Цели устойчивого развития ООН - уроки глобальной компетентности

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 Russian. Разработанный Советом по мировым делам Сиэтла, этот образовательный модуль предлагает серию уроков, которые позволят студентам исследовать Цели устойчивого развития Организации Объединенных Наций. Включающая в себя 17 целей,  эта амбициозная структура направлена на решение как локальных, так и глобальных проблем, начиная от обеспечения качественного образования для всех и заканчивая смягчением изменения климата. 

Material Type: Lesson, Lesson Plan, Unit of Study

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

Цілі сталого розвитку ООН - Уроки глобальної компетентності

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 Ukrainian. Цей навчальний модуль, розроблений Світовою Радою з міжнародних відносин у Сіетлі, надає серію уроків, які залучають студентів до вивчення Цілей сталого розвитку Організації Об'єднаних Націй (ООН). Ця амбітна програма, що має загалом 17 цілей, спрямована на вирішення місцевих і глобальних проблем, починаючи з забезпечення якісної освіти для всіх і закінчуючи зменшенням впливу зміни клімату. 

Material Type: Lesson, Lesson Plan, Unit of Study

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

Unlocking Literacy for Students with Disabilities: Module 2 of 4 - Alphabet & Phonological Awareness

This module focuses on best practices for instruction on alphabet knowledge and phonological awareness.  Explicit Instruction and the Cycle Approach to teaching letters and sounds are highlighted.  Instructional strategies and tools to extend literacy instruction to students with complex communication needs and physical disabilities are discussed.  English Language Art Common Core Standards are provided, along with research on instructional strategies to address the standards. 

Material Type: Module

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

Lake Washington School District: Spanish 1 Curriculum

Course DesignThis communicative Spanish 1 course is designed for middle and high school students as a year-long course with 4 units. Each unit is meant to last about 1 quarter or 8-10 weeks. Units are thematic and aligned to AP World Languages themes. Units were 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. All or most World Language Standards are braided throughout each unit. Units are vertically designed and build on one another. They are meant to be taught in the order presented. Lake Washington School District teachers collaborated closely with Laura Terrill, French teacher and curriculum design expert.  These units and templates are 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 Language Instruction (Glisan & Donato, 2017)

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

Point of View and Perspective on the American Dream

In the first bend of this unit, students will closely read multiple perspectives on the “American Dream” in order to collect information to use and integrate that information into an evidence-based perspective. Students will examine primary and secondary source documents to make informed decisions about what information to collect that may inspire their writing about “The American Dream.” In the second bend of this unit, students will engage in a short-research process to create a draft of argumentative speech on the “American Dream” with a specific purpose, audience, and tone in mind. They will use their inquiry research questions from bend one to begin analyzing search results and citing and gathering relevant, accurate, and credible information.

Material Type: Unit of Study

Authors: Elizabeth Jensen, Grandview School DIstrict, Jennifer RIchter, Tamara Brader

Developing a Fact-Based Opinion in Life Science

During this unit, students will extend their understanding of opinion texts by using them as a basis to form an opinion and write about it. Students closely read texts for literal comprehension and to connect ideas within and across texts to help them become informed readers. Students will decipher authors’ stance toward a topic and use their research to form their own opinion about the topic. With this informed point of view as readers and writers, students will be able to engage in persuasive literacy, discussions, and opinion writing. Throughout the unit, scaffolds and structures are embedded to support English Language learners. This unit is recommended to be taught after students have had experience with 3 rd grade Narrative and Informational writing.

