SYNOPSIS: In this lesson, students learn the importance of migratory hummingbirds and how to help them face the impacts of climate change.

SCIENTIST NOTES: This lesson teaches students all about hummingbirds. Hummingbirds are important pollinators, and climate change is hurting their habitat. This lesson passed the scientific review process.

Esta lección enseña a los estudiantes todo sobre los colibríes. Los colibríes son polinizadores importantes y el cambio climático está dañando su hábitat. Esta lección pasó el proceso de revisión científica.

POSITIVES:
-This lesson encourages students to look for hummingbirds in their local environment and feel connected to the natural world and their neighboring country, Mexico.
-The lesson exposes students to the diversity of Indigenous peoples in the Americas through Indigenous language names for hummingbirds in Mexico and the stories from three different Indigenous cultures.
-This lesson could connect with a Day of the Dead lesson by beginning with the video of the Aztec legend about the relationship between the cempasúchil flower and the hummingbird.

ADDITIONAL PREREQUISITES:
-The main species in this lesson, the ruby-throated hummingbird, is currently abundant. In fact, climate change may extend the range of this species farther north as the climate becomes hotter. Students have a high probability of encountering this hummingbird in New Jersey and thus appreciating its tenacity and beauty.
-Appreciating the local migratory hummingbird can help students understand the concept of interdependence within communities and across borders.
-Understanding interdependence and fomenting cross-cultural cooperation are important aspects of finding solutions to climate change.
-Other species of hummingbirds, as noted on the poster from CONABIO, are more acutely threatened by climate change. Students can discuss why. For example, the more a hummingbird depends on an endemic species of plant (a plant found only in its region) or a more specific microclimate, the more vulnerable it is to disruption from climate change.
-Teachers can use this resource from Rutgers to further their understanding of the ruby-throated hummingbird.

DIFFERENTIATION:
-Teachers can use all the activities in the lesson or choose activities that are most apt for their class.
-Teachers should preview the videos that tell stories about hummingbirds from the Nasca culture and the Aztec culture. These stories include events that students may find sad or scary. For example, the Aztec story includes the death of a warrior whose soul becomes the hummingbird. Students can talk about how they and the characters feel at different moments.

This activity aligns to a unit about food and is designed for intermediate students. Students read an article, then answer comprehension and personal reflection questions.

Welcome to “El español por el mundo”, a book written by Gemma Morawski and Ani Alcocer as part of an OER project for the Idaho Department of Education. Gemma is an adjunct professor for the Department of World Languages at Boise State University. Ani is an instructor in Spanish for the Department of Modern Languages and Cultures at the University of Idaho.

In this lesson, students play a game about fishing, write a story about what happened, and learn how climate change impacts fish populations.

Step 1 - Inquire: Students describe photos depicting different ways of fishing and discuss their knowledge and experience of fishing.

Step 2 - Investigate: Students play the fish game, a role-play about a fishing community.

Step 3 - Inspire: Students make connections between a news report about climate change and the results of the fish game and create a comic strip to tell the story.

In this lesson, students play a game about fishing, write a story about what happened, and learn how climate change impacts fish populations.

Step 1 - Inquire: Students describe photos depicting different ways of fishing and discuss their knowledge and experience of fishing.

Step 2 - Investigate: Students play the fish game, a role-play about a fishing community.

Step 3 - Inspire: Students make connections between a news report about climate change and the results of the fish game and create a comic strip to tell the story.

SYNOPSIS: In this lesson, students play a game about fishing, write a story about what happened, and learn how climate change impacts fish populations.

SCIENTIST NOTES: In this lesson, students play the Fish Game to investigate sustainable fishing practices. This lesson passes our scientific review process.

En esta lección, los estudiantes juegan El Juego de Peces para investigar prácticas de pesca sostenible. Esta lección pasa nuestro proceso de revisión científica.

POSITIVES:
-This lesson includes hands-on, student-led communicative tasks and an authentic Spanish language listening activity.
-The fish game allows students to practice their extemporaneous speaking skills while learning about the impact of decision-making on communities.
-By playing the fish game, students encounter the economic, ecological, and social challenges of sustainable fishing.

