Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.

Title: Internet Safety Team Members: Emily, Devin, KelliGrade: 6-8 gradeOverall Goal: Our overall goal for this lesson is to inform the students on ethical issues that relate to internet safety through a board game. At the end of our lesson, students should be able to identify key terms related to internet safety, be able to see the relevant  issues of internet safety in their lives, and understand the importance of internet safety.Students will first be given a KAHOOT quiz to inform us (the teachers) of what they already know about internet safety. Students will then sit through a short lesson that we teach. We will provide them with statistics about internet safety as well as why internet safety should be taken seriously not only when students use technology in the classroom, but in everyday life. Students will also learn some basic vocabulary about internet safety.          We will transition from our mini lesson into our board game which is a jeopardy game that assesses the students new knowledge of internet safety. We will break the class up into smaller groups (2-4 groups depending on the number of students in the class). We will keep track of each teams score on the board. At the end of the lesson, students should have an understanding of the importance of internet safety and should apply their understanding to their lives by making sure they are making smart decisions online. We believe that learning internet safety is important because many students are blinded by the fact that the internet can contain harmful content and can be dangerous if we are not careful. By learning about internet safety, students can make smart decisions and stay out of trouble.          Our audience will be middle school kids at Bachelor Middle School. We will make our lesson plan relatable to them by providing a video and  content that is age appropriate. We will also incorporate discussions about social media since it is very prevalent in the lives of mosts teenagers these days.  StandardsLearning ObjectiveAssessment6-8.IC.4--Describe ethical issues that relate to computers and networks (e.g., security, privacy, ownership, and information sharing), and discuss how unequal distribution of technological resources in a global economy raises issues of equity, access, and power. Objective 1:Students will be able to: identify issues regarding social network and online activity.Objective 2:Students will be able to: explain the importance of internet security, privacy, information sharing, etc.Objective 3:Students will be able to: apply their new knowledge of internet safety to the board game.Objective 4: Students will be able to: describe and explain key terms about internet safety. Students will play the board game (jeopardy game) to assess their knowledge of internet safety.The students will present a summary of what they learned about internet safety to the whole group.  Key Terms & Definitions: ●      Internet Safety: Being able to successfully prevent personal information from being spread as well as ensuring the well being of an individual while on the internet. Also protecting computers and mobile devices from all computer crime.●      Stranger: a person who you don’t know.●      Hacker: people who gain access to data without permission using a computer or mobile device.●      Cyberstalking: Obsessive following online that could lead to harassment but may also be done secretly without knowledge from the owner of a profile.●      Identity Theft: Stealing someone else’s identity/ pretending to be someone else●      Phishing: Tricking someone into giving over personal information by sending fake emails or messages.   Lesson Introduction (Hook, Grabber):We will start by showing the class a video (https://www.youtube.com/watch?v=Cnc4LaevRBw) that gets them engaged in our topic. Next, we will provide the students with a QR code that takes them to a pre-assessment on internet safety (https://play.kahoot.it/#/k/a4d8752e-cb4a-4f49-8b24-3d78657a7e75). After the video students will split into small groups and discuss what stood out to them about the video, what surprised them, etc. After they complete the KAHOOT game we will go over the questions and provide students with the correct answers. We will then jump into our mini lesson about internet safety before starting to play the jeopardy game. The video will get students engaged because students love visuals. The video will help students transition from the lesson to the game. Some people are visual learners so watching a video will grab the viewer’s attention immediately. If some students still are having a hard time understanding the concepts being  presented in the videos/kahoot, we can take questions at the end of the video with a slight review before the game. The KAHOOT game is a fun way for students to test what they already know about internet safety prior to us teaching the lesson about it. Even though KAHOOT is set up like a quiz, it doesn’t seem like a test because it’s more of a game that kids will enjoy. Showing a video/kahoot before our lesson will engage the students to want to play the game because they have previous knowledge of the topic, and it’s fun!   Lesson Main:-Students will watch a short video on internet safety (listed in resources)-Students will take a KAHOOT pre-assessment at the very beginning of the lesson.-Students will be given a QR code that takes them to the KAHOOT quiz on internet safety.-We will show the students an infographic about internet safety that Emily created.-We will introduce internet safety to students through our general knowledge about the statistics included in the jeopardy game questions.-We will provide students with definitions of key terms related to internet safety by showing them from our lesson plan-We will provide students with statistics on internet safety verbally from the jeopardy questions.-We will ask students to discuss any experiences they’ve had where the internet wasn’t safe. -They will talk first in small groups and then we will ask them to share out loud to the class.-We will ask students what they think internet safety looks like in a classroom setting. We will also ask them what it looks like outside of the classroom too.-We will then provide them verbally with how we see internet safety in and out of the classroom by giving them some key points to ensure they are safe online.