This curriculum builds upon many years of educating students in the garden and scales up content across grades and lessons for instructional scaffolding. It is designed as an interactive teaching tool to be co-taught with classroom teachers and garden instructors as leads. Each lesson connects directly to standards: Next Generation Science, Common Core State, Physical Education, and Environmental and Health Education. The concise and easy to-follow lessons are a packed 45 minutes for preschool through fifth grade. Flexibility is important, so some lessons include several activities that teachers can choose from to accommodate their lesson plans. Consistency is also important, so lessons follow themes and structures found in the Curriculum Map. 360 pages.

Best Practices for Teaching and Learning integrates the wealth of institutional knowledge with current educational research. This resource offers research-based strategies for helping students learn in all grade levels and content areas. Through collaboration and contributions from educators across the county, this resource will become an essential tool to help students reach their full academic potential.

This toolkit is designed to help Local Educational Agencies (LEAs) create and maintain effective strategies with multilingual families. We explore and model best practices for the use of technology in teaching, as well as for assessing and communicating with diverse adults. The following guide is applicable for face-to-face, blended, and online instruction, and can also serve as a toolkit.

Este conjunto de herramientas está diseñado para ayudar a las Agencias Educativas
Locales (LEA, por sus siglas en inglés) a crear y mantener estrategias efectivas con las
familias multilingües. Exploramos y modelamos las mejores prácticas para el uso de la
tecnología en la enseñanza, así como para evaluar y comunicarnos con adultos diversos.
La siguiente guía es aplicable para la instrucción presencial, combinada y en línea, y
también puede servir como un conjunto de herramientas para tal efecto.

The purpose of this resource is to quantitatively evaluate the accuracy of a classification system. Students sort birds into three possible classes based on each bird's beak: carnivores, herbivores, and omnivores. Students compare their answers with a given set of validation data.

In Bootstrap:Data Science, students form their own questions about the world around them, analyze data using multiple methods, and write a research paper about their findings. The module covers functions, looping and iteration, data visualization, linear regression, and more. Social studies, science, and business teachers can utilize this module to help students make inferences from data. Math teachers can use this module to introduce foundational concepts in statistics, and it is aligned to state and national standards.

This video was made possible by a grant from Achieving the Dream. Through this grant Bay College will create degree pathways using Open Educational Resources. Open Educational Resources are resources licensed with a Creative Commons license type.

Business Administration: Eco-Innovation & Social Entrepreneurship Course Materials and Syllabus

BA 278. Eco-Innovation and Social Entrepreneurship.

Introduces the social, economic and environmental pillars of sustainability, and social entrepreneurship within the business environment with a focus on global, domestic and internal business methods, practices and policies. Investigates sustainable business, social innovation and intrapreneurship evolution and trends. Includes opportunities to interact with local social entrepreneurs, analyze initiatives, and develop market-based solutions to social problems. Examines individual and corporate decision-making and best practices. Includes team projects and a community-based service learning experience.

COURSE OUTCOMES
Upon successful completion of BA 278, the student will be able to:
1. Understand the fundamental definitions, concepts and methods of corporate social responsibility,
environmental sustainability, social entrepreneurism and intrapreneurism.
2. Critically examine the complex and interconnected relationship between human economic behavior and
the environment through a lens of sustainability and “the triple bottom line” (people, planet, profit).
3. Build an awareness of the impacts of environmental sustainability issues and policies on communities of
diverse backgrounds, on the local, regional, national and international level, in order to interact with
sensitivity, respect and a sense of responsibility to others and to the future.
4. Analyze claims about sustainable business and social entrepreneurial practices and policies critically.
5. Develop and apply writing, systems-thinking and analytical thinking skills effectively in the workplace.

A Cartilha é um produto educacional apresentado ao Programa de Pós-
Graduação em Rede Nacional para Ensino das Ciências Ambientais.

Apresenta caça-palavra na pagina 37.

Overview of how the Pennsylvania Common Core Standards for Mathematics are driving changes in classrooms and schools, and where resources can be found to support the implementation of those changes.

Description provided by COERLL:

COERLL hosted an online “OER hangout” on September 25th on the subject of creating open educational resources (OER) with students. With 26 people attending, five language instructors shared their experiences of working with their students to create openly licensed resources for teaching and learning:

Amber Hoye and Kelly Arispe lead the Boise State University Department of World Languages’ Pathways OER Language Teaching Repository of openly licensed proficiency based activities, created by students and teachers.

Kathryn Murphy-Judy, Ngoc-My Guidarelli, and Laura Middlebrooks are part of a team of faculty at Virginia Commonwealth University who have developed an open, connected platform for students to share authentic resources.

At Boise State, upper-level undergraduate students, with the mentorship of staff and faculty, create activities to be used in the weekly language lab component of introductory language courses. These activities can also be used in the classroom and K-12 teachers in Idaho have been involved in creating and teaching with them. At Virginia Commonwealth University, undergraduate students in the 202 class, who are either majors on their way to upper level courses or students finishing their language requirement, curate authentic resources and discuss them with native speakers. Then, upper level students turn those curations into instructional modules, which are being integrated into online open textbooks.

You can learn more about the logistics of these projects by viewing the webinar video, reading about the projects, and perusing the materials. Here, we’ll mention a few of the important themes that came up during the discussion.

One important element of students being involved in materials creation is that they understand what other students will be interested in and can choose topics and texts they know their peers will enjoy. Involving students ensures that a more diverse array of voices and perspectives are represented in the materials, and gives students more of a choice in their own education. Students also gain skills beyond language and culture when they work on these projects: digital citizenship, open license knowledge, technical skills, an understanding of language proficiency, and knowledge of state and national standards.

