For the 75th anniversary of the Golden Gate Bridge, artist Stephanie Syjuco created an expansive shop of souvenirs produced in a monochrome palette: the memorable orange hue of the Golden Gate Bridge. Working with the same paint used to keep the bridge looking fresh, Syjuco's installation features all things reddish-orange: teacups, jewelry, postcards and tchotchkes that are surprisingly not for sale, but presented together as a conceptual art installation. This video offers a behind-the-scenes look at Syjuco’s collaborative process.

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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: Find the area and perimeter of the colored part of each of the six figures below. The purple, blue, orange, red, and green figures are composed of smal...

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 asects of the task and its potential use. Here are the first few lines of the commentary for this task: The students in Mr. Rivera's art class are designing a stained-glass window to hang in the school entryway. The window will be 2 feet tall and 5 feet w...

Lesson designed for a 7th Grade ELA Deaf Education class room. Discusses the differences between fiction and non-fiction in literature as well as how to use the title and cover of the book to create an educated guess on whether the book is fiction or non-fiction. The lesson includes a learning center in which students apply what they have learned into a practice in which they organize characteristics of fiction and nonfiction into their appropriate category. 

A microcontroller (MCU for microcontroller unit) is a small computer on a single integrated circuit. In modern terminology, it is similar to, but less sophisticated than, a system on a chip (SoC); an SoC may include a microcontroller as one of its components. A microcontroller contains one or more CPUs (processor cores) along with memory and programmable input/output peripherals. Program memory in the form of ferroelectric RAM, NOR flash or OTP ROM is also often included on chip, as well as a small amount of RAM. Microcontrollers are designed for embedded applications, in contrast to the microprocessors used in personal computers or other general purpose applications consisting of various discrete chips.

Oh, no! I’ve dropped my phone! Most of us have experienced the panic of watching our phones slip out of our hands and fall to the floor. We’ve experienced the relief of picking up an undamaged phone and the frustration of the shattered screen. This common experience anchors learning in the Contact Forces unit as students explore a variety of phenomena to figure out, “Why do things sometimes get damaged when they hit each other?”

Student questions about the factors that result in a shattered cell phone screen lead them to investigate what is really happening to any object during a collision. They make their thinking visible with free-body diagrams, mathematical models, and system models to explain the effects of relative forces, mass, speed, and energy in collisions. Students then use what they have learned about collisions to engineer something that will protect a fragile object from damage in a collision. They investigate which materials to use, gather design input from stakeholders to refine the criteria and constraints, develop micro and macro models of how their solution is working, and optimize their solution based on data from investigations. Finally, students apply what they have learned from the investigation and design to a related design problem.

In this unit, students develop ideas related to how sounds are produced, how they travel through media, and how they affect objects at a distance. Their investigations are motivated by trying to account for a perplexing anchoring phenomenon — a truck is playing loud music in a parking lot and the windows of a building across the parking lot visibly shake in response to the music.

Unit Summary
In this unit, students develop ideas related to how sounds are produced, how they travel through media, and how they affect objects at a distance. Their investigations are motivated by trying to account for a perplexing anchoring phenomenon — a truck is playing loud music in a parking lot and the windows of a building across the parking lot visibly shake in response to the music.
They make observations of sound sources to revisit the K–5 idea that objects vibrate when they make sounds. They figure out that patterns of differences in those vibrations are tied to differences in characteristics of the sounds being made. They gather data on how objects vibrate when making different sounds to characterize how a vibrating object’s motion is tied to the loudness and pitch of the sounds they make. Students also conduct experiments to support the idea that sound needs matter to travel through, and they will use models and simulations to explain how sound travels through matter at the particle level.
This unit builds toward the following NGSS Performance Expectations (PEs) as described in the OpenSciEd Scope & Sequence: MS-PS4-1, MS-PS4-2. The OpenSciEd units are designed for hands-on learning and therefore materials are necessary to teach the unit. These materials can be purchased as science kits or assembled using the kit material list.