-We plan to spend about 3-5 minutes on the KAHOOT pre-assessment-We plan to spend about 15 minutes on our mini lesson-We plan to assess the students knowledge with our Jeopardy board game for about 15 minutes.Pre-Assessment Introduction: The main lesson will begin with the students getting a code for our kahoot game! The main ideas in the kahoot will be: internet safety, cyberbullying, stranger danger, and security. A winner may be rewarded some kind of candy to ensure that we have their attention and everyone is engaged.Mini Lesson about Internet Safety and Digital Citizenship: After the Kahoot we will share statistics and information verbally based off jeopardy questions to show students the need for proper internet safety is prevalent and important. Students should understand the damages that can be caused by facts have been pulled from updated sites online and converted into questions and examples to share with the students. After our lecture we will have the students demonstrate their knowledge in our lesson ending.Rules of the Game: The game is pretty simple, making it easy to present to the class. Teams are created and presented with categories of different point levels to choose from and then answer. To avoid going over time we may play first to 1000 points. Students answer questions about internet safety facts highlighted in the lesson and then are rewarded for correct answers and wrong responses are open for anyone to answer. Presentation: We will take turns presenting information verbally to the class. The short part with the kahoot will be accessible online by qr code. What the students should learn:The students should learn the importance of internet safety in not only the classroom, but in all aspects of life outside the classroom. Rules for the real world and the classroom will be highlighted in both the kahoot and the jeopardy questions.  Lesson Ending: In addition to our assessment, our Jeopardy game, we will wrap up our lesson by having students get into small groups and come up with a few main points they learned about internet safety that they didn’t know before. We will also ask them how they will apply what they have learned about internet safety to their life now that they wouldn’t have before.   Assessment Rubric: Great (5 points)Average (3 points)Poor (0 points)Vocabulary understanding Students show that they understand the key terms about internet safety in our lesson. They are able to recite the definition and provide real life examples of key terms that apply to their lives.Students are able to recite most of the definition but cannot provide a real life situation where the key terms are used.Students cannot recite the definition and cannot provide any examples where the term can be used in real life.Participation in board gameStudents are attentive and make an effort to contribute to the team in the game by answering questions and sharing with team. They are fully engaged in the game.Students make somewhat of an effort to contribute to the team when playing the game, but are only partly engaged.Students don’t participate in the game at all.Participation in group discussionsStudents contribute meaningful thoughts that are beneficial in small group and whole group discussion.Students contribute a slightly in the group discussion.Students do not participate in group discussionsKAHOOT participationAll students will answer all kahoot questions.Students answer most Kahoot questions.Students do not participate in Kahoot. Resources / Artifacts:  ●      KAHOOT pre assessment QR code and link (created by Kelli): https://play.kahoot.it/#/k/a4d8752e-cb4a-4f49-8b24-3d78657a7e●      Infographic about internet safety (created by Emily): https://create.piktochart.com/output/28160943-new-piktochart  ●      Rubric listed (created by Emily and Devin)●      https://youtu.be/lMyW8XfCPzM (created by all three group members) How to play our game tutorial●      https://www.youtube.com/watch?v=Cnc4LaevRBw Video to show kids at start (Devin) Differentiation: This section should describe how you could to differentiate your lesson for learners with diverse needs.  Some ideas would be to offer differentiated solutions for English Language Learners, students with mobility challenges, students on the autism spectrum, students with emotional or behavioral challenges, students with auditory or visual impairments, gifted students, etc. You should address Differentiation for ability levels●      High and ability learners: We will place people in groups based on their ability levels so that there is a variety of people in each group. By doing this, higher ability students will be able to help lower ability students so that every student has an equal opportunity to learn about internet safety.       2. Differentiation for demographics●      Gender, race, culture, and/or sexual identity: We will make sure our lesson and board game are free of any biases that may be harmful or offensive to some students.       3. Differentiation for languages●      ESL, EFL, ENL: To accommodate for different learning needs, we will provide many visuals that will help people who have a hard time reading material. Visual representations are a great way for students to learn through observation. The infographic will greatly help with this. We will also have students with different learning needs mixed together so students that cannot read as well or cannot read the language can get help from students who can.       4. Differentiation for access & resources●      Computers, Internet connection, and/or Wifi access: If students don’t have their iPad or if their battery is running low, they will be asked to join another person with a functioning iPad so that they can still participate.. We will assign those people to different groups so that they don’t just choose to be with their friends, but that they can possibly get to know other classmates that they may not usually talk to.  Kahoot is a website accessible by anyone so no problems should be caused by not having access to the site If the wifi access is not working or if the internet is down, there will also be available print-outs so that students will still be able to access what they would have been able to if the internet were working properly.  Anticipated Difficulties:The board game should be relatively easy for students to understand and for us (the teachers) to explain because most people have played some form of Jeopardy before. It will be crucial that we provide students with enough information so that they are able to answer all of the Jeopardy questions. It could be difficult to make sure we teach them enough to achieve in the board game, but not too much to where we are handing out the answers to the board game. We will have to carefully craft our lesson plan in the beginning to overcome this possible issue.We also want to ensure that we get the objectives across to the students clearly. We will do this by engaging our audience through the KAHOOT pre-assessment and then reiterating the importance of internet safety through the jeopardy board game at the end.    

