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Jaime Morse

Science.gov : USA.gov for Science - Government Science Portal - 0 views

www.science.gov

NCSS Individuals Groups and Institutions

shared by Jaime Morse on 08 Mar 10 - Cached
  • Jaime Morse on 08 Mar 10
     
    This site offers students and teachers information on all different types of government agencies, from agriculture to computers.
steffanie_arneson-bristow

Knights of Labor - History.com Articles, Video, Pictures and Facts - 0 views

www.history.com/...knights-of-labor

labor organization strike labor history industrial revolution knights of labor

shared by steffanie_arneson-bristow on 25 Jan 11 - No Cached
  • steffanie_arneson-bristow on 25 Jan 11
     
    Established in 1869 in Philadelphia the KOL was a secret society of tailors. Following Terence Powderly's rise to leadership in 1877 the organization went public, pursuing such goals as an 8-hour workday, abolishment of child labor, graduated income tax and fair wage. One of several organizations created to "look out for the workers." For students: what was the purpose of labor organizations? How did they differ from labor unions? How was the KOL organized? What power did the labor organizations have? How did they obtain power?
Sara Dusbabek

Cool Science: Home - 0 views

www.hhmi.biz/coolscience

NCSS Science Technology and Society

shared by Sara Dusbabek on 24 Nov 09 - Cached
  • Sara Dusbabek on 24 Nov 09
     
    A great site for educators and students alike. Has different areas for educators, students, a place to ask questions, etc...
  • Bruce Rengo on 26 Nov 09
     
    I like that this site includes interaction activities for the students. That's important for their learning. I tried out some of them, but my favorite was classifying the animals.
  • Nichole Bartella on 28 Nov 09
     
    This is a great site! Thanks for sharing, I love Cool Science!
Theresa Erickson

Minnesota School District Maps - 1 views

www.mnplan.state.mn.us/...SchoolDistricts

NCSS Individuals Groups and Institutions

shared by Theresa Erickson on 21 Nov 09 - Cached
  • Theresa Erickson on 21 Nov 09
     
    This is a place where students can go to see how school districts have changed. It has maps of the different years and the different school districts that were present. It is a great historical representation.
Barb Hagen

ZOOM . activities . sci | PBS Kids - 0 views

pbskids.org/sci

NCSS Science Technology and Society science experiments activities education kids chemistry

shared by Barb Hagen on 30 Nov 09 - Cached
  • Barb Hagen on 30 Nov 09
     
    This has different areas of science; chemistry, enginerring, and forces and energy. Teachers and students can click on the experiment they wish to try. There are step by step instructions and a material list provided. Children also comment on the results from conducting the experiment, which are listed after the directions.
Barb Hagen

Teaching Elementary Economics Lesson Plans, Kids, Children - 1 views

www.moneyinstructor.com/elementary.asp

NCSS Production Distribution and Consumption

shared by Barb Hagen on 30 Nov 09 - Cached
  • Barb Hagen on 30 Nov 09
     
    Spend, share, and save. Students can learn the difference between wants and needs. Lessons on earning and spending money. Also lessons on paying taxes. Great sight for teachers. as well as games for students.
Siri Anderson

Cultures from Around the World | eThemes | eMINTS - 1 views

www.emints.org/...S00001610.shtml

multicultural NCSS Global Connections NCSS Culture

shared by Siri Anderson on 28 Nov 09 - Cached
  • Siri Anderson on 28 Nov 09
     
    Thanks to Laurie A for this one!
  • Theresa Erickson on 30 Nov 09
     
    After learning about so many different cultures in Human Resources I have learned that I didn't know a lot before. I am so glad that you added this site so that we can teach our students more about different cultures before they leave high school and get into the working environment.
Siri Anderson

