\n",
+ " Nachdem ich einige fortgeschrittene Videos gemacht habe, fülle ich nun die Lücke ...\n",
+ "
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+ "
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+ "
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+ "
Nachdem ich einige fortgeschrittene Videos gemacht habe, fülle ich nun die Lücke am Anfang :) Hier geht es um Variablen und was man damit so machen kann :)
\n",
+ " This article includes the URL and description of 100 free web tools ...\n",
+ "
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+ "
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+ "
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+ "
This article includes the URL and description of 100 free web tools that can be used by all teachers. The tools are categorized into search engines, math and science, games, templates and lesson plans, and more.
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+ " This website gives you the opportunity see the world through different people ...\n",
+ "
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+ "
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+ "
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+ "
This website gives you the opportunity see the world through different people all over the world on a variety of topics. Watch videos, see lesson plans about global issues and looking at it from a lense of focus on 100 people.
\n",
+ " In this lesson, students will read and analyze a mentor text 100 ...\n",
+ "
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+ "
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+ "
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+ "
In this lesson, students will read and analyze a mentor text 100 Word Memoir. After studying the mentor text, students will create and evaluate their own 100 Word Memoir.
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+ " Students will bee able to celebrate the 100th day of school by ...\n",
+ "
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+ "
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+ "
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+ "
Students will bee able to celebrate the 100th day of school by bringing in a project representing it. They will also fill out a chart that has 100 blank squares for them to fill in.
\n",
+ " Resources to mark the 100th day of school with math activities. Challenge ...\n",
+ "
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+ "
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+ "
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+ "
Resources to mark the 100th day of school with math activities. Challenge students to generate 100 different ways to represent the number 100. Students will easily generate 99 + 1 and 50 + 50, but encourage them to think out of the box. Challenge them to include examples from all of the NCTM Standards strands: number sense, numerical operations, geometry, measurement, algebra, patterns, data analysis, probability, discrete math, Create a class list to record the best entries. Some teachers write 100 in big bubble numeral style and then record the entries inside the numerals.
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+ " This is a resource that you can use online or in class. ...\n",
+ "
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+ "
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+ "
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+ "
This is a resource that you can use online or in class. It is a great way to start a conversation with a student on the importance of just living for today.
\n",
+ " Take a 10-minute guided tour of FRED, the St. Louis Fed's free ...\n",
+ "
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+ "
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+ "
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+ "
Take a 10-minute guided tour of FRED, the St. Louis Fed's free economic data website. Simple step-by-step activities equip users to find and graph economic data, mastering FRED's look and feel. The guide also shows how to customize, save, and share a FRED graph.
\n",
+ " Interfaces sind unglaublich wichtig, und ihr werdet das Konzept beim Programmieren wirklich ...\n",
+ "
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+ "
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+ "
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+ "
Interfaces sind unglaublich wichtig, und ihr werdet das Konzept beim Programmieren wirklich oft brauchen. Daher dreht sich das 10. Video komplett um Interfaces :)
\n",
+ " Coders storyboard a project based on randomized idea(s) and create a project ...\n",
+ "
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+ "
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+ "
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+ "
Coders storyboard a project based on randomized idea(s) and create a project based on their storyboard. The purpose of this project is to synthesize understandings into a project with up to three randomized ideas.
\n",
+ " Starting a business involves planning, making key financial decisions, and completing a ...\n",
+ "
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+ "
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+ "
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+ "
Starting a business involves planning, making key financial decisions, and completing a series of legal activities. Scroll down to learn about each step.
\n",
+ " Several new content pieces invite you to do hands-on work with web ...\n",
+ "
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+ "
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+ "
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+ "
Several new content pieces invite you to do hands-on work with web GIS technology:
[1] 10 Things you can do with ArcGIS Online in education. These include: (1) Use web mapping applications. (2) Make your own map. (3) Get a school, club, or university organizational account in ArcGIS Online. (4) Use and modify existing curricular resources. (5) Explore the Living Atlas of the World. (6) Modify and ask questions of maps. (7) Conduct spatial analysis on mapped data. (8) Add multimedia to maps. (9) Explore your world in 3D, and (10) Map and analyze field-collected data.
[2] Introduction and Advanced Work with Story Maps: Slides and hands-on exercises. These include how to build a story map from a web map, and how to build map tours, map journals, swipe, series, and other types of story maps.
[3] Teaching with Web Apps. Set of resources and activities. These include examining Pacific typhoons in 3D, demographics of Zip Codes, creating viewsheds and buffers, and much more.
[4] Spatial Analysis in Human Geography. These include the 1854 cholera epidemic in London (activity), a Boulder County hazards analysis (map), and an examination of the Human Development Index around the world (map).
I created this content for the Esri mapping lab for the 2017 National Conference on Geography Education, but it can also be used to support your own professional development or for your own instruction.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
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+ "
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+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
\n",
+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
\n",
+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
\n",
+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
\n",
+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
\n",
+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
\n",
+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
\n",
+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract. Thanks http://driverrestore.com/
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
\n",
+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
\n",
+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Title: 10 for the Win!Grade: Kindergarten Overall Goal: To have students be ...\n",
+ "
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+ "
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+ "
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+ "
Title: 10 for the Win!Grade: Kindergarten Overall Goal: To have students be able to count by multiples of 10 and comprehend the idea of a sequence of steps involved in a process. StandardsLearning ObjectiveAssessment5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. K.NS.1: Count to at least 100 by ones and tens and count on by one from any number.Students will be able to program the beebots to go the correct distance. Students will be able to count to 100 by tens.The students will have to use the beebots to move forward the correct amount of steps. The students will have the squares the beebot travels represent sets of 10. Key Terms & Definitions: Sequence- certain order in which steps flowSkip counting- skipping numbers while counting, counting by multiples Number line- line which shows number in order, often marked at intervalsProgram- provide machine with coded instructions to perform task Lesson Introduction (Hook, Grabber): 10 Students will paint hands and stamp them on paper! Each set of hands will represent a set of 10. We will do this all the way up to 100. This paper will be hung in the front of the classroom as a reminder of multiples of 10. Lesson Main:After hanging up our poster with the hands displaying multiples of 10, the teacher would count with the class by 10’s all the way up to 100, while referring to the poster so they can follow along.We will also pass out a number line to the students that highlights 10’s so they have a reference if they struggle.We will make a number line and write multiples of 10 along the side. We will measure out the space between numbers so that it is equal to the length the Beebot travels for each time the button is pushed. For example, if the student wanted to get to 30, they would have to know that you count up by saying “10, 20,30” and they would need to press the forward button on the Beebot 3 times. Each press of the button is a multiple of 10. For this activity, the teacher will break up the students into small groups and they will work together. They will draw a card which will have a multiple of 10 on it ranging from 10-100. The students will have to decide how many 10’s it takes to count up to that number, as well as how many times they will need to program the Beebot to reach the answer on the number line. Lesson Ending:For the lesson ending, we will regroup as a class and talk about how we felt the Beebot activity went. Then we will count together by 10’s up to 100 again to reiterate what we have been learning. Lastly, we will pass out a worksheet to the students which we have included a link to under our resources, and have them complete it individually. This will give us an idea of the students understanding of this concept and can be used for our assessment. Assessment Rubric: GreatAveragePoorIndicatorDescriptionDescriptionDescriptionHand Cut-outsStudent participated in the tracing and cutting out of hands.Student partially participated in the tracing and cutting out of hands.Student failed to participate in the tracing and cutting out of hands.Beebot activityStudent was able to successfully move the Beebot to correct answer.Student was able to move the Beebot, but not to the correct answer.Student was unable to move the Beebot and was unable to correctly answer.WorksheetStudent was able to correctly fill out the entire worksheet.Student was able to fill out 70% of the worksheet.Student was unable to fill out at least 70% of the worksheet. Resources / Artifacts: Number line for students https://www.helpingwithmath.com/printables/others/lin0301number11.htmWebsite which has handprint idea on it https://www.theclassroomkey.com/2016/02/big-list-skip-counting-activities.htmlLesson assessment used in the lesson ending https://www.pinterest.com/pin/287597126178910688 Differentiation: Differentiation for ability levelsIf a student really struggled with math skills, we could place them in a group with stronger math students. We could also offer an alternative activity for the Beebot timeline where we made the timeline go up by smaller multiples. For the worksheet, they could receive a longer amount of time to work on it and have directions read to them/receive help as needed. Differentiation for access & resourcesIf the school had limited resources and did not have access to these robots, they could use other tools like toy cars or something they could use to roll to the spots on the timeline. The game could be altered to fit a large variety of resources. The worksheet we used was found online but a similar version could be created by the teacher. Anticipated Difficulties: Some students might struggle with the concept of skip counting. It may be hard at first for them to remember the multiples of 10. Hopefully by making a poster and providing them with their own number line for reference, this will eliminate some potential difficulties the students may have.