Why is it important that students be careful what is posted for everyone to see? Students will investigate and discuss these questions during this module that directly relate to their daily life. Students will work cooperatively in groups to design an infomercial to be presented to elementary students and/or parents and community members. Key Learning Targets: I can use technology to produce and publish my work, and link to sources.I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information.I can actively participate and contribute to a discussion with my teacher and my peers. I can present my findings to a group or audience in a clear and concise way.I can create a storyboard to prepare a public service announcement. I can compare contrast trends of technology. I can write an explanatory paragraph to examine a topic (present and future digital footprint).

In this problem-based learning module, students will investigate why is it important that students be careful what is posted for everyone to see. Students will investigate and discuss these questions during this module that directly relate to their daily life. Students will work cooperatively in groups to design an infomercial to be presented to elementary students and/or parents and community members. Key Learning Targets: I can use technology to produce and publish my work, and link to sources.I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information.I can actively participate and contribute to a discussion with my teacher and my peers. I can present my findings to a group or audience in a clear and concise way.I can create a storyboard to prepare a public service announcement. I can compare contrast trends of technology. I can write an explanatory paragraph to examine a topic (present and future digital footprint).

The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them. This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. In this module (1 of 4), students analyze their own use of online social media platforms and learn how filter bubbles and confirmation bias shape the content of their media environment. 

Problem solving is often guided by disciplinary frames of reference, which can restrict our ability to see other possibilities. This exercise uses object-based learning to underscore the idea that there is more than one way of analyzing and knowing the world, and that through multiple ways of knowing, we develop more complex understandings and new solutions. Through the process of critique, an essential part of visual-arts pedagogy, students practice analyzing and reflecting both individually and in groups.

In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there are no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all the information provided in the statement, including exploring the websites, videos and / or articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

Students learn about the amazing adaptations of the ptarmigan to the alpine tundra. They focus one adaptation, the feathered feet of the ptarmigan, and ask whether the feathers serve to only keep the feet warm or to also provide the bird with floatation capability. They create model ptarmigan feet, with and without feathers, and test the hypothesis on the function of the feathers. Ultimately, students make a claim about whether the feathers provide floatation and support this claim with their testing evidence.

This is an inquiry-based activity in which students will need to work together as a class to solve the following problem: they must construct a "boat" entirely out of modeling clay that is capable of supporting 150 grams of cargo without sinking.

In this problem-based learning module, students will explore the importance of sleep and the impact sleep has on their lives.  During the launch phase students can choose to record sleep data via downloaded apps or in a sleep diary.  Days 2 through 4 have students explore the concept and necessity of living organisms need to sleep. On day 2 the participants will take a series of cognitive test for baseline data.  Through station rotation and a jigsaw activity learners will become familiar with circadian rhythm and sleeping disorders. Finally, days 5-7 have the students produce a video or infographic to communicate the importance of sleep and its relationship to performance both physically and academically.