ADDITIONAL PREREQUISITES:
-This is Lesson 1 of 3 in our Cambio Climático y la Pesca unit.
-This lesson is meant for students with an intermediate-low Spanish language proficiency level. However, novice-high level students can play the game by using the support materials in the Differentiation section below.
-Teachers can use paper clips or scraps of paper to represent the fish in the game to help students visualize their “catches” and the fish remaining in the lake.

DIFFERENTIATION:
-Students who need a review of basic grammatical concepts can complete the Grammar Review before playing the game.
-Students with novice-high proficiency levels can use the useful phrases included at the end of the El Juego de Peces Student Packet to help them interact in Spanish during the game.
-The tira cómica activity in the Inspire section can be modified to incorporate advanced grammar, such as the use of past tenses or the present tense subjunctive.

In this lesson, students play a game, participate in communicative activities, and research recipes to explore the role of consumers in supporting climate change resilience in the oceans.

Step 1 - Inquire: Students describe photos and talk about cultural traditions related to eating fish and seafood.

Step 2 - Investigate: Students play an interactive board game to explore the challenges of buying and selling sustainable, climate-resilient fish.

Step 3 - Inspire: Students research and present recipes for a class competition, “La Gran Receta de los Océanos.”

SYNOPSIS: In this lesson, students play a game, participate in communicative activities, and research recipes to explore the role of consumers in supporting climate change resilience in the oceans.

SCIENTIST NOTES: Many people use fish as their primary source of protein. But climate change is hurting fish populations and the people who need them. This lesson has passed our scientific review process.

Muchas personas utilizan el pescado como fuente principal de proteínas. Pero el cambio climático está perjudicando a las poblaciones de peces y a las personas que los necesitan. Esta lección ha pasado nuestro proceso de revisión científica.

POSITIVES:
-Students participate in a variety of communicative activities and are exposed to authentic resources from Spain and Latin America.
-The post-game reflection allows students to make personal connections to the ideas in this lesson and reflect on cultural and social justice themes.
-The recipe competition is motivating and allows for student voice and choice.
-Since most activities are completed independently, this lesson can be used for substitute plans.

ADDITIONAL PREREQUISITES:
-This is lesson 3 of 3 in our Cambio Climático y la Pesca unit.
-This lesson can be used as a standalone lesson or added to units on food, shopping, the environment, global challenges, science, technology, or contemporary life.
-Students with intermediate-low proficiency will be able to successfully navigate the activities in this lesson.
-Students should have a general familiarity with vocabulary and concepts related to climate change and fishing.

DIFFERENTIATION:
-As an alternative to the video in the Investigate section, teachers can print out MarViva's Guía de Trazabilidad and place the pages around the room. Students can walk around the room and take notes on the recommendations in the guide.
-The teacher can project the game board and students can play the game as a class instead of in pairs or small groups.
-Students can create personalized lists of vocabulary with expressions from this lesson to practice on a platform like Quizlet.
-Students can create a local guide in Spanish about where to buy sustainable seafood or write an article in Spanish for the school newspaper.
-Advanced classes can begin the lesson by analyzing Pablo Neruda’s poem “Oda al Caldillo de Congrio” instead of describing the photos.
-After completing this lesson, AP Spanish Language and Culture students can record a two-minute cultural comparison using one of these prompts:
-¿Cómo ha afectado el cambio climático la vida de las personas en tu comunidad? ¿Qué hacen para expresar solidaridad los miembros de tu comunidad?
-¿Qué hábitos o actividades se consideran una expresión de los valores en tu comunidad? ¿Qué opinión tienen las personas en tu comunidad con respecto a los avances en la ciencia y la tecnología?
-¿Qué papel juegan las tradiciones de la comida en las familias de tu comunidad? ¿Qué importancia tiene el trabajo en el bienestar de las familias en tu comunidad?
-As a culminating activity for this three-lesson unit, the class can watch this Youth for Sea music video and then create their own version of the video or create graphics to go with the song.
-The class can come up with their own criteria, based on the lesson, for the competition “La Gran Receta de los Océanos.”