Lesson Plans, Adolescence Social Studies - Just for Teachers - Research Guides @ Fordha... - 0 views

fordham.libguides.com/c.php

backward_design Unit_Plans social studies

shared by Siri Anderson on 04 Jan 19 - No Cached
  • Siri Anderson on 04 Jan 19
     
    "The SCIM-C process of historical thinking is a means to scaffold historical thinking in the social studies classroom.  The five steps of this process ask that students: Summarize the source, by identifying the author and mein purpose of the source. Contextualizing the period of time and the place in which the source was produced. Inferring the perspectives and interpretations of the source's message. Monitoring what other information is needed in order to understand the source. Corroborating the similarities and differences between the various sources which they have examined regarding this topic. By going through this process, students would be better able to make sense of the source and present stronger text-based evidence regarding what they have learned from this source."
Siri Anderson

Visualizing School Equity | Learning for Justice - 0 views

www.learningforjustice.org/...visualizing-school-equity

Lesson Improvement

shared by Siri Anderson on 10 Oct 21 - No Cached
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where the teacher is supporting and expanding expression through speaking, writing, or other media. This is happening through connections and building relationships with other schools in different districts and creating a portfolios about the facilities at the schools. Once these portfolios are exchanged they will then use the insights to create their own Student Bill of Rights. This will allow students another perspective to look at, think about, and reflect on.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Yes this is 7I
  • Form a partnership with a teacher in another district. You will ask your students to assemble a portfolio documenting the facilities at their school (through lists, narratives or photos); your partner teacher will ask her/his students to do the same. Classes can exchange portfolios. Each class can use the insights from the exchange to draft their own Student Bill of Rights. 
  • 3. Ask to students to present their posters to the entire class. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G where we are using student's thinking and experiences as a resources in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written and other samples of student thinking. This will allow students to look at public information on the per-student funding in the best and least funded schools. They will then present their findings to their peers while listening to others findings and thoughts.
  • ...6 more annotations...
  • 4. Circle back to the “Crossing the Gap” story by ask students to vote on the following proposition: An explicit right to equal per-student funding should be added to the Illinois Council of Students' Bill of Rights. Once your students have voted “yes” or “no” to the proposition, ask each group to present their decision, and three reasons supporting it, to the class as a whole. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E where we understand how a students learning is influenced by individual experiencs, talents, and prior learning, as well as language, culture, family, and community values. This will allow students to look at their findings and how they think they have affected their choices. This will also allow students culture, family, and community values to play a part in their decision making. School and education is very important to different cultures, individual families, and communities. This will affect how students vote. This will also tap into 3G by encouraging discussion and support of the way they have voted.
  • Then have students find the per-student funding levels (listed in dollar amounts) for the best-funded district, least-funded district, and their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to students individual experiences with their own schools funding to see how it affects them,. This will allow them to connect to and build off this scaffolding.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      OK yes
  • Have students create a chart illustrating the funding gap between the best-funded and least-funded districts in the state, along with the per-student funding for their district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where students will create other media in the form of a chart to expand their learning to see the gap in funding between their school, the best funded school, and the least funded school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      yes
  • Have students brainstorm a list of useful educational items that could be purchased with the funding gap money for the least-funded district and/or their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G. Students are actively engaging in inquiry by looking at the gap and figuring what they think could be funded in the least funded school. Things that they may use or see as beneficial in their own school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      The benefit in 3G is to the teacher, when we elicit student thinking it helps us tailor instruction to meet their needs. The standards are teacher standards, not student standards.
  • • learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3g. Students will be using their experiences in their school to think about why this funding gap exists . They will then brainstorm ways that they money could benefit the least funded school through oral and written activities.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
  • • A large portion of public school funding comes from local property taxes. The funding gap exists when higher tax revenues mean much more school funding is available to wealthy communities than to poor communities.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This could connect to 7I by allowing students to consider if this is fair and how we can look into and prevent this gap in funding. Do they think that this is fair, with wealthy communities paying a higher tax revenue? How do they think they could solve this.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
madisonryb

Exploring Cultures in Your Classroom: Fun Activities to Try - 0 views

www.wgu.edu/...oom-Activities-to-Try1710.html

Human_Relations Exploring_Culture Cultural_Language_Awareness

shared by madisonryb on 08 Sep 21 - No Cached
  • madisonryb on 08 Sep 21
     
    This web resource provides fun activities for ages k-6 involving culture. The hello exercise would be a fun activity to try in a classroom to encourage and explore different cultural languages.
madisonryb

