This document outlines a 5th grade social studies lesson plan that uses Universal Design for Learning (UDL) principles. The lesson introduces students to the history of immigration to the United States and asks them to reflect on their own family's experiences. Students will analyze reasons for immigration over time and compare historical narratives to present-day issues. They will demonstrate their understanding through a multimedia presentation to be shared locally on ways to contribute to the immigration dialogue. The UDL approach provides multiple means of representation, engagement, and expression to make the lesson inclusive and personally relevant for all students.
Expanding time for-learning-both-inside-and-outside-the-classroomgemajosh
This document provides a review of research on programs that aim to expand learning time for students both inside and outside of the regular school day. It begins with background on the need to improve education in the US. It then describes three types of extended learning time models: extended school day programs that lengthen the school day; extended school year programs that lengthen the school year; and expanded learning opportunity programs that provide academic supports outside of school hours. The report analyzes research on the effectiveness of each type of program at improving student achievement and other educational outcomes. It concludes by discussing implications for funders, policymakers, educators and others.
The Effect of Palembang City Government Readiness in Accepting The Transfer o...Trisnadi Wijaya
The Effect of Palembang City Government Readiness in Accepting The Transfer of PBB-P2 and BPHTB as A Local Tax on The Taxpayer’s Perception
Authors:
Siti Khairani
Trisnadi Wijaya
Published at:
2014 International Conference on Economic and Information System Management Proceedings
ISBN : 978-602-71513-0-7
Proceedings URL : http://eprints.mdp.ac.id/1180/
This document discusses how technology can be used to differentiate instruction for English language learners (ELLs). It notes that ELLs often have limited access to technology at home, making its use at school important. Various technologies are described that can help ELLs develop language skills, including presentations, movies, audio recordings, discussion boards, blogs, and social networking. Specific tools highlighted include PowerPoint, MovieMaker, Audacity, Google Earth, email, and student-created web pages. The document encourages teachers to use simple, meaningful technologies to open new opportunities for ELLs.
The document summarizes activities and lessons for a primary 1 class at Auchinairn Primary School. It discusses indoor and outdoor active learning, counting meals, practicing writing and reading, learning about numbers and ordering them, building towers together, sorting animals, looking for signs of autumn like changing leaves, playing games to learn cooperation and sharing, and planting bulbs as a class. It describes the students as becoming confident learners who are learning about the world around them.
This document discusses programs for tweens (ages 8-12) that help them learn online skills. It describes websites kids use like YouTube and LEGO.com. It notes surprising questions kids ask, like how to make squiggly email signs or spell websites. The document emphasizes that kids aren't automatically "digital natives" and provides examples of library programs teaching online skills through activities like making book trailers and comic books. It concludes that libraries play an important role in kids' informal learning outside of school.
This document discusses the causes of the 2008 world financial crisis from a risk management perspective. It describes the key events of the crisis and its global impact. Some of the main factors that contributed to the crisis included deregulation of the financial sector, speculation in the housing market, extensive sub-prime lending and securitization of risky mortgage-backed assets. A lack of oversight of the shadow banking system and conflicts of interest in the credit ratings agencies also exacerbated risk-taking behavior in the financial system.
Expanding time for-learning-both-inside-and-outside-the-classroomgemajosh
This document provides a review of research on programs that aim to expand learning time for students both inside and outside of the regular school day. It begins with background on the need to improve education in the US. It then describes three types of extended learning time models: extended school day programs that lengthen the school day; extended school year programs that lengthen the school year; and expanded learning opportunity programs that provide academic supports outside of school hours. The report analyzes research on the effectiveness of each type of program at improving student achievement and other educational outcomes. It concludes by discussing implications for funders, policymakers, educators and others.
The Effect of Palembang City Government Readiness in Accepting The Transfer o...Trisnadi Wijaya
The Effect of Palembang City Government Readiness in Accepting The Transfer of PBB-P2 and BPHTB as A Local Tax on The Taxpayer’s Perception
Authors:
Siti Khairani
Trisnadi Wijaya
Published at:
2014 International Conference on Economic and Information System Management Proceedings
ISBN : 978-602-71513-0-7
Proceedings URL : http://eprints.mdp.ac.id/1180/
This document discusses how technology can be used to differentiate instruction for English language learners (ELLs). It notes that ELLs often have limited access to technology at home, making its use at school important. Various technologies are described that can help ELLs develop language skills, including presentations, movies, audio recordings, discussion boards, blogs, and social networking. Specific tools highlighted include PowerPoint, MovieMaker, Audacity, Google Earth, email, and student-created web pages. The document encourages teachers to use simple, meaningful technologies to open new opportunities for ELLs.
