Datasets:

nkandpa2
/

oercommons

Dataset card Data Studio Files Files and versions Community

Split (1)

train · 9.34k rows

id stringlengths 54 56	text stringlengths 0 1.34M	source stringclasses 1 value	added stringlengths 26 26	created stringlengths 3 51 ⌀	metadata dict
https://oercommons.org/courseware/lesson/71821/overview	Present progressive negative Present Progressive Overview This lesson provide a little feedback about how to do affirmative and negative sentences. It is resource for children. Affirmative Sentences PRESENT PROGRESSIVE – AFFIRMATIVE SENTENCES It is used to talk about actions that happen at this moment. STRUCTURE: subject + to-be verb + verb(ing) + complement. EXAMPLE: the baby is babbling her mom. Negative Sentences PRESENT PROGRESSIVE – NEGATIVE SENTENCES It is used to talk about actions that happen at this moment. STRUCTURE: subject + to-be verb + not + verb(ing) + complement. EXAMPLE: the baby is not sleeping right now.	oercommons	2025-03-18T00:34:10.891186	08/27/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/71821/overview", "title": "Present Progressive", "author": "Fabiola Gavilanes" }
https://oercommons.org/courseware/lesson/73704/overview	Field Hockey: The Basics Overview This unit is presented as a quick informational video on the history of field hockey as well as the positions, equipment, and rules to be followed in order to play. What is Field Hockey? Overview: This unit is presented as a quick informational video on the history of field hockey as well as the positions, equipment, and rules to be followed in order to play. Grade: Grades 9-12 Time frame: 30 Minutes Lesson Objectives: \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit? \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\| Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing.Technology materials: (hardware, websites, video links,etc.) \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\| Content Core Standard: NSSC StandardsStandard 1:Develop and enact an athlete-centered coaching philosophy. \| \|\|\|\|\|\|\|\|\|\|\|\|\|\|\| \| Technology used: Laptop, Adobe Spark, Google Forms \| Necessary Materials: Field Hockey Sticks & Balls for students	oercommons	2025-03-18T00:34:10.909944	10/21/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/73704/overview", "title": "Field Hockey: The Basics", "author": "Jessie Cavolt" }
https://oercommons.org/courseware/lesson/78645/overview	Padlet Types of Trees & Leaves ppt - Lesson One Video Making Tool Gamification - Lesson One and Two Overview This resource provides both the instructional lecture of the lesson in part one and the interactive gamification of the lesson in part two. Lesson one focuses more on the theory about trees and leaves. A PowerPoint is used as an aid in the lecture, and Kahoot is used to test the students knowledge about the presented content. Lesson two focuses on taking the content learned in lesson one and applying it through a scavenger hunt game. Students are given a list of trees and leaves to hunt. They must work together with their group to find as many as they can. As they search, the must take a photo of their findings and upload it to Padlet. These photos will be used later in an upcoming video project and used to document points. Each item on the list is worth a certain amount of points; points will be tracked through Padlet. Whatever team has the most points wins. Lesson One - Growing Your Knowledge Description: This lesson presents information about the differences between coniferous and deciduous trees, the various leaf types as well as the different leaf shapes through a lecture and PowerPoint presentation. This lesson will prepare students for the scavenger hunt game in lesson two. Audience: Upper elementary and middle school teachers Objectives: Recall life cycle of tree/plant Identify different types of trees and leaves Define difference between coniferous and deciduous trees - Recall and understand why trees are necessary to our lives Media: - Phone or Laptop to access Kahoot - PowerPoint Activities: The class will start off with an icebreaker challenge. Students will find a partner and come up with as many reasons as they can as to why trees are necessary for us to live. They will have two minutes. The answers they come up with can be used to compare with the answers from the video they will watch later in the class. A guided class discussion about the differences in leaf shapes will be led getting the students to think critically and perceptively. After the material has been presented students will engage in a Kahoot game to test their knowledge. A summary of the content presented in the lesson will be gone over. Lastly, students will be reminded of the assigned homework and of the upcoming scavenger hunt. Assessment: Through game of Kahoot and guided class discussion. Follow Up: Gamification Part 2 will be the scavenger hunt. Lesson Two - Scavenger Hunt Description: The second portion of this lesson will include an interactive and collaborative scavenger hunt in the ravine. Students are put into groups with five students each and a parent/ teacher supervisor. Students are given a list of trees and leaves they have to find in the rand they must take a picture of their findings and upload it to Padlet. The goal is to acquire photos that will be used in their video project after the field trip. A point system is also in place. Different kinds of trees and leaves are awarded a point value and the star feature on Padlet will allow teachers to award points easily for each post that comes up. Whatever team acquires the most points wins. Audience: Upper elementary and middle school teachers Objectives: - Apply what we learned in class to help you find the trees and leaves on the list - Recall the differences between coniferous and deciduous trees as well as the different leaf types and shapes - Collect and upload your findings to Padlet Media: - Phone to take photos - Access to Padlet to upload photos - Computer to make a post scavenger hunt video of your photos Activities: Students will meet first in the classroom to go over safety, rules and expectations for the lesson. We would walk to the ravine and once there students would organize themselves into groups of five. Parent/ teacher supervisors will be designated for each group. Students then have 45 minutes to find what they can on the scavenger hunt list. They will take photos of their findings and upload them to Padlet under their designated group section. After the 45 minutes, groups will reconvene at a designated meeting spot set by the instructor prior to the start of the scavenger hunt. After all groups have gathered, students and supervisors will walk back to the classroom for a debriefing. Assessment: Students photos uploaded to Padlet and video project to document their understanding and participation. Follow Up: Quick debrief back at the classroom once we have returned from the scavenger hunt. Review of the expectations for the video project.	oercommons	2025-03-18T00:34:10.934265	Activity/Lab	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/78645/overview", "title": "Gamification - Lesson One and Two", "author": "Environmental Science" }
https://oercommons.org/courseware/lesson/102592/overview	https://drive.google.com/file/d/18QpcYG87Pp8pyK_9p6b7hPk6_V19XlbU/view?usp=drivesdk https://drive.google.com/file/d/1E_pMEJsaT0Su0uAfVR7vOIYTYhxwz6jW/view?usp=drivesdk https://drive.google.com/file/d/1_HrA6heydjJ58CjiYfShBCCwU4vZwLGa/view?usp=drivesdk https://drive.google.com/file/d/1jajPBYWaulK7urD_gYKnF8migq3TxWl6/view?usp=drivesdk https://drive.google.com/file/d/1OMJW2tdQFrWNmw3sQc-N1P013rdPQQQL/view?usp=drivesdk https://drive.google.com/file/d/1P02xACBGrEiD-GU-S8s07ie0DyAnFq0J/view?usp=drivesdk https://drive.google.com/file/d/1SSeyp_-7VfsvYDwZcTY6hn0hCx1Jjeej/view?usp=drivesdk https://drive.google.com/file/d/1wp5pNcrtLJ0Kb8uspqdjaiSd49SD_LiP/view?usp=drivesdk https://drive.google.com/file/d/1yHMoO2glzPoX0kHghdLmb5Q6Nkdb4r_t/view?usp=drivesdk https://drive.google.com/file/d/1YI4Rdy-VDT4r6xpowox2DvSp8g-wBOr9/view?usp=drivesdk Presentations of Skill of Questioning Overview It includes the presentations of the participants of Skill of Questioning of National level Micro Teaching competition organised by the joint efforts of IQAC and Teacher Training Practice Committee of National College of Education, Sirsa dated on February 17, 2023. Organising Committee: - Dr. Punam Miglani (Convener & Principal) - Mr. Sandeep Kumar Sharma (Coordinator & Assistant Professor) - Ms. Kusum Lata (Organising Secretary & Assistant Professor) Team No.2 Teaching of English Team No. 12 Teaching of Maths Team No. 16 Teaching of S.St. Team No. 17 Teaching of Team No. 23 Teaching of Science Team No. 26 Teaching of S.St. Team No. 28 Teaching of S.St. Team No. 32 Teaching of Science Team No. 41 Teaching of Science Team No. 44 Teaching of Maths Team No. 45 Teaching of Science Team No. 52 Teaching of Science	oercommons	2025-03-18T00:34:10.967040	04/04/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102592/overview", "title": "Presentations of Skill of Questioning", "author": "Kusum Lata" }
https://oercommons.org/courseware/lesson/88615/overview	K-5 Book List from Multnomah Libraries Overview An Excel booklist created by Multnomah County Library to support the Ethnic Studies Integrated 2021 Social Science Standards. The file is organized with tabs for Japanese American Internment, Holocaust, Indigenous Peoples, Genocides, Prejudice, Refugees, Misinformation, and Cultural Diversity. K-5 Books Organized by Underrepresented Group Identified in 2021 Social Science Standards The books in the this file were curated by the Multnomah County Librarians in support of the 2021 Ethnic Studies integrated Social Science Standards.	oercommons	2025-03-18T00:34:10.984678	U.S. History	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/88615/overview", "title": "K-5 Book List from Multnomah Libraries", "author": "Social Science" }
https://oercommons.org/courseware/lesson/102507/overview	papers related to peformance management analysis Overview Overview on the oapoers related to the performance management SAVEETHA BOOSHANAM J, Jain Deemed to be University 1 Assignment for Open access publishing by SAVEETHA BOOSHANAM J PHD in Management CMS B school, Jain Deemed to be University 2 \| Papers related to the research area : 1 -Performance Management and Appraisal in Human Service Organizations: Management and Staff Perspectives Sally Coleman Selden1, Jessica E. Sowa2 1Professor of Management Lynchburg College 1501 Lakeside Drive Lynchburg, VA 24501 2 Associate Professor School of Public Affairs University of Colorado Denver 1380 Lawrence Street, Suite 500 P.O. Box 173364 Denver Performance management systems a way of evaluating the performance of the employees in the public and for-profit sectors but have not been adequately explored in the non profit sector to surface possible sector-specific challenges. This study addresses this gap in the non profit knowledge base by comparing different components of a performance management system from the perspective of management and frontline employees. It identifies the gaps in the perceptions of management and staff related to performance management and identifies five different models of performance management systems, concluding with lessons for practice. To demonstrate their effectiveness, non profit organizations, like public and private sector organizations, are facing increasing pressure to demonstrate their performance and their plans for future improvement. An important part of this process of measuring and fostering effectiveness in managing the performance of organizational members; typically this is accomplished with performance management processes wherein multiple methods of evaluation biannually and annually are done , The non profit organizations’ goals is directly dependent upon the ability of the staff to perform effectively in the management and delivery of services. 3 \| Methodology – Quantitative It can be seen that quantitative process is used and the process is explained below, - Comparing the organization’s use of the performance management tools with the staff’s perception of the evaluation tools . - Correlation of the quality of the performance management and the outcomes in terms of monetary means with the two factors such as performance management index and performance based compensation - Utilising the different stages of the performance evaluation before and after giving the feed back during annual performance appraisal from the Employees perspective - Comparing Performance evaluation feedback from both employer and the employees(Front line staff) The data used in this article are drawn from the research study, Investigating Partner- ships in Early Childhood Education (I-PIECE), which utilizes a structured, comparative case study design and multiple data collection methods. The study includes 22 human service organizations that primarily provide early care and education services in New York State and the Commonwealth of Virginia, with 11 sites included from each state. The data collection techniques employed included instruments to collect qualitative and quantitative data: semi-structured, in-depth interviews, surveys, structured obser- vations, structured assessments of clients, and document analysis. In constructing the survey, interview, and document analysis protocols designed to collect the data on the multiple dimensions of the organizations, employees, and clients being investigated, we first conducted preliminary ethnographic observations in three pretest organiza- tions in order to gain an understanding of how these organizations operate, the management structures prevalent in these organizations, and the particular character- istics of the programs that they operate and the clients that they serve. In the final study, we received a 100 percent response rate on our organizational survey (n=22) and frontline staff survey (n=49). In addition, supporting material is drawn from the semi-structured interviews conducted with the staff concerning the management practices of the organization. 4 \| References - Armstrong, M., & Baron, A. (2000). Performance management. Kogan Page Limited - Twomey, D. F., & Feuerbach Twomey, R. (1992). Assessing and transforming performance appraisal. Journal of Managerial Psychology, 7(3), 23-32. - Molleman, E., & Timmerman, H. (2003). Performance management when innovation and learning become critical performance indicators. Personnel Review, 32(1), 93-113. - Den Hartog, D. N., Boselie, P., & Paauwe, J. (2004). Performance management: A model and research agenda. Applied psychology, 53(4), 556-569. - Guest, D. E. (1999). Human resource management--the workers' verdict. Human resource management journal, 9(3), 5. - Mathis, R. L., Jackson, J. H., & Valentine, S. R. (2015). Human resource management: Essential perspectives. Cengage Learning. - Fletcher, C., & Williams, R. S. (1985). Performance appraisal and career development. Hutchinson Radius. - Pecora, P. J., & Hunter, J. (1988). Performance appraisal in child welfare: Comparing the MBO and BARS methods. Administration in Social Work, 12(1), 55-72. - Drake, B., & Washeck, J. (1998). A competency-based method for providing worker feedback to CPS supervisors. Administration in Social Work, 22(3), 55-74. - Bento, A., & Bento, R. (2006). Factors affecting the outcomes of performance management systems. AMCIS 2006 Proceedings, 7. 6 \| 2 - Performance Appraisal, Performance Management, and Firm-Level Performance: A Review, a Proposed Model, and New Directions for Future Research Angelo E Denissi1* , Caitlin E. Smith2 1Freeman School of Business, Tulane University2 Freeman School of Business, Tulane University This work focuses on studying on the factors in the long history in management and industrial/organizational psychology of studying methods to improve performance at work. These efforts have traditionally been based on the individual-level performance (with some attention paid to team performance as well); even when research began to more broadly consider the topic of performance management instead of just performance appraisal. However, the often if an organization could effectively improve the performance of individual employees, this would accrue to improvements in firm-level performance as well. A review of the literature suggested that this link had never really been established in a direct way. Instead, we found considerable support for relating “bundles” of human resource (HR) practices to firm-level performance, and several models for how these practices could create the transformation from individual-level to firm-level performance. We drew upon several of these models, from somewhat diverse literatures, to propose a model whereby bundles of HR practices, when aligned with the strategic goals of the organization, can be used to create a climate for performance that could transform generic knowledges, skills, and abilities (KSAs) into specific KSAs for firm level performance of the employee in terms of evaluation available annually 7 \| Methodology – Quantitative It can be seen that quantitative process is used the journal and the process is explained below, 1.By comparing the individual performance management of the Employees right from the first appraisal by minimising and avoiding the errors 2.By considering the HR practices and the firm’s performance and evaluating the same in terms of monetary means and growth 3.Aligning the performance with the company’s strategic goals 4.Defining the firm’s performance in terms of financial and non-financial terms Using the HR policy and performance appraisal methods to compare with the standards of individual and team. 8 \| References - Aguinis, H. (2009). An expanded view of performance management. Performance management: Putting research into action, 1-43. - Barnes, C. M., Hollenbeck, J. R., Jundt, D. K., DeRue, D. S., & Harmon, S. J. (2011). Mixing individual incentives and group incentives: Best of both worlds or social dilemma?. Journal of Management, 37(6), 1611-1635. - Aryee, S., Walumbwa, F. O., Seidu, E. Y., & Otaye, L. E. (2012). Impact of high-performance work systems on individual-and branch-level performance: test of a multilevel model of intermediate linkages. Journal of applied psychology, 97(2), 287. - Hiltrop, J. M. (1996). The impact of human resource management on organisational performance: Theory and research. European Management Journal, 14(6), 628-637. - Brumback, G. B. (2003). Blending “we/me” in performance management. Team Performance Management: An International Journal. - Combs, J., Liu, Y., Hall, A., & Ketchen, D. (2006). How much do high‐performance work practices matter? A meta‐analysis of their effects on organizational performance. Personnel psychology, 59(3), 501-528. - Beer, M. (1981). Performance appraisal: Dilemmas and possibilities. Organizational Dynamics, 9(3), 24-36. - DeNisi, A. S. (2011). Managing performance to change behavior. Journal of Organizational Behavior Management, 31(4), 262-276. - Effron, M., & Ort, M. (2010). One page talent management: Eliminating complexity, adding value. Harvard Business Press. - Koys, D. J. (2001). The effects of employee satisfaction, organizational citizenship behavior, and turnover on organizational effectiveness: A unit‐level, longitudinal study. Personnel psychology, 54(1), 101-114. - Podsakoff, N. P., Whiting, S. W., Podsakoff, P. M., & Blume, B. D. (2009). Individual-and organizational-level consequences of organizational citizenship behaviors: A meta-analysis. Journal of applied Psychology, 94(1), 122. - Wildman, J. L., Bedwell, W. L., Salas, E., & Smith-Jentsch, K. A. (2011). Performance measurement at work: A multilevel perspective.	oercommons	2025-03-18T00:34:11.040224	04/02/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102507/overview", "title": "papers related to peformance management analysis", "author": "Saveetha Booshanam J" }
https://oercommons.org/courseware/lesson/80457/overview	Education Standards acids worksheet electric Electric Circuits Electric circuits Memorandum electrochemical cells Electrochemistry memo electric Memorandum Projectile motion Projectile motion exercises Physical Sciences Overview The content on this pages is intented for grade 12 learners from South Africa. The curriculum standards used are those of the Curriculum Assessments Policy Standards which is a the Curriculum document used in South Africa. Introduction to Physical Sciences (Grade 12) INTRODUCTION TO PHYSICAL SCIENCES WHAT IS PHYSICAL SCIENCES? Physical Sciences investigate physical and chemical phenomena. This is done through scientific inquiry, application of scientific models, theories and laws in order to explain and predict events in the physical environment. This subject also deals with society’s need to understand how the physical environment works in order to benefit from it and responsibly care for it. All scientific and technological knowledge, including Indigenous Knowledge Systems (IKS), is used to address challenges facing society. Indigenous knowledge is knowledge that communities have held, used or are still using; this knowledge has been passed on through generations and has been a source of many innovations and developments including scientific developments. Some concepts found in Indigenous Knowledge Systems lend themselves to explanation using the scientific method while other concepts do not; this is still knowledge however. NOTE: Reference is made using the caps document ( the South African curriculum Document) TABLE OF CONTENTS Acids and Bases LESSON OBJECTIVES: - Properties of acids and bases - Arrhenius Theory of acids and bases - Bronsted-Lowry acids and bases - Conjugate acids-base pairs - Reactions of acids and bases - The Ph scale - Calculating ph of strong bases Properties of acids - Sour to taste - Change litmus paper from blue to red - Conduct electricity in aqueous solutions - Decrease ph of the solution. Examples Citric acid(lemons) Vinegar Lactic acid( milk) Properties of bases - Bitter to taste - Change red litmus pare to blue - Feels soapy or slippery - Conducts electricity in aqueous solutions - Increase the ph of a solution. Examples Limestone Arrhenius acids and bases Arrhenius acid A substance which produces H+/H3O+ ons in an aqueous solution. e.g • HCℓ → H+ + Cℓ- • HCℓ + H2O → H3O+ + Cℓ- Arrhenius base A substance which produces OH- ons in an aqueous solution. e.g • NaOH → Na++ + OH-− Bronsted-Lowry acids and bases Bronsted-lowry Acid A substance which donates a proton. • HCℓ + H2O → H3O+ + Cℓ− • NH4++ H2O → H3O+ + NH3 Bronsted-lowry Base A substance which accepts a proton. • OH- + H+ → H2O • NH3 + H2O → OH- + NH4 Conjugate acids When an acid donates a proton (H+), a conjugate base is produced. • The acid and its conjugate base are called a conjugate acid-base pair. Examples: HCℓ ⇌ H+ + Cℓ- Acid conjugate base H2SO4 ⇌ H+ + HSO4- acid conjugate base Conjugate base Vertical projectile motion LESSON OBJECTIVES •Introduction to vertical projectile motion •Factors affecting vertical projectile motion. •Velocity •Acceleration vs displacement. •Explanation when the object is dropped from rest •Explanation when the object is thrown vertically upward What is a projectile motion? In simpler way when an object is projected either upward or downward, the only force acting on is gravity. Factors affecting free falling objects Objects that are projected either upward or downward do not encounter air resistance. This means that the air resistance is negligible. All objects that are under a free fall on Earth accelerate downwards at a rate of 9.8m/s2. Velocity - The magnitude and direction of velocity changes. - When it is moving upward - The magnitude decreases and its direction is upward. - When it is moving down - The magnitude increases and the direction is downward. - At the top just as the object turns to go down the velocity becomes zero. Equations of motion Electric circuits LESSON OBJECTIVES: Ohms law Revision of series circuits Revision of parallel circuits Internal resistance Past examination papers Ohms law Ohm's law states that the current through a conductor between two points is directly proportional to the voltage across the two points. Series circuits The defining characteristic of a series circuit is that there is only one path for current to flow. Characteristics of series circuits - Current: The amount of current is the same through any component in a series circuit. - Resistance: The total resistance of any series circuit is equal to the sum of the individual resistances. - Voltage: The supply voltage in a series circuit is equal to the sum of the individual voltage drop. Parallel circuits The basic idea of a “parallel” connection, on the other hand, is that all components are connected across each other’s leads. Characteristics of the parallel circuits - Voltage: Voltage is equal across all components in a parallel circuit. - Current: The total circuit current is equal to the sum of the individual branch currents. - Resistance: Individual resistances diminish to equal a smaller total resistance rather than add to make the total. Examples Electrochemical cells LESSON OBJECTIVES Introduction to electrochemistry Vocabulary Redox reaction: reduction and oxidation Electrochemical cell: electrolytic cell and galvanic/voltaic cell. What is electrochemistry? It refers to chemical reactions during which chemical energy is converted to electric energy, or electric energy is converted to chemical energy. There are two types of electrochemical cells: Electrolytic cell: a cell in which electrical energy is converted into chemical energy. Galvanic (voltaic) cell: a cell in which chemical energy is converted into electrical energy. Characteristics of an Electrolytic cell Uses electricity to create chemical reactions Does not have a salt bridge. Non-spontaneous redox reactions. Endothermic reactions. Emf is always negative. Characteristics of a Galvanic cell It uses chemical reactions to create electricity. Spontaneous reaction. Has a salt bridge. Exothermic reaction. Emf is always positive.	oercommons	2025-03-18T00:34:11.087925	Lecture Notes	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/80457/overview", "title": "Physical Sciences", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/89926/overview	Education Standards Timeline of CS What is HTML/CSS What is Programming Introducing Computer Science 6th Grade Overview This is an introductory lesson introducing what computer science is and what some of the topics are that we will cover in their Intro to CS and Web Design Course. Computer Science Interests Once students are in groups I will divide them into two groups based on their hobby or pass time. One group for computer science-related and the other for non-computer science-related. After everyone is either in a computer science or non-computer science group, as the students why I grouped them this way. I’m expecting them to make a connection to one half being technology-related and the other half non. I will ask probing questions to help them form the connection that these were developed or used using computer science in some way and the others were not. I am expecting students to be shocked by the percentage of students that are around one group because of computer science. Students- Stand up! Find one or two people in the room that share a similar hobby or favorite pass time as you. Some examples might be video games, reading, instruments that you play, YouTube channels you watch/follow, sports that you play, etc. Once you are in a group, quietly converse with one another by answering the following questions one at a time: 1. What is your favorite flavor of ice cream? 2. Would you rather eat pizza or tacos? 3. Would you rather read a book or run a mile? 4. If you could travel anywhere in the world, where would you go and why? Once everyone is grouped, listen to the teacher as he/she will then start combining groups to make larger groups. Pay attention to which small groups are joined together. The teacher will open the floor for suggestions about why he/she grouped them this way. CS Video #1 Students will view this video and then answer the following questions: Ask students: “What surprised you about this video?” “What might be a definition of computer science?” Be ready to answer the following quesitons after viewing this video: What surprised you about this video? What might be a definition of computer science? CS Video #2 Students will view this video and then answer the following questions: Ask students: “What surprised you about this video?” “What might be a definition of computer science?” Be ready to answer the following quesitons after viewing this video: What surprised you about this video? What might be a definition of computer science? Gallery Walk These are the articles I found for the current environment I will be teaching in. Feel free to adjust topics and articles based on your course priorities or as information becomes more updated. When I say “move”, get into groups of 3 and pick one of the posters on the walls to move to. You will have 5 minutes to read the poster and summarize the key points. When the timer goes off, be ready to share your key points with the class. How many people should be in each group? What are you going to share with the class? Go ahead and say move. On each wall in the classroom, I will have a short article posted explaining each of these 4 key topics. -History of CS -Problem Solving Process in Computers -HTLM/CSS -Programming Once back in there seats, ask the following questions: What are examples of frequently used tools or items that have been developed with computer science? What do you think will happen to the future of computer science jobs and techniques? I will explain that these are all computer science topics that we will explore in this course. After the final rotation, ask students to go back to the seat. Exit Ticket Activity: To evaluate how well the students are understanding the topic (most specifically that Computer Science is not just coding/programming), I will pay attention to their key point observations from the gallery walk as well as their responses to the questions following the gallery walk. As an exit ticket, I will ask students to come up with a brief definition of computer science and write it on a sticky note before they leave class. This will give me a more formal way to check what they took from the lesson. Exit Ticket: On a large sticky note (located on the counter in the back of the classroom), come up with a brief definition of computer science and write it (along with your student number) on a sticky note. Place your sticky note in the "Exit Ticket" folder before you leave class. This will give me a more formal way to check what you took away from this lesson.	oercommons	2025-03-18T00:34:11.120428	Abi Ludwig	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/89926/overview", "title": "Introducing Computer Science 6th Grade", "author": "Jody Kelley" }
https://oercommons.org/courseware/lesson/113699/overview	https://www.canva.com/design/DAF-gqUz3DU/QRHY9GQ8h0rhPTSQ5Vp-GQ/edit?utm_content=DAF-gqUz3DU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton Responsibilities of a United States Citizen Overview 5.5.3 Describe the responsibilities of United States citizens including: A. registration and voting in public elections B. becoming informed voters C. engagement in civil discourse D. service on trial juries E. payment of taxes F. obedience to laws G. registration for military service Aligns with this Oklahoma Academic Standard Responsibilities of a United States Citizen This is a review of the responsibilities of a United States citizen.	oercommons	2025-03-18T00:34:11.139306	03/03/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/113699/overview", "title": "Responsibilities of a United States Citizen", "author": "Ashten Johnson" }
https://oercommons.org/courseware/lesson/72068/overview	The Magic of Books Overview Books can make any one Bright...........start to read. A good book is one of the finest things the world has to offer Books are one of humanity's greatest acheivements. they enshine and spread knowledge across generations and frontiers. though most of them are (still) made of paper, books are powerful weapons. Regular readers have special gift for empathy, not only in their own minds, but also from an objevtive view point.In childrens, reading training not only improves the reading itself but also the exchange of signals between different parts of the brain A book is like a best friend who will never walk away from until you get leave. you can laugh , admire , love with your book which make so energised. the person whove belive on books will not let him self down, he has the strongest suppor from Book. one who need not to decide which books to read first. Ist not deciding , but is to start , making self to curious about unknown things it may be science, social, arts, literature...etc.	oercommons	2025-03-18T00:34:11.151069	09/04/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/72068/overview", "title": "The Magic of Books", "author": "Monikashree T S" }
https://oercommons.org/courseware/lesson/93841/overview	Education Standards High School Right Angle Trigonometry Application Lesson Overview This is a lesson familiarizing students with right triangle trigonometry with applied problem solving. LESSON DESCRIPTION Right Triangle Trigonometry Author of the Lesson: Ransford ‘JR’ Rogers – Math; Ann DeChenne – Emergent Bilingual Adaptation Lesson Summary/Overview: This is a lesson familiarizing students with right triangle trigonometry with applied problem solving. LESSON GOALS AND OBJECTIVES Alignment and Objectives Content Standards: CCSS.MATH.CONTENT.HSG.SRT.C.6 Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. CCSS.MATH.CONTENT. HSG.SRT.C.7 Explain and use the relationship between the sine and cosine of complementary angles. CCSS.MATH.CONTENT.HSG.SRT.C.8 Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. (an extension) Content Standards Vocabulary: Similarity, ratio, trigonometric ratio, acute, angle, sine, cosine, and complimentary. Content Objectives: Students will be able to: - Label sides and angles of right triangles, - Find unknown angle measure in right triangle using sine, cosine and tangent ratios - Interpret and solve real-life and applied problems using right triangle trigonometry. - Draw a figure for a question and use it to find an unknown angle in a right triangle ELP Standards: ELP 11-12.1 Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing. ELP 11-12.4 Construct grade- appropriate oral and written claims, and support them with reasoning and evidence ELP 11-12.5 Conduct research, evaluate, and communicate findings to answer questions or solve problems ELP Standards Vocabulary: claims, evidence, reasoning, evaluate, construct meaning. - Language (ELP) Objectives: Students will be able to construct meaning, both oral and written claims, and evaluate and communicate findings. Supporting Academic Language Language Functions: Explaining, Describing, Justifying, Sequencing Language Modalities: Writing, Listening, Speaking, and Limited Reading Vocabulary: Academic: Right Triangle, Modeled, Depression, Horizontal, Vertical General: Ladder, Shadow, Slide, Kite, Ramp, Leaning Syntax or Sentence Structure(s): Discourse: Students will work and discuss with partners. Possible sentence starters or frames: - The _____ of the ______ is _______ - To find the ______ of the _____ I started by _______ - The angle of_______ is looking ______ from the _____ - ______ and _____ are the ______ of the ____ LESSON PREPARATION Considerations Prerequisite Knowledge and Skills: Note: This is an application lesson (word heavy). Application lessons are word problems and work with real life modeling. This lesson would follow a computational lesson where students learn the numbers portion of the mathematics. Students should be familiar with ratio & fraction; be able to solve for a missing side using right triangle trigonometry (not in application); solve for missing angle using right angle trigonometry (not in application). Instructional Materials Resources, Materials, and Technology required or recommended for the lesson: pictures for word wall, white board or poster paper for sentence frames or sentence starters. This is a paper pencil assignment. Learning Supports Accessibility: Word Wall, Vocabulary, Graphics, Notetaker, Partnering Instructional Supports Differentiation: L1 (First/Dominant Language) Supports: Mathematical visual aids, mathematical and academic language visual support, L2 (Second/Learning Language) Development (by level): Level 1: Listening: Demonstrating academic vocabulary with visual; Use simplified language. Reading: Building background through pre-teaching using visuals, and picture walks; Promoting drawing, graphic organizers, sorting, labeling, copying, underlining, highlighting; All support for aforementioned level. Speaking: promoting communication in home language (utilizing electronic translation devices); honoring “silent period” without forcing speech; speaking language aloud when writing; pre-teaching through pictures, videos, and read-aloud while when writing; supplying word bank, anchor charts, and pictures. Writing: supplying word and picture banks; providing simple graphic organizers; allowing writing in home language. Level 2: Listening: offering vocabulary support through repetition, context clues, and visuals; using think pair share; issuing a note-taking template with visual support: all support for aforementioned levels. Reading: asking comprehension questions with yes/no and simplified language response options; all support for aforementioned levels. Speaking: providing sentence frames; all support for aforementioned levels Writing: all support for aforementioned levels. Level 3: Listening: sharing academic vocabulary with increasing quantity and complexity, supported by context clues, repetition, and visuals; conduct checks for understanding; using think-pair-share or think-write-pair-share; all support for aforementioned levels Reading: all support for aforementioned levels. Speaking: Using think pair share; incorporating academic vocabulary in conversations with teachers and peers; all support for aforementioned levels. Writing: all support for aforementioned levels. Level 4: Listening: allowing opportunities to answer open-ended or specific questions alone or with partners; all support for aforementioned levels. Reading: all support for aforementioned levels. Speaking: all support for aforementioned levels. Writing: all support for aforementioned levels. Level 5: Listening: all support for aforementioned levels. Reading: all support for aforementioned levels. Speaking: all support for aforementioned levels. Writing: all support for aforementioned levels. LESSON PROCEDURES Anticipatory Set/Motivation/Hook Time: 5 Minutes Teacher Does/Students Do: Teacher will point out word wall/graphics (either posted on wall or printed in packet). If needed students will be given time to look up words and or translation of words and if needed to speak with a language partner. The computational lessons have already taken place. This step is to familiarize the students with the language necessary to successfully complete the word problems. Language learner can utilize peers, or electronic translators (smart phone, hand held, computer) to assist with meaning making. Teacher will review concepts of opposite and adjacent and how they connect to sine of hypotenuse (SOH), Cosine over Hypotenuse (COH) as well as Tangent over Adjacent (TOA). Academic vocabulary pictures will be displayed in the classroom. Focused Instruction (Teacher-as-Model) Time: 10 minutes Teacher Does/Students Do: Teacher: Will pass out guided notes to students. Teacher: Will go over key words and concepts of Right Triangle Trigonometry and assist class with filling in the guided notes, using computer or document camera. Students: Will follow and fill in guided notes. Guided notes to be used as a resource while solving problems. Guided notes provide a review of key mathematical concepts and allow for visual understanding. A diagram is included for labeling. Academic vocabulary is on display in the classroom for assistance. Guided Instruction (Teacher-to-Student Joint Responsibility) Time: 20-30 Teacher Does/Students Do: After going over guided notes Teacher will model problem solving with students. Teacher will model practice problem A): A ladder leaning is what part of the right triangle. Students will follow along with their notes. Student will practice problem B) How Long a shadow is, is what part of the right triangle? Students will turn to partner to Think Pair Share Teacher follows up with students. Teacher will model practice problem C) A bird 30 feet up in a tree is what part of the right triangle. Students will follow along with their notes. Student will practice problem D) A slide is modeled as what part of the right triangle? Students will turn to a partner to Think Pair Share. Teacher will follow up with students. Group Application (Student-to-Student Joint Responsibility) Time: 20-30 Minutes Teacher Does/Students Do: See process above as students Think Pair Share sample questions. Students have the opportunity to use L1 and translanguage with other students. Individual Learning (Independent Practice and Application) Time: 30 Teacher Does/Students Do: Students are given worksheet with 8 practice word problem to complete. Teacher will monitor students’ progress and redirect and support as needed. Closure Time: 10 minutes Teacher Does/Students Do: Teacher asks students to take out a piece of paper and to choose a problem they have completed. On the paper, students will write out the process they went through to solve the problem. Lower language learners can write exit ticket in the L1 and teacher can use technology to translate and evaluate the answer. ASSESSMENTS Formative Assessment Content: Both modeling and practice questions will be used for formative assessment Language: Students use of language during Think Pair Shares and writing practice at the end of class will be monitored as a formative assessment. Plans for Summative Assessments Content: Solving for side angle application situations Language: Practiced vocabulary and sentence frame. EXTENSIONS Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments: Exit out the door and/or extension. Students can write a in full and complete sentence how they solved a problem. This will access the writing domain and allow for the practice of using the vocabulary. Attachments Lesson plan - review the concepts of opposite and adjacent and how they connect to SOH, CAH, TOA - Fill in the right triangle in the guided notes labeling the sides and the angles of elevation and depression - Review some of the common key words and phrases and which parts of the right triangle they are modeled to. - Check for understanding: - A ladder leaning is what part of the right triangle - How long s shadow is, is what part of the right triangle - A bird 30 feet up in a tree is what part of the right triangle - A slide is modeled as what part of the right triangle - Do examples 1-4 - Give 8 practice questions - Collect practice at the end of class for feedback and review. Right Triangle Trigonometry Applications Guided Notes Name_______________ Key words and phrases in application questions - The angle of elevations is looking _______________________from the horizontal - The angle of depression is looking _______________________from the horizontal - “Away from or distance from an object is the ____________________ part of the triangle - “height”, “high” or “tall” are the __________________________part of the triangle - “Rises and “above the ground” are the _______________________________part of the triangle - Something “leaning” is the ___________________________ of the triangle. - Shadows are connected to the _____________________part of the triangle - Kite strings, ladders, wires, slides and ramps are all modeled as the __________of the triangle. Right Triangle Trigonometry Applications Guided Notes Name_______KEY______________________ Key words and phrases in application questions - The angle of elevations is looking _______Up_________________from the horizontal - The angle of depression is looking ________Down________________from the horizontal - “Away from or distance from an object is the _______Horizontal______________ part of the triangle - “height”, “high” or “tall” are the _________Vertical__________________part of the triangle - “Rises and “above the ground” are the _________Vertical_______________________part of the triangle - Something “leaning” is the ______Hypotenuse______________________ of the triangle. - Shadows are connected to the _____Horizontal___________________part of the triangle - Kite strings, ladders, wires, slides and ramps are all modeled as the ____Hypotenuse________of the triangle. Right Triangle Trigonometry Application Name________________________ Answer each application questions A math student is standing 25 feet from the base of the Washington Monument. The angle of elevation from her horizontal line of sight is 87.4°. If her “eye height” is 5 ft., how tall is the monument? A 25-foot tall flagpole casts a 42-foot shadow. What is the angle that the sun hits the flagpole? Elise is standing on top of a 50-foot building and sees her friend, Molly. If Molly is 30 feet away from the base of the building, what is the angle of depression from Elise to Molly? Kristin is swimming in the ocean and notices a coral reef below her. The angle of depression is 35° and the depth of the ocean, at that point is 250 feet. How far away is she from the reef? Standing 100 feet from the base of a building, Sam measures the angle to the top of the building from his eye height to be 50°. How tall is the building? Over 4 miles (horizontal), a road rises 200 feet (vertical). What is the angle of elevation? An 18-foot ladder rests against a wall. The base of the ladder is 10 feet from the wall. What angle does the ladder make with the ground? Luke is flying a kite and realizes that 400 feet of string are out. The angle of the string with the ground is 50°. How high is Luke’s kite above the ground? Ladder Slide Shadow Kite Ramp Leaning Right Triangle Adjacent next to Modeled Horizontal Vertical Hypotenuse	oercommons	2025-03-18T00:34:11.206035	Lesson Plan	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/93841/overview", "title": "High School Right Angle Trigonometry Application Lesson", "author": "Lesson" }
