In this unit students will have articles to read, hands-on investigations or labs, videos, computer animations, maps, graphics, and class discussions. The combination of these experiences will help you understand the ways in which energy from the sun interacts with Earth's atmosphere, land, oceans, and biosphere (all living things) to give us weather and climate. As you work through the lessons, you will learn more about weather and climate patterns, their causes and the impacts that they have on life on Earth. You will get a sense of how the Earth's systems, such as wind and ocean currents, distribute incoming solar energy around the planet, making Earth habitable for a broad range of life.

This unit will introduce the basics of the carbon cycle. Students will learn how carbon moves throughout the different components of the carbon cycle and where carbon is stored in the Earth's system. Using case studies, NASA visualizations, current research, and interactives, students will explore how living things on land, in soils, and in our oceans regulate the carbon cycle. Because carbon and climate are tightly coupled, students will analyze the effect of carbon dioxide on the Earth's thermostat and our climate. Finally, students will seek possible solutions to a warming climate.

In this lab students will investigate the questions: What are the complex forces that are driving this weather and, ultimately, climate? How do they work together? Students will develop an understanding of the complexity of the interacting forces that work together to create the predictable patterns that we know as climate.

This resource provides a lesson which is designed to provide students with the opportunity to perform a close reading of a text. Students will respond to the provided text dependent questions, outline the text, and complete a comparitive essay.

Each theme has its own set of learning activities with these sections:

EXPLORE: Starting points for thinking and research

RESPOND: Analysis and interpreting art

CURATE: Communicate ideas through a collection of artworks

CREATE: Express your ideas through artmaking

The learning activities are aimed at middle-years students and above. Teachers are encouraged to select and adapt the learning activities to suit the specific level and learning requirements of their students. Themes include: Melbourne; Landscape and Environment; and Identity.

In the spring, 8th grade students are already choosing a track for high school. This is a big decision and it's easier to make when you have created goals for your future. Secondary education is important whether you choose to attend a community college, technical institute, or 4-year university. This unit allows students to explore their future career and evaluate which type of secondary education is the best fit for them. The products leading up the the college fair (interviews, essay, quizzes, etc.) help them make informed decisions.

Transdisciplinary Theme: How We Express Ourselves: An Inquiry into the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Students will investigate how color communicates and inspires.  This is a transdisciplinary IB unit that integrates literacy, math, science, and social studies.

This unit has been developed to guide students and instructors in a close reading of Learned Hand?s ?I am an American Day Address? from Appendix B of the Common Core Standards. The activities and actions follow a carefully developed set of steps that assist students in increasing their familiarity and understanding of Hand?s speech through a series of text-dependent tasks and questions that ultimately develop college and career ready skills identified in the Common Core standards. This unit is recommended as an activity for a ?Great Conversation? Module and can be taught in two days of study and reflection on the part of students and their teachers. A third day or more could be added if the time is needed or extension activities are desired.

Students will use the lesson activities to plan, create, and deliver presentations using Microsoft Powerpoint. This unit includes all the needed data files and documents to teach the required objectives for presentations. Download the zip file to access Data Files, Keys, and Resources needed.

This unit includes all the needed files and documents to teach the required objectives for the Word Processing. The unit includes five lessons with approximately 3-4 assignments. Word1- focuses on using the MS Word Window and Proofreading, Word2- focuses on Business Letters, Word3-focuses on Memos, Word4 - focuses on Reports with Citations, and Word5-foucses on review activities. Download the Zip file to access lessons and click on the folder entitled "Word". (Some lessons may need to be slightly modified to align with software.)

This lesson plan features an example of a cumulative literary experience or “literature unit” structured around a text set made up of conceptually-related fiction and nonfiction for reading aloud and for independent reading.

Beginning with a comparative study of selected, illustrated retellings of the traditional folktale “Little Red Riding Hood,” including versions from several different cultures, this literature unit continues with a study of modern revisions of this well-known tale. After students have an opportunity to explore similarities and differences among the retellings and revisions, they are introduced to fiction and nonfiction texts featuring wolves in order to provide them with a different perspective of the “villain” in the "Little Red Riding Hood" tales. The unit culminates in a class-written version of the folktale.

Like many 19th century photographers, Mark Twain struggled with how best to portray fictionalized characters while creating social commentary. In this lesson, students will compare and contrast Twain's novel and excerpts from Frederick Douglass' narrative to original photos of 19th century slaves. After writing journal entries about Huck Finn's Jim and Frederick Douglass, students write an essay evaluating the reliable depiction of slavery.

In this eight day unit, students will delve into the ways that the poetry of William Carlos Williams and Cubist and Precisionist paintings share similarities in approach. The culminating activity involves writing an essay comparing a poem to a painting inspired by that poem.

In this lesson, students will reflect on how following the six-steps of the writing process helped improve their writing. They consider “stars” and “next steps” in the writing process.

Students will understand transformations by first exploring the notion of linearity in an algebraic context. This quickly leads to a return to the study of complex numbers and a study of linear transformations in the complex plane.

This course emphasizes the development of student's artistry, improvisational and compositional skills, and technical proficiency in global dance genres. Students will apply dance elements, techniques, and tools in a variety of ways, including performance situations; describe and model responsible practices related to the dance environment; and reflect on how the study of dance affects personal and artistic development. The focus of this course is the creative process of dance composition.

Explanation on how to determine compound probability and express compound probability as a set and subset