The document summarizes activities and lessons for a primary 1 class at Auchinairn Primary School. It discusses indoor and outdoor active learning, counting meals, practicing writing and reading, learning about numbers and ordering them, building towers together, sorting animals, looking for signs of autumn like changing leaves, playing games to learn cooperation and sharing, and planting bulbs as a class. It describes the students as becoming confident learners who are learning about the world around them.
This document discusses programs for tweens (ages 8-12) that help them learn online skills. It describes websites kids use like YouTube and LEGO.com. It notes surprising questions kids ask, like how to make squiggly email signs or spell websites. The document emphasizes that kids aren't automatically "digital natives" and provides examples of library programs teaching online skills through activities like making book trailers and comic books. It concludes that libraries play an important role in kids' informal learning outside of school.
This document discusses the causes of the 2008 world financial crisis from a risk management perspective. It describes the key events of the crisis and its global impact. Some of the main factors that contributed to the crisis included deregulation of the financial sector, speculation in the housing market, extensive sub-prime lending and securitization of risky mortgage-backed assets. A lack of oversight of the shadow banking system and conflicts of interest in the credit ratings agencies also exacerbated risk-taking behavior in the financial system.
The document discusses financial risk management. It defines three main sources of financial risk: market risk, credit risk, and liquidity risk. It then provides details on specific types of market risk, including equity price risk, interest rate risk, foreign exchange risk, and commodity price risk. It also discusses how diversification across different asset classes can help reduce overall portfolio risk through lowering specific risk, though not systematic risk. The beta factor is introduced as a measure of an asset's systematic risk relative to the overall market.
Book of Daniel, part 1 (Bible prophesies for the last times series)Anar R Guliyev
The document provides an overview of the Book of Daniel part 1 from a Bible study group. It discusses why prophecies should be studied according to Amos 3:7 and Matthew 16:2-4. It notes that signs prophesied in the Bible that were previously impossible are now possible, indicating we are nearing the end times, such as the exile and regathering of Israel described in Amos 9. The document then summarizes Daniel chapter 1 regarding Nebuchadnezzar taking captives from Jerusalem, including Daniel.
Winner Automotive Group placed advertisements in Delaware Today magazine for various brands and vehicles over multiple years. Specifically, Winner Lincoln/Mercury had ads in 1995 issues with special inserts about Winterthur Gardens and LPGA golf. Winner Buick ran an ad in a 1996 issue featuring a special insert about the Playhouse. Winner Suzuki also advertised in a 1997 issue containing a special magazine insert.
James Metcalfe's Real Estate Market Update 10,11James Metcalfe
The document summarizes the strong performance of the Toronto real estate market in September 2011, with home sales up 25% from the previous year. It also discusses factors contributing to the robust market, such as low interest rates, rising incomes, and limited housing supply. The average price of homes sold in the GTA rose nearly 10% to $465,369. While sales have been strong, the market remains tight with listings down 8% from the previous year.
This document provides a list of over 100 compilation albums and live recordings of Elvis Presley's music. It includes albums of live performances from various stages of his career compiled from audience and soundboard recordings, as well as albums of studio outtakes and unreleased recordings. Release years range from the 1950s to 1977. Details provided for each album include recording sources, tracks included, and brief reviews or descriptions.
La corrida de toros es un espectáculo tradicional en España y otros países hispanohablantes donde matadores lidian toros bravos a pie. Se divide en tres partes donde un picador montado y luego banderilleros debilitan al toro antes que el matador lo mata con su muleta y espada. Aunque es popular, también es controvertido por considerarse cruel para los toros.
What does it mean to be healthy and well? The UNH community was asked to answer this question by creating Peeps Dioramas. Here are all the submissions and the WINNERS!
Toonalone is a transportation company based in the Netherlands that has over 30 years of experience providing mini coach buses, nightliners, and sleeper buses for rental throughout Europe. They offer competitive prices and can transport people, equipment, and provide branding for various events, artists, and corporations. Their website is www.toonalone.com where customers can learn more about their multi-purpose vehicle rental and shipping services.
Sylvia Maisano has over 25 years of experience as a computer instructor, starting in 1992 teaching individuals and expanding to corporate instruction in 1995. She has since 2001 been a technology instructor at Van Dyke Public Schools, where she instructs students and teachers, serves on technology committees, and advocates for new technologies in education. Her goals include continuing to grow her technical writing and instruction skills to become a professional technology instructor and curriculum developer.
James Metcalfe's real estate market update march 2012James Metcalfe
The document summarizes real estate market trends in the Toronto area in February 2012. It reports that the average home resale price exceeded $500,000 for the first time, an 11% increase from the previous year. Detached homes saw the largest annual price growth at 10%, while condo apartments grew 3%. Total home sales and new listings were both up over 16% and 11% respectively from February 2011. The document also discusses how smart meters can help homeowners save money on electricity bills by reducing usage during peak times.
