This activity fits in a unit with the purpose, “Students will interpret visual information in order to make informed consumer decisions.” It is designed to get them thinking deeply about how we represent data visually, introducing the ideas of a coordinate plane (quadrant 1 only) in a very informal way – without numbers.

This activity can be used after reading Chapter 5 of The Great Gatsby. Listening and watching the video for Lana Del Rey's song, and title track for the film, students will dig deep into the lyrics of the song identifying figurative language, draw connections between the lyrics of the song and direct quotes from the text, and have meaningful discussion about point-of-view and symbolism in the video. Guaranteed to engage students and make valuable text to text connections!

Students gather data by timing runners over 5 m intervals. Using that data, students graph distance and velocity over time.   

In this lesson, students will investigate seeds and the process of seeds growing to become the food we eat. Includes activity instructions, extension activities, songs, and a vocabulary list.

NGSS: Partially meets 2-LS2-1, Extension activities meet 4-LS1-1, 5-LS-1

Common Core: W.2.7, W.2.8, Extension activities meet MD.K, MD.1, MD.2.1, MD.3.3, MD, 4.4, MD.5

Social Sciences: 3.12, 4.12

Time: 45 minutes

Materials: "Seed, Soil, Sun" or other book about seed germination and plant growth, clear plastic cups, paper cups, paper towels, seeds, water

In this lesson, students will investigate the miraculous process of air and water combining with seeds, soil, and sunlight to create nearly all the food we eat. Extension activities can take this a step further by encouraging kids to track growth rates of different seeds in an observation journal. Includes place-based connection, activity instructions, extension activities, songs, and vobaulary list.

NGSS: Partially meets 2-LS2-1, 1-LS1-1

Common Core: W.2.7, W.2.8, and MD.K, MD.1, MD.2.1, MD.3.3, MD.4.4, MD.5 with extension activities.

Time: 45 minutes

Materials: "One Bean" book or other book about plant germination, clear plastic cups, paper cups, paper towels, seeds, and water.

Students will work together to match German sights to their descriptions and try to find interesting facts about a couple of the sights that they would like to know more about. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL Standards: 1.1, 1.2, 2.1. It is expected that this activity will take students 20 minutes to complete. 

In this activity, students will go shopping at different grocery stores in search of the best prices for their foods. Students will use vocabulary involving food, money, and numbers. They will also learn about culture through use of discussing grocery stores. Students will also learn how to ask and answer questions about shopping and selling.

In this lesson students create a model beaver dam and demonstrate changes in the ecosystem community pre- and post-dam. Students hypothesize about changes that they would expect to see to the ecosystem after the beaver dam is built.

NGSS: 5-ESS2-1, 3-5-ETS1-3

Time: one or two 50-minute class periods

Materials: ecosystem cards (included), seed trays or long Tupperware containers, wood/popsicle sticks, sand, rocks, and clay

This unit consists of five lessons encouraging younger learners to engineer increasingly better towers using blocks and recycled materials. Each 30 minute lesson ("phase") includes goals, discussion, activity instructions, extensions, and student worksheets.

Phase 1: Paper Cut-Outs Activity
Phase 2: Building Blocks Activity
Phase 3: Number of Blocks Activity
Phase 4: Building within a Space Activity
Phase 5: Recycled Tower Activity

NGSS: K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3

Common Core ELA: RI.2.1, W.2.6, W.2.8, SL.2.5

Common Core Math: MP.2, MP.4, MP.5, 2.MD.D.10

This guided inquiry learning activity is designed to be used in a large introductory chemistry course. By working in small groups to discuss the presented information and question prompts, students will engage in cycles of exploring and analyzing data, inventing new conceptual understandings, and applying those concepts. Students should be tasked with working together to complete the prompts in each section by a set time limit. After each section is completed, the entire class can share their answers via a personal response system, and the instructor can review and explain the correct responses, using the accompanying slide deck, which translates the problems into multiple-choice prompts.Instructional resources include 1) the learning activity (.docx and .pdf) 2) the learning objects (.docx and .pdf) and 3) the slide deck (.pptx).- Atomic Orbitals- Chemical Fuels- Gas Laws- Intermolecular Forces- pKa Trends- VSEPR

This article explains how hands-on science activity can support vocabulary development and links to two books and six web sites that provide more information.

Students will practice asking about the daily routines of their peers. They will also be able to describe their own daily activities to others. 

Learn how important the honey bee's body structure is to survival in the hive.What if there were no bees? How would it affect our grassland animals? How would it affect humans? This learning module offers insight into the problems that countless animals and plants face with the potential loss of the bees. Discover just how important this tiny species is to the food web of this ecosystem.This module could be incorporated into a larger environmental science module.This lesson includes learning objectives, material and resource lists, background information, activities,  videos, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. Remix of: 1.Create a Bee Hummer, Science Snacks Exploratorium 2. What If There Were No Bees? A Bee Cause Project 3. Hive Alive! Bee Bodies

In this activity, students will focus more on playing a game called Interest Bingo to learn asking and answering questions about weather as well as practicing تنوين الفتح adverbs In a very fun way.  

Students will use an inquiry based approach to discover and reinforce how things move. They will discover that a push and a pull are a pair of forces that put things into motion. They will also investigate how friction is a force that slows an object in motion.

Students will use an inquiry based approach to discover and reinforce how things move. They will discover that a push and a pull are a pair of forces that put things into motion. They will also investigate how friction is a force that slows an object in motion.

In this activity, students will discuss their hobbies. They will be able to describe their schedule and daily activities. Students will also be able to discuss preferences they have about their daily activities. Students will learn to ask others questions about their schedule and daily activities.