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+ " In this unit, students will understand where “fake news” comes from, why ...\n",
+ "
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+ "
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+ "
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+ "
In this unit, students will understand where “fake news” comes from, why it exists and how they can think like fact checkers to become fluent consumers, evaluators, and creators of information. They will apply this knowledge by selecting a controversial topic to evaluate, synthesize, and analyze all aspects before sharing with a local audience.
\n",
+ " In this resource we have explained the process of respiratory system including ...\n",
+ "
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+ "
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+ "
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+ "
In this resource we have explained the process of respiratory system including all the functions that are performed during the process of respiration. The role of each and every part involved in respiratory system is explained with proper diagrams as well.
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+ " In this resource we have explained the process of respiratory system including ...\n",
+ "
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+ "
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+ "
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+ "
In this resource we have explained the process of respiratory system including all the functions that are performed during the process of respiration. The role of each and every part involved in respiratory system is explained with proper diagrams as well.
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+ " In this resource we have explained the process of respiratory system including ...\n",
+ "
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+ "
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+ "
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+ "
In this resource we have explained the process of respiratory system including all the functions that are performed during the process of respiration. The role of each and every part involved in respiratory system is explained with proper diagrams as well.
\n",
+ " Coders will use the start on bump block to create a contagious ...\n",
+ "
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+ "
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+ "
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+ "
Coders will use the start on bump block to create a contagious dance party using motion blocks. The purpose of this project is to introduce young coders to triggering algorithms using the start on bump block.
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+ " Microorganisms are the dominant life forms on earth, are found in almost ...\n",
+ "
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+ "
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+ "
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+ "
Microorganisms are the dominant life forms on earth, are found in almost every conceivable environment, and are essential to sustaining life on this planet.
\n",
+ " Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans ...\n",
+ "
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+ "
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+ "
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+ "
Middle and High School 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 2019-2020 school year.
\n",
+ " Learn about Rube Goldberg Machines, set imaginations on fire! Wonderopolis targets a 5th ...\n",
+ "
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+ "
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+ "
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+ "
Learn about Rube Goldberg Machines, set imaginations on fire! Wonderopolis targets a 5th grade reading level and is aligned to Common Core Standards and <sci/ss standards>. We have Immersive Reader embedded for each Wonder of the Day--which means accommodations are available and translations can be provided with a few mouse clicks. <--come up with some standard content for after the overview of the individual Wonder.
\n",
+ " Young coders apply their understandings from previous projects to create an animated ...\n",
+ "
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+ "
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+ "
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+ "
Young coders apply their understandings from previous projects to create an animated card. The purpose of this project is to reinforce understandings from previous projects within a new context. This project can be repeated throughout the year for various events, holidays, birthdays, to give thanks, or as an act of kindness.
\n",
+ "No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.\n",
+ "
\n",
+ "
\n",
+ "Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.\n",
+ "
\n",
+ "
\n",
+ "Your redistributing comes with some restrictions. Do not remix or make derivative works.\n",
+ "
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+ "
\n",
+ " Most restrictive license type. Prohibits most uses, sharing, and any changes.\n",
+ "
\n",
+ "
\n",
+ "Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.\n",
+ "
"
+ ],
+ "text/plain": [
+ " Title \\\n",
+ "0 01.04.2020.pdf \n",
+ "1 #01 Java Tutorial: Unser Hello World Programm \n",
+ "2 #02 Java Tutorial: Methoden / Funktionen \n",
+ "3 #03 Java Tutorial: Variablen \n",
+ "4 #04 Java Tutorial: Schleifen / Loops \n",
+ "5 #05 Java Tutorial: Fallunterscheidung / if \n",
+ "6 #06 Java Tutorial: Klassen \n",
+ "7 #07 Java Tutorial: Vererbung \n",
+ "8 #08 Java Tutorial: Dynamische Datenstrukturen \n",
+ "9 #09 Java Tutorial: Rekursion \n",
+ "10 0-Kindergarten Eureka Math \n",
+ "11 100 Free Web Tools for Elementary Teachers \n",
+ "12 100 People: A World Portrait \n",
+ "13 100 Word Memoir (OER Commons Version) \n",
+ "14 100th Day of School \n",
+ "15 100th Day of School Activities \n",
+ "16 101 Ways To Kickstart Your Day In A Positive Way \n",
+ "17 10.2 SQ 3. What points of view did Enlightenme... \n",
+ "18 10 Amazing Science Tricks Using Liquid \n",
+ "19 10 FRED Activities in 10 Minutes \n",
+ "20 #10 Java Tutorial: Interfaces #neue Version \n",
+ "21 #10 Randomized Synthesis Project \n",
+ "22 10 Steps to Start Your Business \n",
+ "23 10 Things You Can Do with ArcGIS Online and St... \n",
+ "24 10X Bigg \n",
+ "\n",
+ " Subject \\\n",