Overview of the Gifted and Talented Program in the Plymouth School District with the answers to some frequently asked questions about advocating for your child.
This document contains information about a 50s Movie Collection album by Elvis Presley on Rhapsody music streaming service. The album contains 62 tracks from 5 of Elvis' early movies - Love Me Tender, Jailhouse Rock, Loving You, King Creole. It provides the track names and numbers as well as options to play, add to a playlist, or buy each song.
This document contains information about a 50s Movie Collection album by Elvis Presley on Rhapsody music streaming service. The album contains 62 tracks from 5 of Elvis' early movies - Love Me Tender, Jailhouse Rock, Loving You, King Creole. It provides the track names and numbers as well as options to play, add to a playlist, or buy each song.
How Many People Could Earth Support Now and 100 Years From Now?Big History Project
How many people could the Earth support today and 100 years from now? Thinking about the limits of our planet today, what types of technologies would enable further growth of the population? Is this a good or bad thing?
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
How many people could the Earth support today and 100 years from now? Thinking about the limits of our planet today, what types of technologies would enable further growth of the population? Is this a good or a bad thing?
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
The document discusses financial risk management. It defines three main sources of financial risk: market risk, credit risk, and liquidity risk. It then provides details on specific types of market risk, including equity price risk, interest rate risk, foreign exchange risk, and commodity price risk. It also discusses how diversification across different asset classes can help reduce overall portfolio risk through lowering specific risk, though not systematic risk. The beta factor is introduced as a measure of an asset's systematic risk relative to the overall market.
Book of Daniel, part 1 (Bible prophesies for the last times series)Anar R Guliyev
The document provides an overview of the Book of Daniel part 1 from a Bible study group. It discusses why prophecies should be studied according to Amos 3:7 and Matthew 16:2-4. It notes that signs prophesied in the Bible that were previously impossible are now possible, indicating we are nearing the end times, such as the exile and regathering of Israel described in Amos 9. The document then summarizes Daniel chapter 1 regarding Nebuchadnezzar taking captives from Jerusalem, including Daniel.
Winner Automotive Group placed advertisements in Delaware Today magazine for various brands and vehicles over multiple years. Specifically, Winner Lincoln/Mercury had ads in 1995 issues with special inserts about Winterthur Gardens and LPGA golf. Winner Buick ran an ad in a 1996 issue featuring a special insert about the Playhouse. Winner Suzuki also advertised in a 1997 issue containing a special magazine insert.
James Metcalfe's Real Estate Market Update 10,11James Metcalfe
The document summarizes the strong performance of the Toronto real estate market in September 2011, with home sales up 25% from the previous year. It also discusses factors contributing to the robust market, such as low interest rates, rising incomes, and limited housing supply. The average price of homes sold in the GTA rose nearly 10% to $465,369. While sales have been strong, the market remains tight with listings down 8% from the previous year.
This document provides a list of over 100 compilation albums and live recordings of Elvis Presley's music. It includes albums of live performances from various stages of his career compiled from audience and soundboard recordings, as well as albums of studio outtakes and unreleased recordings. Release years range from the 1950s to 1977. Details provided for each album include recording sources, tracks included, and brief reviews or descriptions.
La corrida de toros es un espectáculo tradicional en España y otros países hispanohablantes donde matadores lidian toros bravos a pie. Se divide en tres partes donde un picador montado y luego banderilleros debilitan al toro antes que el matador lo mata con su muleta y espada. Aunque es popular, también es controvertido por considerarse cruel para los toros.
What does it mean to be healthy and well? The UNH community was asked to answer this question by creating Peeps Dioramas. Here are all the submissions and the WINNERS!
Toonalone is a transportation company based in the Netherlands that has over 30 years of experience providing mini coach buses, nightliners, and sleeper buses for rental throughout Europe. They offer competitive prices and can transport people, equipment, and provide branding for various events, artists, and corporations. Their website is www.toonalone.com where customers can learn more about their multi-purpose vehicle rental and shipping services.
Sylvia Maisano has over 25 years of experience as a computer instructor, starting in 1992 teaching individuals and expanding to corporate instruction in 1995. She has since 2001 been a technology instructor at Van Dyke Public Schools, where she instructs students and teachers, serves on technology committees, and advocates for new technologies in education. Her goals include continuing to grow her technical writing and instruction skills to become a professional technology instructor and curriculum developer.
James Metcalfe's real estate market update march 2012James Metcalfe
The document summarizes real estate market trends in the Toronto area in February 2012. It reports that the average home resale price exceeded $500,000 for the first time, an 11% increase from the previous year. Detached homes saw the largest annual price growth at 10%, while condo apartments grew 3%. Total home sales and new listings were both up over 16% and 11% respectively from February 2011. The document also discusses how smart meters can help homeowners save money on electricity bills by reducing usage during peak times.
