In this lesson various quotes that are stated by characters in Hidden FIgures are written on chart paper.  Students will use the chalk talk protocol to write explaing their thoughts, connections, and questions about the quote first and then respond to what their classmates have written.  Students will move in small groups from paper to paper guided by a timer. After they have finished, students will discuss big ideas on the chart paper and then discuss and share out how this quote teaches us about the person based on inferences we have made with this activity.  Do we think this what the author intended us to think?  This protocol can be used for any book or topic in many subject areas. There will also be reflection as an informative assessment.

Open Textbooks for Rural Arizona participants are invited to remix this template to share their courses, textbooks, and other OER material on our Hub."Volunteers can work as support staff for the teachers at the Early Child Development Centre" by Moving Mountains Trust is licensed under CC BY 2.0.

Students will use the Occupational Outlook Handbook to explore occupations related to child development and care. Students will create lapbooks to share their findings.

The NGSS relies heavily on students being able to make scientific claims and support them with evidence and reasoning. The purpose of this activity is to help students review CER within the science classroom and then practice applying their understanding of those terms to a mystery. They then wrap up the activity by engaging in a digital discussion with their classmates in which they evaluating one another's claims, evidence and reasoning. Note: if you do not utilize an LMS like Moodle, you could use the question and answer option within Google Classroom, or have the discussion in a face to face format. 

This is an optional template document for the ClimeTime group. These headings and subheadings are completely generic - they not meant to guide your work. Instead, they just are examples of using Styles to format your document and keep it ADA compliant.

License information at the end of the document needs to be adjusted based on your resource.

This particular Color, Symbol, Image (CSI) lesson is designed for implementation by an art teacher with 6th-grade students. However, the strategy can be utilized in other disciplines for the purpose of Making Thinking Visible. Parental consent was granted to share a student sample of the final product for this lesson, which is pictured above. The title card the 6th-grade student, Boston, created included the following description: "The sunrise in the painting represents the help and hope that Houston is getting. Also, the clouds are eyes, and the sun is a mouth. The face is crying. This represents my sympathy for Texas." Boston had selected "Rising floodwaters overwhelm Houston, other parts of Texas", the third option from Newsela provided in the Google Slides. The choices for articles can be updated each year prior to the activity.

This template is meant to be a guide for Nebraska Career Education Teachers in the Business, Marketing, and Management Career Field when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.

This template is meant to be a guide for Nebraska Career Education Teachers in the Business, Marketing, and Management Career Field when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.

This template is meant to be a guide for Nebraska Career Education Teachers in the Business, Marketing, and Management Career Field when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.

This template is meant to be a guide for Nebraska Career Education Teachers in the Business, Marketing, and Management Career Field when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.

This template is meant to be a guide for Nebraska Career Education Teachers in the Business, Marketing, and Management Career Field when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.

This lesson is to help students analyze aspects and features of credit cards to know how to determine which would be best for various situations.

This lesson is to help students first learn applicable terms related to credit cards. They will then analyze aspects and features of credit cards to know how to determine which would be best for various situations.

This lesson will provide high school students with information about what information is collected by the three main credit bureaus and included on a credit report, and how credit bureaus share the information. Free resources for viewing personal credit scores also discussed.

This lesson will help students understand the difference between using debit cards as debit or credit and using credit cards. 

Building textual evidence through close reading of texts is a core proficiency addressed by the Common Core State Standards. This template is intended to support two or more educators in working collaboratively to create a cross-curricular lesson that supports students in honing their close reading skills, making inferences from texts, and constructing logical, evidence-based arguments. The toolkit was written for collaborative teams of ELA, Math and Social Studies or Science teachers, but can be used by other subject area configurations as well. The toolkit was developed by ISKME in collaboration with educators from 8 different states, who possessed varied subject area expertise.

Open Textbooks for Rural Arizona participants are invited to remix this template to share their courses, textbooks, and other OER material on our Hub."6th grade parent day: hallway poster" by woodleywonderworks is licensed under CC BY 2.0.

This activity is set as an introduction to the periodic table.  Students will be organizing and categorizing objects or ideas of their own choosing. 

Students will use MyFitnessPal or another teacher-approved website to record their food and drink consumption for 10 days. Then students will complete a reflection focused on analyzing if students met their recommended daily nutrition goals and nutrients.