81. Lesson Plans - Major Psychological Disorders skills Three Major Psychological Disorders (Bipolar Disorder, Schizophrenia, MultiplePersonalities) Subject Psychology Grade Level 12th lesson Plan Author http://www.urbandreamsproject.org/lessonplans/psychology/skills.html

OUSD Urban Dreams Lesson Plans Psychological Disorders SKILLS Students will be able to: understand the depth of psychological disorders as they exist in our world. empathize with individuals that suffer from mental illness through investigation of case studies analyze and interpret laws governing medication, therapy and institutionalization individually research psychological disorders, using the Internet and other sources create a group skit Overview Essential Question Essential Learning Time Allocation ... Resources Forum: 12th Grade Social Studies Urban Dreams OUSD Curriculum Unit Three Major Psychological Disorders (Bipolar Disorder, Schizophrenia, Multiple Personalities) Subject: Psychology Grade Level: 12th Lesson Plan Author: Pat Tinloy

82. I-SAFE America - Internet Safety Lessons program focused on providing kids and teens with essential tools to ISafe is dedicatedto empowering students with the knowledge and skills that they need http://www.isafe.org/lessons.htm

The Internet has dramatically changed our world and the way that we interact within it. Our children are at risk of exploitation and entrapment by predators that use the Internet in search of their prey; as was so sadly demonstrated by the recent murder of a 13 year-old girl by a person she met on the Internet. Mission: Goal: I-Safe is a non-profit educational foundation dedicated to: 1) the development of an Internet safety education program focused on providing kids and teens with essential tools to reduce their risks of being victimized while engaged in activities via the Internet; and, 2) the deployment of a youth empowerment campaign that will empower students to take control of their online experiences and make educated, informed, and knowledgeable decisions as they actively engage in cyber activities. I-Safe was honored to receive two Y2002 Congressional earmarks from CJS (Commerce Justice State) for a total of $3.554 million dollars. The I-Safe "Safe School Education Initiative and Outreach Campaign" received bi-partisan support in both the U.S. Hous e of Representatives and the U.S. Senate. I-SAFE's grants are being managed by the Child Protective Division of OJJDP (Office of Juvenile Justice Delinquent Prevention) within the Department of Justice (DOJ). Briefly stated the curriculum covers: Computer viruses, worms, and Trojan horses: How to recognize red flags that indicate that the recipient (student) may have received a virus, how to protect oneself (one's computer) from infection, and responsible actions of not creating and intention ally spreading malicious code (virus).

83. Training Cafe - Alignment With ISTE Standards leaders in recognizing and addressing the essential conditions for Teachers demonstratecontinual growth in technology knowledge and skills to stay abreast http://www.trainingcafe.com/about/istestandards.htm

Training Cafe and National Educational Technology Standards for Teachers The new International Society for Technology in Education’s National Educational Technology Standards for Teachers reflect professional studies in education providing fundamental concepts, knowledge, skills, and attitudes for applying information technology in educational settings. These standards were designed "to guide educational leaders in recognizing and addressing the essential conditions for effective use of technology to support PK–12 education" (National Educational Technology Standards for Teachers, 2000). The interactive courses in Training Cafe address two key standards, as indicated in the table below. I. Technology Concepts and Principles Teachers demonstrate a sound understanding of technology operations and concepts. Performance Indicators How Training Cafe Supports the Standard Teachers demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in ISTE's National Educational Technology Standards for Students).

84. McREL - Content Knowledge - Life Skills and Workplace Basics The essential skills Employers Want of declarative, procedural,and contextual knowledge. at which their identified skills and abilities http://www.mcrel.org/standards-benchmarks/docs/process-lifeskills.asp

Content Knowledge Home Browse Search Activities ... Reference Life Skills Life skills describes a category of knowledge that is useful across the content areas as well as important for the world of work. This category is comprised of four areas: Thinking and Reasoning Working with Others Self-Regulation , and Life Work Thinking and Reasoning The following process was used to identify standards and benchmarks in the category of thinking and reasoning: Identification of Target Reports No single document was used as the reference report for standards and benchmarks in the thinking and reasoning category. Rather, those statements that were judged to articulate thinking and reasoning processes that can be applied across content areas were extracted from the various documents reviewed. The following documents have been used to construct standards and benchmarks in the thinking and reasoning category: (Project 2061, 1993). (NCTM, 1989). (NCSS, 1994). (Geography Education Standards Project, 1994). (NASPE, 1995).

