Grade 5 Life Science Module. In this module, students learn about the cycle of matter and energy in healthy ecosystems. The Life Science Module represents three additional hours per week of instruction during the eight to nine weeks covered by Grade 5: Module 2 of the EL Education K-8 Language Arts Curriculum. Although the Life Science Modules can stand alone, each one connects with and complements Module 2 of the grade-level language arts module lessons in Grades 3-5. To learn more about the Language Arts curriculum and how the Life Science Modules align with the language arts content, visit https://eleducation.org/resources/k-5-language-arts-guidance-document.

Labs component for Grade K: Module 1 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, Toys and Play, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Grade K: Module 1 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of toys and play. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.

Labs component for Grade K: Module 2 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, Weather Wonders, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Grade K: Module 2 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of weather and its wonders. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.

Labs component for Grade K: Module 3 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, Trees Are Alive, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

Grade K: Module 3 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of the nature of trees. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.

Grade K: Module 4 of the EL Education K-8 Language Arts Curriculum. In this module, students build their literacy and social-emotional skills through the analysis of literary and informational texts, as they engage in a study of enjoying and appreciating trees. For more information on getting started with the curriculum, please visit https://curriculum.eleducation.org.

Labs component for Grade K: Module 4 of the EL Education K-8 Language Arts Curriculum. Labs provide students with an hour of engaging, hands-on play to build habits of character, literacy skills, and module-related content understanding. Labs are directly connected to the content of this language arts module, Enjoying and Appreciating Trees, and should be implemented alongside the module lessons. For more information on Labs, please visit https://curriculum.eleducation.org/about-k-2-labs-and-ALL-block.

"Through completing the Family Interviews Activity, students will learn about the importance of oral histories and the tradition of Day of the Dead/Día de los Muertos. They will begin to develop identity connections as they gain a stronger understanding of the histories of their family members."

This integrated OER unit focuses on the 4th grade NGSS bundle addressing Structure, Function, and Information Processing (Performance expectations 4-PS4-2, 4-LS1-1, and 4-LS1-2). Students are engaged in a storyline which presents them with the problem of preserving the pika population who live in the Columbia River Gorge, a species which has recently been threatened in this region due to climate change. Through a series of activities, labs, and field STEM experiences, students engage in scientific modeling and investigation, while building their understanding of how an organism’s internal and external structures enable survival, growth and reproduction. The unit culminates with the development of a product that can be shared with a public audience to instigate positive change in the community and help protect the pika.

This course is designed to provide teachers with the skills and competencies needed to both incorporate information and communications technology (ICT) in their teaching as well as to use it for their professional development.

The course covers a wide range of thematic areas, from basic computer use and maintenance (including hardware, software, applications and troubleshooting) through to internet, email, and social media in the educational context. Through the course, teachers will develop the skills to understand, evaluate and operationalize ICT within the context of related national educational policies, integrate ICT in education from a pedagogical perspective, manage learners’ project-based learning (PBL) activities in a technology-enhanced environment and even integrate ICT into the curriculum.

By the end of this unit teachers should be able to:

Deepening knowledge 3. (a) Demonstrate how ICTs and collaborative project-based learning can support students' thinking and social interaction; Students come to understand the basic concepts, processes, and skills of the subject and use them to solve life's problems realism.

Deepening knowledge 3- (b) Identifying or preparing complex problems prevailing in real life and working to structure them in a way that integrates the basic concepts of the subject matter in the problems and is a basis for students' projects.

بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:

تعميق المعرفة 3. (أ) توضيح كيف يمكن لتكنولوجيا المعلومات والاتصالات والتعلم التعاوني القائم على المشاريع أن يدعم تفكير الطلاب وتفاعلهم الاجتماعي ؛ يتعرف الطلاب على المفاهيم والعمليات والمهارات الأساسية للموضوع ويستخدمونها لحل مشاكل الحياة الواقعية.

تعميق المعرفة 3- (ب) تحديد أو إعداد المشكلات المعقدة السائدة في الحياة الواقعية والعمل على هيكلتها بطريقة تدمج المفاهيم الأساسية للموضوع في المشكلات وتكون أساسًا لمشاريع الطلاب.

This is a PBL for first grade social studies about the importance of rules in the classroom, school, and community. This PBL will require students to create a set of classroom rules for the class to follow using either a video or poster.

This is a PBL for first grade social studies about the importance of rules in the classroom, school, and community. This PBL will require students to create a set of classroom rules for the class to follow using either a video or poster.

Presentation Slides for 17th Annual Massachusetts Colleges Online  Conference on eLearning, June 2nd, 2022.

This is a project-based learning lesson about Indiana Mammals and Their Environments. The lesson is about common Indiana animals that the kids see everyday and how humans impact their environments. The goal of the lesson is for the kids to create an environment that meets the needs of all of the animals and the humans without causing any problems, and then present those environments to the class in the form of a claymation project.

Where is the best location for our class garden?. This provides students the opportunity to explore the different locations and evaluate which they will benefit the plants most. Analyzing the soil, amount of sunlight, water source, and understanding the plant cycle will allow students to learn. By dividing into group based on their favored location, students will present a short presentation about WHY they think there location is best for our garden. This provides students the opportunity to defend their location. At the end of all the presentations, we will discuss, vote, and decide on our location. Then, we will plant our garden!

This is a project that will be used in a Kindergarten setting . It involves reading the book "The Three Little Pigs" to the children and having them build their own version of the third pigs house in stations.

Short Description:
"An Introduction to Geological Field Trips: Case Study Avonlea Badlands, Saskatchewan" emerged out of the passion of a few people for fieldwork. During the COVID-19 pandemic there was a real need to replace the actual field trips - forbidden during the pandemic - with something else that will give the student a taste or a tease of fieldwork. More than being the conclusion, this project wants to be the inspiration that will carry the student out of the classroom and into the field. Consequently, how do you prepare for a field trip? It is easy to assume that somebody else will know everything about the area where you're going and you're just going along for the ride - because at the end of the day you are there to learn. Absolutely true, but being mentally prepared will make everything seem less overwhelming, less foreign and consequently, way more enjoyable. Yet, even the preparation process can feel like a big white elephant in the room. Where do you start? Obviously with the first page of the book.The authors are grateful to receive funding support from the University of Regina’s OER Publishing Program Small Project Grant, which enabled us to actually carry real fieldwork in the Avonlea Badlands in Southern Saskatchewan to collect all the data for this book.

Long Description:
“An Introduction to Geological Field Trips: Case Study Avonlea Badlands, Saskatchewan” is trying to fill the gap between the student and the fieldwork. Most commonly, the geology student is thrown into the fire while in the field trips and has to process a lot of information on the fly. Consequently, sometimes is hard to see the full picture. This book wants to be the starting point for every student looking to embark in that first geological field trip. How to prepare? What to do? How to approach the field work? Which data should be collected? Where to start? It is a work in progress and as the students will learn more about preparation so, too, the authors will learn more and more about the questions that the student has before, during and after the field trip. We are grateful to all the people that contributed to this book. Your dedication to student success is admirable!

Word Count: 17033

ISBN: ISBN-13:978-0-7731-0780-9

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