This Remote Learning Plan was created by Kelly Garcia in collaboration with Nick Ziegler as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for high school Spanish students. Students will record themselves interviewing a partner. This Remote Learning Plan addresses the following NDE Standards: 1.1, 5.1 It is expected that this Remote Learning Plan will take students 60 minutes to complete. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/15kxbSZ30pVJfwZbu0CY_z73XwY86yfid6WPwRHPPxwo/edit#slide=id.p2

This Remote Learning Plan was created by Kelly Garcia in collaboration with Nick Ziegler as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for high school Spanish students. Students will create an Adobe Spark video sharing about their family, pastimes and favorite foods. This Remote Learning Plan addresses the following NDE Standards: 1.2, 5.1 It is expected that this Remote Learning Plan will take students approximately 60 minutes to complete. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1ZK_n3WHbqOFuggK4gv66bb2Cc8VJO2rU5_0oLKRh9nw/edit#slide=id.p2

This Remote Learning Plan was created by Kelly Garcia in collaboration with Nick Ziegler as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for high school Spanish students. Students will complete an interpretive activity based on the learning objectives. This Remote Learning Plan addresses the following NDE Standard: 1.2, 5.1 It is expected that this Remote Learning Plan will take students 60 minutes to complete. Here is the direct link to the Google Doc: https://docs.google.com/presentation/d/1I8JXhCIsIg1E8TFcxZBYsgQRsoM-qbounYAEbcgV1Tk/edit#slide=id.p2

Secondary educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2018-2019 school year.

This is a template that teacher educators may use, revise, or remix to support OER teacher education. 

This lesson in part of Software Carpentry workshop and teach novice programmers to write modular code and best practices for using R for data analysis. an introduction to R for non-programmers using gapminder data The goal of this lesson is to teach novice programmers to write modular code and best practices for using R for data analysis. R is commonly used in many scientific disciplines for statistical analysis and its array of third-party packages. We find that many scientists who come to Software Carpentry workshops use R and want to learn more. The emphasis of these materials is to give attendees a strong foundation in the fundamentals of R, and to teach best practices for scientific computing: breaking down analyses into modular units, task automation, and encapsulation. Note that this workshop will focus on teaching the fundamentals of the programming language R, and will not teach statistical analysis. The lesson contains more material than can be taught in a day. The instructor notes page has some suggested lesson plans suitable for a one or half day workshop. A variety of third party packages are used throughout this workshop. These are not necessarily the best, nor are they comprehensive, but they are packages we find useful, and have been chosen primarily for their usability.

Students are introduced to statics and dynamics, free-body diagrams, combustion and thermodynamics to gain an understanding of the forces needed to lift rockets off the ground. They learn that thrust force is needed to launch rockets into space and the energy for thrust is stored as chemical energy in the rocket's fuel. Then, using the law of conservation of energy, students learn that the chemical energy of the fuel is converted into work and heat energy during a rocket launch. A short PowerPoint® presentation is provided, including two example problems for stoichiometry review. An optional teacher demonstration is described as an extension activity.

This is a infographic showing the steps a teacher can use to add a SADIE strategy to their lesson plan.

This unit by Northshore School District, Washington, contains four progressive lesson activities created for primary grades which connect Washington Social Emotional Learning (SEL) Standards 1, 4 and 5 with Washington Music Standards 1, 2 and 8 using the creating/responding processes to generate original songs and express personal feelings.