85. Mathematics Template 1 B.3. What essential attitudes does the assignment provide an opportunity for E.2.Explain how students will use the content knowledge and skills of this http://www.edc.org/CCT/saw2000/ATE/resources/math_temp1.htm

SAW MATHEMATICS TEMPLATE ONE: A CASE OF STUDENT WORK Teacher Code: (please affix pre-printed label if available) Date Case was submitted to SAW Day: Month: Subject Name or Course Title: Grade or Form Level and Age the Assignment represents: SECTION A: DESCRIBING THE CONTENT OF THE STUDENT WORK A.1. Specific SAW Theme: Chance and Uncertainty Change and Growth Space and Shape Quantitative Reasoning Dependency and Relationships A.2. Assignment name or activity assigned: SECTION B: EXPECTED LEARNING OUTCOMES AND ACTUAL ACHIEVEMENT What essential mathematical knowledge does the assignment seek to cover? What essential mathematical competencies does the assignment cover? What essential attitudes does the assignment provide an opportunity for students to develop and nurture? Self-awareness Understanding of their behavior and feelings during the completion of the task Self-esteem Feels pride and success in accomplishing the task Self-discipline Demonstrates appropriate behavior and responsibility and displays a persistence in carrying out their strategy or plan to complete the task; Remained focused and were not easily distracted from completing the task Sensitivity Shows self-confidence and trust in peers;

86. * = Required Field What essential attitudes does the assignment provide an how to create new productsbased on their knowledge. needed to explain the skills learned from this http://www.edc.org/CCT/SHARES/hk_sw/hk_temp1.htm

= Required Field TEMPLATE ONE: A SCIENCE CASE OF STUDENT WORK Teacher Name: Pui-yan CHU Teacher Email: raylee123123@sinaman.com Teacher Code: HKSAR NT 48 012 04 S97 SECTION A: DESCRIBING THE CONTENT OF THE STUDENT WORK Specific SAW topic: Life Cycles/ Reproduction Assignment name or activity assigned: Creating a seed A3. a. For how many periods was the topic taught? A3. b. How many minutes are in one period? Subject Name or Course Title: General Studies A5. a. Group or Form Level: 5th Grade A5. b. Age the Assignment represents: Date Case was submitted to SAW: dd/mm/yy SECTION B: EXPECTED LEARNING OUTCOME AND ACTUAL ACHIEVEMENT What essential knowledge does the assignment teach? To understand the methods of seed dispersal. What essential skills competencies processes does the assignment teach? Students have to learn how and why seeds are dispersed first. Then they have to link up their experience and knowledge to invent an effective and creative way to disperse seeds. a. What are the criteria for the evaluation of the student work? What did you tell your students about the evaluation of this work? (Please attach any scoring guides or rubrics you used, along with an explanation of how you used them.) 1.The dispersing power of seeds (distance and effectiveness of seed dispersal)

87. Big6™ Skills And State Standards published standards that identify and define the knowledge and skills essential forall practical ideas for teaching information literacy skills, with Big6 http://fp3e.adhost.com/big6/enewsletter/murray.shtml

State standards have become an integral part of the educational landscape across the U.S. However, too frequently education leaders and decision-makers overlook the importance of information literacy as the heart of the skills required to develop student performance levels that meet these standards. In this debut column, Janet Murray provides the Big6 community with the information we need to play the vital role of connecting information problem solving skills with improved student achievement. - FS Since the establishment of the National Council on Education Standards and Testing (NCEST) in 1991, national standards have been adopted in virtually all curricular areas. “Currently, 49 states have adopted state standards and most districts are assisting schools in bringing standards-based reform to life in classrooms.” Many states have developed information and technology literacy standards that extend across curricular boundaries to define skills important for 21st century students. For example, North Carolina's “Information Skills Curriculum” explicitly connects to the national information literacy standards developed by the American Association of School Librarians (AASL) and the Association for Educational and Communications Technology (AECT) by quoting from the Information Literacy Standards for Student Learning: “Developing expertise in accessing, evaluating, and using information is in fact the authentic learning that modern education seeks to promote.”