https://oercommons.org/courseware/lesson/80036/overview	BB Crafts Overview Art and Crafts BB Crafts BB Craft is an online store that Provides Decorative items for every type of event at Wholesale prices. BB Crafts is a well-known name for selling decorative Ribbon, Tulle Fabric, Deco Mesh, Table Linens, etc. We run exclusive discount offers for our regular and new customers to save while shopping through our store. Go and Shop now at www.bbcrafts.com	oercommons	2025-03-18T00:34:11.218418	05/10/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/80036/overview", "title": "BB Crafts", "author": "BB Crafts" }
https://oercommons.org/courseware/lesson/71229/overview	Img2_edit2 Overview DNS Author: Lion Kimbro Original from:https://commons.wikimedia.org/wiki/File:Example_of_an_iterative_DNS_resolver.svg Network DNS Author: Lion Kimbro Original from:https://commons.wikimedia.org/wiki/File:Example_of_an_iterative_DNS_resolver.svg	oercommons	2025-03-18T00:34:11.230490	08/16/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/71229/overview", "title": "Img2_edit2", "author": "Marcelo Carvalho" }
https://oercommons.org/courseware/lesson/88792/overview	Classic Disney Stories! Ice-Breaker_game_Fairy tales The little red riding hood Vocabulary activity Fairy Tales and Other Stories (Interactive Lesson Plan) Overview Why work with faity tales when teaching English to children? ( Elementary Education) Children learn vocabulary in English, but also internalize grammar and, above all, how sentences are formulated correctly. Through the English stories we read or hear, we can practice intonation, but also fluency in the language. And, like any other story (regardless of the language in which it is written), we encourage the habit of reading and creativity of the little ones. Through this ILP the teacher seeks to stimulate and improve the listening, writting and reading comprehension skills of children. UNESCO ICT Competency Framework: Knowledge Acquisition, Knowledge Deepening and Knowledge creation. - Understanding ICT in Education: Policy understanding / Policy application / Policy innovation. - Curriculum and Assesment: Basic Knowledge / Knowledge application / Knowledge Society Skills. - Pedagogy: ICT- enhanced teaching / Complex Problem-solving / Self Management. - Application Digital skills: Application / Infusion / Transformation. - Organization and Administration: Standard classroom / Collaborative Groups / Learning Organizations. - Teacher Professional Learning: Digital Literacy / Networking / Teacher as Innovator. Learning English with your favorite fantasy stories! Guess the movie or fairy tale with the emoji :D You should play this activity before give them introduction to the main topic. Before starting let's check this little ice-breaker exercise. Classic Fairy Tales To improve and stimulate teamwork select from the following options which is the favorite story of the group. At the same time paid attention to the more common words that you have listened o checked in the different stories. What is your favorite disney movie? What is your favorite disney song? How is your reading Comprehension? - .Finally pay attention to the following story and answer the questions correctly... - Please write down a short story using the different vocabulary learned in class. You can write it about your favorite person ot hing, pets or simply you can set your imagination in motion.	oercommons	2025-03-18T00:34:11.254722	12/15/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/88792/overview", "title": "Fairy Tales and Other Stories (Interactive Lesson Plan)", "author": "Yerly Vanessa Vargas Trilleras" }
https://oercommons.org/courseware/lesson/86428/overview	You too could serve in Congress one day! Overview This lesson allows students to delve into the life of a current or historical member of Congress. Biography can be a powerful too that can impact a person. The Members of Congress categories include: youngest, women, African-Americans, Latino-Americans, Asian/Pacific Islander Americans, former athletes, former entertainers and Independents/third party. Students should conduct research and then either write a report, give a presentation (or do both) as an assessment. The lesson provides names for each category, a sample rubric and recommended website resources for research. Background Above Photo: Members of the 117th Congress (2021). This was the most diverse freshmen class in congressional history. You could compare it with this photo from the new House members in 2010 and/or with this photo of a group of members from the 1920s. Upon comparing the photos, what has changed in 8 years? And in less than a 100 years? This lesson is meant to inspire students to think about their future and know that American citizens are eligible to run for and serve in Congress.* Many students may believe that only rich or well connected people can run for office. This lesson will look at the biographies of some members of Congress who are just ordinary American citizens who got elected to serve. Part of civics education should be about encouraging youth to get involved in politics and interested in potentially running for office when they become eligible.* We should strive to elect members of Congress who are knowledgeable about The Constitution and want to serve to help make our country better and sustainable for future generations. Students interested in an internship can apply to be a Senate Page while still in high school. According to Article I, Section II, Clause 2: No Person shall be a Representative who shall not have attained to the Age of twenty five Years, and been seven Years a Citizen of the United States, and who shall not, when elected, be an Inhabitant of that State in which he shall be chosen. According to Article I, Section III, Clause 3: No Person shall be a Senator who shall not have attained to the Age of thirty Years, and been nine Years a Citizen of the United States, and who shall not, when elected, be an Inhabitant of that State for which he shall be chosen. Activities Have students research and report on the life and work of a current member of Congress or one from history. Depending on grade-level and types of learners, you could have students write a paper, give a presentation or create a short film about their assigned or selected member. Here are some possibilities. A great resource is the Biographical Directory of the United States Congress. Youngest Members of Congress and dates of record: - Sen. Rush Holt of West Virginia (1935-40) - Sen. Ted Kennedy of Massachusetts (1962-69) - Sen. Franck Church of Idaho (1957-61) - Sen. Joe Biden of Delaware (1973-79) - Sen. Bill Bradley of New Jersey (1979-81) - Sen. Jon Ossoff of Georgia (2021) - Rep. Clarence McLeod, Michigan, 13th District (1920-21 and 1923-25) - Rep. Jerry O'Connell, Montana, 1st District (1937-39) - Rep. Lloyd Bentsen, Texas, 15th District (1948-49) - Rep. Hugo S. Sims, Jr., South Carolina, 2nd District (1949-51) - Rep. William J. Green III, Pennsylvania, 5th District (1964-65) - Rep. Jed Johnson, Jr., Oklahoma, 6th District (1965-67) - Rep. John B. Breaux, Louisiana, 7th District (1972-75) - Rep. Thomas J. Downey, New York, 2nd District (1975-77) - Rep. Susan Molinari, New York, 14th District (1990-91) - Rep. Patrick Kennedy, Rhode Island, 1st District (1995-97) - Rep. Harold Ford, Jr., Tennessee, 9th District (1997-2001) - Rep. Aaron Schock, Illinois, 18th District (2009-13) - Rep. Alexandria Ocasio-Cortez, New York, 14th District (2019-21) - Rep. Madison Cawthorn, North Carolina, 11th District (2021) African-American Members of Congress: - Sen. Hiram R. Revels of Mississippi (1870-71) - Sen. Edward Brooke of Massachusetts (1967-79) - Sen. Carol Moseley-Braun of Illinois (1993-99) - Sen. Barack H. Obama of Illinois (2005-08) - Sen. Tim Scott of South Carolina (2013 - present) - Sen. Cory Booker of New Jersey (2013 - present) - Sen. Kamala D. Harris of California (2017-21) - Sen. Raphael Warnock of Georgia (2021) - Rep. Joseph Rainey, South Carolina, 1st District (1870-79) - Rep. Jefferson F. Long, Georgia, 4th District (1871) - Rep. Josiah T. Walls, Florida, At Large (1871-76) - Rep. William L. Dawson, Illinois, 1st District (1943-70) - Rep. Adam Clayton Powell, Jr., New York, 22nd, 16th & 18th Districts (1945-71) - Rep. John Conyers, Michigan, 1st, 14th & 13th Dirstricts (1965-2017) - Rep. Shirley Chisholm, New York, 12th District (1969-83) - Rep. Charles Rangel, New York, 18th, 19th, 16th, 15th & 13th Districts (1971-2017) - Rep. Barbara Jordan, Texas, 18th District (1973-79) - Rep. Andrew Young, Georgia, 5th District (1973-77) - Rep. Julian Dixon, California, 28th & 32nd District (1979-2000) - Rep. John Lewis, Georgia, 5th District (1987-2000) - Rep. Kweisi Mfume, Maryland, 7th District (1987-96 & 2020 - present) - Rep. Gary Franks, Connecticut, 5th District (1991-97) - Rep. Maxine Waters, California, 29th 35th & 43rd Districts (1991 - present) - Rep. Jim Clyburn, South Carolina, 6th District (1993 - present) - Rep. Sheila Jackson Lee, Texas, 18th District (1995 - present) - Rep. J.C. Watts, Oklahoma, 4th District (1995-2003) - Rep. Elijah Cummings, Maryland, 7th District (1996-2019) - Rep. Keith Ellison, Minnesota, 5th District (2007-19) - Rep. Marcia Fudge, Ohio, 11th District (2008-21) - Rep. Frederica Wilson, Florida, 17th & 24th Districts (2011-present) - Rep. Ilhan Omar, Minnesota, 5th District (2019 - present) Hispanic/Latino American Members of Congress: - Sen. Dominique Bouligny of Louisiana (1824-29) - Sen. Judah P. Benjamin of Lousiana (1853-61) - Sen. Dennis Chavez of New Mexico (1935-62) - Sen. Joseph Montoya of New Mexico (1964-77) - Sen. Ken Salazar of Colorado (2005-09) - Sen. Robert Menendez of New Jersey (2006-present) - Sen. Marco Rubio of Florida (2011-present) - Sen. Catherine Cortez Masto of Nevada (2017-present) - Sen. Alex Padilla of California (2021) - Rep. Joachim O. Fernandez, Lousiana, (1931-41) - Rep. Henry B. Gonzalez, Texas (1961-99) - Rep. Manuel Lujan, New Mexico (1969-89) - Rep. Bill Richardson, New Mexico (1983-97) - Rep. Ilhena Ros-Lehtinen, Florida (1989-2019) - Rep. Nydia Velazquez, New York (1993-present) - Rep. Mario Diaz-Balart, Florida (2003-present) - Rep. Linda Sanchez, California (2003-present) - Rep. Joaquin Castro, Texas (2013-present) Asian/Pacific Islander American Members of Congress: - Sen. Hiram Fong of Hawaii (1959-77) - Sen. Daniel K. Inouye of Hawaii (1963-2012) - Sen. Spark Matsunaga of Hawaii (1977-90) - Sen. Daniel K. Akaka of Hawaii (1990-2013) - Sen. Tammy Duckworth of Illinois (2017-present) - Sen. Mazie K. Hirono of Hawaii (2013-present) - Rep. Dalip Singh Saund, California (1957-63) - Rep. Mike Honda, California (2001-17) - Rep. Bob Matsui, California (1979-2005) - Rep. Doris Matsui, California (2005-present) - Rep. Bobby Scott, Virginia (1993-present) - Rep. Andy Kim, New Jersey (2019-present) - Rep. Grace Meng, New York (2013-present) - Rep. Pramila Jayapal, Washington state (2017-present) - Rep. Stephanie Murphy, Florida (2017-present) - Rep. Tulsi Gabbard, Hawaii (2013-21) - Rep. Judy Chu, California (2009-present) Women Members of Congress: - Sen. Hattie W. Carraway of Arkansas (1931-45) - Sen. Margaret Chase Smith of Maine (1949-73) - Sen. Maurine B. Neuberger of Oregon (1960-67) - Sen. Nancy Landon Kassebaum of Kansas (1978-97) - Sen. Paula Hawkins of Florida (1981-87) - Sen. Barbara A. Mikulski of Maryland (1987-2017) - Sen. Dianne Feinstein of California (1992-present) - Sen. Patty Murray (1993-present) - Sen. Mary L. Landrieu of Louisiana (1997-2015) - Sen. Kay Bailey Hutchison of Texas (1993-2013) - Sen. Olympia J. Snowe of Maine (1995-2013) - Sen. Susan M. Collins of Maine (1997-present) - Sen. Hillary R. Clinton of New York (2001-09) - Sen. Elizabeth H. Dole (2003-09) - Rep. Jeanette Rankin, Montana (1919-43) - Rep. Florence Kahn, California (1925-37) - Rep. Edith Rogers, Massachusetts (1925-60) - Rep. Frances P. Bolton, Ohio (1940-69) - Rep. Clare Boothe Luce, Connecticut (1943-47) - Rep. Rosa DeLauro, Connecticut (1991-present) - Rep. Patsy Mink, Hawaii (1965-77 & 1990-2002) - Rep. Patricia Schroeder, Colorado (1973-97) - Rep. Lindy Boggs, Lousiana (1973-91) - Rep. Geraldine A. Ferraro, New York (1979-85) - Rep. Marge Roukema, New Jersey (1981-2003) - Rep. Lynn M. Martin, Illinois (1981-91) - Rep. Connie Morella, Maryland (1987-2003) - House Speaker & Rep. Nancy P. Pelosi, California (1987-present) - Rep. Jane Harman, California (1993-99 & 2001-11) - Rep. Zoe Lofgren, California (1995-present) - Rep. Jan Schakowsky, Illinois (1999-present) - Rep. Gabrielle Giffords, Arizona (2007-12) - Rep. Niki Tsongas, Massachusetts (2007-19) Former Athletes who became Members of Congress: - Rep. Collin Allred, Texas (2019-present) - Sen. Jim Bunning, Kentucky (1999-2011) - Sen. Bill Bradley, New Jersey (1979-97) - Sen. Ben Nighthorse Campbell, Colorado (1993-2005) - Rep. Jack F. Kemp, New York (1971-89) - Rep. Steve Largent, Oklahoma (1995-2003) - Rep. Heath Shuler, North Carolina (2007-13) - Rep. Mo Udall, Arizona (1961-91) - Rep. J.C. Watts, Oklahoma (1995-2003) Former Actors/Entertainers who became Members of Congress: - Rep. Sonny Bono, California (1995-98) - Rep. Bob Dornan, California (1997-83, 1985-93, 1993-97) - Sen. Al Franken, Minnesota (2009-18) - Rep. Fred Grandy, Iowa (1987-97) - Sen. Fred Thompson, Tennessee (1994-2003) Third Party and Independent Members of Congress: - Rep. Thompson H. Murch, Maine (1879-83) - Rep. Henry Persons, Georgia (1879-81) - Rep. George Washington Jones, Texas (1879-83) - Rep. Lewis P. Featherstone, Arkansas (1890-91) - Sen. Thomas E. Watson, Georgia (1921-22) - Rep. Omer Madison Kem, Nebraska (1893-97) - Rep. Roderick Dhu Sutherland, Nebraska (1897-1901) - Rep. Victor L. Berger, Wisconsin (1923-29) - Rep. William Kent, California (1911-17) - Rep. Charles Hiram Randall, California (1915-21) - Rep. Merlin G. Hull, Wisconsin (1935-53) - Rep. Vito Marcantonio, New York (1939-45 & 1945-51) - Rep. William Carney, New York (1979-87) - Sen. John Bell, Tennessee (1857-59) - Sen. David Davis, Illinois (1887-83) - Sen. James H. Kyle, South Dakota (1891-1901) - Sen. Marion Butler, North Carolina (1895-1901) - Sen. William A. Harris, Kansas (1897-1903) - Sen. Henrik Shipstead, Minnesota (1923-41) - Sen. Robert M. La Follette, Jr., Wisconsin (1935-47) - Sen. James L. Buckley, New York (1971-77) - Sen. Harry F. Byrd, Jr., Virginia (1971-83) - Sen. James M. Jeffords, Vermont (2001-07) - Sen. Bernie Sanders, Vermont (2007-present) - Sen. Angus S. King, Maine (2013-present) Objectives This lesson allows students to learn more about an historical or current member of Congress. Many of the names listed were the first of a certain group to be elected to Congress or came from a non-traditional political background. By having students delve into the life and impact of a member of Congress, they may become inspired to get involved in politics now or down the road. While this lesson plan may not align to specific curriculum standards, it can be a great way to get students to read and write, and gain skills in creating and giving a class presentation. Assessment Depending on your age group, levels of ability and skills, there are several ways you could assess this lesson. It would be best to give students some time to conduct research and then either write a report or create a presentation about their assigned or self-selected member of Congress from the given lists. Sample Rubric: - Presentation was clear and concise, with few or no typos. - Presentation was interesting and informative. - Presentation lasted 5-10 minutes. - Provided information about the member of Congress' life, education, work experience, election(s) and any legislation they wrote or were part of while serving in Congress. - Bibliography/Works Cited at the end was properly formatted (MLA or other style) with a minimum of 2-3 sources consulted and used. - EXTRA CREDIT OR DIFFERENTIATION: Created a video or digital documentary that was creative and included images of the person and time period in which they live(d). You could also include having to submit notes from research (hand written or typed). If you want stuents to write a report in addition to or instead of the presentation, consider what you expect them to include and how long it should be. Some of the members of Congress listed did not serve for long and it may be challenging to get more than 2-3 pages written about them. Resources The following are great resources that students should use for their research. Congress.gov: Members of the U.S. Congress Biographical Directory of the United States Congress The Changing Face of Congress in 7 Charts	oercommons	2025-03-18T00:34:11.285137	Activity/Lab	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/86428/overview", "title": "You too could serve in Congress one day!", "author": "U.S. History" }
https://oercommons.org/courseware/lesson/112930/overview	DISCUS Scavenger Hunt Overview Students will navigate DISCUS through a scavenger hunt to learn about databases. \| Name: \| Using the website www.scdiscus.org answer the following clues in any of the resources from Middle School on the By Grade Level page. \| What puts the “fire” in fireflies? \| - Click on Smart Search for kids - Search fireflies - Locate the article titled “Gone in a Flash”. Click on the PDF link for this article - Scan the first two paragraphs of this article. \| On Tim Tebow’s first at-bat with the Columbia Fireflies, he had a ….. \| - Enter Columbia Fireflies as a search in DISCUS Kids and search Tim Tebow. - Click on the Full-Text link under the title “Tim Tebow Believes. Do You? - You may need to scroll down to find the answer on the right side of the page \| When is LeBron James' birthdate? \| \| What is LeBron’s Middle Name? \| \| How many images are found of LeBron? \| - When looking for information about people, Gale in Context: Biography is a great place to start. Use Gale in Context: Biography to get your answers. \| Name an Inventor \| \| What did he/she invent? \| - Click on Browse People in the black banner across the top Gale in Context - Biography - Choose a Category - Choose an Inventor \| On what date did William Brice Stadium open \| - Find the link to Credo References - Enter SC Gamecocks into the search bar - Locate books to find out the correct date. \| Name a Recipe from Mexico \| \| Name a Famous Person from Mexico \| - Need information on the United States or countries from around the world? - Go to Culture Grams - Select North America from the Map and then select Mexico \| Name an entertainer from SC \| - StudySC is another source for SC information - Go to StudySC from the middle school list - Click on SC People. - Choose Entertainers	oercommons	2025-03-18T00:34:11.306797	02/16/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/112930/overview", "title": "DISCUS Scavenger Hunt", "author": "jen browning" }
https://oercommons.org/courseware/lesson/86363/overview	Primeros Auxilios Overview La siguiente nota de aula permitira obtener conocimientos de primeros auxilios Primeros Auxilios ESTA NOTA DE AULA PERMITIRA CONOCER COMO BRINDAR LOS PRIMEROS AUXILIOS A UN HERIDO primeros auxilios consisten en la atención inmediata que se le da a una persona enferma, lesionada o accidentada en el lugar de los acontecimientos.	oercommons	2025-03-18T00:34:11.322953	10/01/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/86363/overview", "title": "Primeros Auxilios", "author": "Wilson Chisaguano" }
https://oercommons.org/courseware/lesson/87995/overview	Media Literacy Interactive Activity Overview An indidual and group work activity that shows students how to check if a source is credible or not and then practice their learning together. Media Literacy Interactive Activity Lesson PreAssessment 1. If it’s online, it must be true. _____ 2. I see an email address on the website, so it’s got to be a legitimate site. _____ 3. The website looks professional. The information on the site has to be true. _____ 4. The webpage author lists his name and contact information. The page seems current and error-free so it’s clear this is a real site. _____ 5. If I’m looking for facts, blogs are a great place to start. _____ 6. I should always compare the information I find on a site with at least 2 other sources to be sure it’s factual. _____ 7. I should always be skeptical of the information I find online. _____ 8. Nobody checks the author and sources of a webpage. _____ Lesson PreAssessment File size 41.2 KB Goal 1: Students will learn that just because information is posted online does not make it true. Goal 2: Students will learn the guidelines for determining what information posted online is true. Goal 3: Students will evaluate and compare online sources for reliability, accuracy, relevance, and bias. Goal 4: Students will apply their knowledge of credible online sources to determine credibility. Step 1: Review the lesson Vocabulary to ensure understanding of key terms. Common Sense Media: 5 Ways to Spot Fake News Webpage Step 2: Watch the Common Sense Media video "5 Ways to Spot Fake News" https://www.youtube.com/watch?v=g2AdkNH-kWA and note the 5 ways that are presented. Step 3: Students will view and evaluate, using the five ways taught in the video, the following websites to determine if they are credible sites. https://oercommons.s3.amazonaws.com/media/courseware/relatedresource/file/Websites_to_explore_UiW4Swp.pdf Step 4: After completing the credibility worksheet, get into small groups of 3 or 4 and discuss with your classmates your findings. Decide whether the websites are credible or not and help each other determine why you decided on that. After this, research any search engine for an article on something you are interested in. Find a credible article, and use all of these tools you just learned about to decide why it is credible. Then present this information to your group.	oercommons	2025-03-18T00:34:11.337574	Tess Reinhart	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/87995/overview", "title": "Media Literacy Interactive Activity", "author": "Assessment" }
https://oercommons.org/courseware/lesson/70306/overview	Education Standards Color Your World With Kindness Writing Overview Students will get to shake up the day a bit with a writing prompt and video on kindness! Everyone needs a little kindness added to their day, so let's teach our students about it! This lesson focuses on use complete thoughts, but prompts the students with questions on how to write. It can be used anywhere from 1-5 grade and with that comes a little change to the lesson. Procedures Grade Level/Type of Classroom: 3rd grade Topic/Subject: Kindness \| Objective \| Today we are going to be writing about how we can be kind to one another! We will be specifically focus on using complete thoughts in our sentences. \| \| Materials \| https://www.youtube.com/watch?v=rwelE8yyY0U&feature=youtu.be Writer's notebook \| \| \|	oercommons	2025-03-18T00:34:11.361076	07/24/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/70306/overview", "title": "Color Your World With Kindness Writing", "author": "Lauren Theiler" }
https://oercommons.org/courseware/lesson/65909/overview	collagen triple helix Overview The cellular microenvironment, characterized by an extracellular matrix (ECM), played an essential role in the transition from unicellularity to multicellularity in animals (metazoans), and in the subsequent evolution of diverse animal tissues and organs. collagen COLLAGEN The extracellular matrix (ECM) played an essential role during the transition from unicellular organisms to multicellular animals (metazoans). The ECM comprises a basement membrane (BM) that underlies epithelia cells, and an interstitial matrix (IM) that is positioned between cells in the intercellular spaces and undergoes continuous controlled remodeling (Hynes, 2012; Bonnans et al., 2014; Nelson and Bissell, 2006; Inman et al., 2015). Yet, a major gap in cell biology is to understand how cells generate and interact with the ECM (Sherwood, 2015; Jayadev and Sherwood, 2017). The collagen superfamily of proteins is a major component of ECMs, which – in vertebrates – comprises 28 types (I–XXVIII) that are derived from a total of 46 α-chains across the superfamily (Fig. 1) (Ricard-Blum, 2011; Kadler et al., 2007; Ricard-Blum and Ruggiero, 2005). Invertebrates generally contain collagen IV, XV or XVIII, some fibrillar collagens, as well as some fibril-associated collagens with interrupted triple helices (FACITs) (Fidler et al., 2014, 2017; Fahey and Degnan, 2010; Meyer and Moussian, 2009; Boot-Handford and Tuckwell, 2003; Whittaker et al., 2006; Kadler et al., 2007). Among these collagens, type IV is the evolutionarily most ancient, based on recent studies of non-bilaterian animals (sponges, ctenophores, placozoans and cnidarians) and unicellular groups (Fidler et al., 2017; Grau-Bove et al., 2017) Collagens are the most abundant protein in the human body (Kadler et al., 2007; Shoulders and Raines, 2009). They occur as diverse supramolecular assemblies, ranging from networks to fibrils, and broadly function in structural, mechanical and organizational roles that define tissue architecture and influence cellular behavior (Shoulders and Raines, 2009; Ricard-Blum, 2011; Ricard-Blum and Ruggiero, 2005). Defects in collagens underlie the cause of almost 40 human genetic diseases, affecting numerous organs and tissues in millions of people worldwide.	oercommons	2025-03-18T00:34:11.383511	Student Guide	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/65909/overview", "title": "collagen triple helix", "author": "Lecture Notes" }
https://oercommons.org/courseware/lesson/71511/overview	Learning Guide Overview This document was created to explain my students about the main things about the course. Academic resource This academic resource will explain you about the main parameters of evaluatuion during this coiurse.	oercommons	2025-03-18T00:34:11.400038	08/22/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/71511/overview", "title": "Learning Guide", "author": "Marco Beltrán" }
https://oercommons.org/courseware/lesson/102565/overview	QUANTUM MECHANICS Overview In this brief introduction about quantum mechanics, I have mentioned some of the astonishing facts about the versatile theory till date. QUANTUM MECHANICS Introduction: Quantum mechanics is the branch of physics that deals with the behaviour of particles on the atomic and subatomic level. The principles of quantum mechanics were first proposed in the early 20th century and have since become one of the most important and widely used theories in modern physics. In this document, we will discuss the key principles of quantum mechanics, including wave-particle duality, the uncertainty principle, the Schrödinger equation, and quantum entanglement. Wave-Particle Duality: One of the fundamental principles of quantum mechanics is wave-particle duality, which states that particles can exhibit both wave-like and particle-like behaviour. This means that particles, such as electrons and photons, can behave like waves and exhibit interference patterns, as well as behave like particles and exhibit discrete energy levels. The wave-like behaviour of particles is described by their wave function, which represents the probability of finding the particle in a particular location at a particular time. Uncertainty Principle: Another key principle of quantum mechanics is the uncertainty principle, which states that the more precisely the position of a particle is known, the less precisely its momentum can be known, and vice versa. This principle is a consequence of the wave-particle duality, and it places a fundamental limit on the precision with which we can measure the properties of particles on the atomic and subatomic level. Schrödinger Equation: The Schrödinger equation is the fundamental equation of quantum mechanics, which describes the behaviour of particles on the atomic and subatomic level. The equation is a partial differential equation that describes the time evolution of the wave function of a particle. The Schrödinger equation is used to calculate the probability of finding a particle in a particular location at a particular time, and it can be used to calculate the energy levels of atoms and molecules. Quantum tunnelling: Quantum mechanics differs from classical physics in this aspect where it proves that in order to cross a potential barrier which is of greater energy than the particle energy, particle need not jump instead tunnel through the barrier. Quantum Entanglement: Quantum entanglement is a phenomenon in quantum mechanics where two particles can become correlated in such a way that the state of one particle is dependent on the state of the other particle, even if they are separated by a large distance. This phenomenon is a consequence of the wave-like behaviour of particles and has been demonstrated experimentally in many different systems. Quantum entanglement is the basis of many quantum technologies, including quantum cryptography and quantum computing. Applications of Quantum Mechanics: Quantum mechanics has many important applications in modern physics and technology. Some of the most important applications of quantum mechanics include: Atomic and Molecular Physics: Quantum mechanics is used to study the behaviour of atoms and molecules on the atomic and subatomic level. It is used to calculate the energy levels of atoms and molecules, and to predict the behaviour of chemical reactions. Quantum Computing: Quantum mechanics is the basis of quantum computing, which is a new type of computing that uses quantum systems to perform calculations. Quantum computing has the potential to revolutionize many fields, including cryptography, materials science, and drug design. Quantum Cryptography: Quantum mechanics is used in quantum cryptography, which is a new type of cryptography that is based on the principles of quantum mechanics. Quantum cryptography provides a new level of security for data communication, and it is currently being developed for use in financial transactions and other applications. Quantum Teleportation: Quantum mechanics is used in quantum teleportation, which is a process where the state of one particle can be transferred to another particle, even if they are separated by a large distance. Quantum teleportation has the potential to revolutionize communication and computing, and it is currently being developed for use in secure communication networks.	oercommons	2025-03-18T00:34:11.419305	04/03/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102565/overview", "title": "QUANTUM MECHANICS", "author": "BHARATH B" }
https://oercommons.org/courseware/lesson/80839/overview	Industrial Revolution Chart Overview This google doc assignment asks students to identify the invention, inventor, impact, and find a picture Industrial Revolution Chart Overview Industrial Revolution Learning Objective: I understand the main inventions of the early 19th century This assignment has students researching and learning about some of the main inventions of the 19th century. Students are asked to identify the invention, inventor, impact on society, and find a picture. Working with all four of these, students gain a great understanding and are better prepared to explain the importance. ASSIGNMENT: Industrial Revolution Inventions: After going through this week’s material, fill out the following chart. Make sure to give detailed examples and write in complete sentences. Use the links provided to you in the table to help find the information. \| Invention \| Inventor \| Description (3-4 sentences) \| Impact on America (3-4 sentences) \| Picture \| \| Steamboat \| \|\|\|\| \| Eli Whitney \| \|\|\|\| \| Water Frame(Water Frame) \| \|\|\|\| \| Samuel Morse \|	oercommons	2025-03-18T00:34:11.436297	U.S. History	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/80839/overview", "title": "Industrial Revolution Chart", "author": "History" }
https://oercommons.org/courseware/lesson/71686/overview	KITCHEN UTENSILS WORD SEARCH Overview kitchen utensils WORD SEARCH In this worksheet you will find a wordsearch about the most common kitchen utensils. You will also find the pictures included.	oercommons	2025-03-18T00:34:11.452524	08/25/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/71686/overview", "title": "KITCHEN UTENSILS WORD SEARCH", "author": "Tania Alvear" }
https://oercommons.org/courseware/lesson/103612/overview	Jumproping video Introductory Jumproping Overview This is an introductory jumproping lesson for grades K-2. It includes a breakdown of what jumproping is, an individual practice, as well as a group game. This lesson focuses on the benefits of jumproping and why it is a good exercise. Opening - It is helpful to use a jumprope that has different colors to show the different parts of the jumprope. For example, a yellow handle, and red rope. This makes it easier for the students to differentate the two. 1. Watch the introductory video. 2. Introduce the jumprope by labeling the different parts of it (handle and rope) as well as their purposes. 3. Give a quick overview of the process of jumproping. Individual Practice - Some students may feel frustrated because they are not getting it as fast as others. Make sure you are walking around helping those who seem to need more help. 1. After all students have gotten their jumprope, allow them to practice for about 5 minutes. 2. If students are doing well, encourage them to try different jumps (1 foot, switching). Group Game 1) Put the students into groups of 3-4 students per group. 2) Introduce game rules: - 1 at a time, students will try to make 3 jumps in a row without failing. If they complete the task, they get 1 point. - If they do not make the 3 jumps in a row, their turn is over and it is the next student's turn. - Whoever has the most points at the end of the time wins. 3) Set a timer for 3 minutes. 4) Begin the game and after they finish, repeat 2-3 more times. Closing Here you are really focusing why jumproping is good for a person's health. Not only is it fun, but there are many benefits. Ask students to think about and come up with some reasons of their own! 1. Have students put away jumpropes in the bin. 2. Call students back and ask the following questions: - What was the most difficult part of jumproping? - Do you enjoy jumproping? - What do you think are the benefits of jumproping? 3. Talk about the benefits of jumproping and why it is a fun exercise. END LESSON	oercommons	2025-03-18T00:34:11.474775	Activity/Lab	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/103612/overview", "title": "Introductory Jumproping", "author": "Nutrition" }
https://oercommons.org/courseware/lesson/107348/overview	Education Standards CASE Food Science Overview Curriculum developed by CASE Curriculum Soybean Oil Temperature & Viscosity Lesson How does the temperature of soybean oil affect the viscosity of the oil? In this lesson, students will determine the viscosity of soybean oil (vegetable oil) at different temperatures. They will use thermometers and the viscosity chart.	oercommons	2025-03-18T00:34:11.491983	08/01/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/107348/overview", "title": "CASE Food Science", "author": "Kiley Codner" }