In this lesson, students play a game, participate in communicative activities, and research recipes to explore the role of consumers in supporting climate change resilience in the oceans.

Step 1 - Inquire: Students describe photos and talk about cultural traditions related to eating fish and seafood.

Step 2 - Investigate: Students play an interactive board game to explore the challenges of buying and selling sustainable, climate-resilient fish.

Step 3 - Inspire: Students research and present recipes for a class competition, “La Gran Receta de los Océanos.”

In this activity, students are going to practice asking for the cost of something and practice purchasing items. Students are also going to be exposed to the concept of bartering and how to do it with a vendor.

Short Description:
This is an open textbook on Beginner Arabic for undergraduate students who are taking Arabic in their first semester. It addresses letters and sounds of Arabic along with basic skills in reading, speaking and writing. The book can be used as a self-study resource or as the main textbook in beginning Arabic classes.

Long Description:
This open textbook is intended for beginning students of Arabic in their first semester. This OER is unique in its presentation of Arabic language content through theme-based modules. Each theme is addressed through vocabulary, grammar, reading, speaking, and writing components. Each chapter includes self-check embedded quizzes that help learners digest language concepts. The book is also designed with teachers in mind. Each chapter includes pair work and group tasks that the teacher can implement in class and other parts that can be assigned as homework. The focus of the book is to build literacy in Standard Arabic structure in a simplified and sequenced approach while emphasizing speaking skills. By the end of this course, students will be well prepared for building their competence in a sequenced and organized manner in the following parts of this series.

Word Count: 6312

ISBN: 978-1-62610-108-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This is an open textbook on Elementary Arabic for undergraduate students who are taking Arabic in their second semester. It addresses language structures in theme-based modules that cover the four language skills. The book can be used as a self-study resource or as the main textbook in beginning Arabic classes.

Long Description:
This open textbook is intended for beginning students of Arabic who have already covered their literacy skills and ready to explore language in a lively and interactive approach. This OER is unique in its presentation of Arabic language content through theme-based modules. Each theme is addressed through vocabulary, grammar, reading, speaking, culture, and writing components. Each chapter includes self-check embedded quizzes that help learners digest language concepts. The book is also designed with teachers in mind. Each chapter includes pair work and group tasks that the teacher can implement in class and other parts that can be assigned as homework. The focus of the book is to establish a sound basis in Standard Arabic structure in a simplified and sequenced approach. Additionally, each theme will include a conversation section in which a module on Egyptian Arabic is presented. While developing a solid foundation in written Arabic, the Egyptian Arabic component will enhance students’ spoken fluency and enrich their cultural experience in their language learning journey.

Word Count: 14498

ISBN: 978-1-62610-108-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This OER workbook aligns with the published OER textbook: Elementary Chinese I. Both the OER textbook and the workbook are designed for students to use, not teachers.

Through the power of H5P interactive activities, this workbook, employing an innovative e-writing approach, is designed to help beginning learners lay a solid foundation for the natural development of the Chinese language skills necessary to excel in their learning journey. At the heart of this method lies a focus on Chinese receptive skills that are essential for the development of communicative competences: listening and reading, seamlessly integrated with typing. This unique combination, unlike the traditional handwriting approach, not only fosters accuracy in listening and reading comprehension but also enhances their accurate pronunciation and typing in Chinese communication.

Short Description:
This open textbook is designed for those who are learning Chinese as a second/foreign language in their first semester. It has eight chapters, covering topics including a brief introduction about the Chinese language, greetings, and self-introduction, hobbies, nationalities, family members and occupations, inviting friends to dinner, talking about food and beverage, making phone calls, and talking about classes and exams.