88. Core Knowledge Preschool - Features classroom experiences and activities are based on explicit guidelines that specifyessential knowledge and skills for all preschool age children (Core http://www.coreknowledge.org/CKproto2/Preschool/featuresPreK.htm

Core Knowledge Preschool K-8 Schools Preschool Sequence at a Glance Features of the Core Knowledge Preschool Classroom Common Questions About the Preschool Sequence Preschool Research Correlations with Head Start Performance Outcomes Core Knowledge Preschool Teacher Training Modules ... Preschool Lesson Plans Core Knowledge Preschool Core Knowledge Preschool vs. Traditional Preschool Features of Core Knowledge Preschool Classes Features of Many Traditional Preschool Classes classroom experiences and activities are based on explicit guidelines that specify essential knowledge and skills for all preschool age children ( Core Knowledge Preschool Sequence classroom experiences and activities are often spontaneous, based on child and/or teacher interest, with random coverage of essential knowledge and skills Sequence goals build sequentially, step by step: current knowledge and skills become the starting point for subsequent experience and instruction no goals or, at best, very global goals concerning curriculum and content

89. Curriculum Each elementary school lesson plan correlates practically with the Texas EssentialKnowledge and skills (TEKS) objectives and/or nationally http://www.americanheritage.org/curriculum.html

"Religion, morality and knowledge being necessary for good government and the happiness of mankind, education shall ever be encouraged." Northwest Ordinance 1787 "Technicization and cultural fragmentation will continue to be a serious problem until the school curriculum is reconstructed along lines that are both common and pluralist. What we need are courses and textbooks incorporating the various strands that have forged the American culture. Students should study the development of Western civilization in order to understand where we got the ideals by which we judge ourselves. They must learn about the development of institutions, the laws, and the democratic values that all Americans share. In studying American political, economic, and social history, they should understand that all of our ancestors, whatever their race, ethnic group, or gender are part of the common story of the nation." Diane Ravitch, "The Schools We Deserve"

90. E-Workroom TAKS -Texas Assessment of knowledge skills Objectives(*see bottom). TAKS Tracker - ACT- American http://www.haskell.esc14.net/Teachers/default.htm

HASKELL CONSOLIDATED INDEPENDENT SCHOOL DISTRICT Electronic Workroom Designed for teachers looking to integrate more technology into instruction USERID: IMail Server Web Messaging v7.10 PASSWORD: Expire page views Check Your REGION 14 E-MAIL Plan and Prepare Manage/ Instruct Evaluate Documents PDAS Teacher Self Report Employee Handbook HCISD Board Policy NBX Phone Quick Reference Student Handbook (coming soon) (Many of these files require adobe acrobat reader) VIEW EDUCATION PROGRAMS FROM CHANNEL ONE CHECK OUT MEDIA FROM ESC-14 Browse through the various materials available on loan from the Service Center. State Policy Formation and Regulations Texas Education Agency TEKS - Texas Essential Knowledge and Skills University Interscholastic League School District Data Book Profiles ... NCES - National Center for Education Statistics Lesson Planning Gateway to Educational Materials Annenberg/CPB Projects Learner Online Cyberbee Digital Classroom (from the National Archives and Records Administration) ... Even MORE Lesson Plans Available on the Internet! K-6 Pages: All subject: Quia Education-World Eduplace Kidzone ... funbrain Math APlusMath AllMath Math puzzles Brainteasers JH/HS Pages: Calculus: AP Calculus Calculus Practice Graphics Math Math Tables Metric Converter Algebra Help Lesson Plans ... TI Calculators History: lonestar junction (TX) Ms. Pojer's