https://oercommons.org/courseware/lesson/102595/overview	https://drive.google.com/file/d/18-eBCTbeAhYjCDesRmthfAiU7zpmCtvL/view?usp=drivesdk https://drive.google.com/file/d/1G8I3L6nCI-Nqu8KgMhfE2YLwtMQpslqv/view?usp=drivesdk https://drive.google.com/file/d/1IqV5dz-xvqkeLSTs_ljbJ73oTSjHbBdH/view?usp=drivesdk https://drive.google.com/file/d/1M1C3ozt_LTahV-97w_lWFNe4iEevqs8H/view?usp=drivesdk https://drive.google.com/file/d/1moJyketnKji-Us_fzWJBehQ-kp1YzBGq/view?usp=drivesdk https://drive.google.com/file/d/1TLnyhGd02wUen42oPEwoWIlsRtwaHOkP/view?usp=drivesdk https://drive.google.com/file/d/1V0ABBq6hTPURxXMVa5rFyu4g0rXjX0zj/view?usp=drivesdk https://drive.google.com/file/d/1Vrb3pJJcOyagp8laLjygHNr6iLT98HdM/view?usp=drivesdk https://drive.google.com/file/d/1WBV5H-2kKd_Ydd-r0RQwj-aP0Dbqa1x9/view?usp=drivesdk Presentation of Skill of Stimulus Variation Overview It includes the presentations of the participants of Skill of stimulus variation of National level Micro Teaching competition organised by the joint efforts of IQAC and Teacher Training Practice Committee of National College of Education, sirsa dated on February 17, 2023. Organising Committee: - Dr. Punam Miglani (Convener & Principal) - Mr. Sandeep Kumar Sharma (Coordinator & Assistant Professor) - Ms. Kusum Lata (Organising Secretary & Assistant Professor) Team No. 3 Teaching of English Team No. 9 Teaching of English Team No. 19 Teaching of Maths Team No. 30 Teaching of Hindi Team No. 31 Teaching of Science Team No. 36 Teaching of Science Team No. 46 Teaching of English Team No. 51 Teaching of Science Team No. 54 Teaching of Science Team No. 55 Teaching of Maths Team No. 59 Teaching of English Team No. 62 Teaching of English	oercommons	2025-03-18T00:34:11.524471	Kusum Lata	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102595/overview", "title": "Presentation of Skill of Stimulus Variation", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/91760/overview	Modified OER Overview Project done for a class where we find an OER and modify it to suit our needs better Media Literacy for Lower Elementary Created by Kate Fooshee Nov. 22, 2021 https://www.oercommons.org/courseware/lesson/88207 Author: Kate Fooshee Subject: Educational Technology Level: Lower Primary License: Creative Commons Attribution Language: English Overview: Media literacy lesson for lower elementary students to identify persuasive media! Identifying persuasive media 1. Watch the compilation of commercials, can stop at 2:45 for commercials aimed at children. 2. Ask students which they would want most, based off of the commercials. Discuss why. 3. Identify areas of persuasion: bright colors, social status (stage, superpowers), and elements of make believe. 4. Discuss reality vs. media and how we can discern the two. Junk Food Commercials Aimed at Children and Teens: https://www.youtube.com/watch? v=xk_hkdGf1tc&list=PLr13jrGgs__q6mN_Rcb0464NmizPT78ge&index=4 \| Original OER \| Modification \| Why Modified? \| Proof You Could Modify (CC License) \| \| Above ^ \| Added SuperBowl commercials:https://www.youtube.com/watch?v=OQmhLOFbRQwI am also going to look for ads that commonly show up on social media and on websitesThis will also allow us to look at how ads have changed over time-older ads use different strategies than new ones \| I modified this assignment to fit into what types of ads children would be seeing. With less people having cable TV, and more resorting to streaming services and websites like YouTube and apps like TikTok, these types of ads are simply not as prevalent anymore. \| CC BY 4.0 \|	oercommons	2025-03-18T00:34:11.539551	04/12/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/91760/overview", "title": "Modified OER", "author": "Olivia Edwards" }
https://oercommons.org/courseware/lesson/106509/overview	Static Electricity Overview Static electricity Static electricity (Form Two) Static electricity Static electricity (Form Two)	oercommons	2025-03-18T00:34:11.558342	YAHAYA HASSANI	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/106509/overview", "title": "Static Electricity", "author": "Lesson" }
https://oercommons.org/courseware/lesson/91527/overview	Lesson Plan 2 Lesson Plan: The Support and Mentorship of Students Overview Creators: Hanan Hajar, Yasmeen Shibley Image credit: Photo by cottonbro from Pexels This lesson focuses on supporting and mentoring students in grades 10-12 specifically, using aspects of gamification to structure the content presented. Lesson 1: Supporting Students This lesson plan focuses on supporting students from grade 10 to grade 12, working to build better connections between students, staff, and the overall school community for students to feel comfortable relying on those around them (specifically in an educational setting). Utilizing the concept of gamification, this plan presents the content to students and teachers in multiple mediums of PowerPoint slides, videos, and group/individual work. Furthermore, it gains the attention of students and works to have students think back to prior issues addressed when presented with a questionnaire to get their (anonymous) feedback on not only the lesson and content, but the concept as a whole; getting their perspectives as the people who are being addressed in the lesson plan. Targeting the overall school yet abiding by the Alberta Program of Studies website, this lesson plan works to put the students first so they can focus on their education and selfbetterment. Lesson 2: Mentoring Students The second lesson builds off of the first section on supporting students and utilizes the Alberta Program of Studies guide in looking at ways to mentor students and cultivate mentoring relationships in the student community; specific to grades 10-12. Focusing on helping students feel better connected with the community and those in it, the gamification tools use a mixed media of slide shows, videos, live guest speakers, and take home journal activities, as well as the potential to have students and even teachers participate in an actual mentoring ship program with those in the school community. The lesson also provides a website for those interested in taking mentoring programs to the next level.	oercommons	2025-03-18T00:34:11.577076	Homework/Assignment	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/91527/overview", "title": "Lesson Plan: The Support and Mentorship of Students", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/88740/overview	Audio-The causes and effects of climate change Example Grammar presentation reading Template Vocabulary Who wants to be a millionaire Worksheet Climate change Overview Climate change lesson plan Description Lesson Plan Description. This lesson plan is designed to help 11th-grade students prepare for using English skills in specific contexts. It can be delivered face to face or online. Students will discuss to what extent they are affected by climate chage and what measures they themselves are taking. Despite of including a grammar lesson, the class will be focused on English skill integration in order to achive an awareness about the envorimental change and promote students' creative thinking. Time required: 120 minutes Materials required: prepared presentation / (Genially Slides), Youtube videos, Online games, flashcards. Aims: To generate discussion on the topic. To introduce gerunds and infinitive verbs in the oral and written production. National and International Standars English National Standard: To show a respectful and tolerant attitude when they listen to others. To participate in conversations on topics of their interest using clear and simple language. To identify key words within the text that allow understanding its general meaning. ICT Common European framework: Teachers achieve learning objectives by: - Managing learning environments that permit the use of different ICT tools and teaching methods. - Understanding students’ different levels of ICT competencies and implementing strategies to manage differences as students progress - Creating learning situations such that students manage their own learning (p. 34) Opening Give students enough time to watch the videos. As these are short videos, the opinions don't need to be more than 3 minutes. The purpose of the game is to see how much students understand the topic presented, to see how much information they were able to retain about the videos. Ask the students if they were able to understand all the words in the vocabulary flashcards. Watch the two following videos (climate change; What is the greenhouse effect?): After watching the videos, Give your opinion about the topics that were explained in the videos. Play the game (Who wants to be a millionaire) Then, check the vocabulary flashcards to have a better understanding of the topic. Grammar Lesson Once you have guided the warminig-up... let students be ready for the grammar lesson and try not to loose their atention and interest. Genially Presentation The lesson begins with the infinitive verbs composition. Take advantage of the audios provided in the slides and ask the students to repeat the sentences. You can also ask them to write each of them, so they can internalized the sentence structure and improve their listening competence. Afterwards, teach the gerund verbs composition. It is quite useful to provide students with different examples and extra-activities. Finally, present the video "How to use gerunds and infinitives Then, conclude by asking students for comments or doubts. If there is a missconception about the topic, give a clearer explanation and continue to practice. Working time - The preparation for the listening activity should be guided by the teacher. - The audio should be reproduced twice. The first time should be to start filling in the blanks and the second time to give students the opportunity to check their answers. - Students should listen to the audio carefully and take notes to successfully develop the last activity. Listening Activity Prepare the student before playing the audio "The causes and Effects of Climate Change". Ask them to click on this link https://www.educaplay.com/user/3395839-laura_michelle/ and enter to the Matching Columns Game. Give enough instruction and wait until student have finished the activiy. Play the audio "The causes and effects of climate change" here and complete the activities: Causes and Effects of Climate Change Fill in the Blanks Game. - Causes and effects of climate change Froggy Jump Reading Activity Tell students that in the reading activity they are going to know a strategy for taking care of the planet and how useful is when we put it into practice. What do you know about recycling? How can people recycle at home? Set the reading task for students to read. Ask them to answer the questionary below. Besides, ask students to highlight the gerund and infinitive words they find in the text. Finally, check the answers with the help of all the participants. Encourage nominated students to justify answers by refering back to what the text said. It is optional, when finishing the reading to ask: Do you learn something new after reading the text? Were you aware of the importance of recycling? How do you feel after reading the text? Why? Speaking Activity Disscus in class: How does pollution affect the animals and ecosystems? Organise the students in group of four people, let them think an answer collectively and then, ask each group to present their insights. Closing - Students will be given some time to brainstorm and start writing. - Students can ask the teacher for help if they have doubts or difficulties. - After finishing, the students will be provided with feedback from the professor. To finish, do the following activity: - As a concerned citizen, write a letter to the environment minister of your country. In the letter, explain the severity of climate change and suggest solutions to stabilize rising global temperatures. It requires social responsibility and collective action to tackle the issue. While writing, take into account gerunds and infinitives, clear ideas, and formal writing. - Write your letter on the template below. - You can guide your writing with the example below. Homework Solve the worksheet and follow the instructions - Read the statements carefully - Use the knowledge you acquire from the lesson - You can download the worksheet and edit it. Then, upload it on google docs and share it with the teacher	oercommons	2025-03-18T00:34:11.611416	12/14/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/88740/overview", "title": "Climate change", "author": "Laura Jimena Ramírez" }
https://oercommons.org/courseware/lesson/111481/overview	https://quizlet.com/es/532273656/routines-flash-cards/?i=2ilvqb&x=1jqt Instagram Template Talking about routines Overview You will find here three activities to work on the topic routines. Listening (Fred's routines) Listening activity using Edpuzzle Vocabulary practice Flashcards on routines using Quizlet Writing task Writing task (present simple, routines) using Instagram template	oercommons	2025-03-18T00:34:11.630900	01/05/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/111481/overview", "title": "Talking about routines", "author": "Lorena Lanchazo" }
https://oercommons.org/courseware/lesson/78473/overview	Brain-Based Lesson: Polymers Overview The concept of polymers is taught after students have learned about atoms and molecules. We first build up the background knowledge of the Periodic Table of Elements and the structure of an atom, then begin to combine atoms to create molecules. We create models of atoms and molecules, allowing students to visualize what is normally unable to be seen (a Science and Engineering Practice). Students learn that the way we combine atoms (structure) and the atoms we use (composition) impact the properties that a substance will have. After some time, we begin to introduce that we can combine molecules together in similar ways that we combine atoms. These repeating patterns of molecules are called polymers. Which is where this lesson falls. This is their instruction into what a polymer is, its naming conventions, and how depending on the molecule used, we can create synthetic materials that have specific properties that suit our needs. Brian-Based Lesson: Polymers Lesson Objectives: \| \|\|\| \| Grade: 7th GradeTime frame: 76 Minutes \| Lesson Title: Polymers - Balloons and Death Skewers of Science \| \|\| Brain-based Strategies Used in the Lesson: \| Formative or Summative Assessments:Formative assessment includes asking probing questions during our Active Learning Session, watching students complete the challenge after modeling what they have learned, and looking at their completed models of the polymer structure of a balloon. The models can also be collected and graded as summative assessment to determine their understanding of modeling in science and their understanding of polymers. \| \|\| \| Prior to this lesson: What understanding and/or knowledge was taught prior? Where does this lesson fit in your unit?The concept of polymers is taught after students have learned about atoms and molecules. We first build up the background knowledge of the Periodic Table of Elements and the structure of an atom, then begin to combine atoms to create molecules. We create models of atoms and molecules, allowing students to visualize what is normally unable to be seen (a Science and Engineering Practice). Students learn that the way we combine atoms (structure) and the atoms we use (composition) impact the properties that a substance will have. After some time, we begin to introduce that we can combine molecules together in similar ways that we combine atoms. These repeating patterns of molecules are called polymers. Which is where this lesson falls. This is their instruction into what a polymer is, its naming conventions, and how depending on the molecule used, we can create synthetic materials that have specific properties that suit our needs. \| \|\|\| Materials: Include a copy of everything required to teach. Use hyperlinks when possible. You may add additional pages to the bottom of this lesson plan also. Include the assignment that students will be completing. \| \|\|\| \| Content Core Standard: (List the standard(s) and then hyperlink it to the standards website.MS-PS1-1: Develop models to describe the atomic composition of simple molecules and extended structures. Science and Engineering Practices (SEPs): Developing and Using ModelsCrosscutting Concepts (CCCs): Scale, Proportion, and Quantity \| \|\|\| Technology used: \| \|\|\| \| Time \| Materials \| Lesson Procedures(Include the materials & technology.) \| \| \| 20Mins \| Introduction: Setting the StageAs the students enter the class, there are some materials on their desks in front of them. (Students know not to bother any materials until proper safety and instructional guidelines are explained) Once the students are seated, I grab a balloon (dipped in vegetable oil) and ask them what would happen if I were to poke the balloon with the bamboo skewer. Students state that it will pop or deflate instantly and with humor and grandiose nature I stab the skewer into the balloon popping it instantly. I then grab another balloon and ask the students if I should try again. (They obviously say yes) I take the skewer, dip it in oil and strategically place it while pushing and twisting until the skewer goes through the balloon. I then ask them the question which is the phenomena of study: “How is it possible to put a sharpened stick into a balloon without popping it?” The students are then asked to generate questions and record observations of what they saw. In small groups they are able to discuss questions and observations and to begin thinking about how they would go about completing this task. They are able to brainstorm a procedure or generate questions they want to test. (all Science and Engineering Practices that are apart of the Next Generation Science Standards Curriculum for 3-Dimensional Learning)We then take a moment to discuss safety, which can be either wholly teacher-led or allowing time for a class discussion on best safety practices and equipment for this activity. (I prefer the teacher-led as it allows me to emphasize safety while also getting to make a few jokes about the “bamboo death skewers of science” and if not held tightly while inserting into a balloon, “FLYING bamboo death skewers of science.”) I then ask the students to give this a try and begin trying to recreate what I did in front of them. . . hands on engagement activity. . . loud popping noises ensue. \| \|\| \| 15 Mins. \| Introduce New Information: ContentOur desks are then moved to the outside edge of the classroom and we gathered in the center of the room to start our content instruction where they learned the academic vocabulary needed to understand this phenomenon. We used root words to break down the meaning of a polymer and mixed in with a few jokes here and there, they learned that balloons were made of repeating groups of molecules bonded together called polymers.I ask the students to then get into groups of trimers and to connect all the class together by holding on to the middle of other trimers until no hands are free. This creates a jumbled web of students in the middle of the classroom. I then proceed to tell them they have created a balloon and must act accordingly. I begin to act like I am blowing air into them, and they (eventually) realize that they are to spread out. I proceed to move through the lesson myself acting as the bamboo skewer cutting through the balloon at different points showing how depending on where we place the skewer, the balloon may pop or stay inflated due to the number of molecules in that area that are not under stress from being inflated. I then send the students back to their desks to determine where those areas are on an inflated balloon, and to draw a model of what we would see in those areas compared to the other places with less molecules. \| \|\| \| 10 Mins \| Hands-on Activity Steps: (Prepare ways for students to practice the new information.)Students then get a balloon and draw multiple dots all over the balloon with a sharpie then proceed to inflate it. They notice that depending on the location of the dots, they will expand to vary degrees, with some expanding a lot and some not at all. They are then able to use their skewer to puncture the balloon in the locations not under stress to finally accomplish skewering their balloon (formative assessment). \| \|\| \| 15 Mins. \| Feedback: Instructor feedback?The students are then required to use their iPads to create a model using images and markup tools to show where the balloon is able to be punctured and provide insight as to why. Students practice their modeling skills to allow them to visualize what is not able to normally be seen with just their eyes. Models allow them to observe the unobservable at a scale that is too small to see but able to be observed at the macro scale (Crosscutting Concept of Scale, Proportion, and Quantity). \| \|\| \| Homework or in-class assignment \| Assessment(s): (assignments and/or activities) \| Remember to include all the materials necessary to teach the lesson. You can add them by pasting them below or providing links to them. Similar Sample Lesson from Steve Spangler Science Developing and Using Models Notes Developing and Using Models Overview Scale, Proportion, and Quantity Overview	oercommons	2025-03-18T00:34:11.652910	03/22/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/78473/overview", "title": "Brain-Based Lesson: Polymers", "author": "Caleb Wilson" }
https://oercommons.org/courseware/lesson/73364/overview	Rock Cycle Lesson Overview The three types of rocks and how they become each through the rock cycle. Rock types There are different types of rocks found on Earth. These types are sedimentary, metamorphic, and igneous. Differences Sedimentary- these rocks form from small particles over time. They may contain fossils, minerals, or other matter. Metamorphic- metamorph means to change in form. These rocks form by heat and pressure from the Earth. Igneous- These rocks are the result of cooled lava. They are often a dark color from the fire or heat. Rock Cylce All of these types of rocks can be formed from each other over time. If a volcano errupts, the lava will run down and harden into rock as it cools. This rock will eventually break down into particles and can come back together with new particles. This will form a sedimentary rock. From there, this rock can be burried in the ground. With built up pressure and heat, it will turn into a metamorphic rock. Video Video Response If a river dries up, what type of rock would be created? Video Response 2 If sand was pressed down for 2,000 years, what type of rock would that become?	oercommons	2025-03-18T00:34:11.669566	10/11/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/73364/overview", "title": "Rock Cycle Lesson", "author": "Cassidy Bowles" }
https://oercommons.org/courseware/lesson/73701/overview	Main idea Overview 4th grade standard for the main idea 4.RN.2.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. start by reading a short story and have the children try to identify the main idea. explain the main poits to find the main idea: ask yourself this question: What is being said about the person, thing, or idea (the topic)? then ask the students to pull out their reading books or a textbook and asign a paragraph and have them find the main idea and write it for homework	oercommons	2025-03-18T00:34:11.682101	10/20/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/73701/overview", "title": "Main idea", "author": "hannah Kadinger" }
https://oercommons.org/courseware/lesson/91918/overview	Education Standards Media Literacy for Primary Education Overview Lesson on Media Literacy Media Literacy Lesson! Purpose: Identifying Persuasive Media 1. Watch the compilation of commercials 2. Kids will form their own ideas about the commericals and write them down, then compair them in small groups with other classmates. 3. Identify areas of persuasion: bright colors, social status, and elemtents of make believe. 4. Ask questions: "Who made this commercial?", "Why did they make this commercial?", "What did you notice most about the commercial?", "What message is the commercial trying to get across?".	oercommons	2025-03-18T00:34:11.702799	04/18/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/91918/overview", "title": "Media Literacy for Primary Education", "author": "Emma Henstock" }
https://oercommons.org/courseware/lesson/88272/overview	Orininal Media Literacy Timeline of Media Literacy Education Media Literacy Timeline Overview This is a very helpful timeline on events relating to media literacy in the early 20th century. It has been reviewed from the book, Teaching Media Literacy. In a new pdf, pictures and pohotgraphs have been added to provide visual context for teachers and students when learning about this seemingly recent topic. I have cited the book, and none of the information from the book is my own. It is all from De, Abreu, Belinha S.. Teaching Media Literacy, American Library Association, 2019. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/appstate/detail.action?docID=6144249. Created from appstate on 2021-11-23 17:48:34. NONE OF THE INFORMATION IS MY OWN AND HAS BEEN CITED MULTIPLE TIMES. Media Literacy Timeline from book, "Teaching Media Literacy" I discovered a media literacy timeline in the book, Teaching Media Literacy and thought it would be extremely beneficial in the classroom. I also thought that the addition of pictures to each date would help give visual context to both students and educators when discussing a topic that seems so recent and so distant at the same time.	oercommons	2025-03-18T00:34:11.721054	11/23/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/88272/overview", "title": "Media Literacy Timeline", "author": "Smith Hendricks" }
https://oercommons.org/courseware/lesson/104801/overview	Title of Lesson Plan: Research Before Taking Action Overview Overview of the Lesson Plan: This lesson plan will be a part of a bigger project on environmental literacy. The overarching rationale of the project is to raise students' awareness about climate change and enhance their readiness to share their products or findings with the wider school community and to learn how to communicate ideas with others (e.g. teachers, town community, city hall…). This specific lesson plan aims at developing research and presentation skills; facilitating students’ creativity, speaking, and listening skills in English. Overview of the Lesson Plan: This lesson plan will be a part of a bigger project on environmental literacy. The overarching rationale of the project is to raise students' awareness about climate change and enhance their readiness to share their products or findings with the wider school community and to learn how to communicate ideas with others (e.g. teachers, town community, city hall…). This specific lesson plan aims at developing research and presentation skills; facilitating students’ creativity, speaking, and listening skills in English.	oercommons	2025-03-18T00:34:11.739791	06/07/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/104801/overview", "title": "Title of Lesson Plan: Research Before Taking Action", "author": "Teona Zhuzhunadze" }
https://oercommons.org/courseware/lesson/100647/overview	Management Information System Overview Management Information Systems Management Information Systems (MIS) is the study of people, technology, organizations, and the relationships among them. Education MIS is the Study of People, Technology and Organizations. MIS students learn how businesses use information to improve the company's operations	oercommons	2025-03-18T00:34:11.756939	02/06/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/100647/overview", "title": "Management Information System", "author": "Shiny Mahesh" }
https://oercommons.org/courseware/lesson/91905/overview	Media Literacy Understanding Overview An interactive assement to see how children understand the different between truth and a lie in the media. Media Literacy Media Literacy Two Truths and a Lie in Media Literacy I have created two truths and one lie on this media platform and I need you to choose which one is a lie. Next it will be your turn to make two truths and a lie. I am placing you into small groups to work together creating two truths and a lie about the media. You can make a blog post, a photo, a video, an animation, or a podcast. Your group has freedom to choose what type of media you are going to use. Two rules: - The artifacts you create are to be shared only within a private class forum (and if using videos, podcasts or blog posts uploaded elsewhere, they are to be marked private), so as not to spread misinformation. - No artifacts are to be made that are hurtful or about people, in or outside of this class. Each group will submit to the class forum under their group number. Once each group has submitted their two truths and a lie the entire class will try to guess each group's lie. It will be a group effort. We will see if you can stump your classmates. Let’s see how subtle you can make a lie.	oercommons	2025-03-18T00:34:11.774487	04/18/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/91905/overview", "title": "Media Literacy Understanding", "author": "Grace Abbott" }
https://oercommons.org/courseware/lesson/105798/overview	THE LEARNOPIA MODEL Overview In order to satisfy the changing demands of students in the digital age, 21st century education research focuses on investigating novel and successful teaching methodologies, educational technologies, and pedagogical approaches. Researchers look into the effects of using technology in the classroom, the success of project-based learning, the improvement of students' ability to think critically and solve problems, and the significance of social-emotional learning. They also look at how teachers might act as mentors and guides in classrooms that are student-centered. They seek to identify best practices and evidence-based approaches that equip teachers to design motivating and significant learning experiences that prepare students for the opportunities and challenges of the twenty-first century. THE LEARNOPIA MODEL A Proposed Schema of 21st Century Skills Flexible Learning Approach Cherie Anne D. Cabanada Cebu Technological University -Argao Campus [email protected] June 26, 2023 PART 1: INTRODUCTION Teachers faced problems after the epidemic, such as adjusting to remote and hybrid teaching techniques, resolving learning gaps, and successfully managing technology (UNESCO, 2020). Students, on the other hand, have struggled with disturbed learning habits, social-emotional well-being, and access to resources and assistance (OECD, 2020). Teachers frequently have difficulties in establishing effective online teaching practices, engaging students in virtual classrooms, offering customized attention and feedback, and addressing varied learning requirements (UNESCO, 2020; OECD, 2021). Furthermore, they may need to modify instructional materials and evaluations to accommodate remote or mixed learning contexts while guaranteeing equal access to education (UNESCO, 2020). However, based on current trends, teachers may confront difficulties adjusting to hybrid or remote teaching techniques, resolving learning gaps, successfully managing technology, and fostering student involvement (UNESCO, 2020). Teachers may face issues in the future relating to emerging educational technology, integrating digital resources, and guaranteeing fair access to education (OECD, 2021). One effective strategy for addressing challenges in technology-driven flexible teaching and learning is the use of a blended learning approach that combines online and in-person instruction, allowing for personalized learning experiences, collaborative activities, and the incorporation of digital tools and resources (OECD, 2021). This strategy has been shown to increase student engagement, encourage active learning, and give chances for both autonomous and collaborative learning (Hew & Brush, 2007). PART 2 PART 3 : Discuss each aspect of your model THE LEARNOPIA MODEL Flexibility, or the ability to shift and respond effectively to changing events and settings, is an essential 21st-century talent. Because everyone has various learning styles, skills, and problems, it is critical to teach flexibility to meet the requirements of different learners. Adapting teaching tactics to fit with learners' qualities and preferences has been proven in research to boost engagement, motivation, and learning results (Artino, 2012; Hughes et al., 2018). Learner-centered methods, active learning, and individualized instruction are all important considerations when choosing teaching ideas. According to research, adding ideas like cognitive load theory, social constructivism, and universal design for learning can boost student engagement, increase deep comprehension, and meet the requirements of various learners (Sweller, 2019; CAST, 2018). To fulfill the varying requirements of students, the flexible teaching method uses a range of instructional tactics, such as differentiated instruction, active learning, and technology integration (Keengwe, Onchwari, & Wachira, 2014). According to Tomlinson and Imbeau (2010), this method increases overall learning results, fosters student motivation, and enables tailored learning experiences. Flexible teaching is an appropriate method for delivering education since research shows that it is helpful in fostering student involvement and accomplishment (Keengwe, Onchwari, & Wachira, 2014; Tomlinson & Imbeau, 2010). I used a variety of digital resources, including interactive presentation tools like Prezi, collaboration platforms like Google Docs, and online assessment tools like Kahoot, to deliver lessons in an effective manner. The SAMR paradigm, which enables the modification and redefining of conventional instructional procedures, was used to guide the selection of these resources (Puentedura, 2006). By promoting active engagement, collaborative learning, and tailored experiences that are appropriate for a variety of learners and improve learning outcomes, the integration of these technologies is consistent with constructivist learning theory (Means et al., 2010). With the use of digital tools/apps/sites like Flipgrid, Google Classroom, and Open Educational Resources (OERs) from platforms like OER Commons, I used approaches for flexible learning like flipped learning, collaborative group work, and self-paced modules. As it encourages active participation, individualized learning experiences, and the development of critical thinking and problem-solving skills, this combination is suitable for students (Mazur, 1997; Spector, 2014). Research shows how these methods and resources can improve students' learning results and promote deeper comprehension (Hew & Cheung, 2013; Wanner & Palmer, 2015). My digital assessment method combines diagnostic, formative, and summative tests administered online using tools like Google Forms, Quizizz, and LMS-based tests. This strategy is appropriate because it provides data-driven education to assist student learning and achievement, encourages active student engagement, and allows for rapid feedback (Black & Wiliam, 1998; Nicol & Macfarlane-Dick, 2006). According to research, using digital assessments effectively improves student learning outcomes and provide useful information for instructional design (DeBacker & Nelson, 1999; Webb, 2009). As a result it enables transformative and cutting-edge educational experiences, the Modification and Redefinition (MR) levels of the SAMR model are an appropriate way to assess student learning when employing appropriate digital tools, applications, and websites. Education professionals can give students opportunity for higher-order thinking, creativity, and authentic learning experiences by utilizing technological tools and platforms that go beyond simple substitution or augmentation (Puentedura, 2006). According to research, incorporating technology at the MR levels of SAMR can enhance student motivation, engagement, and achievement (Ottenbreit-Leftwich et al., 2010; Schrum & Levin, 2009). PART 4 : Compile your references here References Online Articles: - Artino, A. R. (2012). Learning in a digital age: The myth and the reality. Health and Science Journal, 5(1), 5-10. - Hughes, C. E., Clarke, D. M., Brown, L., & Kohnhorst, D. (2018). The learning engagement model: A theory of learning that improves student engagement and academic performance. Journal of Education and Learning, 7(3), 1-16. - CAST. (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org - Sweller, J. (2019). Cognitive load theory: Recent theoretical advances. In Educational Psychology Review, 31(1), 1-27. - Keengwe, J., Onchwari, G., & Wachira, P. (2014). Technology and student learning: Toward a learner-centered teaching model. Educational Technology & Society, 17(4), 358-370. - Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD. - Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. II, pp. 215-239). Lawrence Erlbaum Associates. - Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education. - Puentedura, R. R. (2006). Transformation, technology, and education. Retrieved from http://hippasus.com/resources/tte/ - Hew, K. F., & Cheung, W. S. (2013). Use of flipped classroom in information literacy instruction: A sequential mixed methods study. Journal of Educational Technology & Society, 16(3), 58-66. - Mazur, E. (1997). Peer instruction: A user's manual. Prentice Hall. - Spector, J. M. (2014). Handbook of research on educational communications and technology. Springer. - Wanner, T., & Palmer, E. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Computers & Education, 88, 354-369. - Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148. - DeBacker, T. K., & Nelson, R. M. (1999). Variations on a theme: Alternatives approaches to the assessment of self-regulated learning. Educational Psychologist, 34(1), 1-12. - Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218 - Webb, N. M. (2009). Aligning assessment and instruction in the classroom: A research-based perspective. Journal of Applied Testing Technology, 10(S1), S1-S24. - Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321-1335. - Puentedura, R. R. (2006). SAMR: A contextualized introduction. Retrieved from http://www.hippasus.com/rrpweblog/archives/000063.htmlSchrum, L., & Levin, B. B. (2009). Leading 21st-century schools: Harnessing technology for engagement and achievement. Corwin Press.	oercommons	2025-03-18T00:34:11.803122	06/26/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/105798/overview", "title": "THE LEARNOPIA MODEL", "author": "Cherie Anne Cabanada" }
https://oercommons.org/courseware/lesson/88759/overview	https://es.educaplay.com/recursos-educativos/11012547-messy_simple_present.html https://es.educaplay.com/recursos-educativos/11012548-crosspresent_simple.html https://view.genial.ly/61a8e7e4869c320d7f77dd80/video-presentation-universo-pixel Who Wants to be a Millionaire - Present Simple PRESENT SIMPLE INTERACTIVE LESSON PLAN Overview This is an interactive plan created to encourage the teaching of English, more specifically the present simple for sixth grade youth. The lesson shows you a overview from the present simple, talking about the ways of using it and giving the student some interactive activities for him to practice What is the Present Simple? The simple present is a verb tense with two main uses. We use the simple present tense when an action is happening right now, or when it happens regularly (or unceasingly, which is why it’s sometimes called present indefinite). Depending on the person, the simple present tense is formed by using the root form or by adding ‑s or ‑es to the end. Here’s a tip: Want to make sure your writing always looks great? Make sure to review again your answers so you can make sure you don´t have any misspellings, grammatical and punctuation mistakes, and other writing issues on your writing exercises Examples interrogative sentences Some present simple examples are: Present Simple Questions We use do and does to make questions with the present simple. We use does for the third person singular (she/he/it) and do for the others. We use do and does with question words like where, what and when: - Where do Angela and Rita live? - What does Angela do? - When does Rita usually get up? Examples negative sentences Present simple negatives We use do and does to make negatives with the present simple. We use doesn't for the third person singular (she/he/it) and don't for the others. Look at these sentences: - I like tennis but I don't like football. (don't = do not) - I don't live in London now. - I don't play the piano but I play the guitar. - They don't work at the weekend. - John doesn't live in Manchester. (doesn't = does not) - Angela doesn't drive to work. She goes by bus. When to use it Present simple and present time We use the present simple to talk about: - something that is true in the present: I'm nineteen years old. I'm a student. He lives in London. - something that happens regularly in the present: I play football every weekend. - something that is always true: The human body contains 206 bones. Light travels at almost 300,000 kilometres per second. We often use adverbs of frequency like sometimes, always and never with the present simple: I sometimes go to the cinema. She never plays football. Interactive Games Cross present simple You will have 2 minutes to complete the next activity Use your ability to complete this crossword considering the conjugation of the verbs in the present simple so that they have meaning with their sentence Interactive Games Simple Video Quiz The following video is going to be a video-activity for the qualification of the present simple, complete the answers and check your answers Interactive Games Messy Simple Present Organize the sentence in the way that makes sense Interactive Slide The next video-slide is going to work as a reinforcement of the term take attention so you can understand better the present simple Interactive Game Who wants to be Millionare	oercommons	2025-03-18T00:34:11.852218	Lesson Plan	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/88759/overview", "title": "PRESENT SIMPLE INTERACTIVE LESSON PLAN", "author": "Lesson" }