LESSON PLAN FORM Name of Student Teacher:  Katerine Alarcón Castañeda, Kelli Johana Ariza Quiñones, Kelly Julie Lesmes Lesmes, Liseth Dayana Marinez Olaya, Elcy Lorena Molina Ramirez.School/Institution:Colegio Departamental Tierra de promisión.Class/grade:Fifth grade.Date: 13/09/2018Time & Length of class:Two hours.Achievement:Students will be able to recognize different kinds of sports and all of what it carries, so that they will put into practice in their daily life.National Standard:Listening: Sigo atentamente lo que dice mi profesor y mis compañeros durante un juego o una actividad.Participo en juegos y actividades siguiendo instrucciones simples.Speaking: Sigo y doy instrucciones básicas cuando participo en juegos conocidos.Writing:Escribo sobre temas de mi interés.Lesson objectives:To identify different types of sports.To recognize the main characteristic of each sport.To distinguish the different spelling of  the kind of sports.Resources and materials:ComputersYoutubeSmart boardSkills Focus:ListeningWritingSpeakingLanguage Focus:Vocabulary about sports and its equipment, and identifying the characteristic of each sport.Foreseeable Problems:Students may have problems with the correct pronunciation of some words.Planned Solutions:The student teacher should pronouns every single word and make them repeat it.   

SYNOPSIS: This lesson introduces students to sea turtles and the human-caused dangers they face while encouraging them to create a way to help save these beautiful creatures.

SCIENTIST NOTES: There is an intrinsic benefit in conserving sea turtles, and this lesson lets students to understand the impact of sea turtles in our ocean. It would equip them to design a real-life project to save sea turtles from extinction. All accompanying materials in this lesson are appropriate to provide better understanding on the subject. Above all, there is a high confidence in using this lesson in the classroom.

POSITIVES:
-This lesson allows for a collaborative hands-on learning environment for students as sea turtle conservation is introduced.
-This lesson features creative learning and engagement for all students.
-Students develop a strong connection to student-led activism through the book Follow the Moon Home by Philippe Cousteau and Deborah Hopkinson.
-This lesson features a step by step guide to follow the engineering design process.

ADDITIONAL PREREQUISITES:
-Teacher needs a copy of the book Follow the Moon Home by Philippe Cousteau and Deborah Hopkinson.
-Students should have a basic knowledge of sea turtles and global problems like pollution and plastic in the oceans.
-Teacher can print out worksheets prior to the lesson if desired.

DIFFERENTIATION:
-Students can think-pair-share during the reading, making predictions or answering questions.
-Groups of students with mixed abilities can collaborate throughout this lesson.

To complete the course ECUR 415.3: Current Issues in EAL, students are required to submit a final paper that reflects their growing knowledge about English as an Additional Language (EAL). EAL is the term used in Saskatchewan to describe students who speak languages other than English and require adequate levels of English to be successful with the school curriculum.

Most students enrolled in the online course ECUR 415 are practicing teachers who are working toward a Post-Degree Certificate in EAL Education (PDCEAL), while continuing to live and work in various locations both within and outside of the province. The certificate program, offered through the College of Education, University of Saskatchewan, is recognized by provincial education authorities as being equivalent to one full year of post-degree study. As such, the certificate equips teachers with the knowledge and expertise to be considered teacher-specialists of EAL Education. The course ECUR 415 also attracts some pre-service teachers who are pursuing a Bachelor of Education degree and have an interest in EAL Education.

Skyscrapers are one of the most glorified products of Civil Engineering and contain an interesting history of progress and development. In this lesson, the students will learn about the history of the world's tallest free standing structures and the basic design principles behind their success. Students will build their own newspaper skyscrapers with limited materials and time, trying to achieve a maximum height and the ability to withstand a "hurricane wind" force. Discussion will concentrate on materials, forces that a skyscraper needs to withstand, and basic structural design.

These materials are for teaching the class Creating Spanish America alongside the book Anthology of Spanish American Thought and Culture, edited by Jorge Aguilar Mora, Josefa Salmón, and Barbara C. Ewell.

This activity is revised for a face-to-face K-12 classroom, although it is most appropriate for secondary (middle school and high school) levels. I added layers to the warm-up and cool-down and the entirety of the activity could easily last one full (50 minute) class period or be divided into two classes. The entire activity is contextualized as an authentic performance task where prospective students go on a virtual “university campus tour”. 

In this activity students will survey one another to determine how much their classmates like/dislike certain foods.

Students will engage in conversation about their preferences when given two choices. Students will take turns asking their partners questions.

These resources are developed by ELPA and align with the ELP standards. They are organized by grade band and domain. They are designed to be used as lessons and for test practice.