Why Cultural Diversity and Awareness in the Classroom Is Important | Walden University - 0 views

www.waldenu.edu/...-in-the-classroom-is-important

Human_Relations Cultural_Diveristy Community_Building

shared by madisonryb on 08 Sep 21 - No Cached
  • madisonryb on 08 Sep 21
     
    Fostering Cultural Awareness and Sensitivity: Express interest in diversity Remain sensitive to differences Maintain high expectations for all students Teach a culturally inclusive curriculum
madisonryb

Multiculturalism and Diversity | Scholastic - 0 views

www.scholastic.com/...multiculturalism-and-diversity

Human_Relations Sense_of_Identity Multiculturalism

shared by madisonryb on 08 Sep 21 - No Cached
  • madisonryb on 08 Sep 21
     
    Multiculturalism and diversity are very important concepts to our teaching. Today's classroom is far more diverse than ever and will continue to grow. This article helps provide different resources in teaching diversity in classrooms.
ashleydoucette91

What Makes a Family? | Learning for Justice - 1 views

www.learningforjustice.org/...what-makes-a-family

3140 lessons

shared by ashleydoucette91 on 10 Oct 21 - No Cached
  • small group, ask students to brainstorm
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is an example of 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking." Grouping the students in pairs or small groups allows for more time and for students to be comfortable sharing their thinking and experiences with one another. This elicits students to share their own thoughts.
  • Have them describe different family make-ups
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is another example of 3G. Students will be most likely to talk about what they have at home first. By eliciting students share with one another, they bring new experiences to the discussion.
  • Ask students what a biography is
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is an example of 4E. - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" Students knowledge of what a biography is will be influenced by their previous knowledge.
  • ...7 more annotations...
  • brainstorm a list of questions
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 4E. The list of questions students brainstorm will be based on what they may already know or not know about Michael Oher and his life.
  • share their opinions
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 3G eliciting students to share their thinking.
  • students work with a small team to give an oral presentation
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      An example of 7I. - "support and expand learner expression in speaking, writing, and other media" Having small student teams give an oral presentation about what they learned shows how they have expanded their learning. Prompting them to think about new things they learned and built upon previous knowledge. Speaking for a presentation is an appropriate medium for this.
  • Draw the outline of a tree on chart paper
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 7I. Allowing the students to create a visual representation to support and expand all students' knowledge.
  • every student in the class create illustrations
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Another example of 7I. This allows students to express their knowledge in a different(visual) medium.
  • share their illustrations
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      Example of 7I.
  • write an acrostic poem using the word FAMILY.
    • ashleydoucette91
      ashleydoucette91 on 10 Oct 21
       
      This is another example of 7I. It allows students to express themselves in a way that isn't always thought of. This could be shared in either written or oral form.
humzacj

Culturally Responsive Teaching as an Ethics- and Care-Based Approach to Urban Education... - 0 views

journals.sagepub.com/...0042085912441483

Adaptations 5780 Culturally responsive teaching

shared by humzacj on 23 Sep 21 - No Cached
    • humzacj
      humzacj on 23 Sep 21
       
      What is a good way to build relation ships with students?
  • a
  • chlohawk on 25 Sep 21
     
    Hi there! I think that building relationships with students is key to being able to work with them in the classroom. I think that it's not as hard as we think it may be, and that it's much like building relationships with fellow adults, but children can be very different. It does differ with their age, but I think it starts with learning about their interests, even dislikes, and what's important to them. If they happen to like spiders, like a student I worked with the other day, I was then able to suggest to him to draw one while he was thinking of what to do for drawing an animal. Although we can't really have one-on-one experiences with our students as much, it all happens in stages and the dedication to fostering the relationship is so important!
Katelyn Karsnia

