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.
This lesson is an opportunity for students to review and revise their essays to meet the expectations of the NYS Expository Writing Evaluation Rubric.
In this lesson, students write their final, best version of their draft and they conclude this unit by sharing a quote that captures the spirit of their rule to live by.
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
In this lesson, students draft the introductory and concluding paragraphs of their End of Unit 2 Assessment literary analysis essay.
This lesson is an opportunity for students to review and revise their essays.
This lesson is the end of unit 3 assessment. Students draft their newspaper article based on the carefully selected factual information and eyewitness quotes they gathered on their Newspaper Article Planning graphic organizer in previous lessons.
In this lesson, students perform a peer critique. Then students write their final, best version of their article and they conclude this unit by sharing an excerpt of their article.
In this lesson, students begin the End of Unit 3 Assessment. To do so, they draft the written content of their informative consumer guide using their Quote Sandwich graphic organizers.
In this lesson, students write/create their final, best version of their guide including the visual images, charts, and graphs.
In this lesson, students continue working on their Informative Consumer Guide: The Issue of Overfishing and Fish Depletion.
In this lesson, students test a variety of insulators and relate their knowledge to energy conservation. With teacher guidance, students design their own investigation. After all experiments are completed, the class looks across the data and draws evidence-based conclusions.
Assess students' understanding of scientific inquiry including the following skills: observation, background research, scientific procedures (including investigation design, measurement techniques, and error analysis), data collection, data display, scientific questions, formulating an hypothesis. Students will design and carry out an investigation to test which material is the best insulator; they will predict which way heat energy will flow in a system and analyze the flow of energy in a system from one point to another and from one form to another.
Students will work collaboratively to gather information about various groups of gelatinous zooplankton. They will be able to compare and contrast at least three different groups of zooplankton organisms and describe how gelatinous zooplankton fit into marine food webs. Groups will prepare a brief written report summarizing the information they have found and orally present to the rest of the class.
Students will read a description of a conclusion and a passage about Hawaii. Students will then write a conclusion for the passage. This resource supports English language development for English language learners.