+ "0 Information Science \n",
+ "1 Career and Technical Education \n",
+ "2 Career and Technical Education \n",
+ "3 Career and Technical Education \n",
+ "4 Career and Technical Education \n",
+ "5 Career and Technical Education \n",
+ "6 Career and Technical Education \n",
+ "7 Career and Technical Education \n",
+ "8 Career and Technical Education \n",
+ "9 Career and Technical Education \n",
+ "10 Mathematics \n",
+ "11 Education \n",
+ "12 World CulturesWorld HistorySocial ScienceCultu... \n",
+ "13 English Language ArtsComposition and RhetoricR... \n",
+ "14 Mathematics \n",
+ "15 Mathematics \n",
+ "16 Health, Medicine and NursingCommunicationEduca... \n",
+ "17 World History \n",
+ "18 Applied Science \n",
+ "19 Economics \n",
+ "20 Career and Technical Education \n",
+ "21 Computer Science \n",
+ "22 Business and Communication \n",
+ "23 Physical Geography \n",
+ "24 Mathematics \n",
+ "\n",
+ " Material Type Date Added \\\n",
+ "0 Unit of Study 05/29/2020 \n",
+ "1 Lesson 06/16/2015 \n",
+ "2 Unit of Study 06/18/2015 \n",
+ "3 Lesson 06/18/2015 \n",
+ "4 Lesson 06/18/2015 \n",
+ "5 Lesson 06/18/2015 \n",
+ "6 Lesson 06/18/2015 \n",
+ "7 Lecture 01/01/2010 \n",
+ "8 Lecture 01/01/2010 \n",
+ "9 Lecture 01/01/2010 \n",
+ "10 Activity/LabAssessment 04/07/2021 \n",
+ "11 Reading 10/17/2014 \n",
+ "12 Activity/LabDiagram/IllustrationInteractiveLes... 01/31/2018 \n",
+ "13 Homework/Assignment 05/11/2021 \n",
+ "14 Interactive 10/11/2020 \n",
+ "15 Activity/Lab 02/16/2011 \n",
+ "16 Teaching/Learning Strategy 07/31/2020 \n",
+ "17 Primary Source 08/29/2018 \n",
+ "18 Lesson 02/01/2016 \n",
+ "19 Activity/LabLessonLesson Plan 09/11/2019 \n",
+ "20 Lecture 01/01/2010 \n",
+ "21 Activity/LabLesson 09/23/2019 \n",
+ "22 Full Course 10/09/2018 \n",
+ "23 Activity/LabData Set 10/30/2017 \n",
+ "24 Activity/LabTeaching/Learning Strategy 08/08/2019 \n",
+ "\n",
+ " Authors \n",
+ "0 [Dr. Bharat Singh Meena] \n",
+ "1 [Jörg Amelunxen] \n",
+ "2 [Jörg Amelunxen] \n",
+ "3 [Jörg Amelunxen] \n",
+ "4 [] \n",
+ "5 [Jörg Amelunxen] \n",
+ "6 [Jörg Amelunxen] \n",
+ "7 [JavaWeb and more (Jörg Amelunxen)] \n",
+ "8 [JavaWeb and more (Jörg Amelunxen)] \n",
+ "9 [JavaWeb and more (Jörg Amelunxen)] \n",
+ "10 [Liberty Public Schools] \n",
+ "11 [John Costilla] \n",
+ "12 [] \n",
+ "13 [Sarah Lyons] \n",
+ "14 [Drew Penn] \n",
+ "15 [Terry Kawas] \n",
+ "16 [Susan Spellman CannErin Luong] \n",
+ "17 [] \n",
+ "18 [] \n",
+ "19 [Mark Bayles] \n",
+ "20 [JavaWeb and more (Jörg Amelunxen)] \n",
+ "21 [Boot up PD] \n",
+ "22 [] \n",
+ "23 [Joseph J. Kerski] \n",
+ "24 [Konrad Z] "
+ ]
+ },
+ "execution_count": 41,
+ "metadata": {},
+ "output_type": "execute_result"
+ }
+ ],
+ "source": [
+ "educational_resources_df = pd.DataFrame(list(zip(titles,subjects_clean,material_type_clean,dates_clean,authors)),columns=['Title','Subject','Material Type', 'Date Added', 'Authors'])\n",
+ "educational_resources_df.head(25)"
+ ]
+ },
+ {
+ "cell_type": "code",
+ "execution_count": 11,
+ "id": "reverse-groove",
+ "metadata": {},
+ "outputs": [],
+ "source": [
+ "# your code here\n",
+ "import time \n",
+ "import re\n",
+ "import sys\n",
+ "import requests\n",
+ "import numpy as np\n",
+ "import pandas as pd\n",
+ "from pathlib import Path\n",
+ "\n",
+ "from bs4 import BeautifulSoup\n",
+ "\n",
+ "from selenium import webdriver\n",
+ "from selenium.webdriver.common.keys import Keys\n",
+ "from selenium.webdriver.common.action_chains import ActionChains\n",
+ "from selenium.webdriver.support.select import Select\n",
+ "from selenium.webdriver.support import expected_conditions as EC\n",
+ "from selenium.webdriver.support.ui import WebDriverWait\n",
+ "from selenium.webdriver.common.by import By\n",
+ "\n",
+ "url = 'https://www.oercommons.org/'\n",
+ "\n",
+ "def review_url(url):\n",
+ " try:\n",
+ " response = requests.get(url)\n",
+ " if response.status_code < 300:\n",
+ " print('request was successful')\n",
+ " elif response.status_code >= 400 and response.status_code < 500:\n",
+ " print('request failed because the resource either does not exist or is forbidden')\n",
+ " else:\n",
+ " print('request failed because the response server encountered an error')\n",
+ " except response.exceptions.Timeout:\n",
+ " print(\"Timeout error\")\n",
+ " except requests.exceptions.TooManyRedirects:\n",
+ " print(\"Too many redirects error\")\n",
+ " except requests.exceptions.SSLError:\n",
+ " print(\"Security error: no security certificate\")\n",
+ " \n",
+ "def scrape_url(url):\n",
+ " driver = webdriver.Chrome()\n",
+ " driver.get(url)\n",
+ " time.sleep(2)\n",
+ " search_button = driver.find_element_by_class_name(\"btn.btn-big-link.btn-search\")\n",
+ " search_button.click()\n",
+ " time.sleep(10)\n",
+ " load_more_button = driver.find_element_by_class_name('load-more-link.js-load-more')\n",
+ " load_more_button.click()\n",
+ " time.sleep(3)\n",
+ " load_more_button = driver.find_element_by_class_name('load-more-link.js-load-more')\n",
+ " load_more_button.click()\n",
+ " time.sleep(3)\n",
+ " page_source = driver.page_source\n",
+ " driver.close()\n",
+ " return(page_source)\n",
+ "\n",
+ "def data_parser(page_source):\n",
+ " resource_selection = BeautifulSoup(page_source,'html')\n",
+ " resource_titles = resource_selection.select('a.item-link.js-item-link')\n",
+ " titles_clean = [title.text for title in resource_titles]\n",
+ " resource_subjects = resource_selection.select('dl.item-info.visible-md-block.visible-lg-block')\n",
+ " subjects = [re.findall('(?<=Subject:).*(?=Material)',subject.text) for subject in resource_subjects]\n",
+ " subjects_clean = [subject for elem in subjects for subject in elem]\n",
+ " resource_material_type = resource_selection.select('dl.item-info.visible-md-block.visible-lg-block')\n",
+ " material_type = [re.findall('(?<=Material Type:).*(?=Provider:)|(?<=Material Type:).*(?=Author)|(?<=Material Type:).*(?=Date)',material.text) for material in resource_material_type]\n",
+ " material_type_clean = [material for elem in material_type for material in elem]\n",
+ " resource_date = resource_selection.select('dl.item-info.visible-md-block.visible-lg-block')\n",
+ " dates = [re.findall('\\d{2}\\/\\d{2}\\/\\d{4}',date.text) for date in resource_date]\n",
+ " dates_clean = [date for elem in dates for date in elem]\n",
+ " resource_author = resource_selection.select('dl.item-info.visible-md-block.visible-lg-block')\n",
+ " authors_clean = [re.findall('(?<=Author:).*(?=Date)',author.text) for author in resource_author]\n",
+ " # Intenando volverlo sólo string, pero me encuentro el problema de que con list comp automaticamente me borra los datos vacíos y no quiero eso\n",
