In this series of activities, students explore the volcanoes of Mars in comparison with Earth, learn what they tell us about what is happening inside Mars, and review its history.
This math unit teaches students to classify quadrilaterals into categories based on their properties; classify quadrilaterals in a hierarchy based on properties. This unit helps to explain that attributes belonging to a category of quadrilaterals also belong to all subcategories of that category.
In this unit, children learn about attributes of shapes, compose and decompose composite shapes.
This grade 5 unit of geometry lessons explores triangles and quadrilaterals through 4 hands-on activities and 6 worksheets.
Unit on similarity, proportion and parts of triangles.
This three-part teacher guide encourages a multi-disciplinary approach to many issues and topics related to geothermal power development, including the scientific fundamentals as well as the social, economic, environmental and political aspects.
Computing Mathematics and Logic units to supplement Code.org's AP CSP course.
Students will develop their dance skills and learn the theoretical basis for communicating through movement. Student learning includes creating dance; scientific and safety principles, the historical development of dance; the development of an aesthetic appreciation of dance by participating in dance class, rehearsals, and performances; and the specialized vocabulary of dance criticism.
Students will be able to convey accurate information and be responsible “media makers” by seeking out all the facts in a story, picture and/or situation.
This resource includes a unit lesson designed to provide students with the opportunity to perform a close reading of the Gettysburg Address. The resource includes activities, text-dependent questions, vocabulary and writing assessments.
The Gingerbread Market is Project-Based Learning for Social Studies Economics. Students learn what it means to be a consumer and a producer by supplying goods and services for a donation. All earnings are donated to the Cystic Fibrosis Foundation and the American Cancer Society.
6th grade students were introduced to hardships around the world through literature. Students selected a topic they were interested in and researched that topic. Then they collaborated with a team of peers and created a tri-fold poster board display about their topic. These were displayed in the media center and parents and other classes were invited to come in. The guests of the exposition were encouraged to ask the teams questions about their topics, allowing the students to further demonstrate the knowledge and passion they had for their topic. The guests also voted on the teams that had the best information and the most knowledge about their topic.
In this extensive, PDF unit, students consider forces that “pushed” immigrants out of their home regions and those that “pulled” them towards the United States. They also examine the hardships experienced by many immigrants on their journeys to America. Specifically, the students compare Jewish immigrant Pauline Newman’s account of her life in a Lithuanian village with descriptions and images of life on the Lower East Side of New York City. These exercises highlight the ways that America truly was a “New World” for pre-industrial villagers who were transplanted into urban metropolises like New York. Later in the lesson, students read about the debate over whether or not immigrants like Pauline should have been able to come to the United States. This section of the lesson also asks the students to think about the differences between primary and secondary sources. At the end of the lesson, the students do a creative assignment in which they design a story-board for a film about Pauline’s life.
In this fourth unit of eight total, Think Alouds (pages 27-33 of the pdf), students will apply skills to investigate and understand text.
Summarize the various ways in which people earn and use money for goods and services.
In this lesson, students closely read the poem "Wet and Crying" from the novel to examine how word choice contributes to tone and meaning.
In this lesson, students begin the novel Inside Out & Back Again and begin to make inferences about the main character, Ha.
In this lesson, students continue the novel, do a close read of the poem "Inside Out" and begin the routine of "QuickWrites."
In this lesson, students continue the novel, analyze Ha's character in contrast to her brothers, and use a "Chalkboard Splash" protocol to make some of their analysis visual.
In this lesson, students complete the mid-unit assessment, analyzing how critical incidents in the novel reveal aspects of Ha’s character, and also participate in a Gallery Walk protocol.