This is a multi-part activity that is for level 1. Students will watch a video to see basic greetings. It can be adapted for virtual or in-person, and there are opportunities to expand upon each of the activities.Learning Intentions:• I will learn about basic greetings.• I will learn about basic conversations (i.e. asking where someone is from).Success Criteria:• I can put a basic conversation with greetings in order.• I can have a basic conversation with a classmate. This includes names, how someone is, and where they are from.

Welcome to Making Open Educational Resources with and for PreK12: A Collaboration Toolkit for Higher Education. This toolkit is designed to address known gaps in knowledge and practice which limit the development of generative relationship-building processes between higher education faculty and PreK12 educators.

Higher education and PreK12 are vastly different domains. Well-intended, collaborative relationships do not always result in hoped-for creation of useful and reusable learning materials for PreK12 classrooms, nor of effective partnerships.

The main landing page for this book is https://doi.org/10.21061/OER_PreK12_highered. The toolkit is also available at https://pressbooks.lib.vt.edu/higheredk12collaborationtoolkit. Associated slides, handouts, and other downloadables are available at this site and other sites linked within the toolkit. A print version is available for order here.

The toolkit is part of the Scholarly Communication Notebook and is intended to prepare and position practicing and future academic librarians and interested higher education faculty, staff, and students consulting with librarians to address gaps related to outreach to PreK12. It aims to expand use and re-usability of learning resources through informed practices regarding copyright, open-licensing, and accessibility. Designed for use in formal graduate-level library and information science courses and relevant for self-study by academic librarians already in practice, this toolkit includes videos, presentations, transcripts, activities, guides, assignments, and assessment tools for learning and delivery by librarians to faculty and students in higher education, and for use by interested instructional designers, other faculty, staff, and graduate students seeking to improve their service to PreK12 educators.

Are you a professor or academic librarian reviewing or using this toolkit? We would love to hear from you. Please use the form at https://bit.ly/interest_hek12 to leave your feedback.

Students will produce a persuasive analysis essay as a top psychiatrist assessing the mental health of a defendent accused of murder in order to see if he can avoid the death penalty by pleading insanity.  ** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

This assignment is used to compare and contrast Martin Luther King Jr. and Cesar Chavez.2.4          The student will describe how the contributions of selected individuals changed the lives of Americans, with emphasis oni) Cesar Chavez; and j) Martin Luther King, Jr.

This assessment should be used to determine the students’ ability to estimate and measure to the nearest inch and weigh to the nearest pound. It should be utilized at the end of the measurement unit.

A project in which students are asked to apply knowledge of media literacy skills to curate articles and analyze media bias

Title: Media Messages Mini-UnitTopic: Media MessagesEducational Standards: 9.2 The student will produce, analyze, and evaluate media messages.Subject Area: English 9

This activity is an interpretive listening task with an authentic resource (medical product commercial) in Spanish to be used in level 2 (possibly 1 or 3 depending on the unit you are teaching and your students' abilities).

This activity will show the sorting process using the Merge Sort Divide and Conquer algorithm that is used by a computer when sorting data without using a computer.

This is a presentational speaking video that students will plan and record independently to describe their daily routine

How to use this activity:Students create three small paragraphs: (1) morning routine, (2) school routine, and (3) after school or afternoon routine. 

This is a 15 question study set on Quizlet for Microsoft Active Directory that you can have your students practice and learn.

Use the learning objects in this collection to go along with the Middle School Career Investigations course, Commonwealth Cascades.

In this unit students study the California migrant farm workers' fight for justice. Lead by Cesar Chavez and Dolores Huerta, this time period is often referred to as the start of the Latino civil rights movement. Over the course of the unit students will explore what life was like for migrant farm workers in the 1960s and the barriers that prevented them from obtaining better wages and equitable working conditions. Students will then learn about how the farm workers were able to band together under the leadership of Larry Itliong, Cesar Chavez, and Dolores Huerta to launch a multi-year movement focused on using nonviolent tactics as a way of making meaningful, long-lasting change. In particular, students will analyze how different types of nonviolent protests (boycotts, pickets, marches, strikes, and fasting) helped educate the public and influence change. Understanding the history of migrant farm workers and their struggle for justice is important for helping students understand the world around them. It is important to note that this unit is based in history. Many of the ideas and concepts in this unit are connected to current events; however, the focus of the unit is on this period in history.

In reading, this unit helps students continue to build their informational reading skills. Over the course of the unit students will be pushed to think about the connection between two or more historical events and people. Unlike previous units, this unit contains a variety of primary sources and videos that require students to use different reading and speaking and listening strategies in order to synthesize and summarize key ideas.

Students will participate in a 5E lesson. To ENGAGE, students will connect their understanding of the characteristics of life to the fundamental molecule of life: DNA. To EXPLORE, students will extract DNA from fruit in a hands on (or video of a) lab, and then, students will act as Watson and Crick and use clues to discover the structure of DNA. In the EXPLAIN section, students will use slides to fill out guided notes on the structure of DNA and RNA. To ELABORATE on their understanding of DNA, students can participate in the CRISPR-Cas9 interactive and the Regulation of the Lactase Gene click and learn. Formative evaluations of students's ability to model DNA include (1) using an online interactive, (2) using their bodies as a class, and (3) using a cut and paste model. Finally, the summative EVALUATE is a DNA Model FlipGrid in which students use various materials to construct and explain the structure of DNA.

This lesson remixes an original lesson plan entitled "The Poetry of Emily Dickinson" by Melissa Strong: Melissa Strong. Retrieved from the Digital Public Library of America .

In this lesson, activities 1 and 2 from the original source are combined so that students emulate the writing style of Dickinson to write their own original poetry based on modern issues concerning women. An extension activity asks students to transfer their understanding of how literary elements shape meaning to different poets who each have a distinct style.

This resource is the test I use at the end of the 10th grade Biology unit on molecules of life. The main topics are macromolecules, pH, and water. It consists of 40 multiple choice questions, mainly knowlege/vocabulary based.