Overview of the Gifted and Talented Program in the Plymouth School District with the answers to some frequently asked questions about advocating for your child.
This document contains information about a 50s Movie Collection album by Elvis Presley on Rhapsody music streaming service. The album contains 62 tracks from 5 of Elvis' early movies - Love Me Tender, Jailhouse Rock, Loving You, King Creole. It provides the track names and numbers as well as options to play, add to a playlist, or buy each song.
This document contains information about a 50s Movie Collection album by Elvis Presley on Rhapsody music streaming service. The album contains 62 tracks from 5 of Elvis' early movies - Love Me Tender, Jailhouse Rock, Loving You, King Creole. It provides the track names and numbers as well as options to play, add to a playlist, or buy each song.
How Many People Could Earth Support Now and 100 Years From Now?Big History Project
How many people could the Earth support today and 100 years from now? Thinking about the limits of our planet today, what types of technologies would enable further growth of the population? Is this a good or bad thing?
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
How many people could the Earth support today and 100 years from now? Thinking about the limits of our planet today, what types of technologies would enable further growth of the population? Is this a good or a bad thing?
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
This document provides guidance for a project-based learning activity where students work in groups to predict and describe the next threshold of increasing complexity. It includes:
- An overview of the project question, objective, and student deliverables which are a threshold card, newscast/podcast script, and presentation.
- An instructional sequence outlining the project kickoff, group formation, three checkpoints to review draft work, and a final presentation day.
- Information on standards addressed, essential elements of project-based learning, and tips for facilitating the project including allocating class time and supporting student collaboration.
The goal is for students to synthesize their understanding of big history and prior thresholds to predict characteristics
Predict the next threshold using your knowledge of big history and understanding of the eight thresholds. How can you shape the future?
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
A lyger? An elephish? A duck-billed cat? Apply knowledge of life and scientific reasoning to invent a species!
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
The document describes an authentic teaching and learning presentation focused on increasing student achievement. It discusses the K20 GEAR UP program which aims to prepare over 3,500 rural students in 33 school districts for postsecondary education. The presentation models authentic instruction by having students collaboratively analyze a natural disaster scenario using evidence-based arguments. It outlines the key components of authentic teaching including construction of knowledge, disciplined inquiry, value beyond school, and viewing students as individuals. The presentation also provides examples of how technology can enhance authentic lessons and recommends upgrading existing lessons to increase their authenticity.
The document is a syllabus for a Science, Technology & Society course at the University of Nueva Caceres. It outlines the course details including objectives, topics, outcomes, and assessments. The course examines interactions between science, technology, and society and seeks to develop reflective knowledge in students. Key topics covered include intellectual revolutions, indigenous science, human flourishing, information age, biodiversity, genetics, nanotechnology, and climate change. Students are assessed through presentations, essays, recitation, quizzes, and exams. The syllabus provides the framework for students to understand impacts of science and technology on society.
Edu 692 Enhance teaching / snaptutorial.comDavis118a
This document outlines the course requirements for EDU 692, which focuses on culturally relevant teaching. It includes assignments on analyzing one's own school experiences and culture, examining a case study of a student who dropped out, recommending culturally relevant learning experiences, and a final project on designing culturally relevant instruction. Discussion topics include analyzing the story of Caine's Arcade in relation to funds of knowledge, examining the Landfill Harmonics project in relation to 21st century skills, and identifying outside challenges that can impact school success. The course utilizes theories of culturally relevant pedagogy and aims to help educators better understand the influence of culture and student identity on effective instructional decisions.
This document provides an overview of Week 2 course content focusing on synthesizing learning about teaching quality and applying it to the 21st century classroom. It discusses key tasks like presentations and readings. It also outlines essential skills for today's learning like critical thinking, communication, and technological fluency. Symbols and frameworks of schools/learning are compared. Questions about curriculum past and present are posed like what influences change and different societies' approaches. Experts in curriculum history are listed and a timeline activity examines progress. Shifting paradigms like traditionalism and progressivism are shown. The impact of incidents on curriculum is considered. Questions about teaching digital natives and future needs, as well as student success measures, are raised.
Social studies essential standards support & follow up webinar #1 september...Michelle McLaughlin
This document provides an update on K-12 social studies essential standards from the North Carolina Department of Public Instruction. It discusses major changes to the standards including the use of revised Bloom's taxonomy, emphasis on five conceptual strands, and a conceptual rather than topical focus. It also announces upcoming professional development opportunities and answers frequently asked questions about the new standards.
This document provides an overview and rationale for developing a Science Curriculum Framework for basic education in the Philippines. It notes that while some Filipino students have achieved success in science competitions, overall performance on national and international assessments is poor. It identifies several challenges with the current science education system in the Philippines, including issues with teachers, teaching methods, curriculum and instructional materials. The framework aims to address these challenges and better prepare all students for a technology-driven world by developing scientific literacy. It will guide curriculum development, instruction and assessment to improve science education outcomes across basic education.