+ " # authors_clean = [author for elem in authors for author in elem]\n",
+ " final_data = list(zip(titles_clean, subjects_clean,material_type_clean,dates_clean,authors_clean))\n",
+ " return final_data\n",
+ "\n",
+ "def df_organization(final_data):\n",
+ " educational_resources_df = pd.DataFrame(final_data ,columns=['Title','Subject','Material Type', 'Date Added', 'Authors'])\n",
+ " return educational_resources_df \n",
+ " \n",
+ "\n",
+ "def final_df(path):\n",
+ " \n",
+ " check_url = review_url(url)\n",
+ " \n",
+ " page_source = scrape_url(url)\n",
+ " print ('successfull scraping')\n",
+ " \n",
+ " final_data = data_parser(page_source)\n",
+ " print('successfull parsing')\n",
+ " \n",
+ " educational_resources_df = df_organization(final_data)\n",
+ " print(\"successfull df\")\n",
+ "\n",
+ " educational_resources_df.to_csv(path)\n",
+ "\n",
+ " return educational_resources_df "
+ ]
+ },
+ {
+ "cell_type": "code",
+ "execution_count": 12,
+ "id": "shaped-leisure",
+ "metadata": {},
+ "outputs": [
+ {
+ "name": "stdout",
+ "output_type": "stream",
+ "text": [
+ "request was successful\n",
+ "successfull scraping\n",
+ "successfull parsing\n",
+ "successfull df\n"
+ ]
+ }
+ ],
+ "source": [
+ "final_educational_resources_df = final_df('C:/Users/Sofía Aceves Osuna/ironhack/project-data-extraction/educational_resources_oer_df.csv')"
+ ]
+ }
+ ],
+ "metadata": {
+ "kernelspec": {
+ "display_name": "Python 3",
+ "language": "python",
+ "name": "python3"
+ },
+ "language_info": {
+ "codemirror_mode": {
+ "name": "ipython",
+ "version": 3
+ },
+ "file_extension": ".py",
+ "mimetype": "text/x-python",
+ "name": "python",
+ "nbconvert_exporter": "python",
+ "pygments_lexer": "ipython3",
+ "version": "3.9.2"
+ }
+ },
+ "nbformat": 4,
+ "nbformat_minor": 5
+}
diff --git a/README.md b/README.md
index dc8bae8..5e6deb7 100644
--- a/README.md
+++ b/README.md
@@ -1,46 +1,4 @@
-
+This project was a great challenge and achievement for me, since it was individual and I tried to push myself to the next level integrating Selenium.
+I decided to retrieve data by scraping an educational resource web page (https://www.oercommons.org/).
+My biggest challenge was interacting with the web page via Selenium. I tried to apply the filters the web page's search engine had available without success. However, it was very interesting getting to know different techniques to make a more accurate interaction, like WebDriverWait, using XPATH, ActionsChains, among others. Also, it made me practice and realize the importance of administering your time and working on a deliverable that may not be your dream result, but solves what you need to do and meets quality standards. Finally, synthetizing the code into functions represented a challenge for me, since I am still working on the understanding of functions and requires a lot of attention to detail, understanding of your own code, and knowing how to read errors in order to be successful.
-# Project: API and Web Data Scraping
-
-## Overview
-
-The goal of this project is for you to practice what you have learned in the APIs and Web Scraping chapter of this program. For this project, you will choose both an API to obtain data from and a web page to scrape. For the API portion of the project will need to make calls to your chosen API, successfully obtain a response, request data, convert it into a Pandas data frame, and export it as a CSV file. For the web scraping portion of the project, you will need to scrape the HTML from your chosen page, parse the HTML to extract the necessary information, and either save the results to a text (txt) file if it is text or into a CSV file if it is tabular data.
-
-**You will be working individually for this project**, but we'll be guiding you along the process and helping you as you go. Show us what you've got!
-
----
-
-## Technical Requirements
-
-The technical requirements for this project are as follows:
-
-* You must obtain data from an API using Python.
-* You must scrape and clean HTML from a web page using Python.
-* The results should be two files - one containing the tabular results of your API request and the other containing the results of your web page scrape.
-* Your code should be saved in a Jupyter Notebook and your results should be saved in a folder named output.
-* You should include a README.md file that describes the steps you took and your thought process for obtaining data from the API and web page.
-
-## Necessary Deliverables
-
-The following deliverables should be pushed to your Github repo for this chapter.
-
-* **A Jupyter Notebook (.ipynb) file** that contains the code used to work with your API and scrape your web page.
-* **An output folder** containing the outputs of your API and scraping efforts.
-* **A ``README.md`` file** containing a detailed explanation of your approach and code for retrieving data from the API and scraping the web page as well as your results, obstacles encountered, and lessons learned.
-
-## Suggested Ways to Get Started
-
-* **Find an API to work with** - a great place to start looking would be [API List](https://apilist.fun/) and [Public APIs](https://github.com/toddmotto/public-apis). If you need authorization for your chosen API, make sure to give yourself enough time for the service to review and accept your application. Have a couple back-up APIs chosen just in case!
-* **Find a web page to scrape** and determine the content you would like to scrape from it - blogs and news sites are typically good candidates for scraping text content, and [Wikipedia](https://www.wikipedia.org/) is usually a good source for HTML tables (search for "list of...").
-* **Break the project down into different steps** - note the steps covered in the API and web scraping lessons, try to follow them, and make adjustments as you encounter the obstacles that are inevitable due to all APIs and web pages being different.
-* **Use the tools in your tool kit** - your knowledge of intermediate Python as well as some of the things you've learned in previous chapters. This is a great way to start tying everything you've learned together!
-* **Work through the lessons in class** & ask questions when you need to! Think about adding relevant code to your project each night, instead of, you know... _procrastinating_.
-* **Commit early, commit often**, don’t be afraid of doing something incorrectly because you can always roll back to a previous version.
-* **Consult documentation and resources provided** to better understand the tools you are using and how to accomplish what you want.