Long Description:
This open textbook is designed for beginners learning Chinese as a second/foreign language. This book aims to introduce learners to standard Chinese pronunciation, character knowledge, basic conversational phrases, grammar and vocabulary use, and cultural knowledge. Throughout the eight chapters, learners will explore: greetings and self-introduction, hobbies, nationalities, family members and occupations, inviting friends to dinner, talking about food and beverage, making phone calls, and talking about classes and exams. Learning activities include audio recordings so students can listen to the pronunciation of vocabulary words and observe dialogue between speakers. The book also includes videos with captions, allowing learners to listen, watch, and read. Original interactive activities have been created by the author to facilitate the practice of target vocabulary and dialogues.

Word Count: 19508

ISBN: 978-1-62610-115-9

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This open textbook is designed for those who are learning Chinese as a second/foreign language in their second semester. It has six chapters, covering topics including describing school life, shopping in stores and online, transportation means, reporting weather and climates, ordering foods, and asking and giving directions.

Long Description:
Elementary Chinese II is aimed at those who have learned Chinese as a second/foreign language for one semester, using the OER textbook “Elementary Chinese I“.

This open textbook contains six main lessons, including topics such as school life, shopping, transportation, weather, eating out, and asking and giving directions. They are organized in a straightforward and well-structured manner that are easy to follow. Within each lesson, there are a set of two dialogues or a set of one dialogue plus one narration. The texts of the dialogues or narrations are created to provide real-life Chinese language to beginning learners. After the texts, vocabulary words are listed for them to study and review. Grammatical points are explained in English and example sentences are provided for students to understand. Each dialogue or narration ends with culture notes where learners can read and better understand the target text.

Word Count: 20224

ISBN: 978-1-62610-116-6

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The materials are designed for adult learners or high school students who are beginning their study of Chinese. The content, which includes lesson texts, exercises, and vocabulary, is provided in traditional characters with simplified character annotations for the vocabulary.The focus of these materials is on conversations and practical topics.This OER creation is sponsored by the Weatherhead East Asian Institute National Resource Center (NRC) grant at Columbia University.

A learning activity for the "Do You Know That Clouds Have Names?" book in the Elementary GLOBE series. Using information from the book and their observations, students construct a sky scene with trees and buildings as reference points on the ground and cloud types ordered by altitude in the sky. Students will describe clouds using their own vocabulary and will then correlate their descriptions with the standard classifications of cloud types used by the GLOBE Program. The purpose of the activity is to help students identify some of the characteristics of clouds and to enable students to observe clouds, describe them in a common vocabulary, and compare their descriptions with the official cloud names. Students will be able to identify cloud types using standard cloud classification names. They will know that the names used for the clouds are based on three factors: their shapes, the altitude at which they occur, and whether they are producing precipitation.

The need for this particular grammar arises from the peculiar shape of the MDiv curriculum at Asbury Theological Seminary. Several years ago the faculty adopted a curriculum that required one semester of Greek and one semester of Hebrew, each as preparatory for a basic exegesis course in each discipline.

It became clear after several years of trial and error that a “lexical” or “tools” approach to learning Greek and Hebrew was inadequate, no matter how skilled the instructors or how motivated the students. In today's general vacuum of grammatical training in public education across the United States, students typically enter seminary training with no knowledge of how languages work. Any training we might give them in accessing grammatical information through the use of Bible software programs will, we learned, come to naught in the absence of an understanding of just what such information actually means. We agreed that we actually needed to “teach the language itself,” at least in some rudimentary fashion, if we hoped students would make sense of grammatical and linguistic issues involved biblical interpretation.

The first 12 chapters of this grammar are designed to correspond to the first semester's instructional agenda. In these chapters we introduce all the parts of speech, explain and drill the basic elements of grammar, set forth the larger verb system (excluding the perfect system), teach the tenses of the Indicative Mood only (again, excluding the perfect system), and help students build a vocabulary of all NT words occurring 100 times or more. We also lead students into the NT itself with carefully chosen examples, while at the same time guiding them in each lesson to learn the use of the standard NT lexicon [BDAG] and an exegetical grammar [Wallace's Greek Grammar Beyond the Basics]. We are well aware of the limitations of this approach, but genuinely believe that some instruction along these lines is better than none, and that such an approach provide a foundation for students interested in moving beyond the first semester (into chapters 13-24) into a firmer grasp of the language of the NT.