This document provides an overview of the assignments and discussions for the COM263 Full Course. The course covers topics related to intercultural communication over 7 weeks. Students research a selected cultural group throughout the course. Assignments include discussing topics like intercultural literacy, identity, and conflict; analyzing media representations of the selected culture; attending an event of the culture and analyzing communication; comparing a film's nonverbal cues to the culture; and creating a final presentation summarizing research on the culture. Discussions center on applying course concepts to experiences communicating with other cultures.
1 Introduction to Sustainable Development GEOG 302 .docxjoyjonna282
1
Introduction to Sustainable Development
GEOG 302
Instructor: Dr. Linda C. Samuels Class Schedule: Tues/Thurs 9:30 – 10:45
[email protected] Classroom: Psychology 306
Office: UA Downtown , 222 Office hrs: Fridays 1-2 p.m./by appt.
The satisfaction of human needs and aspirations is the major objective of development. The essential needs of vast numbers of
people in developing countries – for food, clothing, shelter, jobs – are not being met, and beyond their basic needs these people
have legitimate aspirations for an improved quality of life. A world in which poverty and inequity are endemic will always be prone
to ecological and other crises. Sustainable development requires meeting the basic needs of all and extending to all the
opportunity to satisfy their aspirations for a better life.
_ Brundtland, World Commission on Environment and Development
What I do I think about sustainability? Actually, I don’t like the word very much. The reason is that no one, as far as I know, is in
favor of un-sustainability, and so therefore sustainability tends to mean almost anything you want it to mean, and I think we
should be rather more specific than that. The other problem is that sustainability sometimes sounds a bit too passive and static,
and I think throughout history we have transformed our relationship to nature sometimes in good ways sometimes in bad ways.
And I think the question for us is how we are going to transform our relationship to nature in the future.
_David Harvey, interview @http://www.urbanintelligence.org
The right to the city manifests itself as a superior form of rights: right to freedom, to individualization in socialization, to habitat
and to inhabit. The right to the oeuvre, to participation and appropriation (clearly distinct from the right to property), are implied in
the right to the city.
_Henri Lefebvre, the Right to the City
What is sustainable development? What is a sustainable city? Is our best position, as weak and reactive as it is, to be against un-
sustainability? Has the term itself – sustainability – grown impotent? If sustainable development is a process and sustainable
cities the product, how do we gauge the success of our processes and products? How do we then employ that information in the
service of better outcomes? The objectives of this course are 1) to develop meaningful, useful, perceptive and perhaps
unpredictable definitions and parameters to help us determine what a successful sustainable city actually is and how it is
produced (if we can in fact determine either) and 2) to propose thoughtful, rigorous, creative arguments for projects, policies, or
other interventions that would transform our local condition and, perhaps through extension, others like it. This is not only an
exercise in metrics – though metrics may be part of the equation – but also an exercise in negotiation, in education, in
prophesizing, in critical and creative ...
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Edu 230 (cultural diversity in the classroom) entire courseCharleneGutirrez1
This document provides an overview of the entire course content for EDU 230 (Cultural Diversity in the Classroom). It includes discussion questions, assignments, and supplemental materials for each of the 7 weekly topics. The course examines issues of cultural diversity and multiculturalism in education. Students are expected to complete discussion posts, interviews, presentations, lesson plan analyses and other assignments exploring topics like cultural identity, home-school connections, historical perspectives on multiculturalism, English language learning strategies, citizenship programs, and issues in multicultural education. The goal is to prepare teachers to effectively address the needs of a diverse student population.
SCI 100 Question Development WorksheetJeimy JimenezAnswer .docxbagotjesusa
SCI 100 Question Development Worksheet
Jeimy Jimenez
Answer the following questions. Your instructor will use these answers to evaluate the critical elements for Project 2.
1. Why did you select your news story? I selected the news story because I thought it was interesting
2. What about the story makes it interesting to you both personally and scientifically? Personally, I thought it was interesting to read on how big Tobacco owners have tried to manipulate information for consumers. Scientifically I thought it was interesting to learn on what the effects of smoking and second hand smoking have on people
3. What did you already know about the topic before selecting the news story? What opinions or assumptions had you made about it? I already know that smoking was bad for you and that second-hand smoking is just as bad. I also knew that tobacco owners have tried ways to manipulate the public to keep their interests with Tabaco products
4. Which concepts covered in the course relate to your news story? I don’t any concepts relate to my news story except for research my story has to do with space and the ninth planet
5. What question do you have about the topic in the news story? How many hours of second hand smoke would a person need to experience in a lifetime before contracting some kind of cardiovascular disease
6. Why would this question be important to a natural scientist? It would be the study humans
SCI 100 Project 3 Guidelines and Rubric
Overview
There are three projects for this course. In Project 1, you began your exploration of a natural science topic by selecting a news story and completing a topic
exploration graphic organizer. In Project 2, you continued your analysis of the news story and the natural science topic and ultimately developed a question that,
as a natural scientist, you would like to study. In Project 3, you will develop a presentation that discusses why your question is important and the value of
studying the natural sciences.
