Students will consider the choices artists make with regard to painting. They will focus on line, material, scale, and the artistic process; learn how to discuss, compare, and think critically about nonrepresentational, or abstract, paintings; think about the use of line in painting.
Students will consider how and why artists use everyday objects as subject matter; consider the choices artists make when creating works of art, exploring subject matter and sources of inspiration, medium, and style; make connections between consumer culture and art; learn about the technique of screen-printing.
This page contains a transcript of part of an interview with Che Guevara at his home on April 18, 1959 by two Chinese journalists, K'ung Mai and Ping An.
Students will review abstract and concrete nouns by answering multiple choice questions about each noun type.
This lesson is to be used during the unit in which students are working with factors. The standards require that students work with common multiples and factors. This lesson focuses on proper factors of a number and how they can be used to classify numbers. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.
Students learn the answers to the following questions; What Is Abuse? Recognizing Abuse Why Does Abuse Happen? What Are the Effects of Abuse? What Should Someone Who's Being Abused Do?
Students learn about abusive relationships with emphasis on what healthy relationships involve, what abuse is, signs of abusive relationships, signs that a friend is being abused, how you can help yourself, and where to get help. This is a supplemental article that students can read or listen to.
This three-part video demonstrates a lesson plan for teaching vocabulary in context of literature. Part one shows an introductory activity to get students thinking about the words used in the text - in this case, Nathanial Hawthorne's The Scarlet Letter. Parts two and three elaborate and show a small group discussion about the words and the text.
A complete model for describing 1-D accelerated motion (descriptive, motion maps, graphs and kinematic equations). Begins with a paradigm lab of motion on an incline. The lab utilizes Vernier Logger Pro motion detectors the way I implement it, but can be done with other methods of data collection.
Students compare periodic and continuous compounding and apply continuous compounding to a variety of problem situations.
Students practice calculating average velocity, average speed, and acceleration. They will also calculate force and weight.
Lesson plan that uses students' step length to understand the relationship between distance, speed and acceleration. Includes graphing of data and interpretation of graphs.
In this lab activity, students will create a wheel and axle using cardboard for the wheel and a wood dowel for the axle. Students will observe and analyze an accelerated motion mathematically.
In this lesson, students work in groups to examine excerpts from primary source documents. They identify social and economic factors affecting specific categories of people when the Great Migration accelerated in 1916 to 1917: black migrant workers from the South, southern planters, southern small-farm farmers, northern industrialists, agents, and white immigrant workers in the North. Each student group creates a "perspectives page" to post for a gallery walk where students analyze the causes of the Great Migration and the changes it brought to both the North and South. Students also discuss the specific economic factors that influenced the Great Migration: scarcity, supply, demand, surplus, shortage, and opportunity cost. Using the PACED decisionmaking model, they analyze the alternatives and criteria of potential migrants.
This dashboard is a collection of tools to support a variety of accessibility needs including Autism, Dyslexia, hearing, visual, and more.
When giving a modified assignment or test, teachers need to keep evidence of doing so. This accommodation key can be utilized to assist with documentation of providing accommodations. The resource could be used to print labels. The labels can then be attached to the student work that was modified.
When giving a modified assignment or test, teachers need to keep evidence of doing so. This accommodation key can be utilized to assist with documentation of providing accommodations. The resource could be used to print labels. The labels can then be attached to the student work that was modified.
When giving a modified assignment or test, teachers need to keep evidence of doing so. This accommodation key can be utilized to assist with documentation of providing accommodations. The resource could be used to print labels/staple to the student work. The labels can then be attached to the student work that was modified.
When giving a modified assignment or test, teachers need to keep evidence of doing so. This accommodation key can be utilized to assist with documentation of providing accommodations. This resource can be used to provide to general education teachers as well as a resource for case manager cheat sheet.
When giving a modified assignment or test, teachers need to keep evidence of doing so. This accommodation key can be utilized to assist with documentation of providing accommodations. The resource could be used to print labels. The labels can then be attached to the student work that was modified.