https://oercommons.org/courseware/lesson/70288/overview	What Makes a Good Sentence? Writing Modes Remote Learning Overview Students will learn and be able to practice how to write a good sentence using punctution! Learning Objectives NE ELA Standards: LA 5.2: Students will learn and apply writing skills and strategies to communicate. LA 5.2.1: Students will apply the writing process to plan, draft, revise, edit, and publish writing using correct spelling, grammar, punctuation, and other conventions of standard English appropriate for grade-level. LA 5.2.1d: Compose paragraphs with grammatically correct simple, compound, and complex sentences of varying length, complexity, and type. Learning Objectives - Students will understand voice in creating a sentence. Students will expand sentences to add details. Students will create sentences that use descriptive words and punctuation. Materials: Writer's Notebook Google Slides Presentations- https://docs.google.com/presentation/d/1DQUMlLBzFBYq38G0cURQGbC51ApZOF369X1QFp5_NEs/edit?usp=sharing I do, we do, you do I do: Show the slideshow (slide 2) using sentences using !?. Go through and make each sentence (declarative/purple, interogative/green, and exclamatory/red) Go through each sentence and show if it adds voice… “If it's an exclamatory sentence, reader’s can see that I am happy or yelling and sense what is really going on!” You want readers to read exactly how you are writing. We do: Show students slide show of another paragraph (slide 2) with sentences being all declarative and read the paragraph in a monotone voice. Pause and think about what that sentence sounded like. Tell STs “that paragraph I just read to you might have sounded a little boring or bland and that is because it has no descriptive punctuation, so let's go through it and fix some of the sentences up! Fix Sentences for students- demonstrate your thinking to students Repeat for another paragraph You do: I want you guys to pause the video and write in your writer’s notebook for 15 minutes about your favorite thing to do in the summer using different kinds of punctuation to show your readers how you are feeling! Remember, readers want to read exactly how you were writing! Good luck! Closure: Tell STs to take time to read their story to someone or something saying it how they would want readers to read it!	oercommons	2025-03-18T00:34:11.872550	Lauren Theiler	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/70288/overview", "title": "What Makes a Good Sentence? Writing Modes Remote Learning", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/123040/overview	Coordinate-Measuring Machine Overview Accesabilty check list Introduction to Coordinate Measurement Machines Coordinate-Measuring Machine Created by Isai Ulate Dec. 13, 2024 Professor/ Machine Technology Department San Jose City College Summary: CMM introduction class Learning Outcomes - Define what a CMM is - Review the history of the CMM. - Comprehend the types of most CMMs. - Describe some types of software used in CMMs. - Discuss the use of coordinate measurement machines in the industry. Define what a CMM is A coordinate Measuring Machine, also recognized as a CMM, is a piece of apparatus that measures the dimensions of geometrical objects. CMMs use a very sensitive probing system to make contact with points on the surfaces of geometrical objects. A stylus (plural: styli) is the “tip” attached to the probing system on a coordinate measuring machine. . History of the CMM. The first CMM was built by the Ferranti Company of Scotland around 1950s. There was a need to measure precision mechanisms in the military products this company fabricated. This machine only had only 2 axes. Types of most CMMs. Manufactures offer four elementary types of coordinate measuring machines that offer specific benefits depending on the mechanisms being measured. - Bridge type - Cantilever type - Gantry type - Horizontal arm type Describe some types of software used in CMMs. - PC-DMIS CMM is one the world's leading coordinate measurement machine (CMM) Software. - Mitutoyo MCOSMOS 2D and 3D coordinate measuring machine software helps achieve measuring activities rapidly and simply. MCOSMOS software is easy to operate from entry level to experts. - Zeiss CALYPSO measures geometrical components simply, rapidly and dependably. Discuss the use of coordinate measurement machines in the industry. CMMs have been used in many industries to measure components of all forms and dimensions. Widely used for inspecting parts in automotive, aerospace, aviation, and in medical and biotechnology fields. Coordinate Measuring Machines are indispensable for guaranteeing reliable, precise dimensions in order to comply with ISO requirements. References: Quality Magazine Zeiss Coordinate Measuring Machines https://www.zeiss.com/metrology/us/systems/cmms.html Mitutoyo https://www.mitutoyo.com/products-and-solutions/software/mcosmos/ Hexagon	oercommons	2025-03-18T00:34:11.909540	12/13/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/123040/overview", "title": "Coordinate-Measuring Machine", "author": "ISAI ULATE-SANCHEZ" }
https://oercommons.org/courseware/lesson/111272/overview	Hardy-Weinberg Tutorial (via Canvas LMS) Overview This Canvas module is an active learning step-by-step tutorial on solving a Hardy-Weinberg problem. In the tutorial, students take two quizzes (one at the beginning and one at the end) and a scaffolded activity. Hardy_Weinberg Tutorial (via Canvas LMS) This Canvas module is an active learning step-by-step tutorial on solving a Hardy-Weinberg problem. In the tutorial, students take two quizzes (one at the beginning and one at the end) and a scaffolded activity. The problem is based on the following scenario. Scenario: In a population of 1150 frogs in which the striped morphology is dominant to solid color (non-striped morphology), 225 are solid colored. As students work through the activity, they are required to identify (perform) each step and are given choices to select the correct steps. Incorrect selections provide feedback to guide the student to the correct step. Correct selections explain why the step is correct. There are two tutorial choices based on the instructor's preference. The first focuses on finding the values of the allele frequencies and genotypic frequencies. The second contains an additional component in which students use the chi-square test to determine if the population is equilibrium. Below are the links to the tutorials. It is recommended that the instructor import the module to a Canvas sandbox before incorporating into a course. Hardy-Weinberg tutorial or (https://lor.instructure.com/resources/febda0ae8db44942ab73ec6aa031ca61?shared) Hardy-Weinberg tutorial + chi-square test or (https://lor.instructure.com/resources/9875a963e0d0400f90011ac9608dd182?shared)	oercommons	2025-03-18T00:34:11.923721	Module	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/111272/overview", "title": "Hardy-Weinberg Tutorial (via Canvas LMS)", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/84095/overview	In Class Activity or Online Discussion: Gilgamesh Literary Quick Take Overview The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is formative and graded based on engagement. Literary Quick Takes I use this for group discussion in both online and in-class formats. It is intended to allow students to explore the meaning of the text in relation to themselves and to engage in meaningful discussion with peers. Gilgamesh is the quintessential hero; he the first recorded hero, and he is also the prototype for not only Joseph Campbell’s Heroic Journey, but also Ernest Becker’s Heroic Systems; it is also obvious how these theories apply once we consider it. Please watch this breakdown of the Heroic Journey: Do you have a favorite show, film, book, comic, etc., that is the perfect example of the Heroic Journey? Please outline it using these steps from the lecture: The first part, the Departure, includes the following stages: - The Status Quo - The Call to Adventure - Assistance - Departure The second part, the Initiation, includes the following stages: - Trials - Approach to the Innermost Cave - Crisis - Treasure - Result The third part, the Return, includes the following stages: - Return - Resurrection This breakdown can be brief (one or two complete sentences per “part”). Finally, please consider the values, or the “heroic systems”, that underly your heroic journey.	oercommons	2025-03-18T00:34:11.938350	07/22/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/84095/overview", "title": "In Class Activity or Online Discussion: Gilgamesh Literary Quick Take", "author": "Robert Ladd" }
https://oercommons.org/courseware/lesson/74166/overview	THE SCREEN TEAM: GROUP LEADERSHIP & POWER NEGOTIATION Overview This is a module to teach students fundamentals of various aspects of group leadership and power negotation. It includes information, videos, interactive activities, etc. TABLE OF CONTENTS LEADERSHIP THEORY, STYLES & TYPES OF LEADERSCOLLABORATION AND NEGOTIATIONPOWER/CONFLICT AND HIDDEN POWERPOWER DYNAMICSLEADERSHIP AND GROUP DYNAMICSINTERACTIVE ACTIVITIESSUMMARY STATEMENT AND COMMENTMODULE OUTCOMES \| \| GROUP ROLES Click here for short bios.CHAIR - LYLE CANDIAVICE CHAIR - MICHAEL MADDENRECORDER - JENNIFER BYRNEMODERATOR - CARLY CUMMINSART & TECHNICAL LEAD - KIM BUJOK "Student Centred Leadership" by mrkrndvs is licensed under CC BY-SA 2.0 \| GROUP BIOS Lyle Candia (Chair) He runs the group projects and is responsible for all communication with the Instructor. This person will work to make sure the Group meets deadlines, completes all necessary tasks, and is in charge of research, writing, group project arrangements, and project content. \| \| Michael Madden (Vice Chair) Assists the Chair, runs group meetings, and make sure that meetings are always on task. Coordinates with the Group Chair to ensure that team tasks are adequately addressed during meetings. Assigns task roles on individual projects, in consultation with the Chair. Sets up all meetings, as needed by the team. Enforces not only meeting schedules but the schedule for the entire term's work, including aiding the Group Chair in enforcing deadlines. Times group meeting discussions as needed by the team, as guided by the Chair. Coordinates with the Panel Chair to ensure all time-based needs and deadlines are clear to and met by the team. Time management in these groups is a challenge so be sure a strong timer and chair are working together to accomplish your group goals. \| \| Jennifer Byrne (Recorder) Records team meeting minutes and presents them to all team members. Responsible for recording and documenting all communication regarding group projects between all tm members. Coordinates with the Group Chair to make certain all necessary information is distributed to the team. Works with the timer to schedule meetings, as needed. The recorder will organize all task log needs for the team. \| \| Carly Cummins (Moderator) Has oversight over internal group communication, acts to diffuse conflicts that arise within the group, and individually determines whether an issue needs to be brought above team level and reported to the instructor. Leads leadership on the group assessment project. \| \| Kim Bujok (Art & Technical Lead) Coordinates the artistic elements of the group efforts and any artistic or photographic inclusions in the OER Project and other group work as appropriate. Directss and coordinate any YouTube, PowerPoint, Prezi, Video, or other artistic, visual, or audio aids needed by the group for any group activity. Coordinates with the Group Chair to ensure that all content is correct and well organized. \| LEADERSHIP THEORY, STYLES & TYPES OF LEADERS \| "Seventh Grade Leadership Curriculum draft" by anselm23 is licensed under CC BY-NC-ND 2.0 \| "Inspirational Quotes Leadership Tom Peters" by hot4sunny is licensed under CC BY-NC-ND 2.0 \| Leadership is one of the most studied aspects of group communication. Scholars in business, communication, psychology, and many other fields have written extensively about the qualities of leaders, theories of leadership, and how to build leadership skills. It’s important to point out that although a group may have only one official leader, other group members play important leadership roles. Making this distinction also helps us differentiate between leaders and leadership.Owen Hargie, Skilled Interpersonal Interaction: Research, Theory, and Practice (London: Routledge, 2011), 456. The leader is a group role that is associated with a high-status position and may be formally or informally recognized by group members. Leadership is a complex of beliefs, communication patterns, and behaviors that influence the functioning of a group and move a group toward the completion of its task. A person in the role of leader may provide no or poor leadership. Likewise, a person who is not recognized as a “leader” in title can provide excellent leadership. In the remainder of this section, we will discuss some approaches to the study of leadership, leadership styles, and leadership and group dynamics. Why and How People Become Leaders Throughout human history, some people have grown into, taken, or been given positions as leaders. Many early leaders were believed to be divine in some way. In some indigenous cultures, shamans are considered leaders because they are believed to be bridges that can connect the spiritual and physical realms. Many early kings, queens, and military leaders were said to be approved by a god to lead the people. Today, many leaders are elected or appointed to positions of power, but most of them have already accumulated much experience in leadership roles. Some leaders are well respected, some are feared, some are hated, and many elicit some combination of these reactions. This brief overview illustrates the centrality of leadership throughout human history, but it wasn’t until the last hundred years that leadership became an object of systematic study. Before we move onto specific approaches to studying leadership, let’s distinguish between designated and emergent leaders. In general, some people gravitate more toward leadership roles than others, and some leaders are designated while other are emergent.Owen Hargie, Skilled Interpersonal Interaction: Research, Theory, and Practice (London: Routledge, 2011), 456. Designated leaders officially recognized in their leadership role and may be appointed or elected by people inside or outside the group. Designated leaders can be especially successful when they are sought out by others to fulfill and are then accepted in leadership roles. On the other hand, some people seek out leadership positions not because they possess leadership skills and have been successful leaders in the past but because they have a drive to hold and wield power. Many groups are initially leaderless and must either designate a leader or wait for one to emerge organically. Emergent leaders gain status and respect through engagement with the group and its task and are turned to by others as a resource when leadership is needed. Emergent leaders may play an important role when a designated leader unexpectedly leaves. We will now turn our attention to three common perspectives on why some people are more likely to be designated leaders than others and how leaders emerge in the absence of or in addition to a designated leader. A group leader may be formally designated by someone inside or outside the group or may emerge naturally during early group meetings. © Thinkstock "A Primer on Communication Studies" by Anonymous by request is licensed under CC BY-NC-SA 3.0 People have studied leadership since ancient times, and theories of leadership have been around for centuries (Plato, Sun Tzu, Machiavelli, etc.); however, it wasn't until the 20th century that the modern theories began to take shape. Today, researchers study leadership the same way that they study other aspects of psychology: they seek to get a better understanding of people's behavior and motivation. The problem with some of these theories is that they tend to contradict instead of complementing each other. They seek to identify one set of rules or behaviors that turns someone into a leader. The reality is likely a combination of all the theories and some ideas that have yet to be defined. It is best to study these theories with an open mind and understand that they each have their own merits. Remember that emphasis should not be placed on any one theory. "BUS401: Management Leadership" Saylor Academy is licensed under CC BY 3.0 Styles and Types of Leaders Over time, every manager refines his or her own leadership style, or way of interacting with and influencing others. Despite a vast range of personal differences, leadership styles tend to reflect one of the following approaches to leading and motivating people: the autocratic, the democratic (also known as participative), or the free rein. Autocratic style. Managers who have developed an autocratic leadership style tend to make decisions without soliciting input from subordinates. They exercise authority and expect subordinates to take responsibility for performing the required tasks without undue explanation. Democratic style. Managers who favor a democratic leadership style generally seek input from subordinates while retaining the authority to make the final decisions. They are also more likely to keep subordinates informed about things that affect their work. Free-rein style. In practicing a free rein leadership style, managers adopt a “hands-off” approach and provide relatively little direction to subordinates. They may advise employees but usually give them considerable freedom to solve problems and make decisions on their own. At first glance, you’d probably not want to work for an autocratic leader. After all, most people don’t like to be told what to do without having any input. Many like the idea of working for a democratic leader; it’s flattering to be asked for your input. And though working in a free rein environment might seem a little unsettling at first, the opportunity to make your own decisions is appealing to many people. Each leadership style can be appropriate in certain situations. (Skripak) Chapter 7 Download this book for free at: 171 http://hdl.handle.net/10919/70961 "Fundamentals of Business " by Stephen J. Skripak, Virginia Tech’s Pamplin College of Business is licensed under CC BY-NC-SA 3.0 Types and Styles of Leadership There are many types and styles of leadership. Here are four types of leadership with descriptions: Transformational Leaders: Try to act as a mentor or coach to followers Consider and focus on the individuals’ needs Encourages creativity Inspire others to have a common vision Encourage them to work towards shared vision Encourage personal development and progress Brings about learning innovation and change Transactional Leaders: Have a system of clear responsibilities and rewards If person puts in lots of effort/does a good job, reward provided Links goals with rewards Have a system of discipline/punishment (not necessarily said aloud) Make sure followers know what their responsibilities are Monitor performance and take action to correct things when needed Examples: “If you do this, you’ll get a raise.” “If you don’t do this, you’ll be fired.” Charismatic Leaders: Can inspire and direct others using a common vision and values and they pay attention to people they are talking to; the person feels like they are the most important person at that time. Charismatic leaders will distinguish the group from others & and separate it as the best/superior group in the minds of followers. Charismatic Leaders will firmly attach themselves to the group identity, creating an unchallengeable position of loyalty, enthusiasm, and high levels of performance Characteristics: Self-confident, vision, strong communication skills, behavior is out of ordinary Examples: Hitler, and Martin Luther King Jr. Servant Leaders: Are servants first, then choose to lead, they usually start off doing things for the group and eventually are directed towards a leadership position, as they become important to group. They wants others to be involved in decision making. They serve those they lead Examples: Gandhi "Lecture notes" by Amanda Mok, and Lauren Rodda, Leadership Training Institute is licensed under CC BY-NC-SA 3.0 One of two key strengths that leaders need to possess are to be able to collaborate and negotiate, both within themselves and also in pulling together their personnel to do the same. In the next module, we will touch on collaboration and negotiation. References "Fundamentals of business" by Stephen J. Skripak is in the Public Domain, CC0 This text was adapted by Saylor Academy under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work's original creator or licensor. COLLABORATION AND NEGOTIATION \| What is collaboration? A collaborative team is a slighty different version of a traditional team because its members have different skill sets. That holds the importance of collaboration. As importnat is collaboration, the teamwork holds the same. Teamwork is the joint action of people working toward the same end goal. Collaboration Skills in the Workplace Improve your self-awareness Resource management Collaboration tools Create a learning experience Encourage innovation Soft skills Addressing problems Forgiving the mistakes Live by purpose Tom Wujec presents some surprisingly deep research into the "marshmallow problem" -- a simple team-building exercise that involves dry spaghetti, one yard of tape and a marshmallow. Who can build the tallest tower with these ingredients? And why does a surprising group always beat the average? What is negotiation? Negotiation is a process where two parties settle their differences. They do this process by which compromise or agreement is reached while avoiding argument and dispute. In any disagreement, individuals understandably aim to achieve the best possible outcome for their position (or perhaps an organization they represent). Expressions of Negotiation The following list outlines some situations and phrases that can be used to more effectively work through and negotiate various situations in the business world. WELCOMING: These phrases are used when welcoming people into the company or at the beginning of a meeting. It’s my pleasure to welcome you to … I would like to welcome you to … Is this your first visit to …? SCHEDULE AND AGENDA: These phrases are used to point out the topics or times of the meetings. I would like now to begin by suggesting the following agenda. To start with, I think we should establish the overall procedure PROPOSALS: These phrases are used during a meeting to propose and reach agreements for the things that need to be done. We’d like to propose / suggest that … Regarding your proposal, our position is … How do you feel about … Perhaps a better idea would be … May we offer an alternative? We propose that … What exactly do you mean by …? I’m not sure I fully understand your point. Could you be more specific? This agreement is acceptable to us. I think we have reached an agreement here. That sounds reasonable. I think we have a deal. I believe we have an agreement. I can agree to that. We are ready to accept your offer; however, there would be one condition. AGREEING: These phrases are used to accept the ideas and/or proposals of others during a meeting or bussiness conversation. I think we can both agree that… I agree with you on that point. OBJECTING: These phrases are used to reject or deny the ideas and/or proposals of others during a meeting or bussiness conversation. If you look at it from my point of view… From my perspective… I’m afraid we couldn’t agree to that… The reason for that is … This is because … CONCLUDING: These phrases are used when finishing a meeting or bussiness conversation as a form of conclusion. I think you’ve covered everything. Let’s just confirm the details, then. Have I left anything out? William Ury, author of "Getting to Yes," offers an elegant, simple (but not easy) way to create agreement in even the most difficult situations -- from family conflict to, perhaps, the Middle East. Some challenges that can cause collaboration and negotiation to be difficult within groups and/or organizations, is the struggle of power and ongoing conflict. These will be touched on in our next module. References Collaboration citation will go here... Overview Business expressions for making negotiations. Subject: Business and Communication Material Type: Lesson Author: Rocio Ramos Date Added: 12/14/2017 License: Creative Commons Attribution Non-Commercial No Derivatives Power/Conflict and Hidden Power \| "File:Thoughts, feelings and behaviour.svg" by Si Brown is licensed under CC BY-SA 4.0 \| Introduction Power is a popular topic because it is something that is very easily misused. Power can be earned in a promotion within the organization or just a reflection of knowledge. There is nothing wrong with using your power appropriately. People can sometimes link power with evil or being corrupt, but it is a fact of organizational life. When it comes to leadership it can be used to benefit others or to constrain them. Six Type of Power Legitimate Power: This can also be called positional power. This is the power individuals have from obtaining their role and status within an organization. Referent Power: This power comes from the ability of individuals to attract other and to help build loyalty. It is based on the personality and interpersonal skills of the power holder. Expert Power: This draws from a person’s knowledge and skills and is very strong when an organization has a need for them. Reward Power: This comes from the ability to confer valued material rewards or create other positive incentives. This can include things such as promotions, increases in pay or extra time off. Coercive Power: This is the treat and application of sanctions and other negative consequences. This can include direct punishment and relies on fear. Information Power: This power comes from the access to facts and knowledge that others find useful or helpful. This can sometimes be used to build credibility and rational persuasion. All of these sources of power can be used individually or can be combined to achieve the end goal. The more sources of power that one has access to, the greater the overall power to get things done. These types of power vary depending on the person trying to use them. Depending on your style it can be different. Interpersonally oriented people may use softer tactics whereas extroverts tend to use more of a variety of tactics. To be able to better manage power conflict, we will address the specific power dyamics that makes up a leader and members on a team and/or in an organization, in the next module. "References BUS403: Negotiations and Conflict Management" is licensed under CC BY 3.0 Power Dynamics Power DynamicsWhen you search power dynamics the term comes back with very broad results. In this section I will focus on the power dynamic of leaders and also within a group or team. I will also touch on cultural power dynamics of groups and how to successfully and effectively work in a group with others of different backgrounds.. A "power dynamic" is the way different people or different groups of people interact with each other and where one of these sides is more powerful than the other one. Definition work team. The definition of an effective work team in this ProfEd is as follows: “A team consisting of three or more people who collectively work towards a common goal through coordinated efforts. Their complementing skills lead to a team performance that is better than the sum of their individual input.” Note that a work team is not the same as a work group: work groups do not have a common goal and do not aim for synergy. Workers in a work group are individually accountable for their performance and their goal is to exchange information https://www.oercommons.org/courses/key-skill-assessment-unit-working-with-othersWorking effectively with other people in a group or a team is a skill valued highly by community and educational organisations, as well as employers. Working in a group is about communicating effectively, contributing ideas, listening and receiving feedback, and leading or following as appropriate. Developing your skills means thinking about and planning the tasks the group needs to do, negotiating with others to develop shared goals and purpose, collaborating to achieve agreed results and then reviewing the approach. Leadership is all about power dynamics. As a matter of fact, it’s power dynamics that differentiate between great leaders, and poor ones. Poor leaders solely rely on rank and formal authority (hard power, or “power over”), while better leaders acquire power by virtue of their personality and people’s skills, making others want to follow them (“power through”). Great leaders would acquire social status within groups even if they had no rank and formal power over others. Now that we've covered power dynamics, we can expand further in the next module on how these can be implemented more effectively within group dynamics and leadership roles in a group and/or organization. https://thepowermoves.com/power-dynamics/ References:"11 Practical Steps Towards Healthy Power Dynamics at Work" is licensed under CC BY-NC-SA 4.0 "Key Skill Assessment Unit: Working With Others" is licensed under CC BY-NC-SA 4.0"Influencing Stakeholders: Dealing with Power and Dynamics in Teams and Networks" is licensed under CC BY 4.0 "Dynamic Customer Journey: How conversation is changing the way people and brands interact" by stefanomaggi is licensed under CC BY-ND 2.0 \| LEADERSHIP AND GROUP DYNAMICS Leadership and Group Dynamics Understanding management means understanding people. What motivates us to engage deeply and perform powerfully at work? How do we inspire that in teams? What are the best ways to organize ourselves to exploit opportunities and solve problems? These are critical questions for all leaders who share the goal of thriving in a global, digital, fast-paced future. There are countless ways we can approach those topics, and diverse perspectives to consider—as is evident from the thousands of management manuals, podcasts, executive seminars and more. For example, among the TED Talks included in Leading Wisely, Itay Talgam shares a lyrical metaphor on the style of the great conductors, while Clay Shirky delivers a statistical deconstruction of the power of informal networks. It's precisely this enormous scope and variety that defines the reality of modern management and which makes it so fascinating, and so vital. Modern thinking on management — from teaching and research inside universities to the way the world's most revered businesses organize themselves — has continuously evolved throughout the 20th and early 21st century. What's more, the pace of this evolution is increasing: the TED Talks in this collection cover a number of topics that didn't even exist ten years ago! This means successful managers must learn quickly, forecast trends and execute wisely. Division of labor and beyond: Management theory is born Industrialization shaped the work of the first management theorists in the US and Europe, where efforts to perfect new production processes gave management a practical focus and scientific method. Mining engineer Henri Fayol was one of the first to set out clear principles of management, which were formed through experiences organizing labor and machinery to extract coal in the most cost-efficient way. In the early decades of the 20th century Fayol identified six core principles of management: forecasting, planning, organizing, commanding, coordinating, and controlling. A century later, these key principles still shape our ideas about management, even though we may implement them in more sophisticated ways. In Fayol's time, managers enacted these six principles through authority and discipline, and the regimentation of that approach created as many problems as it did advantages. For example, perfecting production techniques through the division of labor involved a systematic breaking-down of production into repetitive, individual tasks, or 'piece work'. This formed the foundation of a new mass-production economy and significantly improved the standard of living for many workers and consumers--but the work was often tedious and didn't draw upon the worker's ideas or abilities in any meaningful way. Fayol's contemporary, Henry Ford, provides the most famous example. In his quest to mass-produce an affordable automobile, Ford identified 84 specific steps required to assemble the Model T and hired Frederick Taylor, the creator of "scientific management," to conduct time and motion studies on the factory floor. In this way, Ford reasoned, he would know exactly how long it should take his workers to complete each of the 84 steps, and he could direct the exact motions each worker should use so that the assembly proceeded with maximum efficiency. Ford also reasoned that he could reduce the time spent on each task if his workers didn't have to move from one assembly to the next. So in 1913, inspired by a grain mill conveyor belt he'd seen, Ford introduced the first moving assembly line for factory production. Only a year later, Ford surprised everyone when he announced that he would double wages and reduce working hours at his Detroit auto plant. Wall Street investors were dismayed. Media around the world reported Ford's announcement as a philanthropic gesture, or speculated that Ford was trying to create a bigger market for his Model T by creating a new middle-class American workforce. The reality? Ford realized he could lower turnover, and the costs of recruiting and training new employees, by offering better conditions and pay. Beyond efficiency: Valuing people When he raised wages and shortened the work day, Ford signaled that employee satisfaction was an essential element of successful management. There was a growing appetite to understand workers in this context and, more than that, to take a sociological or even anthropological viewpoint. Although sociologists like Emile Durkheim had begun this work in the late 19th century, the backlash against division of labor gained momentum in the 1920s and '30s, when the horrors of the First World War fueled disillusionment with wide-scale mechanization. Many felt that workers were treated as machinery measured by volume of production alone. In contrast, Elton Mayo highlighted the importance of social ties and a sense of belonging in the workplace. In Mayo's view, managers had to acknowledge these needs and listen to their employees, in order to make workers feel valued. Mayo's ideas originated in part from his work at the Hawthorne General Electric Plant in Chicago, where he measured the effect of lighting levels on employees at the plant. Mayo found that simply taking an interest in the activities and opinions of staff produced a motivating effect—though when his work concluded and the plant returned to business as usual, productivity dropped. Although Mayo championed a different kind of dynamic between managers and their subordinates in order to improve conditions and increase output, workers were given no real decision making power. Nevertheless, his work advanced management theory in a significant way, and decades later we can appreciate its influence on the people-oriented, more democratic operation of many modern companies like Semco. Its CEO, TED speaker Ricardo Semler, acknowledges that "it takes a leap of faith about losing control" to reorient a company so that it truly takes care of its people and treats them as its most important asset. An orchestra conductor faces the ultimate leadership challenge: creating perfect harmony without saying a word. In this charming talk, Itay Talgam demonstrates the unique styles of six great 20th-century conductors, illustrating crucial lessons for all leaders. Simon Sinek has a simple but powerful model for inspirational leadership -- starting with a golden circle and the question: "Why?" His examples include Apple, Martin Luther King Jr. and the Wright brothers ... Leadership and Group Dynamics What is Group Dynamics? The term ‘Group Dynamics’ comes from Kurt Lewin's (1948) studies of the impact of groups on members. Groups are given the opportunity to: Build interaction with each other Encourage communication Challenge individuals to take on roles and attributes to better function within the group Allow for personal growth Formal groups are used to organize and distribute work, devise plans, coordinate activities, increase commitment, negotiate, resolve conflicts, and conduct inquests. Group working allows the pooling of people's individual skills and knowledge and helps compensate for individual deficiencies. The study of leadership and power in groups is part of what we call group dynamics. What is Leadership? Leadership is...a relationship between one or more individuals and one or more other individuals within the framework of the social unit called a group. One part of the group is being called leader or leaders, while the other part is comprised of followers. Having the right leader in place is important. A leader impacts the group in many ways. Direction and guidance for the group to achieve goals. Instill confidence in the individual and the team. Can boost individual self-esteem of the group members. Influences how a team member sees the entire group. Leadership is an aspect of group dynamics. Now that we've covered these various aspects necessary for more well-rounded and effective group leadership and power negotiation, we will share some fun interactive activites that you can do to apply what you've learned, in our next module. http://www.oercommons.org/courses/groups-and-teamwork/view Provider:The Open University License:Creative Commons Attribution Non-Commercial Share Alike Images Used: https://tse4.mm.bing.net/th?id=OIP.sB3sC2RTaudC3Ba2gk_A_gAAAA&pid=Api&P=0&w=239&h=154 References "Leadership and Learning" by gcouros is licensed under CC BY-NC-SA 2.0 "Team dynamic needs to be structured in a way to move innovation forward so that everyone is on the same page" by ThinkXinova is licensed under CC BY-NC-ND 2.0 http://www.oercommons.org/courses/groups-and-teamwork/view Provider:The Open University License:Creative Commons Attribution Non-Commercial Share Alike INTERACTIVE ACTIVITIES \| "Social Media Interaction 2014" by david_shankbone is licensed under CC BY 2.0 \| "Notepad with Checkmark" by sepyle86 is marked with CC PDM 1.0 \| TRY OUT THIS COLLABORATION CHECKLIST! CMST&230 Teams! - Click on the link below to take our Collaboration Checklist. Find out how you each believe your group is doing on collaboration with each other. Be honest and provide positive feedback and constructive criticism. These will guide you towards celebrating your successes and opening the opportunity to improve your teamwork! Collaboration Checklist CREATE A LEADERSHIP POSTER PROJECT BELOW! Click on the link below to create a poster project in groups of 3-4 about an assigned historical leader. Students should show knowledge of who this person was (when/where they lived) and several of their leadership accomplishments. Students will present their knowledge to the rest of the class so that they too may learn about a different leader than the one they were assigned. Leaders Making Positive Change [POSTER PROJECT] READ THE ARTICLE BELOW AND DIFFERENTIATE AMONG THE THREE LEVELS. Skip Weisman's "The 3 Levels of High-Performance Leadership Communication"Page For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms. I hope you enjoyed our interactive activities and were apply what you've learned in this entire module.. In our last module, we will provide our summary statement and the key concepts we've learned. References "Collaboration Checklist—Elementary" by Clarity Innovations under Creative Commons Attribution Non-Commercial https://www.oercommons.org/authoring/22855-collaboration-checklist-elementary "Leaders Making Change" by Josie Cornett under Creative Commons Attribution https://www.oercommons.org/authoring/20488-leaders-making-change "The 3 Levels of High-Performance Leadership Communication" by Skip Weisman is in the Public Domain, CC0 SUMMARY STATEMENT AND CONCEPTS \| "Batman v. Superman: Dawn of Justice Review!" by AntMan3001 is licensed under CC BY-SA 2.0 \| "Team-Based Learning" by Laura B. Dahl is licensed under CC BY-NC 2.0 \| Summary Statement by the Screen Team The purpose of this module is to give the reader a basic understanding of the topics covered in this module that relate to Group Leadership and Power negotiations. The module briefly covers the theory of leadership in groups and the types of leaders and reasons leaders emerge from groups. The module also covers power negotiations and tells of power conflict and hidden power and how this can affect the group dynamics and how it effects leadership and collaboration and negotiation. Concept Covered COLLABORATION AND NEGOTIATION LEADERSHIP THEORY, STYLES & TYPES OF LEADERS POWER/CONFLICT AND HIDDEN POWER POWER DYNAMICS LEADERSHIP AND GROUP DYNAMICS INTERACTIVE ACTIVITIES SUMMARY OF STATEMENT	oercommons	2025-03-18T00:34:12.026763	Reading	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/74166/overview", "title": "THE SCREEN TEAM: GROUP LEADERSHIP & POWER NEGOTIATION", "author": "Interactive" }