-
-## Useful Resources
-
-* [Requests Library Documentation: Quickstart](http://docs.python-requests.org/en/master/user/quickstart/)
-* [BeautifulSoup Documentation](https://www.crummy.com/software/BeautifulSoup/bs4/doc/)
-* [Stack Overflow Python Requests Questions](https://stackoverflow.com/questions/tagged/python-requests)
-* [StackOverflow BeautifulSoup Questions](https://stackoverflow.com/questions/tagged/beautifulsoup)
diff --git a/educational_resources_oer_df.csv b/educational_resources_oer_df.csv
new file mode 100644
index 0000000..362cb7d
--- /dev/null
+++ b/educational_resources_oer_df.csv
@@ -0,0 +1,61 @@
+,Title,Subject,Material Type,Date Added,Authors
+0,01.04.2020.pdf,Information Science,Unit of Study,05/29/2020,['Dr. Bharat Singh Meena']
+1,#01 Java Tutorial: Unser Hello World Programm,Career and Technical Education,Lesson,06/16/2015,['Jörg Amelunxen']
+2,#02 Java Tutorial: Methoden / Funktionen,Career and Technical Education,Unit of Study,06/18/2015,['Jörg Amelunxen']
+3,#03 Java Tutorial: Variablen,Career and Technical Education,Lesson,06/18/2015,['Jörg Amelunxen']
+4,#04 Java Tutorial: Schleifen / Loops,Career and Technical Education,Lesson,06/18/2015,[]
+5,#05 Java Tutorial: Fallunterscheidung / if,Career and Technical Education,Lesson,06/18/2015,['Jörg Amelunxen']
+6,#06 Java Tutorial: Klassen,Career and Technical Education,Lesson,06/18/2015,['Jörg Amelunxen']
+7,#07 Java Tutorial: Vererbung,Career and Technical Education,Lecture,01/01/2010,['JavaWeb and more (Jörg Amelunxen)']
+8,#08 Java Tutorial: Dynamische Datenstrukturen,Career and Technical Education,Lecture,01/01/2010,['JavaWeb and more (Jörg Amelunxen)']
+9,#09 Java Tutorial: Rekursion,Career and Technical Education,Lecture,01/01/2010,['JavaWeb and more (Jörg Amelunxen)']
+10,0-Kindergarten Eureka Math,Mathematics,Activity/LabAssessment,04/07/2021,['Liberty Public Schools']
+11,100 Free Web Tools for Elementary Teachers,Education,Reading,10/17/2014,['John Costilla']
+12,100 People: A World Portrait,World CulturesWorld HistorySocial ScienceCultural Geography,Activity/LabDiagram/IllustrationInteractiveLessonReadingTeaching/Learning Strategy,01/31/2018,[]
+13,100 Word Memoir (OER Commons Version),English Language ArtsComposition and RhetoricReading Literature,Homework/Assignment,05/11/2021,['Sarah Lyons']
+14,100th Day of School,Mathematics,Interactive,10/11/2020,['Drew Penn']
+15,100th Day of School Activities,Mathematics,Activity/Lab,02/16/2011,['Terry Kawas']
+16,101 Ways To Kickstart Your Day In A Positive Way,"Health, Medicine and NursingCommunicationEducationPsychology",Teaching/Learning Strategy,07/31/2020,['Susan Spellman CannErin Luong']
+17,10.2 SQ 3. What points of view did Enlightenment Thinkers have about government?,World History,Primary Source,08/29/2018,[]
+18,10 Amazing Science Tricks Using Liquid,Applied Science,Lesson,02/01/2016,[]
+19,10 FRED Activities in 10 Minutes,Economics,Activity/LabLessonLesson Plan,09/11/2019,['Mark Bayles']
+20,#10 Java Tutorial: Interfaces #neue Version,Career and Technical Education,Lecture,01/01/2010,['JavaWeb and more (Jörg Amelunxen)']
+21,#10 Randomized Synthesis Project,Computer Science,Activity/LabLesson,09/23/2019,['Boot up PD']
+22,10 Steps to Start Your Business,Business and Communication,Full Course,10/09/2018,[]
+23,10 Things You Can Do with ArcGIS Online and Story Maps,Physical Geography,Activity/LabData Set,10/30/2017,['Joseph J. Kerski']
+24,10X Bigg,Mathematics,Activity/LabTeaching/Learning Strategy,08/08/2019,['Konrad Z']
+25,10X Bigg,Mathematics,Activity/LabTeaching/Learning Strategy,08/08/2019,['Nancy Edwards']
+26,10X Bigg,Mathematics,Activity/LabTeaching/Learning Strategy,08/08/2019,['Damien Toh']
+27,10X Bigg,Mathematics,Activity/LabTeaching/Learning Strategy,08/08/2019,['JR Dingwall']
+28,10X Bigg,Mathematics,Activity/LabTeaching/Learning Strategy,08/08/2019,['Jody Bauer']
+29,10X Bigg,Mathematics,Activity/LabTeaching/Learning Strategy,08/08/2019,['Sayak Bhattacharyya']
+30,10X Bigg,Mathematics,Activity/LabTeaching/Learning Strategy,08/08/2019,['Robyn Vsetecka']
+31,10X Bigg,Mathematics,Activity/LabTeaching/Learning Strategy,08/08/2019,['Raquel Vazquez']
+32,10X Bigg,Mathematics,Activity/LabTeaching/Learning Strategy,08/08/2019,['Keith Mann']
+33,10X Bigg,Mathematics,Activity/LabLesson PlanTeaching/Learning Strategy,08/08/2019,['Anne Collier']
+34,10X Bigger!,Mathematics,Activity/LabTeaching/Learning Strategy,01/28/2016,['Admin']
+35,10X Bigger! - Remix2,Mathematics,Activity/LabTeaching/Learning Strategy,08/08/2019,['Laurie Wyatt']
+36,10 for the Win!,Mathematics,Lesson Plan,11/28/2017,['Carmen Blackley']
+37,10th Grade CK-12 Biology Text,Life Science,Full Course,01/28/2016,['John Kinney']
+38,10th Grade ELA: Information Fluency,Education,Activity/LabAssessmentHomework/AssignmentLessonLesson PlanTeaching/Learning StrategyUnit of Study,08/08/2019,['Crystal HurtBeth Kabes']
+39,10th Grade English,Arts and Humanities,Activity/LabDiagram/IllustrationHomework/AssignmentLesson PlanReading,10/15/2014,['Christopher Arnett']
+40,10th's and Decimals,Mathematics,Lecture,07/24/2008,['U.S. Department of EducationWNET']
+41,1.10 Classroom Culture: Routines & Procedures,Education,Primary Source,07/23/2018,['Beth Kabes']
+42,1.1.1 Introduction to mineral resources,Biology,Lesson Plan,02/19/2020,['NAJMUDDDEEN ALHASSAN']
+43,1.1 Anat,Life Science,Diagram/IllustrationLecture NotesLessonReading,08/08/2019,['Douglas Hathaway']
+44,1.1 Anatomia e Fisiologia do sistema respiratorio,Life Science,Diagram/IllustrationLecture NotesLessonReading,08/08/2019,['Antonio Archetti']
+45,1.1 Anatomy and Physiology of Respiratory System,Life Science,Diagram/IllustrationLecture NotesLessonReading,02/03/2018,['Paul Hudson']
+46,#11 Dance Fever,Computer Science,Activity/LabLesson,09/23/2019,['Boot up PD']
+47,1.1 - Introduction to Earth Science_May,Applied Science,Activity/Lab,05/10/2019,['Chris Omasits']
+48,1.1: Introduction to Microbiology,Biology,Lecture Notes,08/22/2019,[]
+49,#11 Java Tutorial: Abstrakte Klassen #neue Version,Career and Technical Education,Lecture,01/01/2010,['JavaWeb and more (Jörg Amelunxen)']
+50,1.1 Study of Life,Biology,Module,08/05/2019,['Urbi Ghosh']
+51,11th Grade Resume Writing and Mock Interview,Education,Lesson,09/24/2020,['Rachael HaverstickElizabeth Kline']
+52,12.1 Patterns of Inhertance Mendelian Genetics,Life Science,Module,08/05/2019,['Urbi Ghosh']
+53,12.2 Mendelian Genetics (dominance / recessive traits),Biology,Module,08/06/2019,['Urbi Ghosh']
+54,1234: What is a Rube Goldberg Machine?,Architecture and DesignEngineeringReading Informational Text,Homework/Assignment,08/27/2019,['Wendee Mullikin']
+55,12.4.1 Non-Mendelian Genetics (video) 3 types of dominance,Biology,Module,08/05/2019,['Urbi Ghosh']
+56,"12.4.2 Non-Mendelian Genetics (video) Genetic recombination, X-linked traits",Biology,Module,08/05/2019,['Urbi Ghosh']
+57,"12.4 Epistasis, Y linked patterns of inheritance, multiple alleles, ABO blood group (part 3)",Biology,Module,08/05/2019,['Urbi Ghosh']
+58,#12 Animated Card,Computer Science,Activity/LabLesson,09/23/2019,['Boot Up PD']
+59,#12 Java Tutorial: GUI - Unser erstes Fenster #neue Version,Career and Technical Education,Lecture,01/01/2010,['JavaWeb and more (Jörg Amelunxen)']
diff --git a/main.ipynb b/main.ipynb
new file mode 100644
index 0000000..8c3df5f
--- /dev/null
+++ b/main.ipynb
@@ -0,0 +1,7274 @@
+{
+ "cells": [
+ {
+ "cell_type": "markdown",
