This video clip is meant to serve as a writing or discussion prompt during a unit on forces and motion. This can be used at varied grade levels, with the expectation that student responses would be more complex in higher grade levels.
Allegories are similar to metaphors: in both the author uses one subject to represent another, seemingly unrelated, subject. However, unlike metaphors, which are generally short and contained within a few lines, an allegory extends its representation over the course of an entire story, novel, or poem. This lesson plan will introduce students to the concept of allegory by using George Orwell’s widely read novella, Animal Farm, which is available on Project Gutenberg.
In this set of lessons, students read excerpts from "The Death of Benny Paret" by Norman Mailer and "The Fight" by William Hazlitt. Students annotate the text, specifically looking for metaphor and simile, tone, and syntax. Working with a partner, students write three paragraphs, analyzing metaphor or simile, tone, and syntax in "The Death of Benny Paret." Working independently, students write one paragraph, choosing to analyze metaphor or simile, tone, or syntax in "The Fight."
This brochure assignment teaches how shifting purposes and audiences can create change in a student’s writing. After exploring published brochures, students determine key questions, research a topic and work through the writing process to create their own informative brochure complete with visuals.
In this lesson students select and then research an issue that concerns them, using internet and print sources. Next, students review the concepts of purpose and audience. Then they argue a position on their selected issue in letters to two different audiences. Students work with peer groups as they use an online tool to draft and revise their letters.
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 activity, students will use Coulomb's law and vector principles to determine the number of electrons which are transferred to a balloon as the result of 10 average-strength rubs on animal fur. Students will complete a formal lab write-up at the conclusion of the activity.
Students analyze characters by noting the ways in which defining moments shape their personalities in William Golding's Lord of the Flies. Students will chart changes, note the “direction” of their characters, support their conclusions with textual evidence, and present their findings.
After reading Richard Wright’s short novel Rite of Passage, students will demonstrate their understanding of
plot, character, and conflict by writing recommendations for the protagonists’ future to a juvenile court system
judge. Students are guided through the development of these recommendations, including attention to
counterarguments based on potential prevailing attitudes in the justice system at the time.
In this lesson, students will work collaboratively to create a presentation featuring an electrostatics demonstration. The demonstration should deal with some aspect of the three basic principles of electrostatics. Each group will also submit a written descripton of their demonstration.
In this physics lab students will investigate whether Ohm's Law applies to common electric devices (incandescent light bulbs and LEDs). Students will design a controlled experiment, including a written procedure, and then conduct the experiment, collect and graph data. Students may submit their findings in a formal written report or through informal class discussion.
As a way to support teachers with English Language Arts (ELA) instruction during the pandemic, the NCDPI ELA team created choice boards featuring standards-aligned ELA activities.The intended purpose of these choice boards is to provide a way for students to continue standards-based learning while schools are closed. Each activity can be adapted and modified to be completed with or without the use of digital tools. Many activities can also be repeated with different texts. These standards-based activities are meant to be a low-stress approach to reinforcing and enriching the skills learned during the 2019-2020 school year. The choice boards are to be used flexibly by teachers, parents, and students in order to meet the unique needs of each learner.Exploration activities are provided for a more self-directed or guided approach to independent learning for students. These activities and sites should be used as a way to explore concepts, topics, skills, and social and emotional competencies that interest the learner.
In this activity, students use an interactive applet / simulation to observe and describe the nature of the electric field line pattern in the space surrounding a positive charge, a negative charge, and a configuration of two or more charges. Students will complete a formal lab write-up at the conclusion of the activity.
In this activity, students use the provided table to organize information about the average monthly time usage and energy consumption for all electrical appliances in their home. Upon collecting data and calculating costs, they draw conclusions regarding the types of appliances which are the biggest consumers of electrical energy. Teachers will need to supply the average cost of a kiloWatt-hour for the local area. Students will create a complete lab write-up at the conclusion of the activity.
In this lesson students use art and poetry to explore and understand the major characteristics of the Romantic period. After learning about the Romantic period students deepen their understanding through an evaluation of William Wordsworth's definition of poetry. Students then complete an explication of a painting from the Romantic period. Finally, students complete a literary analysis of a Wordsworth poem followed by an essay showing their understanding of Romanticism.
In this lab, students will investigate the law of conservation of energy. Student teams must develop and carry out a lab procedure to achieve the stated goal of finding the maximum conversion of potential energy to kinetic energy. Using a ruler and a toy car, students will work collaboratively to design a lab that will demonstrate the change from one form of energy to another based upon the law of conservation of energy. Teams will then develop a hypothesis for maximizing the amount of energy transfer and create a procedure for proving the hypothesis. Once they run their lab, students will work independently to create formal lab reports that summarize the activity.
In this activity, students will use experimental data to determine the mathematical equation which relates force, mass, and acceleration. At the conclusion of the activity, students will complete a formal write-up summarizing the lab. NOTE:This lab requires a computer-interfaced force probe and motion detector.
In 1845, the Narrative of the Life of Frederick Douglass, an American Slave, and Written by Himself was published. In it, Douglass criticizes directly often with withering irony those who defend slavery and those who prefer a romanticized version of it.
Students will read scientific text about top predators in Arctic marine ecosystems and how they may be affected by global climate change. Students will work individually or collaboratively to write a report based on the scientific text they have read and participate in a large-group discussion session based on their analysis.
- Smithsonian Institution
- Mel Goodwin, PhD, The Harmony Project
- Date Added:
In this chemistry lab activity, students will apply what they learned from titrating and graphing a strong acid (HCl) with a strong base (NaOH) to a titration involving a strong base and a weak acid. Before performing the titration students will be asked to predict how the end point of the titration will shift. They will collect data and graph it in the same way they did in the earlier titration, determine the end point, and note how it shifted. Finally they will be asked to apply their understanding of the definitions of "strong" and "weak" as applied to acids and bases to explain the observed shift. Students will produce an informal lab report that includes a prediction, data table, graph, and analysis.