https://oercommons.org/courseware/lesson/90782/overview	Buse Özdemir OER material Overview .. Not a sound anywhere. It seemed as though he could touch the distant peaks with his finger. The air was so invigorating that it filled him with a desire to run across the unbroken fields of snow and down the endless sloping plain until he had to stop and pant for a breath. Pieter felt a little cold. He put the collar of his shirt up about his neck and with the back of his hand wiped off a drop of ice which shone on his ruddy nose. It was eleven o'clock at night. The moon was concealed by menacing clouds, and the dismal note of the fog-horn seemed to draw itself out over the silent, meditating waters, while—as we imperceptibly drew away from the dock—the shadowy forms of the piers and storage-houses would stealthily approach, become fixed and rigid for an instant, and then would glide rapidly away into the night. After a few minutes a gust of wind warned us that the ship had reached the open sea. The clanking roar of an anchor being lowered and the heavy bumping of railway carriages still came to our ears from Southampton, and then—no further earthly sound whatever unless it was the faint lapping of the tiny waves against the side of the ship. . . .	oercommons	2025-03-18T00:34:12.041360	03/09/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/90782/overview", "title": "Buse Özdemir OER material", "author": "buse özdemir" }
https://oercommons.org/courseware/lesson/123689/overview	Chapter 1 - Reading Chapter 1 - Slides Chapter 2 - Quiz Chapter 2 Reading class_slides-10 class_slides-11 class_slides-12 class_slides-13 class_slides-14 class_slides-15 class_slides-16 class_slides-17 class_slides-18 class_slides-19 class_slides-2 class_slides-20 class_slides-21 class_slides-22 class_slides-23 class_slides-24 class_slides-25 class_slides-26 class_slides-27 class_slides-28 class_slides-29 class_slides-3 class_slides-4 class_slides-5 class_slides-6 class_slides-7 class_slides-8 class_slides-9 Exam 1 Exam2 Exam3 - Final Exam Final Study Guide Homework 1 Homework 2 Homework-3 ProjectAssignment1 Slide 3 Introduction to Computer Networks Overview At its core, a computer network is a collection of interconnected devices—such as computers, servers, printers, and other digital resources—that can communicate and share information, data, and services with one another. These interconnected devices use a combination of hardware (like cables, routers, switches, and wireless access points) and software (operating systems, network protocols, and applications) to facilitate reliable, efficient, and secure data exchange. By establishing a common language and set of rules (protocols) for communication, computer networks create an environment in which information flows seamlessly, often transcending geographic and organizational boundaries. Materials for Computer Networks course All the materials developed for the Computer Networks course are added here. The materials include - Lecuter slides, exams, labs, projects, study guide.	oercommons	2025-03-18T00:34:12.089040	01/10/2025	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/123689/overview", "title": "Introduction to Computer Networks", "author": "Zulkar Nine" }
https://oercommons.org/courseware/lesson/92178/overview	TV- BASED DISTANCE LEARNING Week 1, Quiz 1 Week 2, Quiz 1 Week2, Quiz 2 Week 3, Ok, Ok Online teaching methods Week 4, Ok, Ok Lesson Plan Week 5, New Online Quiz Formulation Week 5, Quiz 1 Week 7, Opene Education Resources Work on Comparing Learning Theories and Notes on CoI MES 6245, ok, Assignments, for DUSANGUMUKIZA Fidele, 221029793, a Student at UR/ C.E Overview The following are the assignments for MEC 6245, ICT Integration in Education for Masters of Education in Science Education Week 1, Assignment 1 Week 1, Assigment 1 Work Explaining the Theories of Teaching- Learning Week 2, Assignment 1 Work on On Online Distance Learning Week 3, Assignments Week 3: Pedagogical models related to integration of ICT in education & Creating an e-portfolio Assignments on Comparison about methods of teaching with online focus Week 4, Assignments Week 4 ICT tools for online/blended learning activities, Teaching- Learning Scenario Week 5, Assignments Week 5 Open Education and Open Access: https://docs.google.com/forms/d/1jtgn5hTdUWwH-sfFD5F3Gfeyu-Zk2nrHdW_mxaiMEaA/edit Week 6, Assignments Week 6, Research on Technology enabled STEM Education, Formulating a Literature Review Week 7, Open Education Resource Week 7, Open Education Resources: https://www.oercommons.org/courseware/lesson/92178/edit	oercommons	2025-03-18T00:34:12.117241	04/22/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/92178/overview", "title": "MES 6245, ok, Assignments, for DUSANGUMUKIZA Fidele, 221029793, a Student at UR/ C.E", "author": "Fidele DUSANGUMUKIZA" }
https://oercommons.org/courseware/lesson/71302/overview	Residues of Complex functions Overview The relation between residues and Laurent's series were explained in detail Residues of Complex function Residues of a complex function plays a major role in evaluating integrals. The correletion between Laurent's series and residues were explained in detail and much care was taken to make it clear about the residues.	oercommons	2025-03-18T00:34:12.133191	08/18/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/71302/overview", "title": "Residues of Complex functions", "author": "Mathu Pritha R" }
https://oercommons.org/courseware/lesson/91893/overview	Peardeck as a Tool to Increase Learner Engagement Overview This OER is an analysis of the Google Slides add-on Peardeck Why did you select this technology for this project? Peardeck is Google Slides add-on that allows educators to seamlessly integrate checks for understanding, retrevial practice, and fromative assessment into their lessons. Peardeck gives each learner an opporutnity to share what they know without the pressures of having to share in front of their peers. Peardeck gives educators the option to question students in real time while presenting content in a Google Slide. I choose to highlight Peardeck for this project because I have seen first hand how effective this add-on is in the learning environment. The ability for educators and learners to recieve immediate feedback allows for the learning process to be conitually adjusted to meet the specific needs of a group individual learner. The use of this tool increased learners engagement during presentations because learners knew their understanding would be checked. The use of Peardeck makes learners active participants during presentations rather than passive participants. Where can I see this being used? Peardeck is being used at K-12 Districts, and Insititutions across the country. I was first introduced to this tool by Scott M. at Hilton HS during my student teaching experience. In Hilton CSD Peardeck is widely used by teachers and students have become acustom to the use of the tool while content is being presented via Google Slides. Teachers at Hilton utilize this tool to create a variety of different checks for understanding that they are able to scatter throughout their Google Slide presentations. The teachers are able to use this feedback immediatly while students are answer the question and can use that feedback to determine if the class is ready to move on or if more instruction is needed. This feedback can also be saved and used for more indepth and individualized feedback on student learning. Teachers at this school also use the peardeck tools ability to assign a grade to a student performance during the presenation of a Peardeck. What are its key features? As previously mentioned, Peardeck allows teachers to ask students questions while moving through Google Slide presentations. One key feature that Peardeck has is that the students can move through the presentation at their own pace (Student Paced Presentation) or the teacher can lead the class (Instructor Paced Presentation) and each student follows along on their own device. The teacher will be prompted to choose what mode they would like to use and this can be seen in the picture below. When creating a Peardeck presentation, Instructors have some choice in the types of questions that they would like to ask their students. Teachers will be able to choose from a total of six different types of questions including text, choice, website, draggable, draw, and numbers. Each one of these types of questions opens up vast amounts of possibilites for educators to get creative and engage their students. The question will automatically be prompted to students as they move through the slide show and the answers will be recorded for the teacher to view. Teachers can save these responses to review at another time. How does it work? - The first intial step that an educator will need to take to use Peardeck is to visit the Google Chrome Store and download the Peardeck add-on by clicking "Add to Chrome." I have included the link here for convience: https://chrome.google.com/webstore/detail/pear-deck/dnloadmamaeibnaadmfdfelflmmnbajd?hl=en. - Once you have downloaded the add on you will need to find or create a presentataion and brainstorm some questions that you may want to add for your students. Now that you have some questions that you want to ask you will find the "Add-on" tab at the top of your Google Slides screen. You will then manouver through the menu until it prompts to click the "Open Peardeck Add-on." - A menu will open on the right side of your screen with the options for the various types of questions that you can ask your students. You are now ready to insert whatever question that you would like into your Google Slide presentation. There is no limit to the amount of questions that you can ask your students. Once you're ready to present you will click the "Start Lesson" button and choose which type of presentation you would like to do, Student-paced or Instructor-paced. A code will appear and students will be able to join your Peardeck! How does it work for educational purposes? The value that Peardeck provides to educators is undeniable. Teachers can use this platform to create interactive and engaging presentations that aim to enage every student in your classroom and get them to participate in the classroom activity. Peardeck specifically serves as a type of formative assessment that provides valuable feedback to educators during the course of a lesson. Peardeck helps teachers to evaluate everyone including students that don't typically participate in the classroom. For example, when I was student teaching I discovered Peardeck and began to employ it in my classroom. In this classroom, just like every other classroom, I had groups of students who didn't actively particpate. What I found when using this tool was these students began to be more engaged and would even be excited to see their answers up on the board. In some instance I had these students asking me to read their answers to provide them with feedback on what they put. Keep in mind just days prior these students were not engaged in the same type of presentation and did not particpate. By mindfully integrating this tool into my presentations I was able to create a better and more effective learning environemnt for my students. What are the future uses and implications of this technology in the context of three education levels: K-12, Higher Ed, Corporate? As technology continues to be integrated into classrooms across the world so will the use of add-ons and edtech tools such as Peardeck. Peardeck allows quick and effective feedback for both educators and learners which was not previously possible with the traditional paper and pen setting. This is the goal of integrating technology into classrooms, enable educators to provide learning opportunites not previously possible without technology. This tool will continue to grow in education and create learning opportunites. There are no limits to what types of presentations or what types of settings that Peardeck can be integrated into. It is easy to use and very straightforward allowing it to be used by even the least tech-savy individuals. This technology will contribute to the transformation of our educational institutions and it is likely that it will weave its way into the corperate educational setting as well. What are the challenges/downsides to using it and what tips can you give users to deal with these? - There are not many downfalls to using Peardeck, but there are a few things to keep in mind when using this add-on. One thing to consider is that every user will need to have a google account to be able to join the Peardeck. This is not an issue in many K-12 schools, but higher ed insititutions and at the corperate level it is not guaranteed that each learner will have an google account. Google accounts are very and easy to create so this isn't a significant barrier. - Another consideration is that there is a paid version of Peardeck, but it is not requried to use the base version of the add-on. There are six total tools that can be used and with the free version of Peardeck you will have access to four out the the six tools. - Lastly a challenge that teachers may face with Peardeck is students working at different paces. When creating questions with Peardeck you will want to consider this and plan for it. My reccomendation is to keep most questions simple checks for understanding with a longer or increasingly difficult question at the end of the presentation. My views on OERs. Open Education Resources (OERs) are a valuable part of the collaborative nature of education. Allowing educators to share content, ideas, and materials in a medium that encompasses thousands of differnet types of resources is a valuable resource. OERs provide immediate and continued access to tons of resources of educators. OERs foster collaboration amoungest educators by allowing them to share materials that can then be adapted, improved, and shared again. OERs are another way that technology is working to push forward and improve our eductional systems.	oercommons	2025-03-18T00:34:12.152942	04/18/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/91893/overview", "title": "Peardeck as a Tool to Increase Learner Engagement", "author": "Andrew Huffman" }
https://oercommons.org/courseware/lesson/89782/overview	Populist Party Platform 1892 Overview “National People’s Party Platform, Adopted at Omaha, Neb., July 4, 1892.” The World Almanac 1893, Press Publishing Company, New York, 1893. Pg. 83-85. Accessed at https://archive.org/details/worldalmanac1893newy/page/82/mode/2up Oct. 25, 2021. This work is in the Public Domain “National People’s Party Platform, Adopted at Omaha, Neb., July 4, 1892.” The World Almanac 1893, Press Publishing Company, New York, 1893. Pg. 83-85. Accessed at https://archive.org/details/worldalmanac1893newy/page/82/mode/2up Oct. 25, 2021. This work is in the Public Domain	oercommons	2025-03-18T00:34:12.170677	Christopher Gilliland	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/89782/overview", "title": "Populist Party Platform 1892", "author": "Susan Jennings" }
https://oercommons.org/courseware/lesson/73698/overview	Political Science Is Defined Overview This is an introductory conversation about defining political science and government. What is Political Science? There is a difference between Political Science and Government. (1) It is nice to think about Political Science being the actors who are involved in making the decisions that have been involved in government. (2) Government is an idea of the institutions that have been created, in which politicians are employed. The Google Slides provides a foundation for understanding the difference between Political Science and Government! It also is helpful in understanding what is Political Science.	oercommons	2025-03-18T00:34:12.182773	10/20/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/73698/overview", "title": "Political Science Is Defined", "author": "Dr. Elizabeth Walker" }
https://oercommons.org/courseware/lesson/117345/overview	Providing Meaningful Feedback to People with Parkinson’s Disease Overview Programs through the Parkinson’s Voice Project are focused on training people with Parkinson’s to speak with intent. Therefore, this research will investigate the following research question: When working with a population of participants who are diagnosed with Parkinson’s disease, how will the clinician ensure that they are providing helpful feedback through the provided curriculum to improve the patient’s intent when talking? Programs through the Parkinson’s Voice Project are focused on training people with Parkinson’s to speak with intent. Therefore, this research will investigate the following research question: When working with a population of participants who are diagnosed with Parkinson’s disease, how will the clinician ensure that they are providing helpful feedback through the provided curriculum to improve the patient’s intent when talking?	oercommons	2025-03-18T00:34:12.200555	06/26/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/117345/overview", "title": "Providing Meaningful Feedback to People with Parkinson’s Disease", "author": "Kayleigh Deisley" }
https://oercommons.org/courseware/lesson/106308/overview	UK Library Resources Overview Access Learning Resources Library Resources •Access Learning Resources •Perlego and EbscoHost Databases •Find print books in the library •Registering with local council library •Avoiding Plagiarism •Harvard Referencing Style •Turnitin Submissions •GDPR and Accessing Library Computers	oercommons	2025-03-18T00:34:12.225243	07/05/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/106308/overview", "title": "UK Library Resources", "author": "Haider Ali" }
https://oercommons.org/courseware/lesson/84165/overview	In Class Activity or Online Discussion: Wife of Bath Literary Quick Take Overview The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement. Literary Quick Takes I use this for group discussion in both online and in-class formats. It is intended to allow students to explore the meaning of the text in relation to themselves and to engage in meaningful discussion with peers. In this discussion, I would like to highlight an important point illuminated by the Wife of Bath, especially in her prologue: there is nothing "wrong" with men. The problematic aspects of the society include the demonization of others, such as misogyny. These elements are highlighted in many of our stories: the Knight learns to respect women's agency, Shahrayar is redeemed, Achilles finds his way back to compassion, and Gilgamesh can accept his mortality. Rather, it is the persistence of destructive and negative methods of denying reality and others' rights to happiness that lead us astray. With that in mind, here is a former Police Special Operations officer Shane Horsburgh on redefining masculinity (please note there is mention of suicide): Horsburgh notes that he created a "false image" and a "false map" or manhood. Alyson shows us a similarly nuanced view of manhood through her five husbands, most notably through her tale. The Knight has a similarly destructive view of women as an object at the beginning of the tale. To be blunt, he rapes a virgin, and this is a reality that we must reckon with: Why does Queen Guinevere not execute the knight, and what might Chaucer indicate about the problematic way some men relate with the world?	oercommons	2025-03-18T00:34:12.238275	07/23/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/84165/overview", "title": "In Class Activity or Online Discussion: Wife of Bath Literary Quick Take", "author": "Robert Ladd" }
https://oercommons.org/courseware/lesson/93163/overview	Syllabus_Geo1_Sp22_online_Commons Geo 1--Physical Geography: Open for Antiracism (OFAR) Overview Phy. Geo. Syllabus Syllabus Course syllabus StoryMap (anti-racist assignment) “Learning is something you do to yourself” -Unknown StoryMap Entry for Chapter 1 Formatting: \| LENGTH: 2 - 3 paragraphs TITLE: have a good descriptive title; a title builds the foundation of your work. CONTENT: One topic from Chapter 1 IMAGE/MAP: include one image/map and caption it \| Useful resources on how to format a reference page: \| ● http://www.citationmachine.net/ ● http://www.easybib.com/ ● http://www.citethisforme.com/ \| StoryMap: \| 1. Pick a topic from Chapter 1 to further explore, have a deeper understanding of, and potentially master the subject. 2. Gather your class assignments and in-class notes on the subject to include in the project as a start point for your StoryMap. 3. View examples of StoryMaps on the ESRI website. https://www.esri.com/en-us/arcgis/products/arcgis-storymaps/stories 4. Visit https://storymaps.arcgis.com/stories to start your account and learn how to create a StoryMap. 5. Research the topic you picked from Chapter 1 and write about your findings as your StoryMap entry. For example: the different types of maps, remote sensing, longitude and latitude system, cartography, GIS, etc. Dive deeper into a topic and do some research to include its history and other interesting information. 6. Include both maps and images of your topic such as hurricanes images and maps of where they occur. Maps and pictures always need a caption. \| Elements to include and consider: \| ● Include your sources (at least one for every chapter entry) and always support your claims. ● Sources: newspaper articles, ESRI’s website, journal articles, books, course eTextbook, etc. Elements to include and consider:● Do not copy and paste information from other sources as your work on this project. \| ESRI Resources: \| ● Getting started with ArcGIS StoryMaps: https://storymaps.arcgis.com/stories/cea22a609a1d4cccb8d54c650b595bc4 ● Tutorials: https://storymaps.arcgis.com/collections/d34681ac0d1a417894a3a3d955c6913f ● Planning and outlining your StoryMap: https://www.esri.com/arcgis-blog/products/arcgis-storymaps/sharing-collaboration/planning-and-outlining-your-story-map-how-to-set-yourself-up-for-success/ \| Submission \| You are submitting a link of your StoryMap to me on this submission box. Make sure your StoryMap is published, otherwise I won't be able to view it. \|	oercommons	2025-03-18T00:34:12.261053	Open for Antiracism Program (OFAR)	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/93163/overview", "title": "Geo 1--Physical Geography: Open for Antiracism (OFAR)", "author": "Nikita Prajapati" }
https://oercommons.org/courseware/lesson/118287/overview	Unveiled Bonds: A Score Script Example Overview This script example outlines a scene between two characters who are close friends dealing with a significant secret. The dialogue includes notations to guide the actors on pacing, rhythm, and emotional intensity, using symbols to indicate different levels of pauses and breaks in the conversation. Unveiled Bonds: A Score Script Example This script example outlines a scene between two characters who are close friends dealing with a significant secret. The dialogue includes notations to guide the actors on pacing, rhythm, and emotional intensity, using symbols to indicate different levels of pauses and breaks in the conversation.	oercommons	2025-03-18T00:34:12.277563	07/23/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/118287/overview", "title": "Unveiled Bonds: A Score Script Example", "author": "Red Rocks CC" }
https://oercommons.org/courseware/lesson/101032/overview	Lecture#3 Obectives of Islamic Study Overview My work is related to how know your world - General knowledge - social studies - geography HI i am new here and i will work on mosst important obectives relating to: - General Knowledge - Islamic Study - Everyday Science - Computer Science - Geography based - Urdu - By using lectuure method & videos	oercommons	2025-03-18T00:34:12.294620	02/15/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/101032/overview", "title": "Obectives of Islamic Study", "author": "Ghulam Nabi" }
https://oercommons.org/courseware/lesson/81342/overview	Macromolecules (basic) Overview Helpful practice/review sheet for comparing and contrasting biological macromolecules and their monomers. Macromolecules - similarities and differences Practice Worksheet: Macromolecules - similarities and differences Introductory Human Biology Course; Introductory Biology Course (non-majors) Guidance on how to use this assignment: This activity provides the opportunity for the students to practice using new terminology that is typically introduced in the second chapter of an undergraduate human biology course or undergraduate introductory biology course. This corresponds with Open Stax- Human Biology OER textbook by Willy Cushwa (Ch 2) https://open.umn.edu/opentextbooks/textbooks/human-biology and OpenStax Concepts of Biology (Ch 2) https://openstax.org/books/concepts-biology/pages/2-3-biological-molecules Instructors could assign this worksheet to be completed as a pre-class assignment to assess understanding before any instruction begins and again as a post-class assignment to see how much they actually learn during instruction. It also could solely be assigned as a post-class assignment to challenge the students to use the new terminology right after the introductory material is covered. Students will typically spend ~5-15 minutes on this assignment. It has been designed to be an ungraded practice assignment. Students do not necessarily have to have been introduced to the material for this assignment to be worthwhile. Learning Objective(s) After completing this assignment, students will be able to: List four main macromolecules in biological systems Define macromolecules, monomers, and polymers Differentiate between different types of macromolecules Assignment material and key: Macromolecules (basic)	oercommons	2025-03-18T00:34:12.308943	Homework/Assignment	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/81342/overview", "title": "Macromolecules (basic)", "author": "Health, Medicine and Nursing" }
https://oercommons.org/courseware/lesson/84148/overview	Outcome Alignment Grid for TBR ENGL1020 Course Outcomes Overview This resource is intended as a model plan for linking course materials to student learning outcomes. These materials were used in planning a 15-week literature-based composition course taught within the TBR system, ENGL1020. The two attachments illustrate how the course assessments and readings are organized to fulfill statewide TBR General Education Outcomes as well as course-specific outcomes for each unit in the course. The course outline also demonstrates one possibility for sequencing course materials into a 15 week semester. The OER Commons file titled "ENGL1020 Literature Based Composition Course Common Cartridge" contains a downloadable online version of this course that can be plugged into any LMS. Course Outcomes This document presents the unit-level student learning outcomes for ENGL1020, which is a literature-based composition course. Unit 1: Short Stories, Folk Tales, Fairy Tales, and Myths In Unit 1, students will learn to: - Identify and explain different literary theories and terms related to short fictional works - Analyze and interpret short stories, folk tales, fairy tales, and myths - Produce a written essay responding to a short fictional work - Develop a thesis statement about a short fictional work - Use textual evidence to support the thesis statement - Apply literary theories and terms to the analysis of short fictional work - Document the use of literary sources in MLA style Unit 2: Drama In Unit 2, students will learn to: - Analyze and interpret works of drama - Identify the different elements of drama in physical and visual texts - Select and integrate research from a secondary source - Document the use of a work of drama in MLA style - Produce a written essay that compares and contrasts two different literary works from two different genres Unit 3: The Novel In Unit 3, students will learn to: - Analyze and interpret a novel from various critical perspectives - Produce a longer critical essay that applies secondary research and literary criticism to argue for an original interpretation of a novel - Document the use of a novel in MLA style Unit 4: Poetry In Unit 4, students will learn to: - Read, analyze, interpret, and explicate poetry - Identify and explain the different elements of poetry in a text - Produce a written explication of a poem - Document the use of poetry in MLA style	oercommons	2025-03-18T00:34:12.339602	Teaching/Learning Strategy	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/84148/overview", "title": "ENGL1020 Course Outcomes", "author": "Literature" }
https://oercommons.org/courseware/lesson/73087/overview	6 Bad Body Language Behaviors to Avoid 7 Body language tips to impress at your next job interview 8 Common interview questions and answers Ace Your Next Job Interview with These Tips dress+for+success How Following Up Can Help You Land the Job How to Make a Resume Website to Get an AWESOME Job (in 2020) How to research a company before a job interview How to tie a tie Job Interview Preparation Job Interview Simulation and Training - Mock Interview Interview Process Training Overview With our tutorial, we want to send everyone into the interview room (or potentially virtual interview room) prepared and confident. You know you have skills and talents to offer to the employer, you know you are the best fit for the position, so now the preparation you complete for that interview will ensure the employer knows it too. We break down the four phases of an interview process: Preparation, What to Wear, How to Present Your Best Self, and How to Follow Up. Introduction Far and away the best prize that life offers is the chance to work hard at work worth doing. —Theodore Roosevelt Pursuit of successful employment and a thriving career are still challenges that many adults face. The hardest part, aside from waiting for the call for an interview, is the interview itself! So many emotions surrounding that eventful day – what to wear, how to be prepared, how to sell yourself without overstating your abilities and talents. With our tutorial, we want to send everyone into the interview room (or potentially virtual interview room) prepared and confident. You know you have skills and talents to offer to the employer, you know you are the best fit for the position, so now the preparation you complete for that interview will ensure the employer knows it too. We break down the four phases of an interview process: Preparation, What to Wear, How to Present Your Best Self, and How to Follow Up. In following this simple outline, you will have the best opportunity to wow your future employer and solidify that you are the best candidate. Regardless of this being your 7th interview or your 37th, we want to provide you with the game plan for how to walk in with confidence. Lesson Objectives Included in this segment you will find resources for preparing yourself for an interview - including what to do to prepare, what to wear on the big day, and what to do immediately following. The segments are broken down as follows: - Researching the Company - How to Present Your Previous Work Credentials - Dressing for the Interview - After the Interview - Final Takeaways Photo by Markus Winkler on Unsplash Research the Company Hired candidates reported spending more time talking about company culture and the functions of the job with their interviewer (63 percent) than did the rejected candidates (47 percent). - SmartRecruiters Always enter an interview with knowledge about the company. You could be their newest employee, after all. Recruiters and interview panel members will be impressed with your knowledge and interest in the position. Employers want to know and feel that you are passionate and confident in your abilities to fit the position and there is no better way to get this across then by showing you know are fimilar with the company's mission, culture, customers and competitors. Learner Activity: Learners will be asked to select a company from Fortune’s 100 best companies to work for in 2020. This company has selected the learner for an interview. How do you prepare? Use this checklist to search the company you selected from Fortune’s list. Examples of your work Prior experience has a 55% chance of influencing the decision, while conversation skills have 49%, knowledge of the industry 41%, and culture fit 35%. - whattobecome.com Now the learners have researched their company and understand the company's mission, goals, customers and competitors. They can use this information to select relevant examples of their work and experiences. Prepare to share these experiences during the interview. What type of experiences should be included? Just like you’re using social media to find out about someone, so are your recruiters looking you up to learn more about you outside your resume. - whattobecome.com Socia media and google searches should be expected from recruiters and the company that is interviewing. Learners can use this to their advantage. Consider creating online portfolio. These online sites can expand on the resume and give examples of the experience the learner collected above. Learner Activity: Watch the resource video "How to Make a Resume Website to Get an AWESOME Job (in 2020)". Dress for the Interview Learners will take the Pre-Assessment. This is a basic pre-assessment to see what the learner already knows about the interview process. . Click here to take the PRE-ASSESSMENT "While your qualifications obviously matter most, your first impression with an employer is also vitally important. In fact, according to the Twin Group, 50% of interviewers think that a candidate can be eliminated for the position due to the way they dressed, acted or walked through the door." "A clean, polished look can be reassuring to prospective employers. Research the organization’s dress code policy and their company culture. Remember that an interview often requires more professional attire than you might wear after being hired." Learners will watch two videos, after each one the learners will discuss what the candidate is wearing and if it is appropriate to wear to an interview. What should the candidate change? Video 1 - Job Interview 1 Video 2 - Job Interview 2 Complete the videos and post at least 2 responses in chat. Business Casual vs. Business Formal Typically, business formal is a matching pants or skirt suit (often a dark color) with a button-down shirt and tie or a blouse. Business casual is more open ended. Think dress pants with a button-down shirt or a pencil skirt or dress pants with a blouse and a cardigan. Discuss the difference between these two types of dress. Why would it be important not to wear jeans to an interview? Answer in second discussion board. Well-chosen accessories (tie, scarf, etc.) can help you stand out and can add a splash of color. If you wear a tie, the knot should be centered under your chin. As for color/pattern, coordinate with the rest of your outfit so that it doesn’t clash. Ties with smaller patterns and darker colors look more authoritative and more conservative. If you plan to wear a skirt or dress, remember that you’ll be sitting for at least part of your interview. We recommend that your skirt be no more than 2 inches above the knee. When dressing for an interview, it best to dress conservatively. Keep in mind that all interviews start with a bang! So make sure you’re ready when you step into the room and impress them from the start. Watch the video below. Learner Activity: look online and create a shopping cart from a store of your choice. Pick what you would wear to your interview and submit for your final assessment. During the Interview Body Language Did you know that your body language speaks to people before you say a single word? How you stand, how you sit, how you cross your arms, how you cross your legs, all tell the interviewer about you. In this section, we will look at some do’s and don’ts of body language during an interview. Here are some researched tips to remember for your next job interview. - Sit up straight and tall all the way back in your seat versus slumping over or slouching. You want to show that you are interested in what the speaker has to say. Research shows that you can lean forward as a way of showing engagement. 2. Eye Contact- Research varies slightly with eye contact; however, the consensus is to not avoid it but look at the direction of the eyes between the eyes, nose and mouth area. 3. Using hand gestures while speaking as another way of showing engagement in the conversation. 4. Nod your head while speaking is another way of showing engagement in the conversation. 5. Lean in during the conversation to show attentiveness and engagement with the interviewer. Interview Questions Now that you are aware of your body language during the interview, lets look at what type of questions to expect during the interview. There are different behavioral interview questions that the interviewer will ask during the interview. The organization asks these questions to see how compatible you are with their company. The questions cover areas of teamwork, time-management, communication, and motivation and values. So be prepared to examples of specific situations that you have been in where you had to use certain skills. One method research shows to assist you with answering these questions is to use the STAR Interview Method. STAR is an acronym which stands for situation, task, action, result. Using this acronym when answering behavioral interview questions is a way of organizing your thoughts while providing a detailed specific answer. Let’s look at what each letter means. S- situation: establish the scene while giving important details of the example. T- task: describe your responsibilities in that situation A- action: explain the actions taken to address the situation R- results: share the outcomes your actions achieved Below is a list of common sample behavioral questions you should be prepared to answer. Teamwork \| Time management skills \| Communication Skills \| Motivation and Values \| After the Interview You’ve just completed the interview. You nailed it! Now what? Something that may seem like a relic from days of yore that you want to be sure to partake of during your interview process is a timely and sincere follow up thank you. Whether it be a quick email or a handwritten note (still acceptable and appropriate, depending on several factors), you want to make sure you don’t overlook this business etiquette must-do. In the fast-paced and virtual world of today, this five minute follow up will help to leave a positive lasting impression. This shows you are sincerely interested, you value your interviewer’s time, and your follow through is on-point. How you dress and how you answer questions (and ask!) during the interview process are critical to convey your superior positioning to fulfill the expectations outlined in the job posting. The final touch, though, is to show the interviewer(s) your interpersonal skills and your emotional intelligence. Employers are looking for candidates with the business acumen to fulfill the daily work requirements, but the other daily requirements of a job that are more understated and not something clearly expressed in a resume are the people skills and soft skills that a candidate brings to the work environment. Even in a virtual working environment, interpersonal relationships are key to any company successes, and creating valuable lasting personal connections is a must. A solid way to convey your social competence is through your thank you follow up. Photo by Aaron Burden on Unsplash Final Takeaways Now that you have prepped for the big day, we want to leave you with some closing thoughts about the process as a whole. While building your foundation for success, it is important to see how each piece of the process is bringing out your best opportunities to showcase your skills. The series of steps we've outlined show you just how important it is to follow through with your whole self as you maneuver through the application and interviewing process. From on the onset of the application process, keep in mind that a prospective employer is looking for the whole candidate to fill their position - someone with the appropriate educational and/or professional experience, as well as someone who has the soft skills to relate with people, work in potential team environments and contribute positively to achieving goals from the company perspective. As you pursue your next career move, know that you have many tools at your disposal to help you feel your best in this exciting endeavor. Photo by Cytonn Photography on Unsplash	oercommons	2025-03-18T00:34:12.401839	Assessment	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/73087/overview", "title": "Interview Process Training", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/100287/overview	Time Management Resource Overview Time management is crucial to college success. The attached template is a tool student can utilize to plan out their time in advance, or to track how they are spending their time. Time Management Resource Attached is a Time Management Excel Worksheet students can utilize to plan their Day, Week, Month as well as a To-Do-List template.	oercommons	2025-03-18T00:34:12.418870	01/27/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/100287/overview", "title": "Time Management Resource", "author": "Margaret Kingori" }