Project 3 will assess the following course outcomes, which you will focus on throughout Themes 3 and 4:
Investigate major developments in the natural sciences for informing critical questions that drive scientific inquiry
Articulate the value of the natural sciences for their impact on contemporary issues
Prompt
Using the question that you posed in Project 2, explain why the answer is important for understanding yourself, other people, and the world around you. In
addition, you will discuss how the natural sciences have developed to help us answer these important questions. Your presentation should include speaker notes
so that your instructor knows what you would be saying if you were actually giving the presentation. The critical elements of this project will be evaluated by the
information in your presentation. Be sure your actual question is apparent in the presentation.
Specifically, the following critical elements must b.
Edu 692 Education Organization / snaptutorial.comBaileya96
This document outlines the course requirements for EDU 692, which focuses on culturally relevant teaching. It includes assignments on analyzing one's own school experiences and culture, examining a case study of a student who dropped out, and designing culturally relevant instruction. Discussion topics explore how student identity relates to creative projects, how skills from such projects align with 21st century skills, and outside challenges that can impact academic success. The course aims to help educators understand how culture and individual identities influence learning to help them make effective instructional decisions.
Practical classroom applications for haiku by Dr. Marilyn BrouetteMarilyn Brouette
This presentation explains how to use digital tools in the Haiku learning management system as well as how to build problem based learning lessons using these tools.
1. File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 1 of 10
T-560 Universal Design for Learning
Project 2: Model Lesson
Lindsay Bellino
Table of Contents
1 Introduction...............................................................................................................................1
2 Standards and Goals................................................................................................................2
2.1 Goals..................................................................................................................................2
2.2 National Standards.............................................................................................................2
2.3 AZ State Standards............................................................................................................2
3 Traditional Approach.................................................................................................................3
4 Challenges/Barriers..................................................................................................................3
5 UDL Approach..........................................................................................................................4
5.1 Introducing the Big Question..............................................................................................4
5.2 Engage...............................................................................................................................4
5.3 Explore...............................................................................................................................5
5.4 Explain...............................................................................................................................5
5.5 Create................................................................................................................................5
5.5.1 Introduction..................................................................................................................5
5.5.2 Brainstorm...................................................................................................................6
5.5.3 Collection.....................................................................................................................6
5.5.4 Production....................................................................................................................6
5.5.5 Present........................................................................................................................6
5.5.6 Share...........................................................................................................................6
6 UDL Highlights..........................................................................................................................7
7 References.............................................................................................................................10
1 Introduction
This 5th grade social studies lesson will introduce students to the reasons why people
come to the United States and how they relate to present-day issues surrounding
immigration to America. Using a UDL approach, students will build background on the
history of immigration to the United States through multiple means of representation. In
order to fully engage students and make learning more personally relevant, students will
be asked to reflect on their own experiences as first and second immigrants to this
country. Multiple means of expression will be used to drive the culminating performance
assessment where student are asked to create a multimedia presentation to contribute
to a local, national and international dialogue bringing awareness to present immigration
policies.
11
2. File name: Bellino_Project2_Moedl_Lesson.doc Version: 0.1 Date: 5/10/2010 Page 2 of 10
2 Standards and Goals
2.1 Goals
• Students will understand the different reasons people move to the U.S.
• Students will understand how immigration has changed over time.
• Students will understand the effects of immigration on the U.S. and how those ef-
fects have changed over time. Students should be able to think critically about
how to contribute to a global dialogue about immigration issues drawing upon
historical evidence and perspectives.
Students will be asked to draw upon classroom discussions and personal research
using print resources, websites, interactive simulations, videos and other multimedia to
compare an historical narrative about immigration to the U.S. with their own experience.
The culminating performance of understanding allows students to select a project in
which to demonstrate their understanding that will be hosted on the class website and
shared with members of the school and local community. Projects may include an
essay, short story, video, ppt presentation, radio broadcast, timeline, or multimedia
mash-up.
2.2 National Standards
NSS-USH.5-12.6 Understands massive immigration after 1870 and how new social
patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
NSS-USH.9-12.10 Understands economic, social, and cultural developments in
contemporary United States.
2.3 AZ State Standards
Strand 1. Concept 3. PO3. Describe the reasons (e.g., religious freedom, desire for
land, economic opportunity, a new life) for colonization of America.
Strand 1. Concept 1. PO4. Locate information using both primary and secondary
sources.