The "Double-O-STEM" (educator guide) curriculum consists of STEM problem-solving activities. The curriculum is designed around projects that empower learners to apply STEM to creatively problem-solve community issues. These include designing bike lanes, community gardens, and other exciting STEM problems.

The activities are designed for both librarians and STEM educators. The curriculum is especially aligned with the Next Generation Science Standards (NGSS (engineering; grades 3-5) and American Association of School Librarians (AASL) standards.

Please note the student version can be found using the following link:
https://www.oercommons.org/courses/double-o-stem-learner-guide

The "Double-O-STEM" (learner guide) curriculum consists of STEM problem-solving activities. The curriculum is designed around projects that empower learners to apply STEM to creatively problem-solve community issues. These include designing bike lanes, community gardens, and other exciting STEM problems.

The activities are designed for both librarians and STEM educators. The curriculum is especially aligned with the Next Generation Science Standards (NGSS (engineering; grades 3-5) and American Association of School Librarians (AASL) standards.

Please note the educator guide can be found using the following link: https://www.oercommons.org/courses/double-o-stem-educator-guide

This Super Lesson utilizes Project Based Learning to assist learners with designing, building, and testing flying contraptions as an introduction to Engineering. The goal of this project is to engage students in collaborative team work and to introduce students to the Science and Engineering Practices: Asking Questions and Defining Problems, Planning and Carrying Out Investigations, and Constructing Explanations and Designing Solutions.

We have offered this Super Lesson as an 8-week elective course, developing and strengthening student interest in applied Math and Science topics. It could also be offered within upper elementary or middle school Science and Math courses. In addition, each week’s topic could be used as a stand alone mini-lesson if time is limited. We have worked to include multiple options within this unit to make it accessible to both general education and special education programs, including recommendations for modifications and extensions.

In this capstone course, students will use new and previous knowledge about drug delivery and biopharmaceutics, to design an innovation. Throughout the course students will engage in learning opportunities related to real-world scenarios in drug delivery, gain a better understanding of the anatomy and physiology related to drug delivery, and participate in a self-directed project to solve a fictitious problem. This learning tool will guide students through the process of understanding real-world applications of drug delivery and how drug delivery is applied to treating infectious diseases. DDF’s innovation project is aligned with NGSS and Common Core standards in math and ELA core curriculum subject areas. The learning activities, final project, and mid-unit assessments are provided to the teacher and students in the form of eLearning readings, quizzes, interactive tools, student response sheets, and presentation outlines. Students using this module should find success in self-directed learning, though they may use additional resources in the community, the guidance of teachers, the advice of scientists or biomedical professionals at DDF, or the knowledge presented in scientific literature to help them achieve their goal; though this module should provide most of the tools they will need for guidance. For more information on in-person learning experiences, please contact our DDF eLearning Project Manager, Lindsay Malcolm: lmalcolm@tsrlinc.com

In this problem-based learning module, students will work together collaboratively to establish questions and develop these questions into claims after being presented with the problem “How are today’s living standards contributing to the drug resistance disease crisis and what needs to be done to begin to reverse the effects of the contributing factors?”  The students will then work collaboratively to continue researching and will use the research to create a collaborative electronic public service announcement to go along with an individually written letter which will be sent to either a state representative, the FDA, lead community personnel, etc. Both products, the PSA and the letter will include their well defined claim, supported with evidence and backed up with reasoning.Prior to beginning module, please note: Module can be completed in isolation, or can be completed in conjunction with modules "Antibiotic Resistance and Antibiotic Policy" (science) and/or Advancing Change through Public Awareness (social studies) as part of a full interdisciplinary unit between 8th grade social studies, language arts and science.  This would allow for students to have a wider array of questions to guide their claims and the students could build the PSA in social studies and write the letter in Language Arts.

Macroeconomics examines the fundamentals of the American economy as it relates to social welfare. Emphasis is on basic economic concepts and theories as they affect domestic and international markets. This course integrates behavioral social sciences to present solutions to real-world problems. Macroeconomics includes measurements of GDP, fiscal and monetary policy. Textbook

The book for this course is Macroeconomics OpenStax which was created by Rice University.