+ "id": "divided-price",
+ "metadata": {},
+ "source": [
+ "# Web Data Scraping Project\n",
+ "## Sofía Aceves"
+ ]
+ },
+ {
+ "cell_type": "code",
+ "execution_count": 2,
+ "id": "celtic-blogger",
+ "metadata": {},
+ "outputs": [],
+ "source": [
+ "import time \n",
+ "import re\n",
+ "import sys\n",
+ "import requests\n",
+ "import numpy as np\n",
+ "import pandas as pd\n",
+ "from pathlib import Path\n",
+ "\n",
+ "from bs4 import BeautifulSoup\n",
+ "\n",
+ "from selenium import webdriver\n",
+ "from selenium.webdriver.common.keys import Keys\n",
+ "from selenium.webdriver.common.action_chains import ActionChains\n",
+ "from selenium.webdriver.support.select import Select\n",
+ "from selenium.webdriver.support import expected_conditions as EC\n",
+ "from selenium.webdriver.support.ui import WebDriverWait\n",
+ "from selenium.webdriver.common.by import By"
+ ]
+ },
+ {
+ "cell_type": "code",
+ "execution_count": 14,
+ "id": "sustained-nomination",
+ "metadata": {},
+ "outputs": [
+ {
+ "name": "stdout",
+ "output_type": "stream",
+ "text": [
+ "request was successful\n"
+ ]
+ }
+ ],
+ "source": [
+ "oer_commons = requests.get('https://www.oercommons.org/').content\n",
+ "\n",
+ "try:\n",
+ " response = requests.get('https://www.oercommons.org/')\n",
+ " if response.status_code < 300:\n",
+ " print('request was successful') \n",
+ " elif response.status_code >= 400 and response.status_code < 500:\n",
+ " print('request failed because the resource either does not exist or is forbidden')\n",
+ " else:\n",
+ " print('request failed because the response server encountered an error')\n",
+ "except response.exceptions.Timeout:\n",
+ " print(\"Timeout error\")\n",
+ "except requests.exceptions.TooManyRedirects:\n",
+ " print(\"Too many redirects error\")\n",
+ "except requests.exceptions.SSLError:\n",
+ " print(\"Security error: no security certificate\")\n",
+ "\n",
+ "resource_selection = BeautifulSoup(oer_commons, 'html')"
+ ]
+ },
+ {
+ "cell_type": "code",
+ "execution_count": 5,
+ "id": "moderate-punch",
+ "metadata": {},
+ "outputs": [],
+ "source": [
+ "url = 'https://www.oercommons.org/'\n",
+ "driver = webdriver.Chrome()\n",
+ "driver.get(url)\n",
+ "time.sleep(2)\n",
+ "search_button = driver.find_element_by_class_name(\"btn.btn-big-link.btn-search\")\n",
+ "search_button.click()\n",
+ "time.sleep(10)\n",
+ "load_more_button = driver.find_element_by_class_name('load-more-link.js-load-more')\n",
+ "load_more_button.click()\n",
+ "time.sleep(3)\n",
+ "load_more_button = driver.find_element_by_class_name('load-more-link.js-load-more')\n",
+ "load_more_button.click()\n",
+ "time.sleep(3)\n",
+ "page_source = driver.page_source\n",
+ "driver.close()\n",
+ "\n",
+ "\n",
+ "#Final option MVP: Exitosa\n",
+ "#search_button = driver.find_element_by_class_name(\"btn.btn-big-link.btn-search\")\n",
+ "#search_button.click()\n",
+ "#time.sleep(10)\n",
+ "#load_more_button = driver.find_element_by_class_name('load-more-link.js-load-more')\n",
+ "#load_more_button.click()\n",
+ "#time.sleep(3)\n",
+ "#load_more_button = driver.find_element_by_class_name('load-more-link.js-load-more')\n",
+ "#load_more_button.click()\n",
+ "#time.sleep(3)\n",
+ "\n",
+ "#INTENTO DESESPERADO: Sin éxito, element not interactable\n",
+ "#filter_button = driver.find_element_by_xpath(\"//input[@value='applied-science']\")\n",
+ "#filter_button.click()\n",
+ "#page_source = driver.page_source\n",
+ "#driver.close()\n",
+ "\n",
+ "# INTENTO 1: Sin éxito, lanza error de element not interactable: Element is not currently visible and may not be manipulated\n",
+ "#elem = Select(driver.find_element_by_name('f.general_subject'))\n",
+ "#elem.select_by_value('applied-science')\n",
+ "#search_button = driver.find_element_by_class(\"btn btn-big-link btn-search\")\n",
+ "#search_button.click()\n",
+ "\n",
+ "# INTENTO 2: Sin éxito, lanza error de element not interactable\n",
+ "#elem = driver.find_element_by_name('f.search')\n",
+ "#driver.execute_script(\"arguments[0].click();\", elem)\n",
+ "#elem.send_keys(\"science\")\n",
+ "#elem.send_keys(Keys.RETURN)\n",
+ "#assert \"No results found.\" not in driver.page_source\n",
+ "#time.sleep(2)\n",
+ "#page_source = driver.page_source\n",
+ "#driver.close()\n",
+ "\n",
+ "# INTENTO 3: Sin éxito, Timeout\n",
+ "#wait = WebDriverWait(driver, 20)\n",
+ "#element = wait.until(EC.element_to_be_clickable((By.NAME, 'f.general_subject')))\n",
+ "#actionChains = ActionChains(driver)\n",
+ "#actionChains.move_to_element(element).click().perform()\n",
+ "\n",
+ "# INTENTO 4: Sin éxito, lanza error de element not interactable: [object HTMLSelectElement] has no size and location\n",
+ "# elem = driver.find_element_by_name('f.general_subject')\n",
+ "# driver.implicitly_wait(10)\n",
+ "# ActionChains(driver).move_to_element(elem).click(elem).perform()\n",
+ "\n",
+ "#INTENTO 5: Sin éxito, lanza error de Timeout\n",
+ "#elem = WebDriverWait(driver, 10).until(EC.element_to_be_clickable((By.XPATH, \"//select[@name='f.general_subject']/option[@value='applied-science']\")))\n",
+ "#elem.click()\n",
+ "\n",
+ "#INTENTO 6: Sugerido por Pons, lanza error de element not interactable\n",
+ "#subject_select = driver.find_element_by_xpath(\"//select[@name='f.general_subject']\")\n",
+ "#subject_select.send_keys(\"Applied\")\n",
+ "\n",
+ "#OTROS INTENTOS:\n",
+ "#elem = Select(driver.find_element_by_name('f.general_subject'))\n",
+ "#elem.select_by_value('applied-science')\n",
+ "#elem.select_by_visible_text('Applied Science')\n",
+ "#print(elem.options)\n",
+ "#for opt in elem.options:\n",
+ "# elem.select_by_value('applied-science')\n",
+ "#search_button = driver.find_element_by_class(\"btn btn-big-link btn-search\")\n",
+ "#search_button.click()\n",
+ "\n",
+ "#test_selection = BeautifulSoup(page_source, \"html\")\n",
+ "#test_selection\n",
+ "\n",
+ "#dropdown1 = Select(driver.find_element_by_id('lang1'))\n",
+ "#dropdown1.select_by_visible_text('Java')"
+ ]
+ },
+ {
+ "cell_type": "code",
+ "execution_count": 7,
+ "id": "determined-wisconsin",
+ "metadata": {
+ "collapsed": true,
+ "jupyter": {
+ "outputs_hidden": true
+ },
+ "tags": []
+ },
+ "outputs": [
+ {
+ "data": {
+ "text/plain": [
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "Search Results | OER Commons\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "\n",
+ "
\n",
+ " Nachdem ich einige fortgeschrittene Videos gemacht habe, fülle ich nun die Lücke ...\n",
+ "
\n",
+ "
\n",
+ "
\n",
+ "
Nachdem ich einige fortgeschrittene Videos gemacht habe, fülle ich nun die Lücke am Anfang :) Hier geht es um Variablen und was man damit so machen kann :)
\n",
+ " This article includes the URL and description of 100 free web tools ...\n",
+ "
\n",
+ "
\n",
+ "
\n",
+ "
This article includes the URL and description of 100 free web tools that can be used by all teachers. The tools are categorized into search engines, math and science, games, templates and lesson plans, and more.
\n",
+ " This website gives you the opportunity see the world through different people ...\n",
+ "
\n",
+ "
\n",
+ "
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+ "
This website gives you the opportunity see the world through different people all over the world on a variety of topics. Watch videos, see lesson plans about global issues and looking at it from a lense of focus on 100 people.
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+ " In this lesson, students will read and analyze a mentor text 100 ...\n",