https://oercommons.org/courseware/lesson/128308/overview	Self-Assessment and Review for Human Anatomy (2) Overview This compilation of 'Question and Answer' (Q&A) in the format of 'True or False' (T/F) sentence and 'Single Best Answer Question' (SBAQ), is a quick review and self-assessment for both pre-clinical and clinical students of medical, paramedical, and allied health sciences. TITLE: ORBIT AND OCULAR ADNEXA Q (1) \| The following neurocranium constitutes the bony framework of the orbit EXCEPT the \| \| ANSWER \| A. frontal bone. \| B. temporal bones. \| \| C. sphenoid bone. \| D. ethmoid bone. \| Q (2) \| The viscerocranium that constitutes the bony framework of the orbit are lacrimal bones, maxilla bones, palatine bones, and \| \| ANSWER \| A. nasal bones. \| B. inferior nasal concha bones. \| \| C. vomer bone. \| D. zygomatic bones. \| Q (3) \| Structure(s) that is(are) located above the orbit: \| \| ANSWER \| A. Anterior cranial fossa and frontal sinus \| B. Ethmoid sinuses (or ethmoid air cells) and sphenoid sinus \| \| C. Maxillary sinus \| D. Temporal fossa and middle cranial fossa \| Q (4) \| Structure(s) that is(are) located medial to the orbit: \| \| ANSWER \| A. Anterior cranial fossa and frontal sinus \| B. Ethmoid sinuses (or ethmoid air cells) and sphenoid sinus \| \| C. Maxillary sinus \| D. Temporal fossa and middle cranial fossa \| Q (5) \| Structure(s) that is(are) located below the orbit: \| \| ANSWER \| A. Anterior cranial fossa and frontal sinus \| B. Ethmoid sinuses (or ethmoid air cells) and sphenoid sinus \| \| C. Maxillary sinus \| D. Temporal fossa and middle cranial fossa \| Q (6) \| Structure(s) that is(are) located lateral to the orbit: \| \| ANSWER \| A. Anterior cranial fossa and frontal sinus \| B. Ethmoid sinuses (or ethmoid air cells) and sphenoid sinus \| \| C. Maxillary sinus \| D. Temporal fossa and middle cranial fossa \| Q (7) \| Each orbit has a base, superior wall (or roof), medial wall, inferior wall (or floor), lateral wall, and an apex. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (8) \| The base of the orbit is directed \| \| ANSWER \| A. anterolaterally. \| B. posteromedially. \| Q (9) \| The base of the orbit is marked by the orbital margin (or orbital rim). \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (10) \| The superior orbital (or supraorbital) margin is formed by the \| \| ANSWER \| A. frontal bone. \| B. frontal and maxilla bones. \| \| C. maxilla and zygomatic bones. \| D. zygomatic and frontal bones. \| Q (11) \| The medial orbital margin is formed by the \| \| ANSWER \| A. frontal bone. \| B. frontal and maxilla bones. \| \| C. maxilla and zygomatic bones. \| D. zygomatic and frontal bones. \| Q (12) \| The inferior orbital (or infraorbital) margin is formed by the \| \| ANSWER \| A. frontal bone. \| B. frontal and maxilla bones. \| \| C. maxilla and zygomatic bones. \| D. zygomatic and frontal bones. \| Q (13) \| The lateral orbital margin is formed by the \| \| ANSWER \| A. frontal bone. \| B. frontal and maxilla bones. \| \| C. maxilla and zygomatic bones. \| D. zygomatic and frontal bones. \| Q (14) \| The orbital margin leads back to the orbital wall that is consist of neurocranium only or combination of neurocranium and viscerocranium. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (15) \| The superior wall (or roof) of the orbit is formed by the \| \| ANSWER \| A. frontal and sphenoid bones. \| B. sphenoid, ethmoid, lacrimal, and maxilla bones. \| \| C. maxilla, palatine, and zygomatic bones. \| D. zygomatic and sphenoid bones. \| Q (16) \| The medial wall of the orbit is formed by the \| \| ANSWER \| A. frontal and sphenoid bones. \| B. sphenoid, ethmoid, lacrimal, and maxilla bones. \| \| C. maxilla, palatine, and zygomatic bones. \| D. zygomatic and sphenoid bones. \| Q (17) \| The inferior wall (or floor) of the orbit is formed by the \| \| ANSWER \| A. frontal and sphenoid bones. \| B. sphenoid, ethmoid, lacrimal, and maxilla bones. \| \| C. maxilla, palatine, and zygomatic bones. \| D. zygomatic and sphenoid bones. \| Q (18) \| The lateral wall of the orbit is formed by the \| \| ANSWER \| A. frontal and sphenoid bones. \| B. sphenoid, ethmoid, lacrimal, and maxilla bones. \| \| C. maxilla, palatine, and zygomatic bones. \| D. zygomatic and sphenoid bones. \| Q (19) \| Feature(s) that is(are) related to the superior wall (or roof) of the orbit: \| \| ANSWER \| A. Trochlear fovea (or notch, spine) and fossa for lacrimal gland \| B. Fossa for lacrimal sac and lacrimal groove (or sulcus) \| \| C. Infraorbital groove and canal \| D. Whitnall’s tubercle \| Q (20) \| Feature(s) that is(are) related to the medial wall of the orbit: \| \| ANSWER \| A. Trochlear fovea (or notch, spine) and fossa for lacrimal gland \| B. Fossa for lacrimal sac and lacrimal groove (or sulcus) \| \| C. Infraorbital groove and canal \| D. Whitnall’s tubercle \| Q (21) \| Feature(s) that is(are) related to the inferior wall (or floor) of the orbit: \| \| ANSWER \| A. Trochlear fovea (or notch, spine) and fossa for lacrimal gland \| B. Fossa for lacrimal sac and lacrimal groove (or sulcus) \| \| C. Infraorbital groove and canal \| D. Whitnall’s tubercle \| Q (22) \| Feature(s) that is(are) related to the lateral wall of the orbit: \| \| ANSWER \| A. Trochlear fovea (or notch, spine) and fossa for lacrimal gland \| B. Fossa for lacrimal sac and lacrimal groove (or sulcus) \| \| C. Infraorbital groove and canal \| D. Whitnall’s tubercle \| Q (23) \| The thinnest wall of the orbit is the \| \| ANSWER \| A. superior wall (or roof). \| B. medial wall. \| \| C. inferior wall (or floor). \| D. lateral wall. \| Q (24) \| The thickest and the strongest wall of the orbit is the \| \| ANSWER \| A. superior wall (or roof). \| B. medial wall. \| \| C. inferior wall (or floor). \| D. lateral wall. \| Q (25) \| The apex of the orbit is directed \| \| ANSWER \| A. anterolaterally. \| B. posteromedially. \| Q (26) \| The large anterior opening of the orbit bordered by a bone edge is called the orbital opening (or orbital aditus). \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (27) \| The following are posterior openings in the orbital cavity EXCEPT the \| \| ANSWER \| A. superior orbital fissure. \| B. inferior orbital fissure. \| \| C. optic canal. \| D. nasolacrimal canal. \| Q (28) \| The orbital opening (or orbital aditus) is related to the \| \| ANSWER \| A. base of the orbit. \| B. apex of the orbit. \| Q (29) \| The optic canal is related to the \| \| ANSWER \| A. base of the orbit. \| B. apex of the orbit. \| Q (30) \| The superior orbital fissure which is located in between the lateral wall and the roof of the orbit, opens into the \| \| ANSWER \| A. middle cranial fossa. \| B. pterygopalatine and infratemporal fossae. \| Q (31) \| The inferior orbital fissure which is located in between the lateral wall and the floor of the orbit, opens into the \| \| ANSWER \| A. middle cranial fossa. \| B. pterygopalatine and infratemporal fossae. \| Q (32) \| Two small openings in the medial wall of the orbit are the \| \| ANSWER \| A. anterior and posterior ethmoidal foramina. \| B. zygomaticotemporal and zygomaticofacial foramina. \| Q (33) \| Two small openings in the lateral wall of the orbit are the \| \| ANSWER \| A. anterior and posterior ethmoidal foramina. \| B. zygomaticotemporal and zygomaticofacial foramina. \| Q (34) \| The supraorbital foramen (or notch) is located in the \| \| ANSWER \| A. frontal bone. \| B. maxilla bone. \| Q (35) \| The infraorbital foramen is located in the \| \| ANSWER \| A. frontal bone. \| B. maxilla bone. \| Q (36) \| The orbit is lined with the periorbita which is the periosteum of the orbit. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (37) \| The periorbita is continuous at the optic canal and the superior orbital fissure with the \| \| ANSWER \| A. periosteal layer of the dura mater. \| B. pericranium. \| Q (38) \| The periorbita is continuous over the orbital margins and through the inferior orbital fissure with the \| \| ANSWER \| A. periosteal layer of the dura mater. \| B. pericranium. \| Q (39) \| The periorbita is continuous with the \| \| ANSWER \| A. fascial sheaths of the extra-ocular muscles. \| B. fascial sheath of the eyeball (or fascia bulbi, Tenon’s capsule). \| \| C. orbital septa. \| D. all of the above answers \| Q (40) \| The fascial sheath of the eyeball (or fascia bulbi, Tenon’s capsule) separates the eyeball from the orbital fat. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (41) \| From superficial to deep, the layers of the eyelids (or palpebrae) are the skin, \| \| ANSWER \| A. loose connective tissue, palpebral part of orbicularis oculi, tarsal plates with orbital septum, and palpebral part of conjunctiva. \| B. palpebral part of orbicularis oculi, tarsal plates with orbital septum, palpebral part of conjunctiva, and loose connective tissue. \| \| C. tarsal plates with orbital septum, palpebral part of conjunctiva, loose connective tissue, and palpebral part of orbicularis oculi. \| D. palpebral part of conjunctiva, loose connective tissue, palpebral part of orbicularis oculi, and tarsal plates with orbital septum. \| Q (42) \| The upper eyelid is larger and more mobile than the lower eyelid. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (43) \| The upper eyelid contains the aponeurosis of levator palpebrae superioris. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (44) \| The palpebral fissure is a transverse opening that lies between the free margins of the upper and lower eyelids, which join at their extremities (termed canthi or palpebral commissures). \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (45) \| The medial canthus or the inner canthus is also called the \| \| ANSWER \| A. nasal canthus. \| B. temporal canthus. \| Q (46) \| The lateral canthus or the outer canthus is also called the \| \| ANSWER \| A. nasal canthus. \| B. temporal canthus. \| Q (47) \| The medial canthus is separated from the eyeball by the lacrimal lake which contains the lacrimal caruncle. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (48) \| The upper eyelashes are longer and more numerous than the lower eyelashes. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (49) \| The superior and inferior tarsal plates (or tarsi) are dense fibrous tissue that are related to both upper and lower eyelids that provide support and determine eyelid form. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (50) \| The superior tarsus is larger than the inferior tarsus. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (51) \| The following ligament(s) is(are) located in the eyelids: \| \| ANSWER \| A. Medial and palpebral ligaments (or canthal ligaments) \| B. Medial and lateral check ligaments (or Mauchart’s ligaments) \| \| C. Suspensory ligament of the eye (or Lockwood’s ligament) \| D. Suspensory ligament of the lacrimal gland (or Whitnall’s ligament) \| Q (52) \| The suspensory ligament of the lens is also called the ciliary zonule (of Zinn). \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (53) \| Apart from the suspensory ligament of the eye (or Lockwood’s ligament), the following are structures which are also attached to the Whitnall’s tubercle EXCEPT the \| \| ANSWER \| A. lateral horn of the levator aponeurosis. \| B. lateral canthal tendon. \| \| C. check ligament of the lateral rectus muscle. \| D. check ligament of the medial rectus muscle. \| Q (54) \| Feature(s) that is(are) related to the conjunctiva: \| \| ANSWER \| A. Palpebral and bulbar parts \| B. Superior and inferior fornices \| \| C. Conjunctival sac \| D. All of the above answers \| Q (55) \| The following are regions that are related to the palpebral part of conjunctiva: \| \| ANSWER \| A. Marginal, tarsal, and orbital \| B. Bulbar and limbal \| Q (56) \| The following are regions that are related to the bulbar part of conjunctiva: \| \| ANSWER \| A. Marginal, tarsal, and orbital \| B. Bulbar and limbal \| Q (57) \| The following are the voluntary muscles in the orbit: \| \| ANSWER \| A. Levator palpebrae superioris, superior rectus, medial rectus, inferior rectus, lateral rectus, superior oblique, and inferior oblique \| B. Superior tarsal, inferior tarsal, and orbitalis \| \| C. Ciliary muscle (or ciliaris), pupillary sphincter muscle (or sphincter pupillae), and pupillary dilator muscle (or dilator pupillae) \| \| Q (58) \| The following are the involuntary muscles in the orbit: \| \| ANSWER \| A. Levator palpebrae superioris, superior rectus, medial rectus, inferior rectus, lateral rectus, superior oblique, and inferior oblique \| B. Superior tarsal, inferior tarsal, and orbitalis \| \| C. Ciliary muscle (or ciliaris), pupillary sphincter muscle (or sphincter pupillae), and pupillary dilator muscle (or dilator pupillae) \| \| Q (59) \| The following are the involuntary muscles within the eyeball (or intrinsic ocular muscles, intra-ocular muscles): \| \| ANSWER \| A. Levator palpebrae superioris, superior rectus, medial rectus, inferior rectus, lateral rectus, superior oblique, and inferior oblique \| B. Superior tarsal, inferior tarsal, and orbitalis \| \| C. Ciliary muscle (or ciliaris), pupillary sphincter muscle (or sphincter pupillae), and pupillary dilator muscle (or dilator pupillae) \| \| Q (60) \| The following are considered the eyelid muscles: \| \| ANSWER \| A. Palpebral part of orbicularis oculi \| B. Levator palpebrae superioris \| \| C. Superior tarsal (or Muller’s muscle) \| D. All of the above answers \| Q (61) \| The following are the voluntary extra-ocular muscles that move the eyeball: \| \| ANSWER \| A. Superior rectus, medial rectus, inferior rectus, lateral rectus, superior oblique, and inferior oblique \| B. Superior tarsal, inferior tarsal, and orbitalis \| \| C. Ciliary muscle (or ciliaris), pupillary sphincter muscle (or sphincter pupillae), and pupillary dilator muscle (or dilator pupillae) \| \| Q (62) \| The action of the medial rectus muscle is \| \| ANSWER \| A. inward movement of the eyeball (or adduction). \| B. outward movement of the eyeball (or abduction). \| Q (63) \| The action of the lateral rectus muscle is \| \| ANSWER \| A. inward movement of the eyeball (or adduction). \| B. outward movement of the eyeball (or abduction). \| Q (64) \| The actions of the superior rectus muscle are \| \| ANSWER \| A. upward movement of the eyeball (or elevation), inward movement of the eyeball (or adduction), and intorsion of the eyeball (or medial rotation). \| B. downward movement of the eyeball (or depression), inward movement of the eyeball (or adduction), and extorsion of the eyeball (or lateral rotation). \| \| C. downward movement of the eyeball (or depression), outward movement of the eyeball (or abduction), and intorsion of the eyeball (or medial rotation). \| D. upward movement of the eyeball (or elevation), outward movement of the eyeball (or abduction), and extorsion of the eyeball (or lateral rotation). \| Q (65) \| The actions of the inferior rectus muscle are \| \| ANSWER \| A. upward movement of the eyeball (or elevation), inward movement of the eyeball (or adduction), and intorsion of the eyeball (or medial rotation). \| B. downward movement of the eyeball (or depression), inward movement of the eyeball (or adduction), and extorsion of the eyeball (or lateral rotation). \| \| C. downward movement of the eyeball (or depression), outward movement of the eyeball (or abduction), and intorsion of the eyeball (or medial rotation). \| D. upward movement of the eyeball (or elevation), outward movement of the eyeball (or abduction), and extorsion of the eyeball (or lateral rotation). \| Q (66) \| The actions of the superior oblique muscle are \| \| ANSWER \| A. upward movement of the eyeball (or elevation), inward movement of the eyeball (or adduction), and intorsion of the eyeball (or medial rotation). \| B. downward movement of the eyeball (or depression), inward movement of the eyeball (or adduction), and extorsion of the eyeball (or lateral rotation). \| \| C. downward movement of the eyeball (or depression), outward movement of the eyeball (or abduction), and intorsion of the eyeball (or medial rotation). \| D. upward movement of the eyeball (or elevation), outward movement of the eyeball (or abduction), and extorsion of the eyeball (or lateral rotation). \| Q (67) \| The actions of the inferior oblique muscle are \| \| ANSWER \| A. upward movement of the eyeball (or elevation), inward movement of the eyeball (or adduction), and intorsion of the eyeball (or medial rotation). \| B. downward movement of the eyeball (or depression), inward movement of the eyeball (or adduction), and extorsion of the eyeball (or lateral rotation). \| \| C. downward movement of the eyeball (or depression), outward movement of the eyeball (or abduction), and intorsion of the eyeball (or medial rotation). \| D. upward movement of the eyeball (or elevation), outward movement of the eyeball (or abduction), and extorsion of the eyeball (or lateral rotation). \| Q (68) \| A common tendinous ring \| \| ANSWER \| A. is located at the apex of the orbit. \| B. surrounds the optic canal and part of the superior orbital fissure. \| \| C. serves as the origin for the four (4) of the extra-ocular (recti) muscles. \| D. all of the above answers \| Q (69) \| The following are glands that are related to the eyelids: \| \| ANSWER \| A. Glands of Zeis (modified sebaceous glands associated with the cilia) \| B. Glands of Moll (modified sweat glands) \| \| C. Meibomian (or tarsal) glands \| D. All of the above answers \| Q (70) \| The main lacrimal gland which is lobulated and tubulo-acinar form has a large orbital part and a small palpebral part. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (71) \| The large orbital part of the main lacrimal gland occupies the \| \| ANSWER \| A. anterolateral roof of the orbit. \| B. lateral part of the superior conjunctival fornix. \| Q (72) \| The small palpebral part of the main lacrimal gland occupies the \| \| ANSWER \| A. anterolateral roof of the orbit. \| B. lateral part of the superior conjunctival fornix. \| Q (73) \| The accessory lacrimal glands (glands of Krause and Wolfring) occur in or near the superior conjunctival fornix. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (74) \| The accessory lacrimal glands are more numerous in the \| \| ANSWER \| A. upper eyelid. \| B. lower eyelid. \| Q (75) \| In sequence, the lacrimal apparatus and tear drainage system consists of the lacrimal gland and its excretory ducts, conjunctival sac, lacrimal puncta, lacrimal canaliculi, lacrimal sac, and the nasolacrimal duct. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (76) \| The lacrimal canaliculi are lined by \| \| ANSWER \| A. stratified squamous epithelium. \| B. stratified cuboidal epithelium. \| Q (77) \| The eyeball is also called the bulbus oculi. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (78) \| The coats (or tunics) of the eyeball are the \| \| ANSWER \| A. outer fibrous coat. \| B. middle vascular coat. \| \| C. inner neural coat. \| D. all of the above answers \| Q (79) \| The outer fibrous coat of the eyeball consists of the \| \| ANSWER \| A. sclera and cornea. \| B. choroid, ciliary body, and iris. \| \| C. retina. \| \| Q (80) \| The middle vascular coat of the eyeball consists of the \| \| ANSWER \| A. sclera and cornea. \| B. choroid, ciliary body, and iris. \| \| C. retina. \| \| Q (81) \| The inner neural coat of the eyeball is consists of the \| \| ANSWER \| A. sclera and cornea. \| B. choroid, ciliary body, and iris. \| \| C. retina. \| \| Q (82) \| Regarding the outer fibrous coat of the eyeball, the features of white, opaque, and posterior 5/6 are related to the \| \| ANSWER \| A. sclera. \| B. cornea. \| Q (83) \| Regarding the outer fibrous coat of the eyeball, the features of transparent and anterior 1/6 are related to the \| \| ANSWER \| A. sclera. \| B. cornea. \| Q (84) \| The circular posterior area of sclera (or lamina cribrosa sclerae) is perforated by the fibres of the optic nerve, ciliary arteries and nerves, and their associated veins, the venae vorticosae. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (85) \| The sclera is separated from the fascial sheath of the eyeball (or fascia bulbi, Tenon’s capsule) by the episcleral space. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (86) \| From superficial to deep, the five (5) layers of the cornea are the noncornified stratified squamous epithelial layer directly continuous with the conjunctiva, \| \| ANSWER \| A. anterior limiting lamina (or Bowman’s membrane), connective tissue stroma (or substantia propria), posterior limiting lamina (or Descemet’s membrane), and posterior epithelium (or endothelium). \| B. connective tissue stroma (or substantia propria), posterior limiting lamina (or Descemet’s membrane), posterior epithelium (or endothelium), and anterior limiting lamina (or Bowman’s membrane). \| \| C. posterior limiting lamina (or Descemet’s membrane), posterior epithelium (or endothelium), anterior limiting lamina (or Bowman’s membrane), and connective tissue stroma (or substantia propria). \| D. posterior epithelium (or endothelium), anterior limiting lamina (or Bowman’s membrane), connective tissue stroma (or substantia propria), and posterior limiting lamina (or Descemet’s membrane). \| Q (87) \| The corneoscleral junction (or limbus) contains the canal of Schlemm (or sinus venosus sclerae). \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (88) \| The middle vascular coat of the eyeball is also called the uvea or uveal tract. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (89) \| The following are the feature(s) of the choroid: \| \| ANSWER \| A. Dark reddish-brown membrane \| B. Posterior 2/3 of middle vascular coat \| \| C. Firmly attached to retina, but easily stripped from sclera \| D. All of the above answers \| Q (90) \| From external to internal, the four (4) layers of the choroid that can be identified in transverse section are the \| \| ANSWER \| A. suprachoroid, vascular stroma, choriocapillaris, and lamina vitrea (or Bruch’s membrane). \| B. vascular stroma, choriocapillaris, lamina vitrea (or Bruch’s membrane), and suprachoroid. \| \| C. choriocapillaris, lamina vitrea (or Bruch’s membrane), suprachoroid, and vascular stroma. \| D. lamina vitrea (or Bruch’s membrane), suprachoroid, vascular stroma, and choriocapillaris. \| Q (91) \| The ciliary body is continuous and in between the choroid and the iris, in which the choroid (behind) and the iris (in front). \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (92) \| The ciliary body consists of the \| \| ANSWER \| A. ciliary ring. \| B. ciliary processes. \| \| C. ciliary muscle. \| D. all of the above answers \| Q (93) \| From external to internal, the four (4) layers of the ciliary body that can be identified in cross section are the \| \| ANSWER \| A. supraciliary layer, ciliary muscle, ciliary stroma, and ciliary epithelium. \| B. ciliary muscle, ciliary stroma, ciliary epithelium, and supraciliary layer. \| \| C. ciliary stroma, ciliary epithelium, supraciliary layer, and ciliary muscle. \| D. ciliary epithelium, supraciliary layer, ciliary muscle, and ciliary stroma. \| Q (94) \| Meridionally, the ciliary body can be divided into the posterior smooth pars plana (or orbiculus ciliaris) and the anterior ridged pars plicata (corona ciliaris). \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (95) \| The part of the ciliary body lies adjacent to the ora serrata: \| \| ANSWER \| A. Pars plana \| B. Pars plicata \| Q (96) \| The ciliary body provides attachment for the lens through the suspensory ligaments of the lens (or ciliary zonule of Zinn). \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (97) \| The following is(are) feature(s) of the iris, which is the heavily pigmented coloured part of the eye: \| \| ANSWER \| A. Found between the cornea and lens \| B. Represents the adjustable aperture of the eye which has a central opening, the pupil \| \| C. Attached radially to the ciliary body and cornea by short pectinate ligaments \| D. All of the above answers \| Q (98) \| The eye colour depends on the pigment distribution in the iris, in which in the brown eyes, the pigment is \| \| ANSWER \| A. scattered throughout the iris. \| B. limited to the posterior surface of iris. \| Q (99) \| The eye colour depends on the pigment distribution in the iris, in which in the blue eyes, the pigment is \| \| ANSWER \| A. scattered throughout the iris. \| B. limited to the posterior surface of iris. \| Q (100) \| The following are the iris muscles EXCEPT the \| \| ANSWER \| A. sphincter pupillae. \| B. dilator pupillae. \| \| C. ciliaris. \| \| Q (101) \| The inner neural coat of the eyeball, retina, is divisible into the visual part (or pars optica) and the nonvisual part (or pars ceca). \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (102) \| The ora serrata is the junction point of retina where the pars optica transforms to pars ceca. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (103) \| These parts are related to the pars optica: \| \| ANSWER \| A. Pars pigmentosa and pars nervosa \| B. Pars ciliaris and pars iridica \| Q (104) \| These parts are related to the pars ceca: \| \| ANSWER \| A. Pars pigmentosa and pars nervosa \| B. Pars ciliaris and pars iridica \| Q (105) \| Pars optica consists of the following: \| \| ANSWER \| A. Optic disc (or blind spot) \| B. Macula lutea (or yellow spot, area lateral to the optic disc) \| \| C. Fovea centralis (central depressed area in the macula lutea) \| D. All of the above answers \| Q (106) \| The ten (10) retinal layers are distinguished from outside inwards: \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (107) \| The following are the cells of the retina: \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (108) \| The refractive media of the eye consists of the cornea, \| \| ANSWER \| A. aqueous humour. \| B. lens. \| \| C. vitreous humour (or vitreous body). \| D. all of the above answers \| Q (109) \| The eye is divided into the anterior and posterior segments. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (110) \| In the anterior segment of the eye, there are anterior and posterior chambers of the eye. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (111) \| The anterior chamber of the eye is between the \| \| ANSWER \| A. cornea and iris. \| B. iris and lens. \| Q (112) \| The posterior chamber of the eye is between the \| \| ANSWER \| A. cornea and iris. \| B. iris and lens. \| Q (113) \| The posterior segment of the eye is also called the vitreous chamber. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (114) \| Aqueous humour is produced by the ciliary epithelium. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (115) \| Aqueous humour passes through the pupil and circulates within the anterior chamber of the eye. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (116) \| Aqueous humour is drained from the eye mainly through the trabecular meshwork into the canal of Schlemm (or sinus venosus sclerae) at the filtration (or iridocorneal) angle. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (117) \| The lens is the transparent biconvex structure that is located between the anterior and posterior segments of the eye. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (118) \| The posterior surface of the lens lies in the hyaloid fossa of the vitreous body. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q (119) \| The following is(are) the structure(s) of the lens: \| \| ANSWER \| A. Lens capsule \| B. Anterior epithelium \| \| C. Lens fibres \| D. All of the above answers \| Q (120) \| The vitreous body is a transparent, jelly-like mass which fills the posterior segment (posterior 4/5) of the eye. \| \| ANSWER \| A. TRUE \| B. FALSE \|	oercommons	2025-03-18T00:34:12.711867	Ahmad Ruzain	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/128308/overview", "title": "Self-Assessment and Review for Human Anatomy (2)", "author": "Assessment" }
https://oercommons.org/courseware/lesson/126311/overview	Self-Assessment and Review for Human Anatomy Overview This compilation of 'Question and Answer' (Q&A) in the format of 'True or False' (T/F) sentence and 'Single Best Answer Question' (SBAQ), is a quick review and self-assessment for both pre-clinical and clinical students of medical, paramedical, and allied health sciences. TITLE: ABDOMINAL WALL, INGUINAL CANAL, AND PERITONEUM Q(01) \| Abdomen is the part of the trunk between the thorax and the pelvis. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(02) \| Abdominal cavity is bounded by the \| \| ANSWER \| A. thoracic diaphragm superiorly and pelvic diaphragm inferiorly. \| B. thoracic diaphragm superiorly and pelvic inlet inferiorly. \| Q(03) \| Select which boundary of the abdominal cavity that is not related to any muscle. \| \| ANSWER \| A. Anterior border \| B. Inferior border \| \| C. Posterior border \| D. Superior border \| Q(04) \| The following structures are associated with the abdominal cavity EXCEPT \| \| ANSWER \| A. abdominal viscera. \| B. lumbar vertebrae. \| \| C. pericardium. \| D. peritoneum. \| Q(05) \| Abdominal cavity is conventionally divided into four quadrants or nine regions. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(06) \| The following vertical lines are associated with either four quadrants or nine regions of the abdominal cavity EXCEPT \| \| ANSWER \| A. midclavicular line. \| B. midsternal line. \| \| C. parasternal line. \| \| Q(07) \| The horizontal plane that is associated with the four quadrants of abdominal cavity is the \| \| ANSWER \| A. subcostal plane. \| B. transpyloric plane. \| \| C. transtubercular plane. \| D. transumbilical plane. \| Q(08) \| The horizontal plane that is associated with the L1 vertebral level is the \| \| ANSWER \| A. subcostal plane. \| B. transpyloric plane. \| \| C. transtubercular plane. \| D. transumbilical plane. \| Q(09) \| The following regions of abdominal cavity are located at the centre EXCEPT the \| \| ANSWER \| A. epigastric region. \| B. hypochondriac region. \| \| C. hypogastric region. \| \| Q(10) \| The following structures are contents in the right upper quadrant of the abdominal cavity EXCEPT the \| \| ANSWER \| A. gallbladder. \| B. head of pancreas. \| \| C. pylorus part of stomach. \| D. spleen. \| Q(11) \| The following structure is a content in the left lower quadrant of the abdominal cavity: \| \| ANSWER \| A. Caecum \| B. ileum \| \| C. Sigmoid colon \| D. Vermiform appendix \| Q(12) \| The following structure is a content in the epigastric region of the abdominal cavity: \| \| ANSWER \| A. Gallbladder \| B. Spleen \| \| C. Stomach \| \| Q(13) \| The following structure is a content in the right inguinal region of the abdominal cavity: \| \| ANSWER \| A. Rectum \| B. Sigmoid colon \| \| C. Vermiform appendix \| \| Q(14) \| The abdominal wall can be subdivided into the anterolateral abdominal wall and the posterior abdominal wall. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(15) \| The anterolateral abdominal wall is bounded superiorly by the costal margin and the xiphoid process of the sternum. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(16) \| From superficial to deep, the layers of anterolateral abdominal wall are the skin, subcutaneous tissue, muscles and fascia, \| \| ANSWER \| A. extraperitoneal tissue, transversalis fascia, and parietal peritoneum. \| B. extraperitoneal tissue, parietal peritoneum, and transversalis fascia. \| \| C. transversalis fascia, extraperitoneal tissue, and parietal peritoneum. \| \| Q(17) \| Langer's lines of the skin in the anterolateral abdominal wall runs vertically. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(18) \| Below the level of umbilicus, subcutaneous tissue of anterolateral abdominal wall is further divided into two layers. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(19) \| Superficial fatty layer of superficial fascia is called the \| \| ANSWER \| A. Buck's fascia. \| B. Camper's fascia. \| \| C. Colles' fascia. \| D. Dartos fascia \| Q(20) \| Deep membranous layer of superficial fascia is called the Scarpa's fascia. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(21) \| Scarpa's fascia continues inferiorly into the perineal region as the Colles' fascia. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(22) \| The following are muscles of the anterolateral abdominal wall EXCEPT \| \| ANSWER \| A. external oblique. \| B. internal oblique. \| \| C. quadratus lumborum. \| D. transversus abdominis. \| Q(23) \| Examples of vertical muscles in the anterior abdominal wall are rectus abdominis and pyramidalis. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(24) \| The following structure forms the inguinal ligament: \| \| ANSWER \| A. Lower border of external oblique aponeurosis \| B. Lower border of internal oblique aponeurosis \| \| C. Lower border of transversus abdominis aponeurosis \| \| Q(25) \| The Poupart's ligament is attached to the \| \| ANSWER \| A. anterior superior iliac spine laterally and pubic symphysis medially. \| B. anterior superior iliac spine laterally and pubic tubercle medially. \| Q(26) \| This structure arises from the medial end of inguinal ligament and extends horizontally backwards to the pectineal line: \| \| ANSWER \| A. Cooper's ligament \| B. Gimbernat's ligament \| Q(27) \| Pectineal ligament is continuous with the lacunar ligament and extends laterally along the pecten pubis. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(28) \| Falx inguinalis is made up of the fibres of the aponeuroses of the \| \| ANSWER \| A. external oblique and internal oblique. \| B. internal oblique and transversus abdominis. \| Q(29) \| Lateral to the conjoint tendon, there is interfoveolar ligament. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(30) \| iliopubic tract is a thickened inferior margin of transversalis fascia that runs parallel and deep to inguinal ligament \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(31) \| The neurovascular plane of the abdominal wall lies between the \| \| ANSWER \| A. external oblique and internal oblique muscles. \| B. internal oblique and transversus abdominis muscles. \| Q(32) \| Rectus abdominis is a long-paired strap-like muscle which is separated in the midline by the \| \| ANSWER \| A. linea alba. \| B. linea semicircularis. \| \| C. linea semilunaris. \| \| Q(33) \| White line is a strong midline fibrous structure which is firmly attached to the xiphoid process superiorly and the \| \| ANSWER \| A. pubic symphysis inferiorly. \| B. pubic tubercle inferiorly. \| Q(34) \| Rectus abdominis muscle is wider above and narrows below. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(35) \| When rectus abdominis muscle contracts, its lateral margin forms a curved ridge that can be seen and is termed the \| \| ANSWER \| A. linea alba. \| B. linea semilunaris. \| \| C. linea semicircularis. \| \| Q(36) \| Spigelian line extends from the tip of the ninth costal cartilage to the pubic tubercle. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(37) \| The following are typical locations where the tendinous intersections of rectus abdominis muscle can be found EXCEPT \| \| ANSWER \| A. at the level of the xiphoid process. \| B. at the level of the umbilicus. \| \| C. between the level of the xiphoid process and the level of the umbilicus. \| D. below the level of the umbilicus. \| Q(38) \| Pyramidalis muscle is a small triangular muscle that tenses the linea alba and is supplied by the subcostal nerve. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(39) \| Innervation of flat muscles of anterolateral abdominal wall is by the anterior rami of lower six thoracic spinal nerves. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(40) \| The following nerves are associated with the root value of L1 EXCEPT the \| \| ANSWER \| A. iliohypogastric nerve. \| B. ilioinguinal nerve. \| \| C. subcostal nerve. \| \| Q(41) \| The primary blood vessels of the anterolateral abdominal wall are the superior and inferior epigastric vessels, \| \| ANSWER \| A. superficial and deep circumflex iliac vessels \| B. musculophrenic vessels \| \| C. all of the above answers \| \| Q(42) \| Lymphatic drainage of the anterolateral abdominal wall are through the superficial and deep lymphatic vessels. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(43) \| The skin of the anterior abdominal wall below the umbilicus drains into the \| \| ANSWER \| A. axillary lymph nodes. \| B. superficial inguinal lymph nodes. \| Q(44) \| The muscles of the posterior abdominal wall include the quadratus lumborum, psoas major, psoas minor, and the \| \| ANSWER \| A. erector spinae. \| B. iliacus. \| Q(45) \| Fasciae of the posterior abdominal wall include psoas fascia and thoracolumbar fascia. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(46) \| Thoracolumbar fascia consists of the three layers; anterior, middle and posterior. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(47) \| Rectus sheath is an aponeurotic tendinous sheath enclosing the \| \| ANSWER \| A. external oblique muscle. \| B. internal oblique muscle. \| \| C. rectus abdominis muscle. \| D. transversus abdominis muscle. \| Q(48) \| Rectus sheath has anterior and posterior walls. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(49) \| Anterior wall of rectus sheath is complete, covering the rectus abdominis muscle from end to end. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(50) \| Posterior wall of rectus sheath is incomplete, being deficient above the costal margin and below the arcuate line. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(51) \| Above the level of costal margin, anterior wall of rectus sheath is formed by the aponeurosis of \| \| ANSWER \| A. external oblique muscle. \| B. internal oblique muscle. \| \| C. transversus abdominis muscle. \| \| Q(52) \| Between costal margin and arcuate line, posterior wall of rectus sheath is formed by the fusion of aponeurosis of \| \| ANSWER \| A. external oblique and anterior lamina of internal oblique aponeurosis. \| B. transversus abdominis and posterior lamina of internal oblique aponeurosis. \| Q(53) \| Below the level of arcuate line, anterior wall of rectus sheath is formed by the aponeuroses of all three flat muscles. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(54) \| Contents of the rectus sheath include \| \| ANSWER \| A. superior epigastric vessels \| B. inferior epigastric vessels \| \| C. terminal parts of lower six thoracic nerves \| D. all of the above answers \| Q(55) \| The midline incision is made through the linea alba. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(56) \| The following are names of surgical incision that are being used for appendectomies EXCEPT \| \| ANSWER \| A. Battle incision. \| B. Kocher's incision. \| \| C. Lanz incision. \| D. McBurney incision. \| Q(57) \| McBurney point lies one-third of the distance laterally on a line drawn from the umbilicus to the right anterior superior iliac spine (ASIS). \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(58) \| Subcostal incision is a right upper quadrant incision made for open cholecystectomy. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(59) \| Paramedian incision allows access to lateral structures such as the kidneys, adrenals, and spleen. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(60) \| This surgical incision is the extension of the McBurney incision: \| \| ANSWER \| A. Pfannenstiel incision \| B. Rutherford Morrison incision \| Q(61) \| Pfannenstiel incision commonly used for Caesarean section or abdominal hysterectomy. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(62) \| Inguinal region is the area of junction between the anterior abdominal wall and the anterior aspect of the thigh. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(63) \| Inguinal region or groin extends between the anterior superior iliac spine (ASIS) and the \| \| ANSWER \| A. pubic symphysis. \| B. pubic tubercle. \| Q(64) \| Inguinal region is clinically and anatomically important because \| \| ANSWER \| A. structures exit and enter the abdominal cavity. \| B. exit and entrance pathways for structures are potential sites of herniation. \| \| C. all of the above answers. \| \| Q(65) \| Halfway between the anterior superior iliac spine (ASIS) and the pubic symphysis is the \| \| ANSWER \| A. mid-inguinal point. \| B. midpoint of the inguinal ligament. \| Q(66) \| Halfway between the anterior superior iliac spine (ASIS) and the pubic tubercle is the \| \| ANSWER \| A. mid-inguinal point. \| B. midpoint of the inguinal ligament. \| Q(67) \| The femoral pulse can be palpated at the \| \| ANSWER \| A. mid-inguinal point. \| B. midpoint of the inguinal ligament. \| Q(68) \| The opening to the inguinal canal is located just above this point: \| \| ANSWER \| A. Mid-Inguinal point \| B. Midpoint of the inguinal ligament \| Q(69) \| Inguinal canal is an oblique intermuscular slit in the lower part of the anterior abdominal wall. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(70) \| Inguinal canal is about 4 cm long lying above the medial half of the inguinal ligament. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(71) \| Inguinal canal is directed \| \| ANSWER \| A. downward, forward, and laterally. \| B. downward, forward, and medially. \| Q(72) \| Inguinal canal has two openings and begins at the \| \| ANSWER \| A. deep inguinal ring. \| B. superficial inguinal ring. \| Q(73) \| This inguinal ring lies about 1.25 cm above the midpoint of the inguinal ligament: \| \| ANSWER \| A. Deep inguinal ring \| B. Superficial inguinal ring \| Q(74) \| This inguinal ring is an oval opening in the transversalis fascia: \| \| ANSWER \| A. Deep inguinal ring \| B. Superficial inguinal ring \| Q(75) \| This inguinal ring is a triangular gap in the external oblique aponeurosis and lies superolateral to the pubic tubercle: \| \| ANSWER \| A. Deep inguinal ring \| B. Superficial inguinal ring \| Q(76) \| The following structures form the anterior wall of inguinal canal (in whole extent) EXCEPT \| \| ANSWER \| A. external oblique aponeurosis. \| B. internal oblique muscle fibres. \| \| C. skin. \| D. superficial fascia. \| Q(77) \| The following structure forms the posterior wall of inguinal canal (in whole extent): \| \| ANSWER \| A. Conjoint tendon \| B. Reflected part of the inguinal ligament \| \| C. Transversalis fascia \| \| Q(78) \| The roof of inguinal canal is formed by the lower arched fibres of the \| \| ANSWER \| A. external oblique and internal oblique muscles. \| B. internal oblique and transversus abdominis muscles. \| Q(79) \| The following structure forms the floor of inguinal canal (in whole extent): \| \| ANSWER \| A. Inguinal ligament \| B. Lacunar ligament \| Q(80) \| Spermatic cord in male and round ligament of the uterus in female is present throughout the extent of the inguinal canal. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(81) \| ilioinguinal nerve enter the inguinal canal about midway and leaves at the superficial inguinal ring. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(82) \| This type of inguinal hernia is where the peritoneal sac enters the inguinal canal through the deep inguinal ring: \| \| ANSWER \| A. Direct inguinal hernia \| B. Indirect inguinal hernia \| Q(83) \| This type of inguinal hernia occurs lateral to the inferior epigastric artery: \| \| ANSWER \| A. Direct inguinal hernia \| B. Indirect inguinal hernia \| Q(84) \| This type of inguinal hernia is where the peritoneal sac enters the inguinal canal through its posterior wall: \| \| ANSWER \| A. Direct inguinal hernia \| B. Indirect inguinal hernia \| Q(85) \| This type of inguinal hernia occurs medial to the inferior epigastric artery: \| \| ANSWER \| A. Direct inguinal hernia \| B. Indirect inguinal hernia \| Q(86) \| Indirect inguinal hernia is due to partial or complete patency of processus vaginalis (an invagination of peritoneum). \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(87) \| Direct inguinal hernia is due to weakening in the abdominal musculature. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(88) \| Inguinal triangle is also known as the \| \| ANSWER \| A. Hesselbach's triangle. \| B. medial inguinal fossa. \| \| C. all of the above answers. \| \| Q(89) \| Inguinal triangle is located within the inferomedial aspect of the abdominal wall. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(90) \| Inferior border of the inguinal triangle is formed by the \| \| ANSWER \| A. inferior epigastric vessels. \| B. inguinal ligament. \| \| C. lateral border of the rectus abdominis muscle. \| \| Q(91) \| Medial border of the inguinal triangle is formed by the \| \| ANSWER \| A. inferior epigastric vessels. \| B. inguinal ligament. \| \| C. lateral border of the rectus abdominis muscle. \| \| Q(92) \| Lateral border of the inguinal triangle is formed by the \| \| ANSWER \| A. inferior epigastric vessels. \| B. inguinal ligament. \| \| C. lateral border of the rectus abdominis muscle. \| \| Q(93) \| Abdominal cavity is lined by peritoneum, a continuous serous membrane in which the lining of peritoneum is called the \| \| ANSWER \| A. endothelium. \| B. epithelium. \| \| C. mesothelium. \| \| Q(94) \| Peritoneum consists of two layers that are separated from each other by a potential space called the \| \| ANSWER \| A. pericardial cavity. \| B. peritoneal cavity. \| \| C. pleural cavity. \| \| Q(95) \| This layer of peritoneum lines the internal surface of the abdominopelvic walls: \| \| ANSWER \| A. Parietal layer of peritoneum \| B. Visceral layer of peritoneum \| Q(96) \| This layer of peritoneum is derived from the splanchnopleuric layer of the lateral plate mesoderm: \| \| ANSWER \| A. Parietal layer of peritoneum \| B. Visceral layer of peritoneum \| Q(97) \| This layer of peritoneum is innervated by somatic nerves and therefore is sensitive to pain due to prick and cut: \| \| ANSWER \| A. Parietal layer of peritoneum \| B. Visceral layer of peritoneum \| Q(98) \| Peritoneal folds (peritoneal reflections) are classified into the \| \| ANSWER \| A. omenta. \| B. mesenteries. \| \| C. peritoneal ligaments. \| D. all of the above answers. \| Q(99) \| Greater omentum is a peritoneal fold connecting the stomach with the \| \| ANSWER \| A. liver. \| B. transverse colon. \| Q(100) \| This omentum is double layer of peritoneum that extends from liver to lesser curvature of stomach and 1st part of duodenum \| \| ANSWER \| A. Greater omentum \| B. Lesser omentum \| Q(101) \| This omentum is made up of 4 layers of peritoneum: \| \| ANSWER \| A. Greater omentum \| B. Lesser omentum \| Q(102) \| Greater omentum is derived from \| \| ANSWER \| A. dorsal mesogastrium. \| B. ventral mesogastrium. \| Q(103) \| Lesser omentum is derived from \| \| ANSWER \| A. dorsal mesogastrium. \| B. ventral mesogastrium. \| Q(104) \| Contents of the greater omentum include \| \| ANSWER \| A. adipose tissue. \| B. aggregation of macrophages. \| \| C. right and left gastroepiploic vessels. \| D. all of the above answers. \| Q(105) \| Hepatogastric ligament and hepatoduodenal ligament are associated with the lesser omentum. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(106) \| The following are peritoneal ligaments that are associated with the greater omentum: \| \| ANSWER \| A. Gastrocolic ligament. \| B. Gastrophrenic ligament. \| \| C. Gastrosplenic ligament. \| D. All of the above answers. \| Q(107) \| Midgut and hindgut possess only the dorsal mesentery. \| \| ANSWER \| A. TRUE \| B. FALSE \| Q(108) \| Dorsal mesentery will form the mesentery, mesoappendix, transverse mesocolon, and sigmoid mesocolon. \| \| ANSWER \| A. TRUE \| B. FALSE \|	oercommons	2025-03-18T00:34:13.005146	Ahmad Ruzain	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/126311/overview", "title": "Self-Assessment and Review for Human Anatomy", "author": "Assessment" }
https://oercommons.org/courseware/lesson/71233/overview	Img2_edit3 Overview DNS Author: Lion Kimbro Original from:https://commons.wikimedia.org/wiki/File:Example_of_an_iterative_DNS_resolver.svg Network DNS Author: Lion Kimbro Original from:https://commons.wikimedia.org/wiki/File:Example_of_an_iterative_DNS_resolver.svg	oercommons	2025-03-18T00:34:13.018583	08/16/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/71233/overview", "title": "Img2_edit3", "author": "Marcelo Carvalho" }
https://oercommons.org/courseware/lesson/101026/overview	المنزل الذكي Overview المنزل الذكي البدايه الرئيسيه يهدف الموقع الى معرفة ماهي المنازل الالكترونية وايضا عيوبها ومميزاتها وكم تكلفتها ومكونات المنازل الالكترونية وابرز تقنياتها وايضا معرفة لماذا يعد المنزل الالكتروني هو المستقبل . الموضوعات ماهي المنازل االالكترونية فوائد المنزل الذكي عيوب المنزل الاكترونية ابرز التقنيات التي ستحتاجها في منزلك مميزات المنازل الالكترونية كم يكلف المنزل الاكتروني مكونات المنزل الذكي ما لذي يمكن أن يفعله المنزل لماذا يعد المنزل الذكي هو المستقبل تعريف المنازل الالكترونية : هي المنازل التي يمكن إدارتها باستخدام تطبيقات واجهزة التحكم عن بعد عبر شبكة الانترنت حيث يضم العديد من الانظمة متعددة الوظائف واجهزة المراقبة والمستشعرات ويوفر لمالكيها الراحة والامان بالإضافة الى ترشيد استهلاك الطاقة والسهولة في تأدية المهام . ماهي فوائد المنازل الالكترونية: هو المكان الذي يمكن التحكم في أي مكان فيه بشكل رقمي. جرس الباب, الاضاءة الخاصة بك, أمن منزلك, التدفئة والماء كل شيء يمكنك التحكم فيه ومراقبتها والتحكم بها عن بعد من خلال التكنلوجيا. :مميزات البيت الذكي استهلاك اقل للكهرباء قد يعتقد البعض ان مثل هذه التكنلوجيا قد تحتاج الكثير من الطاقة لتنفيذها ولكن العكس هو الصحيح فهي تعمل على التقليل من استهلاك الكهرباء حياة اكثر راحة- - السلامة والامان- منزل اكثر رفاهية- يساهم في تطور حياة البعض- تكنلوجيا صديقة البيئة- تلفزيونيات ذكية - :مميزات البيت الذكي استهلاك اقل للكهرباء قد يعتقد البعض ان مثل هذه التكنلوجيا قد تحتاج الكثير من الطاقة لتنفيذها ولكن العكس هو الصحيح فهي تعمل على التقليل من استهلاك الكهرباء حياة اكثر راحة- - السلامة والامان- منزل اكثر رفاهية- يساهم في تطور حياة البعض- تكنلوجيا صديقة البيئة- تلفزيونيات ذكية - :مكونات المنزل الذكي البرتوكولz-wave البرالبرتوكول ZigBee تقنيه البلوتوث سماعات جوجل هوه الذكية سماعات امازون ايكو الذكية أدوات مراقبة درجات الحرار ة كمنظم Ecobee3 إقفال الباب الذكية جهاز CURB لمراقبة استهلاك الطاقة ابرز التقنيات التي ستحتاجها في منزلك الاكتروني : الذكاء الاصطناعي التطبيقي ورق الحائط الرقمي الروبوتات الآلية وتكنلوجيا التنظيف المنزلي الذاتي انظمة إدارة الموارد الصديقة للبيئة الاقفال الذكية الاضاءة الذكية التحكم الصوتي بكل منزل ذكي اجهزة مراقبة السلامة والصحة مع اجهزة استشعار الحركة الذكية يمكن الكشف عن التنقل داخل المنزل ويخبر ما اذا كان الناس في المنزل أو من زيارة سابقة او لص . يمكن رعاية الحيوانات الاليفة باستخدام حقول متصلة مع بعضها .يمكن رش الاعشاب والنباتات في أي وقت باستخدام أجهزة التوقيت المتصلة من نحن نحن طلبة قسم التكنولوجيا التعليم والمعلومات مستوى ثالث شعبة معلومات الدفعه العاشره.	oercommons	2025-03-18T00:34:13.070484	02/15/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/101026/overview", "title": "المنزل الذكي", "author": "امة الرحمن الاشوال" }
https://oercommons.org/courseware/lesson/82232/overview	MAPS SKILLS NARRATED SLIDES TOPOGRAPHIC MAPS GEOGRAPHY Overview GEOGRAPHY Geography is the study of human and physical environments. It is a subject that combines topics related to physical and human processes over space and time. Map- is the represetation of the earth on paper Map work is commonly used throughout geographic content, map skills is the ability of working and interpretations of maps. Maps commonly used are othographic maps with ratio of 1:50 000. MAP SKILLS TABLE OF CONTENT Geographical skills and techniques: topographic maps, GIS The composition and structure of the atmosphere Plate tectonics, folding, faulting , volcanoes and earthquakes Population: structure, growth and movement Water resources: water in the world: oceans, flooding, water management CAPS (2012) explained Geography to be the study of human and physical environments. It is a subject that combines topics related to physical and human processes over space and time.Thus below is a video from youtube explaining the overview basiscs of geography that is aligned with the explanation of the CAPS document. Direction, Distance & Scale Map skills comprise of Direction, Distance and Scale , Refer back to the above attachment(resource) in section 1 on the notes of maps skills before engaging with the videos below, they are a bulit up from the notes provided. Test your knowledge- Quiz Quiz- Distance, Scale & Direction Below is a link to the quiz: you can take the quiz as many times as you wish, this is to help you consolodate the key elements of maps for more formal assessment. https://www.educationquizzes.com/gcse/geography/os-maps-scale-distance-and-direction/ INSTRUMENTS USED IN MAP SKILLS Under resources please find the attached narrated power point presentation to help you with some calculations and also with which instruments to used for e.g compass can either be used for direction and/or measuring irregular figures ASSESSMENT ASSESSMENT QUESTIONS; Please find below the three attached topographic maps under resources to use to answer the question that follow. CHRISTIANA MAP 1. Measure the Distance from trig becon in block B1 to trig becon in block D6 2. Measure the Distance of the national route and add the 50 km shown on it. 3. Give the direction from the recreational activity in block E4 to the Activity in Block B2 WARRENTON MAP 1. Convert the distance in CM from the national road passing Warrenton in block C1 2. Give the distance in meters of jan kempdorp railway 3. What is the direction to which the vaal river is flowing? TEEBUS MAP 1. Name the feature in B5 2. Measure the distance in km of the orange fish river tunnel from A5 to D4 3. Give the direction of the tafelberg in relation to teebus flats in E3 TOTAL MARKS : 30 THE MEMORANDUM WILL BE MADE AVAILABLE ONCE EVERYONE HAS SUBMITTED AND PRIOR TO US STARTING WITH THE NEW TOPIC. NEW TOPIC: CLIMATOLOGY	oercommons	2025-03-18T00:34:13.098224	06/10/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/82232/overview", "title": "GEOGRAPHY", "author": "Boitumelo Mohlala" }
https://oercommons.org/courseware/lesson/92559/overview	Solutions to global warming Overview Solutions to global warming Solutions to global warming Solutions to global warming	oercommons	2025-03-18T00:34:13.394016	Gamze KILIÇ	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/92559/overview", "title": "Solutions to global warming", "author": "Assessment" }
https://oercommons.org/courseware/lesson/73564/overview	Weekly Reading Practice - Achieve the Core website Reading Practice in a Time of Remote Learning Overview The activities in this weekly reading routine from Student Achievement Partners (Achieve the Core website) are designed to support growth in all three areas of reading fluency (accuracy, rate, and expression). Detailed guidance is given on how to implement the routine during in-person (or virtual synchronous learning), virtual asynchronous learning, or limited access/technology situations. Weekly Reading Practice Routine Student Achievement Partners - Achieve the Core Weekly Practice Routine The activities in this weekly reading routine (PDF attached) are designed to support growth in all three areas of reading fluency* (accuracy, rate, and expression). Detailed guidance is given on how to implement the routine during in-person (or virtual synchronous learning), virtual asynchronous learning, or limited access/technology situations. See how and when to implement research-based activities such as model reading, choral reading, independent practice, and student performances to build fluency skills. Note, reading fluency is one element of foundational skill. Reading instruction should include all skills. Professional Learning Webinar In this webinar you’ll see synchronous, asynchronous, and limited or technology-free formats and develop a professional vision for implementing a reading practice instructional routine in your setting. Hear from one school that’s beginning to implement this model and receive tips on how to implement this at your school. This webinar offers a certificate verifying professional learning time on the topic. To receive the certificate, visit the Achieve the Core website, select the “Access On-Demand” option, and complete the webinar as a registered participant. Attribution and License Attribution Little girl lying in bed reading a tablet by Carina König from Noun Project This resource was curated by the Washington Office of Superintendent of Public Instruction. All materials are created by Student Achievement Partners’ Core Advocate Network. License (from Achieve the Core website) Student Achievement Partners holds no right to intellectual property. Our goal is to create and disseminate high quality materials as widely as possible. All resources that Student Achievement Partners creates are open source and available at no cost. We encourage states, districts, schools, and teachers to take our resources and make them their own.	oercommons	2025-03-18T00:34:13.428146	Barbara Soots	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/73564/overview", "title": "Reading Practice in a Time of Remote Learning", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/92467/overview	Media Literacy Overview This is an online text outlining the importance of media literacy with elementary aged students. I have made a change which is highlighted at the end. Media Literacy and The Importance of Being A Good Steward Document with assignment is below.	oercommons	2025-03-18T00:34:13.445341	05/04/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/92467/overview", "title": "Media Literacy", "author": "Sydney Greer" }
https://oercommons.org/courseware/lesson/94922/overview	Exploring Websites How to be Safe on the Internet Rings of Responsibility Why Digital Literacy Matters Digital Citizenship Overview Let's learn how to be a good digital citizen. Digital Citizenship Digital citizenship refers to the responsible use of technology by anyone who uses computers, the Internet, and digital devices to engage with society on any level. Good digital citizenship engages young students and shows them how to connect with one another, empathize with each other, and create lasting relationships through digital tools. Bad digital citizenship, on the other hand, entails cyberbullying, irresponsible social media usage, and a general lack of knowledge about how to safely use the Internet. There are six key concepts to understand about digital citizenship: - media balance and well-being - privacy and security - digital footprint and identity - relationships and communications - cyberbullying, digital drama, and hate speech - news and media literacy Exploring the Internet Let's explore some websites and see if they are a "good fit" for you. They are linked on the Google Doc. Give this website a thumbs up if it is a good fit for you. If it is NOT a good fit, give it a thumbs down and write a note telling us why it's not a good fit! Rings of Responsibility Teaching digital citizenship is all about helping kids think beyond themselves and recognize the ripple effects of their actions. Personal responsibility is important, but understanding their responsibilities to others can help kids unlock new ways to learn and connect with their communities -- and even change those communities for the better. Be Internet Awesome Play this game to learn about internet use and safety.	oercommons	2025-03-18T00:34:13.466408	07/06/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/94922/overview", "title": "Digital Citizenship", "author": "KASARAH TYSON" }
https://oercommons.org/courseware/lesson/90871/overview	Çamlık Park Overview Video of my own Çamlık Park The guest of today's "Let's travel and see" topic is the x park in Denizli. 3 km from Denizli city center. At a distance of 400 meters from the sea, the Çamlık Forest Resting Area, which has been arranged in a way suitable for daily excursions, is 400 meters above sea level. It is in a 30-hectare red pine forest. Work is underway to increase the area to 60 ha. In the area organized in 1977, a country casino for 150 people, a buffet, a parking lot with a capacity of 300 vehicles, 3 children's playgrounds, 16 fountains, 4 wc, rain shelter, pay phone and 3 km. There is a long running track. The best time to visit is between May and September. Its annual capacity is 200 thousand people, its daily capacity is 2 thousand people. Arboretum works have been started in an area of approximately 2 ha in the western part of the resting area. The vegetation of the area is red pine, false locust, pyramidal and branched cypress, and species such as maple. One of the most important features of Çamlık Forest Resting Area, which is adjacent to Pamukkale University Campus, is the possibility of night picnics. Since the area is safe and well-lit, picnics are also held at night. There are two entrance gates, Çamlık and Kınıklı. Minibuses and city buses are used for transportation. In the park, there is the National Park Administration Building, a forest fire extinguishing group of 50 people and the forest main repair shop. Çamlık park is a safe and peaceful park, people can enjoy with their friends, travel with their pets in there. Çamlık Park is one of the most important landmarks of Denizli.	oercommons	2025-03-18T00:34:13.478675	Umut Şükrü Torun	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/90871/overview", "title": "Çamlık Park", "author": "Reading" }
https://oercommons.org/courseware/lesson/76182/overview	Microsoft Word Quiz Overview This is the Microsoft Word Multiple Choice Quiz. It contain 20 Questions. Microsoft Word Quiz1 Choose correct option Choose the correct option and Solve the quiz	oercommons	2025-03-18T00:34:13.499676	01/07/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/76182/overview", "title": "Microsoft Word Quiz", "author": "Achala Vaze" }
https://oercommons.org/courseware/lesson/113700/overview	https://www.canva.com/design/DAF-gqUz3DU/QRHY9GQ8h0rhPTSQ5Vp-GQ/edit?utm_content=DAF-gqUz3DU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton Responsibilities of a United States Citizen Overview 5.5.3 Describe the responsibilities of United States citizens including: A. registration and voting in public elections B. becoming informed voters C. engagement in civil discourse D. service on trial juries E. payment of taxes F. obedience to laws G. registration for military service Aligns with this Oklahoma Academic Standard Responsibilities of a United States Citizen This is a review of the responsibilities of a United States citizen.	oercommons	2025-03-18T00:34:13.517967	03/03/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/113700/overview", "title": "Responsibilities of a United States Citizen", "author": "Ashten Johnson" }
https://oercommons.org/courseware/lesson/92318/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in Instruction. Instructions. or	oercommons	2025-03-18T00:34:13.538722	04/26/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/92318/overview", "title": "Instruction", "author": "Enes Yeni" }
https://oercommons.org/courseware/lesson/88209/overview	Post-It?/ Juice Box: An Intro to Social Media Overview This is an introuduction to students about media lieteracy. They will be given visual aids, an assignment to learn about online posts and how their words take affect, and an assignment that will allow them to create media that others will see. Ways to Introduce Social Media/Media Literacy Original OER: Post-It? An Intro to Social Media Class Level - 3rd-5th Grade Goal I Create understanding of social media etiquette and considerations. Context I Students are beginning to or will soon be active on social media. Objective I Make students aware of social media etiquette and considerations. Standards I “I Can” Statement I I can use social media safely and responsibly. AASL Standards I : III.B.Create Learners participate in personal, social intellectual networks by: 1. Using a variety of communication tools and resources. III.C.Share Learners work productively with others to solve problems by: 1. Soliciting and responding to feedback from others and 2.Involving diverse perspectives in their own inquiry process. South Dakota State Library Standards 4.LIB.IL.1.5 Share learning by beginning to use a variety of platforms, tools, styles, media, and formats. 4.LIB.CE.1.2 Explore and identify the impact of one's online activity and digital footprint. 4.LIB.CE.1.6 Respectfully collaborate to contribute to the exchange of ideas in diverse learning communities. Procedures I - Give each student three scraps of scratch paper. - On the first scrap – Respond to this question assuming only your closest friend or friends would see it: What’s the most embarrassing thing – you’ve ever done? - On the second scrap – Answer the same question, but in this case - your teachers, principal, and the adults in your family will see it. - And on the third scrap– Answer the question knowing your favorite movie/tv star(s), singer(s)/musician(s), and/or hero will see it. - Critical thinking prompts: That was the same question – did you write different answers for each? Did you feel more embarrassed thinking about one of those groups reading your response or responses than others? Why? Research shows that people often post things online that they would never say aloud or in person. Do you think you would be more likely to post something online than saying it aloud to any of these groups? Why do you think that is? Why might it be a poor decision or even dangerous? - Key point: When you post online, there is a potential that anyone can see your post or response… even people you have never met or haven’t met yet. You might apply for a job in a few years and many employers look online to see your social media history. Many parents check their kid’s accounts. Would you be proud to have your friend’s mom or dad reading what you’ve sent or posted publicly? Even though it might feel like you are talking just to your friends – social media posts can be permanent. If you post or even private message something you are not proud of – even if you delete it, someone else may have already taken a screen shot of it and can continue to show others. - Next step: Let’s take a look at how social media conversations work. Just like any community – online social media platforms have a culture. Here are some unofficial rules that are good to follow on any of them. - Don’t write in all CAPs. It creates the appearance you are angry or yelling. - Use complete sentences and good grammar/punctuation. It’s easy to be misunderstood online. - Be clear and concise. - Respond to the portion of the thread you are responding to… not necessarily the whole thread. (Show example.) - Be polite, even to strangers. - Beware of trolls and bullies. Some people are only online or participate in conversations to create drama or hurt others. Don’t engage with them and reach out to friends if you see them being bullied. - Ask a trusted grown-up for help if you feel uncomfortable or see something that feels wrong or dangerous. - Final Step: Create a mock Twitter feed on an empty part of your room. Have students post to the “feed” using Post-It notes throughout the day. Students must include their name on the posts. - BONUS – Keep it going all year as a community building activity. Have a daily question available for students to respond to. If time at the end of each day, discuss. Assessment I Monitor the mock Twitter Feed. Advise individual students as needed and reinforce main concepts with group. My Remix Version: 1. Watch this video about the importance of media literacy to introduce them to the topic: https://www.youtube.com/watch?v=ZaMzYDe0taY 2. Replace the questions in the Procedure above with a visual aid (Google Slide) https://docs.google.com/presentation/d/1HlQ9LlvHnHib-_qi76hveDiI7b90SZh4Y1kKsrn1Lg0/edit?usp=sharing, this will help 3-5th grade students see rather than just hear the questions. 3. Showcase Media Literacy by allowing them to create an advertisement. They will be given fill out sheets to help them plan and think of ideas for an ad for a juice box. This will help them get an understanding of how media literacy works. Images, color, slogans, words that pop out, etc. are all things used to create media such as an ad to either inform, entertain, or persuade the viewer of a product, material, or message. They will be asked questions like, I chose to create an ad for…, I chose to use the background because…, The image for my product is…, My grab words are…, etc. This will also be included in the powerpoint to help the students see a visual aid for what they're doing. I used this idea and template from https://www.teacherspayteachers.com/Product/Student-Media-Project-541258 as a way to teach media literacy.	oercommons	2025-03-18T00:34:13.561433	Homework/Assignment	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/88209/overview", "title": "Post-It?/ Juice Box: An Intro to Social Media", "author": "Assessment" }
https://oercommons.org/courseware/lesson/88809/overview	https://view.genial.ly/61b90ee62e7cd30d5ff1866e/interactive-content-psychology https://view.genial.ly/61ba48904301f70d78743033/interactive-content-escape-room-museum https://www.educaplay.com/learning-resources/11082840-multiple_intelligences.html Multiple intelligences Overview Multiple Intelligences Lesson objectives - To know the theory of multiple intelligences and identify if it is reflected in my context. To recognize the intelligences in which I, my classmates, and family have achieved higher development. At the end of the class Students will be able - To identify the eight types of intelligence and some examples of each one. Skills Focus Reading Listening Speaking Language Focus English Procedure teacher and student activity - Pre Activity - While activity - Post activity Pre activity STs are going to start with an activity to know the things that Ss like or love. First STs will do an icebreaker activity called “choose two pictures”, the purpose with this exercise is to give them the opportunity to select two images and then answer some questions to tell us later why they chose those two and if they felt identified with some of the questions. With this activity STs can talk with the Ss and enter into confidence, also STs indirectly provide some details about the topic of the class. Choose two pictures:https://view.genial.ly/61b90ee62e7cd30d5ff1866e/interactive-content-psychology While activity Then knowing the students’ previous knowledge about multiple intelligences. The STs will make a presentation in Genially through interactive images to explain the topic with their respective meanings and examples. In addition, we will talk about some professions that require the different Intelligences to be able to perform the jobs in a better way. After explaining the topic, the Educaplay application will be used by Ss to put into practice what was seen previously. The Ss will relate images with the different types of intelligence and that is how TSs will clarify doubts that exist on the subject. Genially Activity: Multiple Intelligences: https://view.genial.ly/61b7c69fcc365b0d92960201/interactive-image-multiple-intelligences Educaplay Activity: Matching Columns Game: https://www.educaplay.com/learning-resources/11082840-multiple_intelligences.html Post activity Finally, the ST will carry out two activities, where one of them is called "Mystery box" which is done in PP, where it will be done in two teams and questions will be asked. The other activity will be carried out through Genially and is called "Escape Room Museum", in which both activities will deal with topics seen and it is to evaluate to the S how much they learn about the topic of the types of multiple intelligences and their professions. Escape Room Museum: https://view.genial.ly/61ba48904301f70d78743033/interactive-content-escape-room-museum Powerpoint Game: The Mystery Box. ICT National Standard: - Knowledge Acquisition: Policy Understanding - Knowledge Deepening: Policy Application - Knowledge Creation: Policy Innovation English National Standard Listening: • To Participate in activities and games following simple instructions. • To Identify the main characters and situations in stories and audios. • To Recognize moods according to rhythm, intonation, and oral expressions Reading: • To associate images with their written description • To identify situations and characters within short written texts. I recognize words that give answers to who, how, when, where. • To Use graphics to represent the most relevant information in the text. • To use the dictionary to expand my understanding of texts. Writing: • To write descriptions and short stories. • To Properly use grammatical structures of everyday use. • To write short texts with correct spelling. Speaking: • To answer simple questions such as my name, age, nationality, likes and dislikes and my family. • To say hello and goodbye according to the environment and the time of day. • To request explanations on a specific topic when necessary. •To follow and give simple directions for different familiar activities. •To have a simple conversation with my classmates. • To use short sentences to say what I can or cannot do. Resources and materials: Powerpoint Game Genially Educaplay	oercommons	2025-03-18T00:34:13.594288	12/16/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/88809/overview", "title": "Multiple intelligences", "author": "Cristian Arias Perez" }
https://oercommons.org/courseware/lesson/88177/overview	Interactive Media Literacy Activity Overview Media Literacy Interactive Activity. Simple for students in Upper Primary and Middle School. Engage your students in true or false statements to help them understand that not everything on the internet is true. Next take steps into your lesson and meet in groups for a follow-up to see the information they have obtained. Interactive Media Literacy Activity Media Literacy Interactive Activity. Simple for students in Upper Primary and Middle School. Engage your students in true or false statements to help them understand that not everything on the internet is true. Next take steps into your lesson and meet in groups for a follow-up to see the information they have obtained.	oercommons	2025-03-18T00:34:13.611578	Assessment	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/88177/overview", "title": "Interactive Media Literacy Activity", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/103534/overview	P.E. Soccer Passing Lesson Overview This is a lesson on how to teach proper passing technique in soccer including a passing activity to help assess how students are doing. Introduction Teaching strategies \| Partner work, hands on learning, and modeling. \| Essential Vocabulary Words and Phrases of Focus for this Lesson \| Accuracy Proper Form Equator of ball Check Mark Planting Foot \| Indiana Academic Standards for Physical Education and/or Health \| Standard 11. Manipulative Skills (Foot Pass/Kick) for Grade 2: Demonstrates an emerging pattern while passing and kicking a moving ball with the inside of the foot (such as passing the ball to a teammate in a soccer lead up game). (2.1.11.A) \| Interdisciplinary Standards \| Math: 2.NS.1: Count by ones, twos, fives, tens, and hundreds up to at least 1,000 from any given number \| How many of you have ever played soccer at recess? Do you know how to pass a ball correctly? Turn to a partner or someone around you and discuss. What does proper form look like when passing a soccer ball? What is accuracy? Why do we want to be accurate when we pass? Why is accuracy important? By the end of this lesson, you will know how to pass a soccer ball with proper form and accuracy. What is Proper Form? Demonstrate what proper form looks like for students so students have a visual. Proper passing form looks like: Stand on your planting foot, or the foot you aren’t kicking with, and have planting foot point towards where you want the ball to go. Kicking foot should make a check mark meaning foot is flexed and toes are pointing up. Passes should be made with the inside of the foot where the foot curves. Ball should be kicked near the equator, or middle, of the ball. If the ball is kicked accurately, it should go in the direction you want. Practice Passing Watch who has the technique down and who needs extra help. As students seem to master skill, have them partner up and practice passing to feet. Once all students are passing with a partner, set up cones activity called gate passing. Space sets of cones, spread about 3 feet apart from each other, randomly around the gym. Assessments \| Formative \| Summative \| \| Watch kids pass with a partner through a set of cones. Do they use inside of foot to pass? Worth 1 point. Do they pass through the cone? Worth one point Does it make it to their partner’s foot? Worth 1 point. Can they make consecutive passes and stay accurate? Worth 1 point. Scale from 0-4 with 4 being best. \| Grab a soccer ball and find a spot around the room near the wall. Practice passing against the wall. Once comfortable passing against the wall, find a partner and practice passing to feet. Gate Passing Have students find a gate, or a set of cones. Have students practice passing through the gate to their partner’s feet. Time students for at least a minute and have them count how many passes they can get in that minute. Ask students how many passes they got. Do this at least 3 times, and have students try to beat their score each round. Ask students to raise their hand if they beat their score from the previous round. If students need a challenge, have them try passing and moving. Have them pass through one gate, and then a partner needs to find a new gate to pass through. Partners must pass through a new gate each time for the pass to count. Scaffolding for Gap Repair and Extended Learning Opportunities \| SPED \| ELL \| High Ability \| Focus on kicking with inside of foot and not on accuracy. Do not time student’s passes or do not have students count passes. \| Model and demonstrate activity and proper form. Do not have students count passes. \| Have students pass and move. \| Assessments \| Formative \| Summative \| \| Watch kids pass with a partner through a set of cones. Do they use inside of foot to pass? Worth 1 point. Do they pass through the cone? Worth one point Does it make it to their partner’s foot? Worth 1 point. Can they make consecutive passes and stay accurate? Worth 1 point. Scale from 0-4 with 4 being best. \| With your partner, find a set of cones, or a gate. Practice passing through the gate to your partner's feet. When the timer starts, count how many passes you and your partner get before the timer goes off. Try to beat your score each round we play! Rap Up At the end of the activity, bring students back together, and ask them to reiterate what proper form looks like by either telling or demonstrating. What does proper passing form look like? Does anyone want to demonstrate?	oercommons	2025-03-18T00:34:13.647213	Assessment	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/103534/overview", "title": "P.E. Soccer Passing Lesson", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/114261/overview	Cosmetology State Board Checklist-South Carolina Practical Exam Overview South Carolina Cosmetology State Board Kit Checklist for Practical Examination. Cosmetology State Board Checklist-South Carolina Practical Exam If your students are preparing to take the South Carolina Cosmetology Practical Examination here's a free checklist to use as a guide as they prepare for upcoming test.This document was update January 2024. Download, print and share this document with students preparing their state board kits.	oercommons	2025-03-18T00:34:13.662467	03/15/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/114261/overview", "title": "Cosmetology State Board Checklist-South Carolina Practical Exam", "author": "Shateria Nunley" }
https://oercommons.org/courseware/lesson/92319/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in Instruction or	oercommons	2025-03-18T00:34:13.682965	04/26/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/92319/overview", "title": "Instruction", "author": "Enes Yeni" }
https://oercommons.org/courseware/lesson/102299/overview	Photon Upconversion Overview This material consists of general introduction of the phenomenon "photon upconversion". I have attached a file for better understanding. There are also references for further studies. “Photon Upconversion” (Please refer the attached file for better understanding) By: Kiran Hiremath Contents: They can be synthesized by- 1. Lanthanide based upconversion materials (Ln, Z=57 to Lu, Z=71) 2. Transition metal doped upconversion materials (Cr3+, Ti2+, Re4+,Os4+, and Mo3+) 3. Organic upconversion materials (Organic and organo-metallic chromophores) 1. Lanthanides based UCM: 2. Transition metal ion(TM) doped UCM: 3. Organic UCM: Different mechanisms have been recognized, although the three basic mechanisms are – a. Excited state absorption (ESA) b. Energy transfer upconversion (ETU) and c. Photon avalanche (PA) Involves multistep excitation by sequentially absorbing one or more photons from the ground state to intermediate reservoir stage, and finally populates at excited state, from which upconversion luminescence occurs. (Efficiency = ~10-5cm2/W) There are certain requirements in this process: 1. Two ion system (sensitizer and activator) which lie in close in proximity to each other. 2. Long intermediate states. 3. High absorption of the senstizer. 4. Matching of intermediate energy states of sensitizer and activator. (Lanthanide pair : Yb+3/Tm+3 and Yb+3/Er+3) (Efficiency: ~10-3cm2/W) It can be characterized by three distinct nonlinear behaviors: transmission, emission, and rise time on the pump power intensity with generally the existence of a critical pump threshold. It’s the combination of the previous two mechanism culminating in the release of several high energy photons. Even though upconversion process seems promising in diverse fields, the insufficient emission intensity has been a problem that restricts its application. a. Weak absorption of lanthanide ions. b. Complex energy levels may result in many non-radiative pathways. c. Concentration quenching. (cross relaxation and energy migration) a. Host matrix - optically transparent and low lattice phonon energy. b. Sensitizer - high absorption cross-section. c. Selection of suitable activator. d. Building proper shell around the UCNPs to minimize the surface effects. \|	oercommons	2025-03-18T00:34:13.753076	Kiran Hiremath	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/102299/overview", "title": "Photon Upconversion", "author": "Data Set" }