Strand 3. Concept 4. PO1. Describe ways an individual can contribute to a school or
community
Strand 1. Concept 10. PO 2. Discuss the connections between current and historical
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events and issues from content studied in Strand 1 using information from class
discussions and various resources (e.g., newspapers, magazines, television, Internet,
books, maps).
3 Traditional Approach
Traditional approaches to teaching social studies include a heavy reliance on basal
textbooks, primary sources and occasionally supplementary materials such as videos.
History is often presented with a particular bias or viewpoint with little connection to
current events. Assessment is often delivered through project-based performance
assessment or standardized tests.
4 Challenges/Barriers
Many children are often left out of the equation when history is taught using the
traditional approach. By committing to using a basal textbook to deliver instruction
children are not provided with multiple means of representation. The basal textbook also
threatens the ability to provide multiple means of engagement by limiting the voices of
history to one publisher or author. In order for children to be motivated and engaged,
social studies curriculum must ensure that learning is personal and relevant. Social
studies assessment, at the elementary level, generally provides options for expression
through the use of project-based performance assessments. The challenge with
traditional approaches to project-based assessments is making them more current by
employing new technologies to support 21st century learning.
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5 UDL Approach
5.1 Introducing the Big Question
Why do people take long difficult journeys to make a new home in the U.S.? Have any
of these reasons changed over time?
Discussion
• Introduce the big question and understanding goals for the unit
• Have students jot down their initial responses to the big question in their online
journal
• Have students share their responses with the class and capture in the class
journal
• Introduce final performance of understanding project
Background Video
• Watch the background video as a class
• Respond to the video using a class concept map that will be posted to the class
journal
Small Group Discussion
• Have students work in pairs to respond to the following prompts
o What do you think would be the biggest challenge if you moved to a new
country?
o Where do you think most immigrants come from now?
o What do you think is the main reason that people have moved to the
United States for so many years?
• Have pairs share their work with the group and capture their responses in the
class journal
5.2 Engage
• Ask student’s to think about some of the reasons their family moved to the U.S.
o Using an image, drawing, recording or text have students post their
thoughts online
• Use Scholastic’s website “Immigration Stories of Yesterday and Today” to
introduce students to three recent immigrant children to the U.S.
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• Ask student’s to reflect on their comments prior to watching the videos and ask
them if they had similar experiences to these students
o Have students use a compare/contrast graphic organizer to compare their
own experiences with those of the students in the videos.
5.3 Explore
• Have student conduct research using the library and the Internet to find historical
narratives of immigrants families from the past
o Have students use the provided Internet resources from Scholastic's site
to find information about the history of immigration policies and what
immigration issues exist today.
o Explore the section "Why did they come" on the interactive PBS site
"Destination America"
o Explore Scholastic Ellis Island interactive website.
• Have students collect information in their online journals including references to
primary/secondary resources, images, videos, audio clips etc.
5.4 Explain
• Ask students to present their findings to the group, write a one paragraph
summary, draw a picture, or record a podcast of their summary in their online
journal
5.5 Create
5.5.1 Introduction
• Introduce the final project and the steps that will be taken to complete the project.
o Choose one of the three topics to present on
Interview with an immigrant
Personal narrative of an historical immigrant
Compare and contrast the experiences of an historical immigrant
with your own
• Introduce class website where final projects will be posted for the school
community and their parents to view and add comments.
• Review the rubric for the final project
• Introduce the types of projects that are acceptable
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o Essay
o Short story
o Video
o PowerPoint presentation
o Radio broadcast
o Timeline
o Multimedia mash-up
• Show exemplar projects from previous years
5.5.2 Brainstorm
• In small groups have students use the concept mapping tool to brainstorm ideas
about their project
• Guide students to think about their audience and the purpose behind the project
5.5.3 Collection
• Allow students to use the computers to do additional research using the links
provided in their online journal
• Have students write in their online journal summarizing their project proposal
o Have students write a main idea paragraph including the setting, main
characters, and summary
o Have students work in pairs to review each other expository paragraphs
using the provided rubric.
5.5.4 Production
• Students will be given time in class to work on their various projects (2 days)
• At the end of each day students will meet with their class partner to review each
other’s progress
5.5.5 Present
• Students will present their project to the class
5.5.6 Share
• Students will post their projects to the class website and ask members of their
community to comment on their projects.
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6 UDL Highlights
The Universal Design for Learning guidelines as outlined below were used to annotate the
digital journal for the sample model lesson. Each Principle is color-coordinated to align with the
indicators represented in the model lesson. More information about the guidelines can be found
on the CAST website.