Muscular dystrophy - Symptoms and causes - Mayo Clinic - 1 views

www.mayoclinic.org/...syc-20375388

MD ED3780 ABCSoup Siri

shared by Katelyn Karsnia on 25 Jan 22 - No Cached
  • Muscular dystrophy
  • group of diseases that cause progressive weakness and loss of muscle mass.
  • abnormal genes (mutations) interfere with the production of proteins needed to form healthy muscle.
  • ...19 more annotations...
  • medications and therapy can help manage symptoms and slow the course of the disease.
  • no cure
  • Specific signs and symptoms begin at different ages and in different muscle groups, depending on the type of muscular dystrophy.
  • common in boys.
  • Signs and symptoms
  • Frequent falls Difficulty rising from a lying or sitting position Trouble running and jumping Waddling gait Walking on the toes Large calf muscles Muscle pain and stiffness Learning disabilities Delayed growth
  • Symptoms generally begin in the teens but might not occur until the mid-20s or later.
  • Myotonic.
  • Facioscapulohumeral (FSHD).
  • Congenital.
  • Limb-girdle.
  • Certain genes are involved in making proteins that protect muscle fibers. Muscular dystrophy occurs when one of these genes is defective.
  • Trouble walking.
  • Trouble using arms.
  • Shortening of muscles or tendons around joints (contractures)
  • Breathing problems.
  • Curved spine (scoliosis).
  • Heart problems.
  • Swallowing problems.
nikkilh

Blind vs. Visually Impaired: What's the Difference? | IBVI | Blog - 0 views

ibvi.org/...-impaired-whats-the-difference

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • The definition of visual impairment is “a decrease in the ability to see to a certain degree that causes problems not fixable by usual means, such as glasses.” Blindness is “the state of being unable to see due to injury, disease or genetic condition.”
    • nikkilh
      nikkilh on 29 Jan 22
       
      Definition of visually impaired (VI)
  • Partially sighted means a person has partial vision, either in one or both eyes.
  • Low vision refers to a severe visual impairment in which visual acuity is 20/70 or poorer in the better-seeing eye and cannot improve with glasses or contacts.
  • ...2 more annotations...
  • Legally blind means a person has a corrected vision of 20/200 in their best-seeing eye. If visual aids such as glasses can correct a person’s vision to 20/20, they are not considered legally blind.
  • Totally blind refers to a complete loss of sight.
nikkilh

Signs and Symptoms of Autism Spectrum Disorders | CDC - 2 views

www.cdc.gov/...signs.html

AlphabetSoup

shared by nikkilh on 29 Jan 22 - No Cached
  • Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. Some people with ASD have a known difference, such as a genetic condition. Other causes are not yet known. Scientists believe there are multiple causes of ASD that act together to change the most common ways people develop.
    • nikkilh
      nikkilh on 29 Jan 22
       
      ASD definition
  • ASD begins before the age of 3 years and can last throughout a person’s life, although symptoms may improve over time. Some children show ASD symptoms within the first 12 months of life. In others, symptoms may not show up until 24 months or later. Some children with ASD gain new skills and meet developmental milestones, until around 18 to 24 months of age and then they stop gaining new skills, or they lose the skills they once had.
    • nikkilh
      nikkilh on 29 Jan 22
       
      Symptoms of ASD and when they could show
  • Examples of social communication and social interaction characteristics related to ASD can include:
    • nikkilh
      nikkilh on 29 Jan 22
       
      Examples of ASD interactions
Tammy G

Don't Gross Out The World - 0 views

www.fekids.com/img/kln/flash/DontGrossOutTheWorld.swf https://www.google.com/search?q=culture+and+kids+and+food&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a

culture students food traditions

shared by Tammy G on 16 Jan 12 - No Cached
  • Tammy G on 16 Jan 12
     
    This is a fun site that will teach young students about different cultures by introducing them to traditions, manners, and cool new foods.
Jill Ollmann

Health Petition: Tell USDA to STOP Using Pink Slime in School Food! | Change.org - 0 views

www.change.org/...sing-pink-slime-in-school-food

school food pink slime usda

shared by Jill Ollmann on 09 Mar 12 - No Cached
  • Jill Ollmann on 09 Mar 12
     
    Petition to the USDA secretary. Example of one person making a difference and other people joining the cause. Thought it fit with what we were reading The Omnivore's Dilemma.
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