Created by NHPRC Teacher Participant/Creator: Michael Freydin: Adaptable to other grades. Cumulative assignment for the end of the year. During previous lessons, student have evaluated their own place in history, and in our nation’s history. This final project builds on their understanding of history by conduct an interview to connect neighborhood/family history to world history events.

The anniversaries of the terrorist attacks on the United States on September 11, 2001, and the signing of the Constitution on September 17, 1787, provide us an opportunity to reflect upon who we are as Americans, examine our most fundamental values and principles and affirm our commitment to them, and evaluate progress toward the realization of American ideals and propose actions that might narrow the gap between these ideals and reality. The following lessons are designed to accomplish these goals.

This course aims to increase understanding and knowledge of our food and fiber system, giving a starting point for students to explore pathways and occupations related to the agriculture industry, and gain hands-on experience learning basic agricultural practices. This curriculum, designed for eighth-graders, is intended to be student-led and inquiry-based.  Written by Emma Sunderman; Ice Cream in a Bag Lesson Plan by Caleb tenBensel; other activities developed and curated by Nebraska AFNR educators

The Level of Care (LOC) Matrix protocol updates the decades-old method of determining a rate based on a child’s age. The new protocol is designed to match the daily care and supervision needs of a child or youth based on level of intensity and the abilities of the resource family; which translates to a rate. Come hear the basics; updates and how some counties and providers are implementing the new protocol.

This workshop is designed for anyone who deals with Commercially Sexually Exploited Children (CSEC) victims and their families.

This workshop will provide information on collaboration efforts between public agencies and community partners to effectively implement the Continuum of Care Reform (CCR) initiative. It will discuss the collaborative relationships among Child Welfare Services; Mental Health; Probation; TulareWORKS; Tulare County Office of Education and Parenting Network (parent partners). The workshop will also discuss the implementation of Child and Family Team (CFT) meetings in Tulare County that started with a pilot program in 2016.

As the healthcare system evolves to meet the changing demands of an increasingly diverse nation; creating an equally prepared system of services that address these needs has become a top priority for all service providers. Dr. Isaiah Pickens will discuss the challenges for families of navigating within and across systems and the promise of integrating a relationship-based framework to meet their needs; while providing evidence-based care. This keynote address will inspire service providers to use relationships for building resilience in both their clients and themselves.

Through this unit, students will explore Asian American and Pacific Islander (“AAPI”) women’s poetry in order to craft and inspire their own poetry. After analyzing and interpreting poems, students recognize poetry as a vehicle to express their own untold stories about events small and large.
This unit will expose students to voices of AAPI women poets. Their experiences will help facilitate a dialogue of identity, beauty, tradition and activism. Many students face these issues during this pivotal time of their development.
Furthermore, this unit will help students explore their viewpoints as they craft and design their own poems and explore the readings. This unit allows students of all abilities and intersectionalities to make their voices heard and draw from their unique perspectives.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 7.5, HS.2, HS.11
Geography: 6.14, HS.51
Historical Knowledge: 6.21, 8.22, 8.25, HS.63, HS.64, HS.65, HS.66
Historical Thinking: 7.25, 8.32
Social Science Analysis: 6.24, 6.27, 7.28, 7.29, 8.36, HS.78

This lesson is designed to help educators find out how familiar their students are with letters and words and also give students an opportunity to develop their fine motor skills.

This is an ongoing series of lessons to teach the 26 letters of the alphabet through functional skills that can be used on a daily/weekly basis building on and transferring to other educational task. These lessons incorporate coloring, marking, painting, cutting, pasting, creating, listening and following directions.

This lesson uses a familiar fairy tale to teach writing. It is designed to emphasize using varied sentence patterns in writing.

Students and professionals in science, design and technology have to develop and communicate concepts that are often difficult to comprehend for the public, their peers and even themselves.

IMAGE | ABILITY – Visualizing the Unimaginable, will help you enhance your communication and interpersonal skills and provide insight, tips and tricks to make such complex and seemingly unimaginable concepts and ideas imaginable.

After finishing this course you will be more skilled in finding the right visual language to convey your ideas, thoughts and vision. You will be able to illustrate units and quantities, concepts and themes and you will know how to unravel complexity by using diagrams and schemes.