Material Type: Unit of Study

Author: Grandview School District

Introduction to Different Text Types

This unit is designed to develop foundational skills needed to prepare students for learning and making meaning of a variety of text types. The unit will provide students with opportunities to listen to and explore a variety of everyday print materials such as storybooks, poems, and informational texts to engage in interactive discussions of the messages and meaning of texts. This unit teaches students that they are readers and have a vital role in their classroom community. Students will continue practicing routines necessary for learning: • Working productively in the meeting area • Working with a partner to Think-Pair- Share • Book handling and learning about the parts of texts • Selecting texts for independent reading • Using everything in the classroom for reading support

Material Type: Unit of Study

Author: Grandview School District

Conceptual Chemistry

Conceptual Chemistry is a year-long course based on CK-12 OER instructional material and supplemented with limited commercially-available materials. The course is project-based, argument-driven inquiry. Each quarter begins with presentation of an intriguing phenomenon, followed by an essential question about the phenomenon, and a project centered on answering that essential question. Throughout the quarter, students conduct research and investigations to answer portions of the question. Each unit has a student "Task" at the end that serves as an assessment of the unit's concepts. At the end of each quarter, students assemble all of the unit tasks and synthesize a personal final project that answers the essential question in a personal context chosen by the student.

Material Type: Full Course

Authors: Gary Thayer, Jonathan Frostad, Michael Crebbin, Malia Turner, Mackenzie Neal, Zachary Sawhill

Living in Washington: Geography, Resources, and Economy

The unit from Central Valley School District in Washington, is focused on the examination of geography in terms of “place.” Students dive into inquiry to answer the compelling question, What is unique about living in Washington? Through this question students will understand where and why people live in Washington State. Students will dive into the regions of Washington State and define it through many characteristics. Students will ultimately choose a region to become an expert on and communicate what makes that region unique. Each student’s performance task product will reflect choice and build upon student strengths according to their skill set.

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

Authors: Washington OSPI OER Project, Leslie Heffernan

World Language Distance Learning Units & Pacing Guides

4-6 weeks of distance (remote) learning content provided for middle through high school-level world language programs: Chinese, French, Japanese, Korean & Spanish courses. These units were adapted from existing Unit & Pacing guides created by teachers from Tacoma Public Schools in Washington State.

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

Author: Molly Higgins

Ecosystem Invasion! (3rd Grade Life Science Unit)

This integrated 3rd grade unit addresses the NGSS Life Science bundles for Interdependent Relationships in Ecosystems (3-LS2-1, 3-LS4-3, and 3-LS4-4) and Inheritance and Variation of Traits: Life Cycles and Traits (3-LS1-1, 3-LS3-1, 3-LS3-2, and 3-LS4-2). Students embark on a mission to protect their native plants and animals by devising a plan to regulate and prevent the spread of invasive species in the area. Through a series of FOSS investigations and other OER (open educational resource) lessons and activities, students learn about how an organism’s traits aid in survival, how parents pass on traits to their offspring, and how the environment influences plant and animal traits and behaviors.

Material Type: Activity/Lab

Author: Pranjali Upadhyay

What's for Dinner? 5th Grade STEM Project

Meaningful STEM learning can happen at home as we problem-solve around the house and make sense of intriguing phenomena around us! Join us as we embark on a mission to create a healthy and nutritious meal for our family! This STEM mini-project can be launched by the teacher and can provide families with a fun project to do in the kitchen.

Material Type: Activity/Lab

Author: Pranjali Upadhyay

Inspired by Nature: 1st grade STEM Project

Meaningful STEM learning can happen at home as we problem-solve around the house and make sense of intriguing phenomena around us! Join us as we explore plants and animals in nature and use them as inspiration to solve an everyday problem for our family!

Material Type: Activity/Lab

Author: Pranjali Upadhyay

STEM Storyline Development Process

This flowchart illustrates the process of STEM Storyline development at Educational Service District 112.

Material Type: Activity/Lab

Author: Pranjali Upadhyay

Clean up the oil! STEM Project

Meaningful STEM learning can happen at home as we use our imagination to solve real problems! This STEM project introduces students to the problem of oil spills around the world. The project culminates with students using their imagination to design a solution to the problem.

Material Type: Activity/Lab

Author: Pranjali Upadhyay

Lake Washington School District: Spanish 1 Curriculum, Español 1.1 ¿Quiénes somos?, Español 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

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