91. Sample Seminar Lesson Plan http://www.edb.utexas.edu/career-field/seminars.html

Sample Seminar Lesson Plans Elementary Fluent Reading: What does it sound like? by Kathryn Hooper Helping Children Choose Books Appropriate for Them by Stacy Thomas Listening Seminar Plan by Shelley Nordick Parent Conferencing by Candra Thornton Planning (Ahead!) by Laura Guli Positive Language by Alix Mullin Writing Letters to Parents by Misty Sailors For more lesson plans that are useful to all aspects of teaching, please look at ALL-Level Below Middle School Texas Essential Knowledge and Skills for English Language Arts and Reading (TEKS), Subchapter B. Middle School By Ann E. Bender Secondary Dealing With Diversity in Your Classroom by Cynthia Duda Establishing and Maintaining Effective Peer Relationships on Campus by Courtney Glazer Integrating Video in the Classroom by Laurie Williams Looking at Teachers Among Us: A Workshop in Conceptions of Teaching by Courtney Glazer Starting the School Year off with a Bang! by Tara Meeden Student Teaching by Leslie Crawford-Lipovski What is Observation? by Leslie Crawford-Lipovski Computers in Foreign Language Classes by Barbara Harper All-Levels Designing Your Professional Portfolio by Candra Thornton How do you infuse technology into your lessons when you have just one computer?

92. Alien Rescue Classroom Sample Lesson Plan http://jabba.edb.utexas.edu/liu/aliendb/LessonPlan.htm

Alien Rescue is an open environment. While there are several tasks students must complete in order to develop a solution, and there is a logical order in which to complete these tasks, students may generate alternative paths to solution. Therefore, lesson plans include a fair amount of flexibility and are designed to provide support for you the first time you use Alien Rescue with your class. With experience you will quickly come to see alternative paths which emphasize different skills and information. You should modify lesson plans to best suit the needs of your class and demands of your curriculum. Lesson plans can be divided into the main task, class discussion, at their computers, and teaching tips. Suggested lesson plans for 15 day use of Alien Rescue are provided in the comprehensive teacher's manual. Main Task The main task describes what information needs to be gathered at a particular point in Alien Rescue. For example, develop hypotheses and test them by launching probes.

93. About "Mathematics TEKS Toolkit" A resource center for implementing the mathematics Texas EssentialKnowledge and skills (TEKS), and for improving mathematics programs in Texas....... http://mathforum.org/library/view/10767.html

Mathematics TEKS Toolkit Library Home Full Table of Contents Suggest a Link Library Help Visit this site: http://www.tenet.edu/teks/math/ Author: The Charles A. Dana Center at The University of Texas at Austin Description: Levels: Elementary Middle School (6-8) High School (9-12) Languages: English Resource Types: Lesson Plans and Activities Link Listings Math Ed Topics: Assessment/Testing Materials-Reviews/Recommendations Technology in Math Ed Professional Ed/Career Development ... Search http://mathforum.org/ webmaster@mathforum.org

94. Texas State Historical Association - - TEKS For Seventh Grade http://www.tsha.utexas.edu/tools/teks/teks7/teks_onepage.html

TEKS for Seventh Grade This curriculum alignment tool for seventh grade teachers provides easy access to the resources in the The Handbook of Texas Online . Links to appropriate articles in the Handbook are shown with the complete Texas Essential Knowledge and Skills document text (§113.6, adopted to be effective September 1, 1998, 22 TexReg 7684). A student guide and lesson plans are also available. Introduction (2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies and autobiographies; novels; speeches, letters, and diaries; and poetry, songs, and artworks is encouraged. Selections may include a biography of Barbara Jordan or Lorenzo de Zavala and William B. Travis' letter "To the People of Texas and All Americans in the World." Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies. (3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together.

95. Electronic Resources For Geography Electronic Resources for Geography Abilene Christian University. Pleasesend me your comments, suggestions or questions! To Translate http://www.acu.edu/~armstrongl/geography/geog.htm

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