https://oercommons.org/courseware/lesson/104629/overview	Climate Change, The Planet Issue Overview Students will learn about the most important and the most burning issue of the planet, Climate Change, by watching a short video, discussing, sharing ideas, and setting-up their own action plan. They will learn new vocabulary and key concepts related to climate change, and they will be able to use the new vocabulary in sentences of their own, when discussing with peers and writing their ideas. Lesson plan Context: Students aged 16-17 years old Lavel of English: B2+ - C1/ Upper-intermediate - Advanced Duration: 50 minutes Leaning objectives: Vocabulary (What words to use related to Climate change), Speaking (How to speak about Climate change0, Listening (Listen for detail)	oercommons	2025-03-18T00:34:13.769933	06/04/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/104629/overview", "title": "Climate Change, The Planet Issue", "author": "Nadina Nicolici" }
https://oercommons.org/courseware/lesson/118188/overview	Themes in literature Writing Activity English Writing Activity Overview This is an interactive writing activity that allows students to familiarize themselves with character traits and thematic elements in literature, while giving them an opportunity to explore their skills in creative writing. Writing Activity Overview: This is an interactive writing activity that allows students to familiarize themselves with character traits and thematic elements in literature, while giving them an opportunity to explore their skills in creative writing. Materials: - Activity sheet - Dice - Notebook paper - Pencils Learning Standards: OAS: 10.3.W.1 Students will compose narratives reflecting real or imagined experiences that: - include engaging plots involving well-developed, complex characters resolving conflicts establish narrator(s) that enhance(s) the narrative - are intentionally sequenced in a way to achieve a specific effect - provide clear descriptions, using precise language, sensory details, and dialogue - include varied syntax to enhance readability emulate literary elements and/or literary devices from mentor texts	oercommons	2025-03-18T00:34:13.789268	Sean Buckley	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/118188/overview", "title": "English Writing Activity", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/91720/overview	OER Presentation Overview Gives a little insight into media literacy. Teaching Materials, Activities & Assessment Setting the stage: an introduction to visual literacy and social media Start with the Introduction to Media Literacy Slide Deck "C:\Users\Megan Rice-Weber\OneDrive\Documents\CI-2300-103-Medialesson.pdf". Before you begin, plan how/where you would like students to record their ideas/responses to questions in the slides. This slide deck can be posted for asynchronous learning. Student Activities: The flexible design of this unit holds many possibilities for student practice and engagement with visual literacy skills. Activity: Reading Social Media You can choose posts for students to select from a carefully curated set of accounts. Students can take screenshots of images and then import them into a doc, etc. for analysis. Students can also share posts with the teacher for class discussion. Make sure you have previewed the content of images, text, etc. ahead of time. Sample. Activity: Developing Visual Literacy Students can create a slide, doc or other way to share their thinking. You can use this slide template as one way to gather student responses: Choose your own image to analyze Cross-curricular Activity: Connecting Visual Literacy to Primary Source Analysis You can use the OPVI/E as a starting point to collaborate with your social studies department. By reinforcing literacy skills and concepts between departmentsm, you can help students realize that literacy skills are not confined to one class or subject. OPVI/E Student Activity: Adding to the Visual Literacy Toolbox Angles, Edits and Crops Begin with a warm up. Students can analyze a post you have curated or can analyze one they have submitted as part of lesson one. Students can practice applying guiding questions and concepts to images they select. This lesson also introduces students to the concept of using copyright free images. A good resource for warm ups: Time’s top 100 pictures of 2020 Student Assessment: Create your own ad Introduce the activity. Have students brainstorm possible topics. Students can share their ideas in a variety of showcase platforms, ie whole class slide show, gallery walk, small groups, etc.	oercommons	2025-03-18T00:34:13.807855	04/12/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/91720/overview", "title": "OER Presentation", "author": "Megan E Rice-Weber" }
https://oercommons.org/courseware/lesson/110437/overview	ERROR: type should be string, got "https://docs.google.com/document/d/1rNOImR5hDV-hZE7_xt-OVWOQroYAWxI95GCNqyh9YJQ/edit?usp=sharing\nSpelling Football\nOverview\nThis lesson will be so that students can master spelling words that do not spell how they are sounded out.\nStandard 1: : The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns.\nCatches a soft object\nfrom a self-toss\nbefore it bounces.\n(1.1.9.A)\nEnglish/Language Arts\n2.W.8\nEncoding – I. Correctly spelling words with short and long vowel sounds, r-controlled vowels, and consonant-blend patterns. II. Generalizing learned spelling patterns (e.g., word families) when writing words. III. Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone).\nObjectives and Standards\nStandard 1: : The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns.\nCatches a soft object\nfrom a self-toss\nbefore it bounces.\n(1.1.9.A)\nEnglish/Language Arts\n2.W.8\nEncoding – I. Correctly spelling words with short and long vowel sounds, r-controlled vowels, and consonant-blend patterns. II. Generalizing learned spelling patterns (e.g., word families) when writing words. III. Correctly spelling common irregularly-spelled, grade-appropriate words (e.g., said, does, gone).\nStudents will be able to spell 70% or 7 out of 10 words correctly.\nIntroduction\nWhy is learning how to spell words important?\nImagine if I wanted to write my mom a letter but I did not know how to spell?! YIKES! Learning how to spell is essential to your everyday life. Whether it be through sending a text, writing a letter, or even reading. We use words in our everyday lives.\nThese are the spelling words for this week:\ngoes\ndoes\nsaid\nwrong\neach\nwhich\nwalk\nvery\ndone\ngive\n3x Each\nAccomodations and Alternative Assignments\nIf a student has SPED and needs accomodations please do so.\nAlternative assignments would be:\n-spell words out loud to teacher, co-teacher or paraprofessional\n-only do half of 3x each assignment\n-take another day to complete assignment if needed\nIf a student has ELL\nAlternative Assignments and Accomodations:\n-Have the list in front of them at all times\n-co-teacher, teacher, or paraprofesionall working with them one on one to help\n- use a microphone when speaking if needed\nIf student is deaf, they will be allowed to sign the words as the assignment\nIf a student cannot write, they can spell words 3x each and a friend write the words for them, teacher, co-teacher, paraprofessional.\nIf a student is High Ability\n- They will have a high ability words to complete as well\nBefore we take a quiz and play a game, we first need to learn our words.\nGet out of a piece of paper and writing utensil please.\nWe will write out each word 3x each so that we can learn them by repetition.\nSpelling Football\nAccomodations and Alternative Assignments\nSPED\nIf a student has SPED these are the accomodations and alternative assignments avaliable:\n- Play the game without throwing a ball\n- Spell the word on a dry erase board instead of out loud\n- ask for teacher to help\nELL\n- they can choose to the do the game one on one with teacher\n- they can choose to do the worksheet attached below instead\n- they can write words on dry erase board\n- they can ask teacher for help\nDEAF\n- sign langauge as their practice and assessment\nHard of Hearing\n- use microphone\nMOTOR DELAYS\n- they can opt out of throwing a ball up and down\nHIGH ABILITY\n- there is a high ability list they wille be asked to spell before winning the game\nThere is a basket at the front of the room with different types of balls that can be hand tossed in the air. When you are ready, please go grab a ball and silently walk back to your desks.\nWhen every student is back in their seats, we will begin playing spelling football.\nRules of the game:\n- student must toss the ball up and in the air for the letter to count\n- student must spell the word correctly and use one letter per toss for it to count\n- when a student gets an answer wrong, they will be asked to sit down in their seat for the remainder of the game\n- winner gets a freebie on the quiz\n- the teacher will give the student the word to spell and we will stay on that word until it is spelled correctly\nQuiz\nAlternative assignments would be:\n-spell words out loud to teacher, co-teacher or paraprofessional\n-only do half of 3x each assignment\n-take another day to complete assignment if needed\nIf a student has ELL\nAlternative Assignments and Accomodations:\n-co-teacher, teacher, or paraprofesionall working with them one on one to help\n- use a microphone when speaking if needed\nIf student is deaf, they will be allowed to sign the words as the assignment\nIf a student cannot write, they can spell words 3x each and a friend write the words for them, teacher, co-teacher, paraprofessional.\nIf a student is High Ability\n- They will have a high ability words to complete as well\nThe assesment will take place in the classroom.\nThe teacher will read each spelling word and use it in a sentence.\nThe student will write down their words.\nTo show mastery 7 out of 10 or 70% of the words are spelled correctly."	oercommons	2025-03-18T00:34:13.837427	11/22/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/110437/overview", "title": "Spelling Football", "author": "Conner Cox" }
https://oercommons.org/courseware/lesson/65315/overview	Activities Overview Daily activity options. Activities Below you will find attachments for daily writing and reading assignments. I would print this paper to have as hard copy reference as well. There are live links, so knowing how to access here will help.	oercommons	2025-03-18T00:34:13.854205	04/15/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/65315/overview", "title": "Activities", "author": "Julie Cronin" }
https://oercommons.org/courseware/lesson/116321/overview	Career Boost Overview These resources will provide you with all the information you need to begin your journey with employment services. You will have access to online training, as well as resources and links to guide you every step of the way. Let's get started!" Open Educational Resources for Empowering Employment Services Description: Welcome to CareerBoost, a pioneering initiative dedicated to revolutionizing employment services through Open Educational Resources (OER). At CareerBoost, we believe that everyone deserves access to high-quality educational materials to enhance their career prospects and professional development opportunities. Our Mission: CareerBoost aims to democratize access to essential knowledge and skills for job seekers, employment counselors, HR professionals, and career development practitioners. Our mission is to empower individuals and organizations within the employment services sector to thrive in today's rapidly evolving job market. What Sets Us Apart: - Relevance: Our OER are tailored to address the specific needs and challenges faced by professionals in the employment services industry, ensuring practicality and applicability. - Accessibility: All resources are freely available online, removing financial barriers and enabling widespread access to valuable educational content. - Collaboration: We foster a collaborative environment where industry experts, educators, and practitioners can contribute their expertise, insights, and best practices to enrich our educational offerings. Key Features: - Comprehensive Content: Our OER cover a broad spectrum of topics relevant to employment services, including resume writing, interview skills, career coaching, talent acquisition, and workforce development. - Engagement Tools: Many of our resources feature interactive elements such as case studies, role-playing scenarios, and self-assessment exercises to enhance engagement and facilitate active learning. - Professional Development: We offer resources specifically designed to support the ongoing professional development of employment services professionals, equipping them with the knowledge and skills needed to excel in their roles. How to Get Involved: - Explore: Browse our extensive collection of OER to discover resources that address your professional development needs or the needs of your clients. - Contribute: Share your expertise by contributing to existing resources or creating new ones to fill gaps in our educational offerings and support the broader employment services community. - Connect: Join our community of employment services professionals to network, collaborate, and exchange ideas with like-minded individuals passionate about advancing the field. Join the Movement: CareerBoost is more than just a repository of educational resources—it's a movement to elevate the standards of excellence within the employment services industry. Together, we can empower individuals and organizations to navigate the complexities of today's job market and achieve sustainable career success.	oercommons	2025-03-18T00:34:13.883193	05/24/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/116321/overview", "title": "Career Boost", "author": "Oscar Garcia" }
https://oercommons.org/courseware/lesson/118727/overview	Mindfulness for Kids What makes a good friend? Understanding Anger and How to Deal With It Overview This Open Educational Resource (OER) is designed for young children, particularly those in kindergarten and early elementary school, to help them understand and manage feelings of anger. The resource provides simple explanations, relatable examples, and practical strategies to teach kids how to handle anger positively. It is enhanced with supporting materials, including videos, images, and documents, to engage young learners and reinforce key concepts. Anger can sometimes make us do things that hurt others, like yelling or hitting. This educational resource helps kids understand what anger is, why we feel it, and how to handle it better. Kids will learn how to deal with anger through simple explanations and fun examples and become more caring and peaceful. 1. What is Anger? Anger is a strong feeling that can make us feel upset or mad. Everyone feels angry sometimes, and that’s okathat's it's imporit's to know how to handle anger without hurting others. 2. Why Do We Get Angry? Feeling Upset Sometimes, we get angry because we feel upset when things don’t go the way we want. Feeling Frustrated We can also feel angry when we are stuck or can’t do the scanning we want to do. Copying Others If we see other people, like friends or family, getting angry and acting out, we might think it’s okay; it's the same. 3. What Happens When We Get Angry? Words That Hurt When angry, we might say mean things that hurt other people's people's Actions That Hurt Sometimes, we might hit, push, or do other things that can hurt others. 4. Examples of Angry Situations Example 1: School Playground Jenny feels angry when another child takes the toy she was playing with. She yells at the child and tries to grab the toy back. Example 2: Car Ride When the car ride takes too long, Tom gets really angry. He starts yelling and kicking the seat in front of him. 5. How Can We Handle Anger? Take a Deep Breath When you feel angry, try taking a few deep breaths to calm down. Talk About It Tell a teacher or an adult how you feel. Talking about your feelings can help you feel better. Walk Away If something makes you angry, try walking away and finding a quiet place to calm down. Think of Happy Things Think about something that makes you happy, like your favorite game or a fun day you had. 6. Helping Each Other Be Kind If you see someone else feeling angry, be kind and try to help them feel better. Share and Play Fair Sharing and playing nicely with friends can help everyone feel happy and avoid anger. Use Words, Not Fists Always use your words to express how you feel instead of hitting or pushing. 7. Real-Life Example: How We Solved a Problem In our school, some kids were feeling angry and yelling during playtime. We started a "Feelings "ircle" where ev"ryone could talk about their feelings. Soon, everyone learned to share and play nicely, and our playtime became much more fun! 8. Conclusion Anger is a normal feeling, but it's imporit's to handle it in a way that doesn’t hudoesn'trs. By taking deep breaths, talking about our feelings, and being kind, we can all learn to manage our anger and make our school happier.	oercommons	2025-03-18T00:34:13.904879	Module	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/118727/overview", "title": "Understanding Anger and How to Deal With It", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/83018/overview	Resistance Overview This lesson uses data that the teacher collected at INDI to help students understand resistance in an ICP class. Learning Objective ICP.6.4 Define and describe the relationships among voltage, current resistance and power in open and closed electrical circuits. Procedure Engage: 1. BBC youtube (about 1 min): https://www.youtube.com/watch?v=5Qh-4Wm51pw Study: Notes: 2. Define resistance (what does resist mean?) - Students give examples of good conductors and insulators. - Which have more resistance? 3. Teacher: describe experiment w/ graphene at IUPUI - Draw diagram and Students try to predict what will happen with the resistance with the presence of gas - show data that measures resistance Activate: 4. Students can explain to each other why the resistance changes with the presence of gas. Credits This learning module was created by Jacquelynor Tschudy , a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:34:13.919521	07/01/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/83018/overview", "title": "Resistance", "author": "Integrated Nanosystems Development Institute (INDI)" }
https://oercommons.org/courseware/lesson/106413/overview	Biology Overview This resource will help you to understand osmosis Osmosis Osmosis is the movement of water molecules from the area with high water potential (low concentrated solution) to area with low water potential (high concentrated solution) through semi permeable membrane. Hypertonic solution is the solution with low water potential. It contains a lot of solutes. Hypotonic solution is the solution with high water potential. It contain small amount of solutes. Isotonic solution is the solution with equal amount of water molecules and solutes. IMPROTANCE OF OSMOSIS i. It helps plant roots to absorb water from the soil. ii. It aid in opening and closing of stomata. When guard cell absorbs water the stomata open and when guard cell loose water the stomata closes. iii. During germination of seed, the seed absorbs water through osmosis and hence soften the seed coat making it more permeable to dissolved minerals and oxygen. iv. It helps in re-absorption of water in the colon and kidney. v. It is used in food preservation by salting and when salt is added to the food, water will move to areas with salt hence the food become dry. vi. In organisms like amoeba, osmosis helps to remove waste and excess water from their bodies. EFFECTS OF OSMOSIS IN LIVING ORGANISMS IN ANIMAL CELLS • When animal cell is placed in hypertonic solution, it loses water therefore shrinks and shrivels. For example when a red blood cell is placed in hypertonic solution it will lose water and shrink. The shrinking of animal cell due loss of water is called crenation • When the animal cell is placed in hypotonic solution it absorbs water. if it is left in the hypotonic solution for a long time its will burst because it has no cell wall prevent it from bursting. Haemolysis is the bursting of red blood cells when a placed in hypotonic solution • When the animal cell is placed in the isotonic solution there will be no effect because water will be moving in both directions until the steady state is reached. IN PLANT CELLS • When placed in hypertonic solution the plant cell will lose water causing the vacuole to shrink and the cell surface membrane is pulled away from the cell wall. The pulling of the surface membrane away from the cell wall is called flaccidity. A flaccid cell is said to be plasmolysed. Plasmolysis is the process whereby the plant cell water loses water due to osmosis and shrink. • When place in hypotonic solution the plant cell will absorb water causing the cell membrane to push against the cell wall. Turgidity is the condition whereby the plant cell absorbs water and become turgid. Turgidity is a result of presence of cell wall which prevents bursting of the plant cell when it absorbs water. Turgidity helps the plant cells to maintain their shape. • When placed in isotonic solution the plant cell neither loses water nor gain because there is steady state condition. I.e. the concentration gradient is zero. IN UNICELLULAR ORGANISMS • In hypotonic solution organisms like Amoeba and Euglena have contractile vacuole which collects and remove the excess water which enters into their bodies.	oercommons	2025-03-18T00:34:13.934396	07/07/2023	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/106413/overview", "title": "Biology", "author": "Chemba Nyiga" }
https://oercommons.org/courseware/lesson/94575/overview	عمليات القلب Overview يهدف الموقع إلي انواع عمليات القلب عمليات القلب انواع عمليات القلب عملية القلب المفتوح عملية القلب بالمنظا عملية القلب النابض يهدف الموقع الى معرفة أنواع عمليات القلب ويحتوي على عمليات القلب المواضيع انواع عمليات القلب عملية القلب المفتوح عملية القلب بالمنظار عملية القلب النابض من نحن نحن طلاب تكنولوجيا التعليم والمعلومات - شُعبة المعلومات المستوى الثالث - جامعة إب كليه التربية الدفعة ( 9 ) عمليات القلب المفتوح عمليات القلب عملية القلب المفتوح :أنواع جراحة القلب عملية القلب المفتوح : هي عملية كبرى تحتاج إلى إقامة في المستشفى لمدة أسبوع أو أكثر بما في ذلك الإفاقة في وحدة العناية المركزة مباشرة بعد الجراحة ، وهي عملية لإصلاح خطأ و تلف في القلب يقوم الجراح بشق الصدر للوصول إلى القلب : نستخدم جراحة القلب المفتوح غالباً لإجراء أ] جراحة لتغيير مسار الشرايين التاجية : في هذا الإجراء يتم استبدال دول الشرايين التاجية في إمداد القلب بالدم ، قد تكون هناك حاجة لهذه الجراحة إذا أصبحت الشرايين التاجية أضيق بسبب أمراض القلب مثل هذا الضيق يزيد من خطر الإصابة بنوبة قلبية يتم إستبدال الشريان المسدود بشريان آخر غالباً من مكان آخر في الصدر أو من الساق ب] إستبدال الصمامات التالفة : تعمل الصمامات في القلب على وقف تدفق الدم إلى أجزاء من القلب بعد ضخها للخروج منها ، ويمكن أيضاً إصلاح مشكلة تسمى تمدد الأوعية الدموية عن طريق جراحة القلب المفتوح هذا هو عندما يكون هناك إنتفاخ أو تورم في الشريان الرئيسي الخارج من القلب متى يطلب إجراء جراحة القلب المفتوح ؟ جراحة القلب المفتوح تعتبر حلاً لكثير من الأمراض إلا أن السبب الأكثر شيوعاً لإجرائها هو مجازة الشريان التاجي *حالات أخرى تتطلب إجراء جراحة القلب المفتوح حالة إصلاح الصمام أو إستبداله – إصلاح المناطق التالفة القلب – زراعة القلب :نصائح هامة لمن أجرى جراحة القلب المفتوح إعتني بالجرح جيداً وحافظ عليه جافاً ونظيفاً تجنب القيام بأي نشاط رياضي خلال شهرين من بعد العملية التزم بنظام غذائي صحي مناسب لك وإبتعد نهائياً عن الدهون نم على ظهرك واحذر من أن تنام على جنبك أو ظهرك تلك الفترة تجنب نهائياً التدخين أو شرب الكحول :ماهي مميزات جراحة القلب المفتوح تقليل مدة الإقامة بالمستشفى تقليل النزيف بعد الجراحة تقليل نسبة الإصابة بالعدوى تقليل مدة النقاهة في المنزل مع إمكانية العودة إلى العمل سريعاً . تصميم خولة عبدالحكيم العتبي 2022م - اشراف أ. د / أنور الوحش عمليات القلب بالمنظار :عملية القلب بالمنظار عمليات القلب بالمنظار :ما هي جراحة القلب بالمنظار أثناء عمليات جراحة القلب بالمنظار يقوم الجراح بعمل فتحات جراحية صغيرة على الجانب الأيمن من الصدر وبالتالي يستطيع جراح القلب أن يصل إلى القلب من بين الضلوع ولا يحتاج إلى شق عظمة القص وهي العظمة الموجودة في منتصف القفص الصدري وبالتالي يكون الألم أقل وفترة النقاهة في المستشفى محدودة بعد الجراحة كما هو الحال في جراحة القلب المفتوح جراحة القلب بالمنظار من خلال الشقوق أو الفتحة الجراحية الصغيرة تحتاج إلى إيقاف واستخدام مكينة القلب الصناعي يمكن إستخدام جراحة القلب عن طريق الفتحات صغيرة في حالات إصلاح أو إستبدال الصمام الأورطي أو الميترالي كما يستخدم أيضاً في إًصلاح ثقب بين الأذنين وعمليات إضطراب نظم القلب وأخيراً استخراج الوريد الصافيني من الساق : عمليات تغيير مسار الشرايين التاجية يمكن عمل هذا النوع من الجراحات بإستخدام المنظار الجراحي أو باستخدام الإنسان الآلي أو الروبوت لا تستخدم جراحات الفتحات الصغيرة مع كل مريض وعادة لا تصلح مع من أجرى جراحة قلب سابقة أو لديه مرض متقدم في القلب مميزات جراحة القلب بالمنظار تقليل مدة الإقامة بالمستشفى تقليل النزيف بعد الجراحة تقليل نسبة الإصابة بالعدوى تقليل مدة النقاهة في المنزل الحالات التي يمكن إستخدام المنظار فيها إصلاح أو استبدال الصمام الميترالي إصلاح أو استبدال الصمام ثلاثي الشرفات استبدال الصمام الأورطي عيب الحاجز الاذيني واغلاق الثقوب الواضحة استئصال أورام القلب الحميدة مثل أورام الميكزوما المخاطية فوائد جراحة القلب بالمنظار نسبة أقل من النزيف مقارنة بعملية القلب المفتوح انخفاض خطر الإصابة بالعدوى عنها في عملية القلب المفتوح سرعة أكبر في التعافي العودة إلى الأنشطة اليومية بسرعة أكبر تكون الندبات الناتجة عن العملية أصغر وأقل وضوح تصميم خولة عبدالحكيم العتبي 2022م - اشراف د / أنور الوحش عمليات القلب النابض عملية القلب النابض هذه هي التقنية الثالثة من أنواع جراحة القلب ، وتعد هذه العملية واحدة من تقنيات إصلاح الشرايين التاجية في هذه العملية تجرى الجراحة عن طريق شق الصدر ولكن دون توقيف القلب وتوصيل ماكينة القلب والرئة الصناعية ( وقد يتم توصيلها في بعض الأحيان ) ولكن يتم تثبيت الشرايين التاجية بمثبتات حتى إنتهاء العملية وسبب التسمية بجراحة القلب النابض وهو بقاء القلب نابضاً دون توقف في أثناء العملية جراحة تغيير مسار الشرايين التاجية بطريقة القلب النابض عندمـا لا تستطيــع الشــرايين إمداد القلب بكمية كافيــة من الدم ، يلجــأ الأطباء لعملية تغيير مسار الشرايين التاجيــة ، تعد هذه الجـراحة واحدة من جراحات القلب الأكثر شيوعـاً والتي تعمـل على إعادة تدفق الدم إلى القلب – أن جراحة القلب النابض – بعبارات بسيطـة – هي جراحــة لتغيير مســار الشرايين التاجية بينما لا يزال القلب بنض لا يتم إيقاف القلب أثناء الجراحة ولا يتم اللجوء لماكينة القلب الصناعي تصميم خولة عبدالحكيم العتبي 2022م - اشراف د / أنور الوحش	oercommons	2025-03-18T00:34:13.957925	06/27/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/94575/overview", "title": "عمليات القلب", "author": "Khawla alaotobi" }
https://oercommons.org/courseware/lesson/73373/overview	Rock Cycle Lesson Overview The three types of rocks and how they become each through the rock cycle. Rock types There are different types of rocks found on Earth. These types are sedimentary, metamorphic, and igneous. Differences Sedimentary- these rocks form from small particles over time. They may contain fossils, minerals, or other matter. Metamorphic- metamorph means to change in form. These rocks form by heat and pressure from the Earth. Igneous- These rocks are the result of cooled lava. They are often a dark color from the fire or heat. Rock Cylce All of these types of rocks can be formed from each other over time. If a volcano errupts, the lava will run down and harden into rock as it cools. This rock will eventually break down into particles and can come back together with new particles. This will form a sedimentary rock. From there, this rock can be burried in the ground. With built up pressure and heat, it will turn into a metamorphic rock. Video Video Response If a river dries up, what type of rock would be created? Video Response 2 If sand was pressed down for 2,000 years, what type of rock would that become?	oercommons	2025-03-18T00:34:13.977893	10/11/2020	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/73373/overview", "title": "Rock Cycle Lesson", "author": "Cassidy Bowles" }
https://oercommons.org/courseware/lesson/83019/overview	Jack H-20210618T132625Z-001 (1) Is Water Wet? Overview This lesson includes a lab that has students differentiating between hydrophilic and hydrophobic surfaces and is designed for a 7th-grade science class in Indiana. Teacher-developed resources are attached for student use. Standards Indiana 7th Grade: SEPS.3 6-8.E.2 7.ESS.6 Learning Objective Students will create a hydrophobic surface using principles of nanotechnology. Materials Gallery Walk Displays -- found in this document Sticky Notes (2 per student) Lab Report (1 per student) -- found in this document Lab Protocol -- found in this document Glass slides (1 per student) Gloves (1 pair per student) Face masks (1 per student) Tape (1” strip per student) Dropper (Class set, 1 per student) Water (feel free to use food coloring for added effect!) Krylon Color Master Clear Spray (1 can per 8 students), or Arrid XX Spray (1 can per 8 students), or Sigma Coat Background Teacher Information/Concepts: Scientists are always trying to find ways to use technology to mimic features found naturally in nature that could be advantages to our lives. Nano refers to any substance 1 - 100 nanometers in size. Hydrophobic surfaces repel water and are waterproof. We can manipulate the surface of a substance using nanotechnology. Prior Student Knowledge: Atoms can interact in a variety of ways to create molecules with distinctive properties. A meniscus is formed because of the polarity of water. Possible Preconceptions/Misconceptions: If students struggle to grasp the concept of hydrophobic and hydrophilic, use an oil and water demonstration. The visualization of how water will not remove oil but dish soap will help students make the connection to the real world. In addition, if students struggle to understand how hydrophobic/philic materials interact draw a diagram of how molecule of dish soap interact with oil to remove them. The hydrophobic attaches to the oil which is also hydrophobic while the hydrophilic part attaches to the water, essentially creating a soluble substance. Procedure Vocabulary: Biomimicry, Nanotechnology, Hydrophobic, Hydrophilic, Ambiphilic \| Hook/Set the Stage: Engage prior learning Do Now/Gallery Walk: When students walk in they will pick up two sticky notes. When class begins have students walk around the room silently for 5 minutes examining the different displays. There will be laminated papers around the room with examples of biomimicry. Students will write their names on the sticky notes and leave them next to the two examples they find most interesting. ++Displays (first attachment): Lotus Leaf (self-cleaning and repels water), Jellyfish (bioluminescence), Humpback Whales (efficient wind energy), Mosquitos (needles), Dolphins (underwater signals) After 5 minutes, all students should return to their seats. Discuss which organisms have the most or least sticky notes - why are those properties more or less desirable? Be sure to end the class discussion with the lotus leaf. Demonstration: Show a pair of Jordans (shoes) to the class that has been pretreated with a hydrophobic coating. Discuss with the class what will happen if you were to pour water or another liquid on it. Pour some water on a towel and have students feel it - is it wet? After confirming that the water will make the cloth object wet, pour water on the shoe. Have some students touch it - is it wet? Discuss WHY the shoe did not get wet. If time allows also demonstrate by pouring some sort of juice or colored water. Investigate: Examine phenomena/activities/simulations/instruction While explaining the demonstration, write up the words Nanotechnology, Hydrophobic, Hydrophilic, Ambiphile on the board. Breakdown each word into their root words “Nano,” “Technology,” “Hydro,” “Phobic,” “Phillic/Phile,” and “Ambi” After breaking down the compounds of each word start by talking about the real world applications of creating something that is waterproof. Have students pair up to brainstorm a list of ideas (longest list wins)! Have the students all stand up and go from group to group each sharing a unique idea. When a group is out of original ideas they sit down. Next, explain that we will be creating a waterproof object using nanotechnology. To put this size in perspective, show either one of these videos: (https://www.youtube.com/watch?v=IC3AcItKc3U) (https://www.youtube.com/watch?v=uaGEjrADGPA) Each student will receive a glass slide, gloves, and face masks. Referenced lab guidelines (suggested ones at the end of this document, feel free to use your own ) Students should follow this procedure: - Apply the tape to the glass slide on one side, this will be your non coated side - Spray the Krylon Color Master Clear on the glass slide - Spray the the Arrid XX Spray on the glass slide - Let dry for 10 minutes (answer any questions, example lab report is HERE) - Remove tape - Use a dropper to apply some water to the slide - Put away the sprays, throw away all disposables (gloves, masks, tape, etc.) Facilitate a post lab discussion with these guiding questions: - Why was the area of the glass that had been covered in tape, not hydrophobic? - Why would this method of creating a hydrophobic surface not be good for other glass surfaces like car windows or rearview mirrors? - How did we create a hydrophobic substance? STEM Differentiation & Integration: There are three distinct ways this activity can be adjusted based on limited materials, content, or other accommodations. - The activity can be done in groups if materials are limited. Groups of 2 or groups of 4 - To explore more of the math, you can discuss the angles required for a hydrophobic, superhydrophobic, or hydrophilic surface. - Consider having a few copies of the lab report with sentence starters. Assessment Strategies: Before this class period, students have already completed the official NSF pre-assessment. Slides will be evaluated based on their ability to repel water. Lab Reports will be collected to evaluate learning as it relates to this objective. The next day, an NSF post-assessment will be given as a take-home assessment. Credits This learning module was created by Jack Hesser, a participant in Indiana University-Purdue University’s NSF-Funded “Nanotechnology Experiences for Students and Teachers (NEST)” Program (Award # 1513112).	oercommons	2025-03-18T00:34:14.022007	07/01/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/83019/overview", "title": "Is Water Wet?", "author": "Integrated Nanosystems Development Institute (INDI)" }
https://oercommons.org/courseware/lesson/78477/overview	Go Beyond: The Sun and Light Pollution Go Beyond: Tools for Observing the Night Sky Go Beyond: Ursa Major, Big Dipper, “The Big Bear” What is Light Pollution? Overview Learn how light plays an important role in what you see and don't see in space. Engage in fun activities learning about light pollution and how the Sun, Earth and Moon interact with one another. Finally we will incorporate the other planets in our solar sytem and learn how they all move about one another in space. Why is the sky blue? Teacher: Have students create their own constellations by poking holes in empty containers and shining a flashlight or other light source through the container. Students could create their own unique constellations or try to recreate those seen in the sky. Is it easier to see your constellations with the classroom lights on or off? Why? Have students work together to construct a physical model that simulates how the sun, earth and moon move in relation to each other. Teacher will need to bring Styrofoam balls and wires in for student teams to use. Building on the previous lesson, have students add to their model the additional planets in our solar system. What are interesting characteristics about each planet? Do all Planets move around the Sun the same way as Earth? Student directions: After learning about the different constellations, you will create your own. Using a milk jug, poke holes using the nail to create your own constellation. While holding your jug, have your partner shine the flashlight into the jug. Try it with the overhead lights on and off. Which works better? Talk with your partner. Using your Styrofoam balls, decide between your partners which will be the Sun, Moon or the Earth. After decorating your chosen heavenly body, practice moving them around each other using the appropriate sequence. Now we are going to use the additional Styrofoam balls to add the remaining planets. Divide the Styrofoam balls up among the team and decide who is creating each planet. What order do they go in? Do they all move around the Sun the same speed? Using the Earth’s pace as the default, the remaining planets should practice moving around the Sun using “that planet’s” speed. Is it faster or slower?	oercommons	2025-03-18T00:34:14.046021	03/22/2021	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/78477/overview", "title": "What is Light Pollution?", "author": "Ken Harrison" }
https://oercommons.org/courseware/lesson/117674/overview	Classic Disney Stories! Fairy Tales and Tall Tales from Unbound Ed https://www.khanacademy.org/ela/cc-2nd-reading-vocab/xfb4fc0bf01437792:cc-2nd-fairy-tales-retold/xfb4fc0bf01437792:building-knowledge/a/welcome-to-the-fairy-tales-retold-unit Ice-Breaker_game_Fairy tales The little red riding hood Vocabulary activity Fairy Tales and Other Stories (Interactive Lesson Plan) Overview Why work with faity tales when teaching English to children? ( Elementary Education) Children learn vocabulary in English, but also internalize grammar and, above all, how sentences are formulated correctly. Through the English stories we read or hear, we can practice intonation, but also fluency in the language. And, like any other story (regardless of the language in which it is written), we encourage the habit of reading and creativity of the little ones. Through this ILP the teacher seeks to stimulate and improve the listening, writting and reading comprehension skills of children. UNESCO ICT Competency Framework: Knowledge Acquisition, Knowledge Deepening and Knowledge creation. - Understanding ICT in Education: Policy understanding / Policy application / Policy innovation. - Curriculum and Assesment: Basic Knowledge / Knowledge application / Knowledge Society Skills. - Pedagogy: ICT- enhanced teaching / Complex Problem-solving / Self Management. - Application Digital skills: Application / Infusion / Transformation. - Organization and Administration: Standard classroom / Collaborative Groups / Learning Organizations. - Teacher Professional Learning: Digital Literacy / Networking / Teacher as Innovator. Standard Addressed Standard 6: Summarize key details and ideas to support analysis of thematic development. 6.1 Use information gained from illustrations and words in a print or multimedia text to demonstrate understanding of its characters, setting, or plot. https://oercommons.org/courseware/lesson/88792/overview Public Domain Mark/OERCommons Guess the movie or fairy tale with the emoji :D You should play this activity before give them introduction to the main topic. Before starting let's check this little ice-breaker exercise. Classic Fairy Tales To improve and stimulate teamwork select from the following options which is the favorite story of the group. At the same time paid attention to the more common words that you have listened o checked in the different stories. What is your favorite disney movie? What is your favorite disney song? How is your reading Comprehension? - .Finally pay attention to the following story and answer the questions correctly... - Please write down a short story using the different vocabulary learned in class. You can write it about your favorite person ot hing, pets or simply you can set your imagination in motion. Fairy Tales and Tall Tales Standard 6: Summarize key details and ideas to support analysis of thematic development. 6.1 Use information gained from illustrations and words in a print or multimedia text to demonstrate understanding of its characters, setting, or plot. CC BY NC SA/ Unbound Ed Khan Academy Lesson Standard 6: Summarize key details and ideas to support analysis of thematic development. 6.1 Use information gained from illustrations and words in a print or multimedia text to demonstrate understanding of its characters, setting, or plot.	oercommons	2025-03-18T00:34:14.074967	07/08/2024	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/117674/overview", "title": "Fairy Tales and Other Stories (Interactive Lesson Plan)", "author": "Shelia Russell" }
https://oercommons.org/courseware/lesson/111830/overview	Developing Distance & Online Learning Materials Using Open Educational Resources Overview Introduction Introduction Don't forget to ask the learners to watch the video and read the instructions Welcome to this module on Developing Distance & Online Learning Materials using Open Educational resources. Quick Self - check Write a short paragraph on how self-learning can help you	oercommons	2025-03-18T00:34:14.092010	Jonathan Kovilpillai	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/111830/overview", "title": "Developing Distance & Online Learning Materials Using Open Educational Resources", "author": "Lesson" }
https://oercommons.org/courseware/lesson/90796/overview	Education Standards LEARNING ACTIVITY SHEET IN TLE HANDICRAFT week 1-2 Overview Different tools and materials use in Embroidery LEARNING ACTIVITY SHEET IN TLE HANDICRAFT week 1-2 Different tools and materials use in Embroidery	oercommons	2025-03-18T00:34:14.111931	03/10/2022	{ "license": "Public Domain", "url": "https://oercommons.org/courseware/lesson/90796/overview", "title": "LEARNING ACTIVITY SHEET IN TLE HANDICRAFT week 1-2", "author": "Ginalyn Pallorina" }

Subsets and Splits