This lesson provides 2-3 days' worth of resources and activities for scholars to learn inferencing. The plan is associated with the idea that you need textual evidence + prior knowledge = inference

These student-centered stations are set up so students can begin to explore inherited traits. Three of the stations are considered input stations where students are learning new information about inherited traits and four of the stations are output stations where students will be demonstrating their mastery of the input stations.  Each of the stations is differentiated to challenge students using a different learning style.

In this problem-based learning module, students will investigate the importance of genetic diversity will be explored by examining several case studies revealing consequences that can occur in individuals within a limited gene pool and how a variety of genes can lead to the survival of a species. Students will be able to create and interpret information from pedigree charts.

During this problem-based blended learning module students will be designing their dream bedroom as well as creating a scale drawing of the items they chose to be in their bedroom. The launch activity introduces the students to Scale City, which is a video that explores scale models in the real world. Students are then given dimensions for a fictional bedroom to furnish with items of their choosing. Price is not considered in this module, but a budget could be introduced as an extension of the module. Students will then spend time researching items that they would want to place in their bedroom with the area constraints given. Students will have the opportunity to provide each other peer feedback on their bedroom designs. Once students have a rough idea of their bedroom design, they will spend some time creating a scale drawing of their bedroom on graph paper. This will give students the opportunity to use a scale factor to create a scale drawing. Students will again be provided feedback on their designs and be given time to reflect and redesign as needed. If students need extra time to practice using a scale factor and creating scale models, a station rotation lesson has been included as an optional resource.

This resource provides a two day lesson plan(approximately 30-35 minutes) that focus on teaching students how to become a good reader by using inference skills to figure out what the author is saying, read between the line, look for clues in pictures and/or words to help them figure out what the book, video, or picture is about and to encourage students to keep thinking if their inference is correct or need to be revised.

This resource provides a week-long lesson plan centered around arrays and multiplication. This is a remix including a video link authored by Khan Academy. The video can be used to introduce a lesson: www.khanacademy.org/math/cc-third-grade-math/intro-to-multiplication/multiplication-with-arrays/v/multiplication-as-groups-of-objects

This problem-based learning module is designed to engage students in solving a real problem within the community. The question being "How can I help my community get digitally connected? " Students will choose to investigate one of three solutions of making wifi available in our school district to the most populated areas. They will either choose to put Wifi on bus, placing hotspots in the community or using kajeet. The students will be using Google Earth Pro to place circles on a map and calculating the area of these circles. Students will make a model of these circles onto a hard copy using scale factor. At the conclusion, the students will present findings to administration, the board of education, state and local leaders as well as their peers. These findings can be presented through the choice of a display board, flyer, video production or prezi.This blended module includes teacher-led discussion, group-led investigation and discussions along with technology integration.

This lesson will take an average of  2 days for 30- 40 minutes.  Students will need at least 2 days to rotate through each station. This lesson will assist students learning on how to differentiate between a unicellular (plant) and a multicellular (animal) organism. Each activity will support the different learning styles of the students.

This online learning module will explore the following learning targets: 1: Understand the foundations of problem-based learning2: Learn the phases of a problem-based learning module3: Understand the shifts of teachers and students in a problem-based learning classroom

This resource provides a two-day station-rotation blended learning lesson plan for teaching ratio.

Introduction to Seesaw for K and 1st grade level speech/language groups .  Seesaw is a student driven digital portfolio, to share student work with parents..  I will be using Seesaw to improve parent involvement with speech homework (send copies of practice words, activities, etc.)  as an additional means of communication (add video clips of what we are up to in speech class), as well as a motivational tool for students to view their work and progress (show their progress over time, eg., an articulation sample for beginning of the year and end of the year).

During this problem-based learning unit, students will explore dystopian societies of past and in short stories in order to identify dystopian elements in today's society. In turn, students will have a choice between multiple product outputs in which they will apply what they have learned to modern day life and provide ideas of how to improve our society by combating these dystopian elements.*Students will need some prior knowledge of Nazi Germany, Civil Rights America in 1930's, Present Day China, and Sierra Leone in order to make connections to why these societies have dystopian elements.

This resource provides a lesson plan over 2-4 class periods for your students to learn what volume is and how they find volume of rectangular prisms through building off of what they already know about area. They will learn not only what volume represents but also how to solve it using a formula and then be able to teach all of this back to us through their creation of a powerpoint presentation, a story book, or a comic strip.

This resource provides a lesson plan over 2-3 class periods for your students to learn the vocabulary of The Water Cycle and be able to teach it back through song or comics. They will learn the vocabulary words and the order in which the water cycle forms and works. 

In this problem-based, blended learning mondule, students will investigate what is the single - most defining trait that makes us human? Is it our highly developed speech, our imagination, creativity, or our upright walking posture? Humans have mastered fire, developed tools, art, music, recorded our history, and accomplished a countless number of other things. In this module, students will explore genetics concepts regarding inheritance, natural selection, biology of the human brain, and our hominid evolution over the last two hundred thousand years. Students will utilize guided research, and independent work to formulate an argumentative essay, and substantiating their claim with evidence from their research. When the argumentative essay is completed, students will create a project from a choice board that demonstrates their understanding of one of the concepts of our humanity.

This problem-based learning module is students will be collecting their personal health numbers in a station rotation format. After choosing their health numbers to compare, the students will create a scatter plot and line of best fit using class data. Students will do a gallery walk to compare their health numbers with their peers. The students will then create a presentation for a health fair to bring awareness to health numbers based on their personal findings and facts.

The growing number of electronics that are becoming obsolete is staggering. The responsible disposal of these materials remains to be a highly debated topic and is one that does not have an easy answer. In this problem-based learning module, students will research this growing issue and provide them opportunities to determine what actions to take. Students will then take their findings and use their research data as evidence to support their position. Groups will create a finished product in the form of a speech, radio broadcast, presentation or persuasive essay to help solve this problem.

In this problem-based learning module students will connect these standards to their personal life by completing a random sample from their environment in the area of careers to investigate to see if their own career is environmentally challenged. Students will work independently as well as with a partner. Students will also complete a reflection in the form of a final product to make an inference and draw a conclusion about the population of their area in relation to careers. The final product will be presented to their peers and teachers, but also can be exhibited to their families. This blended module includes teacher-led instruction, student-led stations, partner comparisons and technology integrated investigations.

Geospatial data analysis is a growing field in science with practical applications in government and industry. This problem-based learning module guides learners through exploring the relationship between the amount of trash found relative to the location of waste receptacles in their community. Recording the location of identified items of trash/recyclables and placing them on a map allows students to identify if there is a correlation between the amount of trash and the distance away from waste receptacles. While this module uses trash, almost any item can be tracked and plotted for analysis. Some other ideas were: locations of Pokemon in Pokemon Go, animal migration, safety devices, various plant species, texting and driving are just a few examples.

This problem-based learning module is designed to bring "Awareness " to students about being judgemental and pre-judging people. Students will become aware of their own judgmental issues and develop a presentation that will bring awareness to their audience on the topic. This module is developed with instruction based on whole group discussions, station rotations, partner research as well as final presentation. This module is created with the ELA standards of W.7.6, W.7.2 , SL.7.1 and the history standard of 7.16 as the focus.