This unit explores the various ways information and ideas about climate change are presented through a variety of media. This includes the evaluation of social media posts, research into climate change issues, and an exploration of contemporary art and artists. This was designed and taught in an honors 9th grade English Language Arts Classroom by Dr. Tavia Quaid in response to student interest in climate change and to reinforce key information literacy skills.

Baby Proportions is an activity designed to challenge students to compare body measurement proportions of adults, students and infants. They then use these proportions to create a scale drawing of themselves and an infant enlarged to be their same height. The idea is to use real world measurements in practicing proportional relationship skills while creating an interesting image when finished.  

In this activity, kids will work on two fundamental early math skills – sorting/classifying, and graphing. There will also be some great fine motor skill practice! Includes place-based discussion questions, activity instructions, extension activities, songs, and student graph worksheets.

NGSS: K-LS1-1, 1-LS1-1, partially meets K-ESS3-1 (book and discussion)

Common Core: MP.4

Time: 45 minutes

Matierals: bag of dried beans ("16 bean soup"), paper bowls, glue, chart paper, the book "One Bean" or similar book about growing food plants, especially beans.

This resource was created by Brandon Horst in collaboration with Tina Williams as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Unit Plans promoting BlendEd Learning Best Practices. This Unit Plan is designed for Upper Primary Integrated Technology (3-5).

Checklist for students to use to ensure that all aspects of a constructed response math problem are answered and checked over before completion. 

These calendar activities will help students understand what a calendar is all about in terms of time measurement.

In this lesson students will listen to a story of a boy with chicken pox and participate in a class discussion of chicken pox and what to do when you have a contagious disease. They will incorporate math by graphing who in the class has had the disease. They will draw chicken pox on an outline of a child, then practice mathematical concepts with the spots.

This lesson unit is intended to help teachers assess how well students are able to interpret exponential and linear functions and in particular to identify and help students who have the following difficulties: translating between descriptive, algebraic and tabular data, and graphical representation of the functions; recognizing how, and why, a quantity changes per unit intervale; and to achieve these goals students work on simple and compound interest problems.

The project objective is to have students make a realistic 3-D model that is to scale. Student Mission: Your objective is to create a 3-D model of a building of your choice or imagination. The building must be to scale relative to an average-sized person. You make recreate a dwelling, barn or famous building OR create your dream home. Your building must be to scale and should be finished (windows, roof, shutters, steps, furniture, etc.). The outside of your building should include some surrounding features (e.g. bushes, trees, sidewalks, street, shed, etc.). Your final project should incorporate the elements listed on the rubric and be as detailed as possible. Be creative!

This resource was created by Sarah Davenport in collaboration with Tina Williams as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Lesson Plans promoting both content area and digital age skills. This Lesson Plan is designed for 3rd grade General Education/Math.

Using the same method for measuring friction that was used in the previous lesson (Discovering Friction), students design and conduct an experiment to determine if weight added incrementally to an object affects the amount of friction encountered when it slides across a flat surface. After graphing the data from their experiments, students can calculate the coefficients of friction between the object and the surface it moved upon, for both static and kinetic friction.

Students will be using real-life energy use data to learn how to use spreadsheets and create graphs to better organize and view data. Discussions can then follow to analyze the data and explain the usage. Real rates are then provided, and students can use the electricity consumed data to create a utility bill for the consumer and compare the standard Residential Service charges to if the member were instead billed by the “Time of Use” rate.

This lesson unit is intended to help you assess how well students are able to: solve simple problems involving ratio and direct proportion; choose an appropriate sampling method; and collect discrete data and record them using a frequency table.

Aims:to integrate formal and non-formal learning through different subjects (math, science, literacy, art, handicraft, English,music), promoting the use of ICT,  integrating students theoretical skills with practical ones,  achieving better results in basic subjects,  developing the skills of teamwork 

Aims:to integrate formal and non-formal learning through different subjects (math, science, literacy, art, handicraft, English)promoting the use of ICTintegrating students`  theoretical skills with practical onesachieving better results  in basic subjectsdeveloping the skills of teamwork

Students work with data that represent the ages of 24 people to learn the difference between categorizing data in fractile intervals and equal intervals. Students discuss dividing bonus points among class members to understand what per capita means. Then students look at per capita personal income by state using the GeoFRED mapping tool. They compare per capita personal income displayed with data in equal intervals and with data in fractile intervals.

This lesson unit is intended to help teachers assess how well students are able to identify linear and quadratic relationships in a realistic context: the number of tiles of different types that are needed for a range of square tabletops. In particular, this unit aims to identify and help students who have difficulties with: choosing an appropriate, systematic way to collect and organize data; examining the data and looking for patterns; finding invariance and covariance in the numbers of different types of tile; generalizing using numerical, geometrical or algebraic structure; and describing and explaining findings clearly and effectively.

This lesson unit is intended to help you assess how well students working with square numbers are able to: choose an appropriate, systematic way to collect and organize data, examining the data for patterns; describe and explain findings clearly and effectively; generalize using numerical, geometrical, graphical and/or algebraic structure; and explain why certain results are possible/impossible, moving towards a proof.

In this activity students practice measuring techniques by measuring different objects and distances around the classroom. They practice using different scales of measurement in metric units and estimation.

In Module 1, students’ understanding of the patterns in the base ten system are extended from Grade 4’s work with place value of multi-digit whole numbers and decimals to hundredths to the thousandths place. In Grade 5, students deepen their knowledge through a more generalized understanding of the relationships between and among adjacent places on the place value chart, e.g., 1 tenth times any digit on the place value chart moves it one place value to the right. Toward the module’s end students apply these new understandings as they reason about and perform decimal operations through the hundredths place.