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9-12 Civics and Economics: Freedom of Rights -- Is it really free?

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Students will examine the first amendment of the U.S. Constitution and determine what situations would be included within the first amendment. By analyzing differing cases and the Supreme Court rulings on those cases, students will determine if the Court is consistent in their rulings about an individual’s freedoms. Once students analyze different court cases, they will write a paper answering the driving question and create a podcast using their paper as a script.

Material Type: Activity/Lab

Authors: William Allred, Carrie Robledo

9-12 Civics and Economics: Stock Market

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Students will create a stock market portfolio and keep track of the records over a two week period. During the process, students will keep track of the stock and the price per share for each day. At the end of the two week time frame, students will create a powerpoint presentation and an audio recording discussing their portfolio in how they started and how their stocks ended at the end, what they learned about investing in the stock market (e.g. trends), and how they would potentially use the information when they get older.

Material Type: Activity/Lab

Authors: William Allred, Carrie Robledo

Physical Science: Introduction to Circuits (Lesson 1)

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 Background:  students are familiar with static electricity, charge, and sparks.  They also know about conservation of energy, forms of energy including potential energy, power, and work.  Students will complete a variety of activities using breadboards, which will display various types of circuits and their effect on the flow of electricity.

Material Type: Activity/Lab

Authors: William Allred, Carrie Robledo

7th Grade ELA: Titanic 1-The Ominous Iceberg (meaning and tone)

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Students will first use VR headsets to gain some background knowledge about Titanic. They will begin this story by examining the tone of the iceberg and they will then apply these skills to analyze the tone of other characters in the text. They will then create a Storyboard to create a character they think should be added to the story. They will create the character and use appropriate word choice to show tone.

Material Type: Activity/Lab

Authors: William Allred, Carrie Robledo

ELA Grade 7: Titanic 3: IMPACT! (How story elements interact)

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Students should have read up to the Seventh Watch. They will play a Gimkit game to review how elements of the story interact. Students will then create an alternate ending to the story. They must explain where they are stopping the original story and how some of the elements in the story interact with the new ending that they will create the alternate ending through Storyboard That.

Material Type: Activity/Lab

Authors: William Allred, Carrie Robledo

7th Grade ELA: Titanic: Who is to Blame? (Argumentative Writing)

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Students will watch a video of the blame scene from Titanic the musical. They will review the lyrics and make a preliminary determination about who they think is most to blame for the large loss of life on Titanic. Students will them look at the poster timeline created in Titanic 3 or they can scan their text to find examples that support their claim about who is most to blame. Finally, students will complete some online research to find evidence to support their claim. This will all be presented in a Glog on Glogster.

Material Type: Activity/Lab

Authors: William Allred, Carrie Robledo

Math I: Corralling the Sheep - Exploring Linear Equations

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Students are given 4-5 coordinate points, that will represent the sheep.  First, they are tasked with creating a fence around the sheep. The students will use the endpoints of each piece of fence to compute the slope, y-intercept, domain and equation of the line. They will then code the rover to draw their lines. Finally, the students can calculate the area/perimeter of their fence and calculate the cost to build the fence. The students will then be challenged to minimize the area, perimeter and cost of building their corral, recalculate the equations of their lines, stating their new slope, y-intercept, and domain.

Material Type: Activity/Lab

Authors: William Allred, Carrie Robledo

Math I: Move the Cone: Creating Linear Equations

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Students are given 5 random coordinate points and must create a path of linear equations to navigate the rover around each point. Teachers can have students calculate the slope, y-intercept, domain and range of the lines. Students will calculate the distance of each line and find the total distance the rover travelled. Students will then be challenged to minimize the distance the rover travelled. Teachers can extend this to include angles and distance, where the students calculate the angle the rover should turn and then the distance it should drive to go around each point.

Material Type: Activity/Lab

Authors: William Allred, Carrie Robledo

9-12 Math 4: Calculating and Measuring Perimeter Using The Laws of Sines and Cosines

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A starting line and “target line” will be laid out on the floor of the activity area.  Students will program their robots to traverse the perimeter of a triangle of specified dimensions.  Students will have to use the Laws of Sines and Cosines to calculate the speed, direction, and travel time for each leg of their robot’s travel.  

Material Type: Activity/Lab

Authors: William Allred, Carrie Robledo

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