Working in small groups, students will work produce sections of an historical newspaper or journal for publication in democratic Athens. Using the resources of this Web site (as well as books and other resources listed in the Research Links & Resources Page) pick an approximate date and research stories for your newspaper. This section has been tailored for a newspaper about Athens during the time of Pericles, because of the greater amount of information available for that period. However, with some adaptation and additional research it would be possible to compile newspapers for early or later periods.

In this lesson, students will learn how to use primary sources, and work in groups to create murals about the events and trends of a decade of the twentieth century. Students will focus their research on a specific category relating to the culture of that decade, and then depict their findings in their murals.

In this chemistry field lab, students will determine the density, pH and water content of 4 types of soil; 1) prairie soil, 2) transition soil, (where the prairie meets the trees) 3) woods soil, and 4) riverbed soil at various locations in and around the Fergus Falls area. Students will compare class data and write a lab report describing their results. A detailed lab report format will be provided. Students will also analyze their findings and report on the various differences and similarities found in their soil samples.

In this lesson, students brainstorm texts that they have read recently and map their choices using a Graphic Map to rate and make notes about them. Students then look for patterns connecting the texts that they enjoyed the most and those they enjoyed the least. Once they've analyzed their past readings, students complete a reading plan by first listing categories of books they want to read. They then use booklists, book reviews, and other resources to create a wish list of books they hope to read in the future.

In this introductory lesson, students engage in a hands-on, collaborative investigation of the definition of reading by participating in small group brainstorming sessions and an analysis of a variety of texts and the strategies they need to read them. Students also create individual Reader’s Profiles with an online tool modeled on social networking sites. Sharing these profiles and reflecting on their own learning, students ultimately develop a working definition of reading which they refine during the year.

In this lesson, students will draft the ittroductory and concluding paragraphs of their end of unit essay.

In this lesson, students engage in a close reading of Hopper's painting and an Edward Hirsch poem to explore the types of emotion generated by each work in the viewer or reader, and how the painter and poet each achieved these responses.

In this lesson, students will draft the body paragraphs of their essay and complete a self assessment of their writing.

In this lesson, student will draft both the introductory and concluding paragraphs for their "My Rule to Live By" evidence-based essay.

In this lesson, students create text sets and use them to practice three strategies for reading for information. Students select a topic they want to explore and work in small groups to compile a set of texts related to their topic.

The North Carolina Museum of Natural Science created this resource as part of an online workshop series, but you are welcome to use or modify it for your classroom. It includes a video and written directions for creating nature journals and tips for incorporating them into your classroom. For information on taking any the Nature Neighborhood online workshops for CEUs or EE credit, visit: https://naturalsciences.org/learn/educators/online-workshops.

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.

In this lab activity, students will investigate the law of conservation of mass by weighing chewing gum before and after it is chewed.

In this lesson, students use the informational text “The Hero’s Journey” to justify their plan for their own narrative as fitting the archetypal pattern of a hero’s journey.

In this lesson, students draft the body paragraphs for their End of Unit Assessment “My Rule to Live By” essay to inform.

In this lesson, students draft the introductory and concluding paragraphs for their end of unit assessment “My Rule to Live By” evidence-based essay.

In this lesson, students evaluate the evidence they have gathered through research to determine which evidence is the most relevant and the most compelling.

In this lesson, students use the Quote sandwich graphic organizers started in the previous lesson and completed for homework to draft the body paragraphs of their essays.

In this lesson, students draft the introductory and concluding paragraphs of their end of unit essay.

End of Unit Assessment: Final Essay