+ "
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+ "
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+ "
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+ "
In this lesson, students will read and analyze a mentor text 100 Word Memoir. After studying the mentor text, students will create and evaluate their own 100 Word Memoir.
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+ " Students will bee able to celebrate the 100th day of school by ...\n",
+ "
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+ "
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+ "
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+ "
Students will bee able to celebrate the 100th day of school by bringing in a project representing it. They will also fill out a chart that has 100 blank squares for them to fill in.
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+ " Resources to mark the 100th day of school with math activities. Challenge ...\n",
+ "
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+ "
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+ "
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+ "
Resources to mark the 100th day of school with math activities. Challenge students to generate 100 different ways to represent the number 100. Students will easily generate 99 + 1 and 50 + 50, but encourage them to think out of the box. Challenge them to include examples from all of the NCTM Standards strands: number sense, numerical operations, geometry, measurement, algebra, patterns, data analysis, probability, discrete math, Create a class list to record the best entries. Some teachers write 100 in big bubble numeral style and then record the entries inside the numerals.
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+ " This is a resource that you can use online or in class. ...\n",
+ "
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+ "
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+ "
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+ "
This is a resource that you can use online or in class. It is a great way to start a conversation with a student on the importance of just living for today.
\n",
+ " Take a 10-minute guided tour of FRED, the St. Louis Fed's free ...\n",
+ "
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+ "
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+ "
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+ "
Take a 10-minute guided tour of FRED, the St. Louis Fed's free economic data website. Simple step-by-step activities equip users to find and graph economic data, mastering FRED's look and feel. The guide also shows how to customize, save, and share a FRED graph.
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+ " Interfaces sind unglaublich wichtig, und ihr werdet das Konzept beim Programmieren wirklich ...\n",
+ "
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+ "
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+ "
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+ "
Interfaces sind unglaublich wichtig, und ihr werdet das Konzept beim Programmieren wirklich oft brauchen. Daher dreht sich das 10. Video komplett um Interfaces :)
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+ " Coders storyboard a project based on randomized idea(s) and create a project ...\n",
+ "
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+ "
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+ "
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+ "
Coders storyboard a project based on randomized idea(s) and create a project based on their storyboard. The purpose of this project is to synthesize understandings into a project with up to three randomized ideas.
\n",
+ " Starting a business involves planning, making key financial decisions, and completing a ...\n",
+ "
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+ "
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+ "
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+ "
Starting a business involves planning, making key financial decisions, and completing a series of legal activities. Scroll down to learn about each step.
\n",
+ " Several new content pieces invite you to do hands-on work with web ...\n",
+ "
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+ "
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+ "
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+ "
Several new content pieces invite you to do hands-on work with web GIS technology:
[1] 10 Things you can do with ArcGIS Online in education. These include: (1) Use web mapping applications. (2) Make your own map. (3) Get a school, club, or university organizational account in ArcGIS Online. (4) Use and modify existing curricular resources. (5) Explore the Living Atlas of the World. (6) Modify and ask questions of maps. (7) Conduct spatial analysis on mapped data. (8) Add multimedia to maps. (9) Explore your world in 3D, and (10) Map and analyze field-collected data.
[2] Introduction and Advanced Work with Story Maps: Slides and hands-on exercises. These include how to build a story map from a web map, and how to build map tours, map journals, swipe, series, and other types of story maps.
[3] Teaching with Web Apps. Set of resources and activities. These include examining Pacific typhoons in 3D, demographics of Zip Codes, creating viewsheds and buffers, and much more.
[4] Spatial Analysis in Human Geography. These include the 1854 cholera epidemic in London (activity), a Boulder County hazards analysis (map), and an examination of the Human Development Index around the world (map).
I created this content for the Esri mapping lab for the 2017 National Conference on Geography Education, but it can also be used to support your own professional development or for your own instruction.
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+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
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+ "
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+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
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+ "
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+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
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+ "
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+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
\n",
+ "
\n",
+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract. Thanks http://driverrestore.com/
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
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+ "
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+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Students will explore multi-digit numbers and the relationship between ones, tens and ...\n",
+ "
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+ "
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+ "
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+ "
Students will explore multi-digit numbers and the relationship between ones, tens and hundreds; a digit in one place is 10x the digit in the place to its right. Students will use their bodies to represent digits in multi-digit numbers up to the hundredths place and compare these numbers using <, =, >. Students will use their bodies as multi-digit numbers to add and subtract.
