Students will explore the outdoor classroom finding objects and determining the first sound.

Students will explore the outdoor classroom finding objects and determining the first sound.

After reading Beowulf and the story of Cain and Abel, students compare and contrast Cain and Grendel. Students research and make a case for a historical figure being a descendant of Cain. After reading page 10, chapter 2, and pages 30-33 in John Gardner's Grendel, students write about the different views we have of Grendel after reading Gardner's novel. Students research and write about a character who they feel is misunderstood like Gardner's Grendel. Students write about two traits they have because of the experiences they had in life, just like Grendel is the way he is in Gardner's novel because of his experiences. Students use MLA format for their works cited page and in-text citations. 

Go Away, Big Green Monster! Ed Emberley's tale about a scary, multicolored monster is used to help students build their reading fluency and word recognition skills. In this lesson, students chorally read the story and then point out familiar color words or sight words that appear in the story. After finishing the story, students are introduced to four different literacy center activities that include participating in a read along, building word families with story words, playing a memory game with color words from the story, and retelling story events using sentence strips. In the sessions that follow, students create their own artwork of the big green monster and use that artwork to help them write a story. Students use both self- and peer-editing to improve their writing. Completed stories are either published on the Internet or in a class book.

This resource was created by Megan Andersen in collaboration with Crystal Hurt 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 10th Grade ELA. 

Students will participate in Book Club by choosing groups of 3-5 students and a book at their reading level according to their interest, or the subject currently being studied.  They will decide together how to split the book into three or more sections to finish in four weeks or less.  They will prepare and write out a discussion role for each meeting (Word Wizard, Connector, Summarizer, Questioner, or Passage Person).  This plan is written for either in class, blended, or remote learning.

The Book Cover Creator is designed to allow users to type and illustrate front book covers, front and back covers, and full dust jackets. Students can use the tool to create new covers for books that they read as well as to create covers for books they write individually or as a class.

This resource is a place to house OSPI's briefs and infographics on content integration anchored in science.  The collection will grow over time as resources are developed.

Students will listen to the text and explore the garden to connect details from the text to their surroundings.

In this problem-based learning module, students will use their knowledge of the ancient Roman Empire and will work to analyze critical theories historians agree contributed to the fall of Rome. Students will then work to compare the problems faced by the Romans with problems citizens of the United States still largely face today. Through this investigation, students should recognize how modern technology, government agencies, laws and resources help to solve societal problems that could have once destroyed an empire. With this new understanding, students should work to present a solution to a major problem that plagued the Roman Empire during the years leading up to its collapse.

In this problem-based learning module, students will use their knowledge of the ancient Roman Empire and will work to analyze critical theories historians agree contributed to the fall of Rome. Students will then work to compare the problems faced by the Romans with problems citizens of the United States still largely face today. Through this investigation, students should recognize how modern technology, government agencies, laws and resources help to solve societal problems that could have once destroyed an empire. With this new understanding, students should work to present a solution to a major problem that plagued the Roman Empire during the years leading up to its collapse.Remix Resource uses key South Carolina standards for 6th Grade Social Studies and Language ArtsOriginal Resource uses key Ohio standards for 7th Grade Social Studies and Language ArtsAuthor: Blended Learning Teacher Practice Network Date Added: 07/23/2018License: Creative Commons Attribution-NonCommercial 4.0  Language: English Media Format: Audio, Downloadable docs, Graphics/Photos, Text/HTML

STUDENT ACTIVITY - 5th - TX/NCThis is a distance-learning lesson students can complete at home.In this lesson, the student will formulate and interpret cause-and-effect relationships using a 3-column chart to organize their ideas. The student will apply the concept of "cause" as something that always happens first, and the effect as the resulting outcome (or what happens second).This activity was created by Out Teach (out-teach.org), a nonprofit providing outdoor experiential learning to transform Science education for students in under-served communities.

STUDENT ACTIVITY -- 3rd -- TX/GAThis is a distance- learning lesson students can complete at home. Students will formulate and interpret cause-and-effect relationships using a 3-column chart to organize their ideas. Students will apply the concept of "cause" as something that always happens first, and the effect is the resulting outcome (or what happens second).This activity was created by Out Teach (out-teach.org), a nonprofit providing outdoor experiential learning to transform Science education for students in under-served communities.

In this lesson, students will formulate and interpret cause-and-effect relationships using a 3-column chart to organize their ideas.Students will apply the concept of "cause" as something that always happens first, and the effect is the resulting outcome (or what happens second).

This kit provides teachers and other educators with the materials and guidance to help fourth grade students understand the reasons that the British colonists elected to declare their independence from King George III between the years 1763-1776. As a part of these lessons students will be encouraged to consider the intent and impact of media documents from a variety of points of view including those of the colonists, King George, patriots, loyalists, slaves and Native Americans.

This resource was created by Jennifer Trenhaile, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.