In this lesson, students will research the history and global observances of Earth Day and learn how the global community can help in the conservation of the planet, its inhabitants and its resources.
In this unit, students will begin by developing an understanding of economic sustainability and how a lack of it it can lead to difficulties in a community. Students will then use this knowledge to identify and investigate different global economic crises. After a critical review of resources related to this topic, students will be assigned a certain country for which they will need to create and defend a proposal for economic sustainability.
In this lesson, students will learn about the solar system and the planets that compose the solar system. Students will understand, through movement activities, the effect of light and heat of the sun on planets. Students will become familiaar with the concepts of rotation and translation. Finally, students will create models of the solar system to represent what they have learned.
In this unit, students will explore and define the concepts of sustainability and renewable energy. Using this information, they will write a letter arguing for the replacement of a non-renewable form of energy, with a renewable source of energy. Students will be assessed using the final letter rubric.
The Japanese Weather Patterns unit provides students opportunities to interpret and analyze trends in weather patterns over many years in both Japan and the United States. Students will compare the annual rainfall and average temperatures at different times of the year in both places. Students will also identify ways the Japanese culture and weather patterns are reflected in the artwork of Mount Fuji and will construct haikus reflective of Japanese culture and weather patterns as depicted in art.
In this lesson, students deepen their study of the Earth and the moon and generalize what they learn about the rotation and translation of the earth in order to understand the way that the moon revolves around the Earth. Students will also appreciate the importance of technological advances in the study of the moon. Students will build a telescope and work individually and in groups to design and build a spaceship with cardboard boxes.
In this lesson, students learn that different seasons occur across all of North America, but that each region of North America does not experience the same weather patterns.
In this lesson, students will investigate living and nonliving things in the Australian desert. Students will collaborate in groups to create slideshow presentations to highlight the characteristics of living and nonliving things and to show how living things depend on nonliving things in the Australian desert.
In this lesson, students will learn about the complexity of ecosystems, including the classification of different ecosystems, the elements that compose them, and the food webs that form in an ecosystem. They will also learn the basics of photosynthesis and its importance for life on our planet. On this basis, they will reflect on the importance of protecting ecosystems and conduct research to provide solutions to environmental problems in their community. Students will have many opportunities to practice formal and informal writing, to compare and contrast the elements of different types of texts, and to strengthen their writing skills by writing a variety of texts according to the needs of the lesson. The students, moreover, will integrate the use of technology as part of their learning and communication process. Finally, the content and activities of the lesson will provide the appropriate context for students to practice a variety of skills and strategies that will support their capacity for critical thinking, analysis, organizing ideas and information, self-correcting and monitoring their learning.
In this high school social studies unit, students will study the effects of armed conflict on peopleâ€™s everyday lives around the world. In groups, students will explore a selection of case studies from around the world and evaluate global efforts to combat the lasting effects of armed conflict.
This unit begins with a set of lessons designed to explain the evolution of armed conflict. As warfare adapted, humans left behind natural toxins and poisons and began creating synthetic chemical weapons. The culminating products include an environmental impact statement regarding one specific chemical agent and a global project recommendation designed to mitigate the effects of that agent.
In this unit, students will begin by building their background knowledge in the area of child mortality and maternal health. They will use this knowledge to participate in a narrative research project, focusing on a case study and country of their choice. Finally, students will use this information to complete a Global Advocacy Project.
During this extended unit, students will explore environmental sustainability from a number of different perspectives. They will dive deep into global policies regarding the environment, specifically the dedication of different countries to the Millennium Development Goals (MDGs). Students will review and discuss specific case studies, offering their opinion of certain practices and policies. As a summative assessment, students will create a â€œCall to Actionâ€ project, with the intent of raising awareness and instigating action on environmental sustainability. This unit includes language (objectives, vocabulary, and lesson modifications) that will help the teacher meet the needs of ELL students. These strategies may be helpful for other students, as well.
In this unit, students will investigate the effect of epidemics on populations and the ways in which epidemic models can clarify the spread of disease for the general public. Students will research a specific epidemic and then suggest a model for demonstrating the spread of the disease.
In this unit, students will build background knowledge of HIV/AIDS and other epidemic diseases. They will then conduct their own research projects, investigating an epidemic of their choice. Finally, they will view examples of and create their own Public Service Announcement, warning the public about the dangers associated with their chosen disease.
Students will begin this unit by reading Pride and Prejudice, by Jane Austen. They will deepen their knowledge of the role of women in society during Regency England in class, examining and critiquing gender expectations. They will then compare their knowledge of gender roles from this time period to gender expectations around the world today, drawing parallels and brainstorming possible solutions. They will conduct research on a topic of their choice, as guided by teacher, relating to gender equality. Finally, they will participate in a Socratic Seminar to discuss their findings regarding their chosen topics.
In this unit, students explore gender inequalities and stereotypes that are present in many forms. In groups, they will explore some of these negative messages, identifying underlying societal issues. Finally, they will choose an existing advertisement that communicates negative gender stereotypes and will remake the advertisement that replaces these stereotypes with positive gender messages.
In this unit, students will develop an understanding of the fetal development process and the disparity of pregnancy conditions in developed and developing nations. They will use this knowledge to create a maternal health plan recommendation focused on improving care, nutrition, and/or well being.
Students will begin this unit by building background knowledge in the governmentâ€™s role in healthcare in the United States, specifically as it pertains to pregnant women. Students will conduct research efforts to learn more about global efforts to improve maternal health policies. Finally, they will become advocates themselves and will write letters to local officials. In these letters, they will outline issues they see with maternal healthcare and recommend action steps to counteract these issues.
In this unit, students will analyze the positive and negative effects of natural disasters and the need for preparedness and advance warning systems in countries across the world. Students will select a country to focus on and will develop recommendations for the UNISDR regarding which advance warning system/model to use as well as structural engineering improvements necessary in the country to ensure preparedness and avoid loss of life and capital.