Videos

Images for videos come from the following sources with voice over from Professor Richard Gosselin at Houston Community College who is solely responsible for their content. There are 179 videos for the macroeconomics course with an average run time of about five minutes each. They were produced using three sources - desktop screen capturing via Screenflow which is a product of Telestream, as well as One Button Studio and the Learning Glass for live in-person mini-lectures filmed in a studio. Nearly all the video have been closed-captioned for the hearing impaired using professionals rather than automation. There are also downloadable transcripts embedded for each video and a download feature for users. Houston Community College footed the expense of the closed-captioning service. I would like to thank the college administration as well as Ruben Duran, Senior Media Developer at the college for assisting with this.

OpenStax Macroeconomics, Second Edition

Principles of Economics is adapted from a work produced and distributed under a Creative Commons license

(CC BY-NC-SA) in 2011 by a publisher who has requested that they and the original author not receive attribution. This adapted edition is produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative. This adaptation has reformatted the original text and replaced some images and figures to make the resulting whole more shareable. This adaptation has not significantly altered or updated the original 2011 text. This work is made available under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike license.

Test Bank

The original test bank provided by Open Stax provided 1158 questions, 955 were multiple choice and 203 were short answer questions. Under this grant there were no additional short answer questions added however, there are now 1418 questions in the new test bank which is the result of adding 260 questions of the following variety - multiple choice, fill in the blank, numerical questions, multiple drop-down questions, multiple-response questions, matching and formula questions which present each student with different values and parameters. Images in the test bank, unless otherwise noted are licensed under the Creative Commons and most are the product of unknown authors.

Review PowerPoint Slides

These were provided by Intellus Learning Open Courses

This work is licensed under a Creative Commons Attribution 4.0 International (Links to an external site.)Links to an external site. License. The material for these slides and the image come directly from Macroeconomics OpenStax, Second edition.

Discussion Questions

These were authored by Richard Gosselin at Houston Community College and are licensed under the Creative Commons. There are over 70 discussion questions available.

Flash Card Powered by Quizlet

These were authored by Richard Gosselin with a couple of exceptions. They are based on the terms in Macroeconomics, Second edition. They are also licensed under the Creative Commons and are freely distributable. There are 21 such quizzes, one for each chapter.

Excel Exercises and Videos

26 Excel assignments were created including practice assignments and videos to assist students with basic features of Excel which help them create a file, save data, sort data, create tables, line graphs, bar graphs and pie chart and much more.

In comparison with e-learning content, e-learning processes evolve over time, and are essentially performed in such as way that they structure human activity using designs such as schedules, rules and protocols. Common e-learning activities include participating in online discussion, chat and other forms of conferencing (Salmon 2000), accessing specific e-learning content, taking tests and assessments, working through short exercises to stimulate thinking (Salmon 2002), or completing web forms such as those used in e-portfolios or course evaluation. While some elearning activities are direct analogues of offline activities, the majority (such as asynchronous communication) are significantly transformed by being in the online domain, and others, (such as interactive simulations and animation) are difficult to provide in any context other than an online environment.

The Early Years Learning Framework (EYLF) describes numeracy as the capacity, confidence and disposition to use mathematics in daily life. Mathematics involves understanding about numbers and quantity, operations, patterns, space, measurement and shapes. Numeracy is the application of these mathematical concepts, with skills developing along trajectories from birth. As children’s mathematical capabilities grow, they are increasingly communicated and applied to solve real-world ‘problems’ and build numeracy skills. In the context of early childhood education and care, these problems may include how many cups we need so that every learner has a cup for their water, who has built the tallest tower, or how to make and extend a pattern made with musical instruments.
Evidence-based practices for supporting learners’ early numeracy development
in early childhood education and care settings are listed. Some examples
offered may not apply in all contexts and/or may be more suitable for particular
learners or age groups.

Students learn how engineers construct buildings to withstand damage from earthquakes by building their own structures with toothpicks and marshmallows. Students test how earthquake-proof their buildings are by testing them on an earthquake simulated in a pan of Jell-O(TM).

In this lesson, students compare and contrast emissions from different modes of transportation and explore the concept of transportation planning.

Step 1 - Inquire: Students analyze a bar graph of carbon dioxide emissions by different modes of transportation and calculate the most environmentally conscious modes of travel based on emissions.

Step 2 - Investigate: Students analyze commuter survey results of the top concerns with public transportation and complete real-world math problems based on different transportation scenarios, calculating the difference in carbon emission outputs.

Step 3 - Inspire: Students learn about transportation planners and watch a video about Hong Kong's transit system.