Principle I: Provide Multiple Means of Representation
Guideline Checkpoint Curriculum Alignments
1. Provide the display of 1.1 Customize the display of A. Users can change the size of the font
information information used on screen
B. Users can edit their profile to change the
background color and font color used in the
journal
1.2 Provide alternatives for A. All text on screen has supporting audio
auditory information B. All video are closed captioned
1.3 Provide alternatives for A. All images are supported with textual
visual information descriptions
2. Provide options for 2.1 Define vocabulary and A. Key vocabulary words have embedded
language and symbols symbols hyperlinks to a visual glossary
2.4 Promote cross-linguistic A. On-screen text can be translated into
understanding other languages
2.5 Illustrate key concepts A. The Background Video gives historical
non-linguistically information about immigration
3. Provide options for 3.1 Provide or activate A. Background video and big question
comprehension background knowledge prompts allow students to reflect on their
own experiences with immigration
3.2 Highlight critical features, A. The Big Question is not only introduced
big ideas, and relationships at the beginning of the lesson but weaved
throughout ensuring the salience of the
lesson goals
3.3 Guide information A. The online journal learning model guides
processing information processing by organizing
information into more accessible parts. The
navigation provides students with multiple
pathways through the content by not
restricting interaction to a linear sequence
but rather guiding the instructional
sequence.
3.4 Support memory and A. A Sticky notes tool can be used to take
transfer free-form notes or offer scaffolded
suggested notes throughout the content.
Principle II: Provide multiple means for action and expression – Strategic Networks
Guideline Checkpoint Curriculum Alignments
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4. Provide options for 4.1 Provide varied ways to A. Users can respond using text, drawing
physical actions respond or recording their own voice
4.3 Integrate assistive A. All interactions will be 508 compliant
technologies including the use of keyboard hot keys to
access and interact with content
5.3 Provide ways to scaffold A. The lesson avatar provides
practice and performance individualized additional information for
scaffolding and links to additional practice
depending on the student’s reading level
that is set by the instructor.
6. Provide options for 6.1 Guide effective goal A. Question prompts remind the students to
executive functions setting reflect on the big question
6.2 Support planning and A. Lesson goals can be accessed at any
strategy development time
B. Lesson avatar models effective planning
and strategy development
C. Guided note-taking prompts help
students reflect on learning
6.3 Facilitate managing A. The My Stuff feature allows students to
information and resources save and organize their notes and
multimedia for future reference.
6.4 Enhance capacity for A. Breadcrumb Trail shows progress
monitoring progress throughout lesson
Principle III: Provide multiple means for engagement – Affective Networks
Guideline Checkpoint Curriculum Alignments
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7. Provide options for 7.1 Increase Individual choice A. The final project allows students to
recruiting interest and autonomy choose from a variety of project types to
demonstrate their understanding of the
learning goals
B. Students can navigate the lesson
however they’d like
C. Students can respond to question
prompts in a variety of ways
D. Students collaborate with the teacher to
create a working agreement of their own
personal learning goals at the beginning of
the lesson
7.2 Enhance relevance, A. The lesson highlights immigration in light
value, and authenticity of current events that directly effect the 1st
and 2nd generation immigrants that make up
the classroom
B. Students share their final project with
their school and local community providing
purpose by communicating to multiple
audiences
7.3 Reduce threats and A. Lesson audio can be turned on/off at any
distractions time
B. Students can adjust their profile to
reduce distracting visual stimuli
C. Students can select whether they’d like
to share their final project with just the
teacher, the class, the school, and/or with
members of the local community to reduce
the threat of evaluation
8. Provide options for 8.1 Heighten salience of A. Lesson goals can be accessed at any
sustaining goals and objectives time
B. The Big Question can be accessed at
any time
8.3 Foster collaboration and A. Classroom activities provide
communication opportunities for collaboration
B. The Class website provides
opportunities for community and
communication through the display of
students’ final projects and the comments
feature
8.4 Increase mastery-oriented A. The rubric that is co-constructed by the
feedback teacher and students will be guided by the
goal of learning mastery rather than
didactic task accomplishment
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9. Provide options for 9.1 Guide personal goal- A. Lesson avatar, guided note-taking
self-regulation setting and expectations
9.2 Develop self-assessment A. Sticky note-taking tool provides an
and reflection aggregated view of the notes for self-
reflection
B. Students receive timely feedback on
their lesson activities
7 References
CAST UDL Online Modules. CAST. Web. 09 May 2010.
<http://udlonline.cast.org/page/module2/l3/>.
"Immigration: Stories of Yesterday and Today Home." Teaching Resources, Children's
Book Recommendations, and Student Activities | Scholastic.com. Web. 09 May
2010. <http://teacher.scholastic.com/activities/immigration/>.
"Destination America." PBS. Web. 09 May 2010.
<http://www.pbs.org/destinationamerica/>.
Rose, David H., and Anne Meyer. Teaching Every Student in the Digital Age Universal
Design for Learning. ASCD, 2002. Print.
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