This is a lesson plan for an inquiry project around school start times.

My goal is to merge New York State standards with Common Core Standards and Integrated Algebra Regent Standards for our 8th grade curriculum.

 Students will do simple self-introductions using their name, nationality, and year in school.They will practice introducing themselves and others. 

 In this lab, students will share their daily/weekly schedule with each other in groups. Then, they will have to make schedules for each other and share them with the group. Students will practice talking about time and location of their daily activities. 

This is an online module which addresses students of the 9th grade. It is focused on teaching and practicing english language skills and it corresponds to the B2 level of proficiency.

The following lesson plan has been designed forfor 4th ESO students with a B1 level of English.The proposal of these online activities encourages the development of intercultural competence, collaborative work and gamification.

In this activity, students are learning about school supplies. The lab assistant will show a picture of an item and the first student that takes the item out of their backpack and says the name in the target language, will get the point. The lab assistant can also show something that can apply to them. They will be then asked a follow up question and if they can answer, they get the point.

Little Kenny at the Farm is about a little boy, Kenny, who gets into trouble a lot. His class went on a visit to a farm. Upon reaching the farm they were given one specific instruction “Do not ride the donkeys!’. Little Kenny got bored during the middle of the tour of the farm and went exploring on his own. He found the donkeys and decided that they look harmless enough and decided to take a ride. He learned a valuable lesson from the ride.

This book is also available for download (PDF) from the catalogue of the Jamaica Library Service at https://catalogue.jls.gov.jm/ .

The book 'Little Kenny at the Farm' was written to support teaching and learning activities in the Jamaican National Standards Curriculum (NSC). It can be used as a resource to help students develop their comprehension skills and where appropriate, initiate a discussion on interesting places in their community.

See below for the Grade 2 curriculum references.

LANGUAGE ARTS
Literacy Strand: Comprehension
Objectives: 
- State how they feel about specific characters (page 162)
- Identify story setting (page 180)
- Analyse and interpret questions at the different levels (page 180)
- Draw conclusions based on different aspects of the story  (page 220)

INTEGRATED STUDIES (page 88)
Sub-theme: Places of interest in my community
Focus Question: What are the places in my community we find interesting?

Students will work in pairs/small groups to get to know everyone. They will guess certain aspects of their lives (major, name, hometown, pets) and then present their answers in the target language.

Of all the animals in the oceans, the hammerhead shark may be one of the strangest looking. The exact purpose of the wide, flat head is a mystery, but several theories abound. In this video, we travel to the shark-infested waters of the Galapagos in Ecuador and to a research station in Hawaii to learn about the unusual habits of these sinister-looking sharks. Jonathan swims in schools of hundreds of hammerheads, and yet the sharks ignore him. What are the sharks up to? Please see the accompanying study guide for educational objectives and discussion points.

We will have the students use many travel websites to gather information about New York City. Each website will offer data about pricing, activities, and travel options that the students can choose from. Examples that we gave are Travelocity, Expedia, or the Indianapolis Airport website. Using the different sources could cause a debate about pricing among students. Each website offers different pricing and deals that students can choose.

Besides measuring the health effects of school meals based on the New Nordic Diet, the OPUS Study also evaluated the effect of the intervention on cognitive performance of the children. In continuation of this, we will explain why it is relevant to measure cognitive performance and provide a short summary of the methods we used and the findings.

This activity is a structured debate where students are given the sides they are to discuss to the topic of school starting times. One side is set up to give the opinion that they should start later, while the other says they should stay at the same times.

This a project to get students to build cases with their teams to determine if schools should start later.

Learn how parental care is displayed by animals in their environment and how different species show parental care in different ways. As part of the Ecology topic from the Virtual School. Are you a passionate teacher who would like to reach hundreds of thousands of learners? Get in touch: vsteam@fusion-universal.com | Find out more: http://www.thevirtualschool.com | This video is distributed under a Creative Commons License: Attribution-NonCommercial-NoDerivs CC BY-NC-ND

In this episode of our "Pilot Pals" story time series, we share the story of pioneering African American aviator Cornelius Coffey.

Students apply what they have learned about the engineering design process to a real-life problem that affects them and/or their school. They chose a problem as a group, and then follow the engineering design process to come up with and test their design solution. This activity teaches students how to use the engineering design process while improving something in the school environment that matters to them. By performing each step of the design process, students can experience what it is like to be an engineer.

Description
The Ranger and I is a moving narrative of a day in the lives of some young children at a primary school in a rural Jamaican community. These students are always picking mangoes after school and then helping themselves to the sugar canes on the roadside. The rangers are always on the look-out for cane thieves. Whenever the canes are ready for reaping, the students have fun in the cane fields, despite the rangers’ attempt to stop them. On this particular day, however, the students are caught in the act by the rangers. The events that follow keep them literally on their feet as the rangers confront them. Dally, one character in the story, is affected the most as the students run for their lives in a bid to escape the rangers.
The Ranger and I is a must- read as the writer reminisces on school day events in the mango trees and on the sugar estate. The never-ending suspense should keep young readers at the edge of their seats.
This book is available for download (pdf) from the catalogue of the Jamaica Library Service at https://catalogue.jls.gov.jm/ .

CURRICULUM LINK
The book 'The Ranger and I' was written to support teaching and learning activities in the Jamaican National Standards Curriculum (NSC). It can be used as a resource to help students develop their comprehension skills and where appropriate, initiate a discussion on how they spend their leisure time.
See below for the Grade 2 curriculum references.

LANGUAGE ARTS
Literacy Strand: Comprehension (page 162)
Objectives:
-Tell how they feel about the story
-Record elements and details of a story using the (5 W’s); Who, What, Where, When, Why
-Identify the characters in the story and cite evidence
-Identify the main idea and supporting details in the story

INTEGRATED STUDIES
Sub-theme: Satisfying our needs (page 57)
Focus Question: Why do I need recreation and how can I spend my leisure time?

Last year the Siuslaw 97J School District changed our food service operation from a national supplier (Chartwell’s) to in-house food service. Our Food Service Manager instituted an organic philosophy and wanted to source local produce. Utilizing our school garden program we now help supply fresh produce for our Siuslaw Elementary School cafeteria. Crop production is stronger in the 4/5 wing because of wind protection from the building. Florence experiences high winds and we are located close to the beach so we have constant sand blowing into our crops. The K-3 garden beds do not have the same protection as the 4/5 beds, and as a result have a lower yield. Our goal is to have students design and engineer wind barriers for these beds and then present the best solutions to our school board so that we can get funding to implement our ideas. This project can be used in any school with a garden by using preexisting barriers on a the school property. The unique environment of the school would dictate the lessons required to be adapted to fit the environmental needs of the community. If the school is lacking a garden, the students can focus on an at home garden project.

This interpretive listening and presentational writing task aligns with a novice-level unit about school supplies. This task is tiered by complexity of product (how students show what they know).