Each of these projects has a broad community of people with various skills who can support each other and contribute in different ways. At Boise State, the language resource center director, language students and students from other departments, faculty mentors, SLA & CALL researchers, K-12 teachers, state partners, and librarians have all contributed to the OER. At VCU, students, faculty, and librarians contribute to the materials and partnerships are developing with K-12 teachers who use the materials in their courses.

Each of these projects follows an iterative process of development. The work doesn’t start and finish in the span of a semester, it grows and changes. Students develop materials, native speakers proofread them, teachers teach with them, and the team refines them. The Pathways Project carries a disclaimer that “The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed.” The cycle of the projects is such that lower-level students can get involved in the project as learners, but go on to take a more active role in the project as they progress.

The panelists recommend to anyone interested in creating OER with their students that they start small, and reach out to available communities (institution-wide, or online professional networks) for support and sharing. On that note, COERLL’s next OER hangout is on the topic of joining a teacher community. Join us on November 13th!

View the webinar video, links to the repositories, slides from the presenters, and more on the event page of COERLL’s website.

The COVID-19 Pandemic is a clear example of how science and society are connected. This unit explores how different communities are differentially impacted by the virus through the lens of historical inequities in society. In the context of decisions their families make, students explore the basics of how the virus affects people, and design investigations to explore how it spreads from person to person, and what we can do to prevent that spread.

This unit is designed to support students in understanding the COVID-19 pandemic, transmission of the COVID-19 virus, and the impacts of the pandemic on communities, especially communities of color. Specific learning targets are listed at the beginning of each lesson and highlight a core idea for the lesson, the science and engineering practice students will engage in, and the crosscutting concept students will use in the lesson. i

The CUNY HSE Curriculum Framework provides direction, structure and materials for teaching math, science and social studies (integrated with reading and writing) in the new era of HSE instruction. The complete framework is available for free download.

The framework was written by the CUNY Adult Literacy PD Team to respond to the challenges facing high school equivalency (HSE) teachers and their students. It is a guide for planning your instruction – including topic recommendations, model lessons, guiding questions, readings, and problems. The framework prioritizes depth over breadth. It does not address all of the content that might potentially be included on an HSE exam, but instead models a focused and coherent study of high priority topics within each content area.

As teachers in adult literacy and HSE education, our work has always been demanding. Now that our students face a new and more challenging HSE test, the demands on teachers are even greater. Teaching students to read, write and do math at the HSE level is no longer enough. Students need specific, deep and coherent content knowledge, as well as the capacity to apply this content knowledge to analysis and problem solving.

As the demands on our students and teachers are increasing, it is important that we don’t lose sight of one of our greatest strengths — our practice of starting from where students are and our serious respect for their learning processes. As a student of ours once said, “You can’t make a plant grow by pulling on it, you only make it rootless.”

The Social Studies section integrates reading and writing through a focus on U.S. history, with extensions to civics, economics and geography. This section has a curriculum map, 12 unit descriptions, six model lesson plans and additional resources.

The Science section provides an introduction to matter and basic chemistry with extensions to science/math connections. This section includes a curriculum map with 23 topic descriptions and key questions, and three complete inquiry-based model lesson plans.

The Math section focuses on problem-solving in functions and algebra. It integrates problem-solving strategies, productive struggle, perseverance and mathematical discussion into content learning. This section includes a curriculum map, model lessons, rich engaging math problems, samples of student work, powerful routines for math classrooms, classroom videos, and more.

Esse material didático é resultado das experiências do projeto de atuação na linha ambiente e sociedade do Programa de Pós-Graduação em Rede Nacional para o Ensino das Ciências Ambientais (PROFCIAMB), pela Universidade Federal do Amazonas (UFAM), tendo como base a dissertação “Abelhas nativas e educação ambiental: uma sequência didática interdisciplinar na formação do discente em agropecuária” que foi orientado pelo Prof. Dr. Neliton Marques da Silva.
Ele apresenta as sequências didáticas (SD’s) aplicadas junto a turma do 1º Ano do Curso Técnico de Nível Médio em Agropecuária na Forma Integrada, ofertados pelo IFAM campus Coari, com o objetivo de servir como um norteador para utilização das abelhas nativas sem ferrão como ferramenta educacional, especialmente na disciplina de ciências.

In this two-hour program, Jean-Michel Cousteau and his team of explorers travel to both the Northern and Southern hemispheres as they seek out killer whales in the Atlantic and Pacific oceans. They discover that people and orcas share surprising similarities, even similar needs, and they relate their findings to the captivity and release of Keiko, from Free Willy fame, who captured the world̢ĺŰĺŞs imagination and whose survival depended on pioneering efforts to reintroduce Keiko into the wild. The team also learns how some of the threats to killer whales now intersect with human lives. During the expedition, intriguing detours arise, leading to critical examinations of our environment, of the food on our dinner tables, even of our own health.

Students can sometimes have emotional outbursts in school settings. This fact will not surprise many teachers, who have had repeated experience in responding to serious classroom episodes of student agitation. Such outbursts can be attributed in part to the relatively high incidence of mental health issues among children and youth. It is estimated, for example, that at least one in five students in American schools will experience a mental health disorder by adolescence (U.S. Department of Health and Human Services, 1999). But even students not identified as having behavioral or emotional disorders may occasionally have episodes of agitation triggered by situational factors such as peer bullying, frustration over poor academic performance, stressful family relationships, or perceived mistreatment by educators.

The cartoon analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. This worksheet will be useful when introducing students to cartoons as sources of historical, social and cultural information.