\n",
+ " Title: 10 for the Win!Grade: Kindergarten Overall Goal: To have students be ...\n",
+ "
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+ "
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+ "
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+ "
Title: 10 for the Win!Grade: Kindergarten Overall Goal: To have students be able to count by multiples of 10 and comprehend the idea of a sequence of steps involved in a process. StandardsLearning ObjectiveAssessment5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. K.NS.1: Count to at least 100 by ones and tens and count on by one from any number.Students will be able to program the beebots to go the correct distance. Students will be able to count to 100 by tens.The students will have to use the beebots to move forward the correct amount of steps. The students will have the squares the beebot travels represent sets of 10. Key Terms & Definitions: Sequence- certain order in which steps flowSkip counting- skipping numbers while counting, counting by multiples Number line- line which shows number in order, often marked at intervalsProgram- provide machine with coded instructions to perform task Lesson Introduction (Hook, Grabber): 10 Students will paint hands and stamp them on paper! Each set of hands will represent a set of 10. We will do this all the way up to 100. This paper will be hung in the front of the classroom as a reminder of multiples of 10. Lesson Main:After hanging up our poster with the hands displaying multiples of 10, the teacher would count with the class by 10’s all the way up to 100, while referring to the poster so they can follow along.We will also pass out a number line to the students that highlights 10’s so they have a reference if they struggle.We will make a number line and write multiples of 10 along the side. We will measure out the space between numbers so that it is equal to the length the Beebot travels for each time the button is pushed. For example, if the student wanted to get to 30, they would have to know that you count up by saying “10, 20,30” and they would need to press the forward button on the Beebot 3 times. Each press of the button is a multiple of 10. For this activity, the teacher will break up the students into small groups and they will work together. They will draw a card which will have a multiple of 10 on it ranging from 10-100. The students will have to decide how many 10’s it takes to count up to that number, as well as how many times they will need to program the Beebot to reach the answer on the number line. Lesson Ending:For the lesson ending, we will regroup as a class and talk about how we felt the Beebot activity went. Then we will count together by 10’s up to 100 again to reiterate what we have been learning. Lastly, we will pass out a worksheet to the students which we have included a link to under our resources, and have them complete it individually. This will give us an idea of the students understanding of this concept and can be used for our assessment. Assessment Rubric: GreatAveragePoorIndicatorDescriptionDescriptionDescriptionHand Cut-outsStudent participated in the tracing and cutting out of hands.Student partially participated in the tracing and cutting out of hands.Student failed to participate in the tracing and cutting out of hands.Beebot activityStudent was able to successfully move the Beebot to correct answer.Student was able to move the Beebot, but not to the correct answer.Student was unable to move the Beebot and was unable to correctly answer.WorksheetStudent was able to correctly fill out the entire worksheet.Student was able to fill out 70% of the worksheet.Student was unable to fill out at least 70% of the worksheet. Resources / Artifacts: Number line for students https://www.helpingwithmath.com/printables/others/lin0301number11.htmWebsite which has handprint idea on it https://www.theclassroomkey.com/2016/02/big-list-skip-counting-activities.htmlLesson assessment used in the lesson ending https://www.pinterest.com/pin/287597126178910688 Differentiation: Differentiation for ability levelsIf a student really struggled with math skills, we could place them in a group with stronger math students. We could also offer an alternative activity for the Beebot timeline where we made the timeline go up by smaller multiples. For the worksheet, they could receive a longer amount of time to work on it and have directions read to them/receive help as needed. Differentiation for access & resourcesIf the school had limited resources and did not have access to these robots, they could use other tools like toy cars or something they could use to roll to the spots on the timeline. The game could be altered to fit a large variety of resources. The worksheet we used was found online but a similar version could be created by the teacher. Anticipated Difficulties: Some students might struggle with the concept of skip counting. It may be hard at first for them to remember the multiples of 10. Hopefully by making a poster and providing them with their own number line for reference, this will eliminate some potential difficulties the students may have.
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+ " In this unit, students will understand where “fake news” comes from, why ...\n",
+ "
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+ "
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+ "
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+ "
In this unit, students will understand where “fake news” comes from, why it exists and how they can think like fact checkers to become fluent consumers, evaluators, and creators of information. They will apply this knowledge by selecting a controversial topic to evaluate, synthesize, and analyze all aspects before sharing with a local audience.
\n",
+ " In this resource we have explained the process of respiratory system including ...\n",
+ "
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+ "
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+ "
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+ "
In this resource we have explained the process of respiratory system including all the functions that are performed during the process of respiration. The role of each and every part involved in respiratory system is explained with proper diagrams as well.
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+ " In this resource we have explained the process of respiratory system including ...\n",
+ "
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+ "
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+ "
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+ "
In this resource we have explained the process of respiratory system including all the functions that are performed during the process of respiration. The role of each and every part involved in respiratory system is explained with proper diagrams as well.
\n",
+ " In this resource we have explained the process of respiratory system including ...\n",
+ "
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+ "
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+ "
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+ "
In this resource we have explained the process of respiratory system including all the functions that are performed during the process of respiration. The role of each and every part involved in respiratory system is explained with proper diagrams as well.
\n",
+ " Coders will use the start on bump block to create a contagious ...\n",
+ "
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+ "
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+ "
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+ "
Coders will use the start on bump block to create a contagious dance party using motion blocks. The purpose of this project is to introduce young coders to triggering algorithms using the start on bump block.
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+ " Microorganisms are the dominant life forms on earth, are found in almost ...\n",
+ "
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+ "
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+ "
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+ "
Microorganisms are the dominant life forms on earth, are found in almost every conceivable environment, and are essential to sustaining life on this planet.
\n",
+ " Middle and High School educators across Lebanon County, Pennsylvania developed lesson plans ...\n",
+ "
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+ "
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+ "
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+ "
Middle and High School 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 2019-2020 school year.
\n",
+ " Learn about Rube Goldberg Machines, set imaginations on fire! Wonderopolis targets a 5th ...\n",
+ "
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+ "
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+ "
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+ "
Learn about Rube Goldberg Machines, set imaginations on fire! Wonderopolis targets a 5th grade reading level and is aligned to Common Core Standards and <sci/ss standards>. We have Immersive Reader embedded for each Wonder of the Day--which means accommodations are available and translations can be provided with a few mouse clicks. <--come up with some standard content for after the overview of the individual Wonder.
\n",
+ " Young coders apply their understandings from previous projects to create an animated ...\n",
+ "
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+ "
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+ "
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+ "
Young coders apply their understandings from previous projects to create an animated card. The purpose of this project is to reinforce understandings from previous projects within a new context. This project can be repeated throughout the year for various events, holidays, birthdays, to give thanks, or as an act of kindness.
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+ "No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.\n",
+ "
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+ "
\n",
+ "Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.\n",
+ "
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+ "
\n",
+ "Your redistributing comes with some restrictions. Do not remix or make derivative works.\n",
+ "
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+ "
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+ " Most restrictive license type. Prohibits most uses, sharing, and any changes.\n",
+ "
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+ "
\n",
+ "Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.\n",
+ "
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+ "