Draft of 1.1
- Subject:
- Applied Science
- Material Type:
- Activity/Lab
- Date Added:
- 05/31/2018
Draft of 1.1
These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.
Learn about Rube Goldberg Machines, set imaginations on fire! Wonderopolis targets a 5th grade reading level and is aligned to Common Core Standards and <sci/ss standards>. We have Immersive Reader embedded for each Wonder of the Day--which means accommodations are available and translations can be provided with a few mouse clicks. <--come up with some standard content for after the overview of the individual Wonder.
These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.
1.2
Twelve Stones portrays the heart of Heifer's work - Passing on the Gift ÂŽ - and shows the transformation of a community of women in Nepal from helplessness to hope through Heifer International. This is a preview clip of a documentary produced by Sandy Smolen.
From Getting Smart, here are 12 ways to start teaching STEM
Want more STEM experiences for your students but don’t know where to start? Want to infuse art into science and boost STEAM experiences?
Before exploring how to do STEM, let’s define what it is. Everybody teaches science and math—STEM adds technology and engineering to the equation; STEAM adds art. Common elements of quality STEM learning include:
• Design-focus: using design tools and techniques to attack big problems or opportunity (challenge-based, problem-based learning).
• Active application: applying knowledge and skills to real-world situations and constructing or prototyping solutions to challenges (maker, project-based learning).
• Integration: real world problems aren’t limited to a discipline—solutions almost always draw from many fields.
These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.
These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.
These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.
These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.
These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.
Author: Daniel Shogan, Danville Museum of Fine Arts and History Students will learn about the 1883 Massacre in Danville, Virginia as an example of racist mob violence against African Americans. Within the context of the massacre, they will be shown primary documents from the event. These documents will provide the students with not only a lens into the Danville of the nineteenth century, but also provide them with an opportunity to think critically about the biases present in some of the documents. After careful discussion of the events and outcomes of the massacre, the students will be given vocabulary worksheets that help to define and underline the most important elements of the narrative.
These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.
After the Philippine-American War ended in 1902, Americans became fascinated by the natives of the newly acquired territory, which led to the development of anthropological exhibits showcasing what “primitive” life was like in the Philippines. During this time period, anthropologists adopted an evolutionary perspective rooted in white superiority. One of the exhibits featured the Igorot people, who anthropologist Albert Jenks believed were the most uncivilized tribe in the Philippines. These exhibits/human zoos sparked the creation of negative stereotypes of both the Igorot people and the Filipino community. Students will view the video segment from Asian Americans and engage in activities and discussions to explore the power of perception and its impact on shaping the identities of Asian Americans. Students will also examine the U.S. politics and scientific theories that shaped the perception of Americans and sought to justify U.S. colonization in the Pacific and the mistreatment of the Filipino community.
2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: HS.2, HS.9
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.63, HS.64
Historical Thinking: 5.24, 7.25, 8.31, HS.67, HS.70
Social Science Analysis: 5.26, 5.27, 6.24, 7.27, 8.33, 8.34, 8.36, HS.72, HS.73, HS.74, HS.78
Sparked off by the acquittal of four officers in the Rodney King police brutality case, the 1992 Los Angeles Civil Unrest took place over several days and led to rioting and destruction of the city. The unrest represented a boiling point of underlying issues including systemic racism, police brutality, failure of the criminal justice system, economic disparities between communities of color, and racial tensions. The perceived racial tensions between Korean and Black Americans, further complicated by the shooting of Latasha Harlins by a Korean storeowner, led to some targeting of Korean American neighborhoods/businesses for violence and looting. Students will explore the history, conditions, and tensions that led to the 1992 civil unrest in L.A.
2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 5.1, 6.4, 7.5, 8.6, 8.8, 8.9, HS.2, HS.9, HS.11
Economics: 7.8
Geography: 5.13, HS.42, HS.51
Historical Knowledge: 5.22, 6.20, 6.21, 8.22, 8.25, HS.52, HS.53, HS.61, HS.64, HS.65
Historical Thinking: 5.25, 6.23, 7.25, 8.30, 8.31, 8.32, HS.68
Social Science Analysis: 5.26, 5.27, 5.28, 6.24, 6.26, 6.27, 7.27, 7.29, 8.33, 8.34, 8.36, HS.72, HS.73, HS.74, HS.75, HS.76, HS.78
These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs.
Learn how important the honey bee's body structure is to survival in the hive. This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings.
Learn how important the honey bee's body structure is to survival in the hive. This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings.
This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.