Washington School District