The purpose of this course is for adult learners to improve their communication skills, particularly writing, by arguing effectively for a raise. Their arguments will consist of evidence-based claims. The target audience of this lesson is adults at the 7th grade reading and writing level. This lesson is intended for a real classroom. This module involves reading, writing and speaking components. The entire lesson will take roughly 30 minutes to complete.
During this problem-based blended learning module students will be designing their dream bedroom as well as creating a scale drawing of the items they chose to be in their bedroom. The launch activity introduces the students to Scale City, which is a video that explores scale models in the real world. Students are then given dimensions for a fictional bedroom to furnish with items of their choosing. Price is not considered in this module, but a budget could be introduced as an extension of the module. Students will then spend time researching items that they would want to place in their bedroom with the area constraints given. Students will have the opportunity to provide each other peer feedback on their bedroom designs. Once students have a rough idea of their bedroom design, they will spend some time creating a scale drawing of their bedroom on graph paper. This will give students the opportunity to use a scale factor to create a scale drawing. Students will again be provided feedback on their designs and be given time to reflect and redesign as needed. If students need extra time to practice using a scale factor and creating scale models, a station rotation lesson has been included as an optional resource.
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.
While studying the Articles of Confederation government and the Constitutional Convention in this problem-based learning module, the students will determine the benefits of peacefully changing an inept government. They will deduce the crucial steps needed for peaceful change to happen within a society. An area of research will be chosen to help solve a problem critical to the students’ middle school lives. Feedback will be gathered through a video interview or a Google Form survey of crucial stakeholders. Students will research the alternatives to improve upon their selected problem. Students will present their findings to a decision maker and wait to receive feedback.
This inquiry unit leads students through the different perspectives behind a decision to have a dam removed. This unit looks at similar Washington state dam removal decisions as well as the complex issue of having the Election dam removed near Puyallup, WA. Students will be introduced to the stories and traditional ways of knowing about salmon that the Puyallup Tribe has built their culture upon. Then they will explore the science behind hydroelectricity and build models to discover how carbon neutral energy is gathered through hydro dams. This inquiry unit ends with students researching different perspectives surrounding the current (2021) decision to remove the Electron dam including: the Tribe’s Fishery department, the ecosystem, the city council, the fishermen and the hydro-electrical company who currently owns the dam. With their research, students will do a socratic seminar to mimic the court case lawsuit that is ongoing against the Electron Dam.
Students need to practice all types of writing, and oftentimes argumentative writing is ignored in favor of persuasive writing. In fact, students may not even understand there is a difference between these two types of writing. In this lesson, students examine the differences between argumentative writing and persuasive writing. After choosing topics that interest them, students conduct research which becomes the foundation for their argumentative essays.
This unit is focused on the examination of a single topic, in this case, the Native Americans of the inland Northwest and conflict that arose when other non-native people started to settle in the northwest, and to specifically address the native populations that lived in the inland northwest. The materials were created to be one coherent arc of instruction focused on one topic. The module was designed to include teaching notes that signal the kind of planning and thinking such instruction requires: close reading with complex text, and specific instructional strategies or protocols are described that support students’ reading and writing with evidence are described in enough detail to make it very clear what is required of students and how to support students in doing this rigorous work. Materials include summative assessment of content and process, central texts, key resources, and protocols that support and facilitate student learning.
This activity is designed to help students understand the debates at the Constitutional Convention in 1787 that shaped America’s legislative branch of government. The primary goal of this activity is for students to discover how a compromise balanced the needs of large states and small states and how this led to the creation of the current House of Representatives and Senate.
7th Grade Historical Literacy consists of two 43 minute class periods. Writing is one 43 minute block and reading is another. The teacher has picked themes based on social studies standards, and a read-aloud novel based on social studies serves as the mentor text for writing and reading skills. More social studies content is addressed in reading through teaching nonfiction reading skills and discussion.
Standards reflect CCSS ELA, Reading, and Social Studies Standards.
During this problem-based learning unit, students will explore dystopian societies of past and in short stories in order to identify dystopian elements in today’s society. In turn, students will have a choice between multiple product outputs in which they will apply what they have learned to modern day life and provide ideas of how to improve our society by combating these dystopian elements.*Students will need some prior knowledge of Nazi Germany, Civil Rights America in 1930’s, Present Day China, and Sierra Leone in order to make connections to why these societies have dystopian elements.
In this problem-based learning module, students will be given the chance to plan their idea of the perfect party. They are given a budget of $2,500, this is the maximum amount of money they can use. The goal is for students to plan a party that they think people would want to attend and would enjoy being a part of. The students will need to come up with categories of what their party will need (food/drink, decorations, entertainment, location, etc). These will then be the stations students will move at their own pace through to complete the party planning. At each station they will need to identify what they are doing to have/do for the party and how much it will cost. They will then have to figure out the unit cost (cost per person) for that category. The final station should allow for students to find the total cost of their part and total unit cost per person for the party. If the total cost exceeds $2,500 students should make adjustments as needed.Students will then create an advertisement (commercial, flyer, poster etc.) to promote their party as the “PARTY OF THE YEAR!”Students will then present these advertisements to school staff, parents, administrators etc. to vote on the party they would want to throw for their own child. They should take into consideration cost per person, entertainment, and enjoyment of the party.
A team of middle school teachers developed an integrated unit spanning math, social studies and ELA, and focused the unit centering on the life of Galileo, including some of his investigations, his beliefs based on evidence, and his conflicts with the Catholic church.
Food waste is a major contributor to greenhouse gas. Wasted food and the resources to produce that food are responsible for approximately 8% of global greenhouse gas emissions. In this storyline, students learn about the resources required to produce food through following the carbon cycle and discover how food waste contributes to climate change. They will also learn the farm to table transport chain as well as how to conduct a food waste audit. Finally, the students will research solutions to the problem of food waste that can be applicable to their own lives, their school, and their community.
Artists are often particularly keen observers and precise recorders of the physical conditions of the natural world. As a result, paintings can be good resources for learning about ecology. Teachers can use this lesson to examine with students the interrelationship of geography, natural resources, and climate and their effects on daily life. It also addresses the roles students can take in caring for the environment. Students will look at paintings that represent cool temperate, warm temperate, and tropical climates.
In this lesson students will: Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards; Identify natural resources found in particular geographic areas; Discuss ways in which climate, natural resources, and geography affect daily life; Apply critical-thinking skills to consider the various choices artists have made in their representations of the natural world; Make personal connections to the theme by discussing ways they can be environmental stewards.
Through a mock summit simulation, students explore current questions about climate change issues and the validity of climate change claims. Students argue for and against implementation of solutions, using research to support arguments. During the research phase, students use an online Chrome extension (Diigo) to create a shared database of current climate change multimedia information that will support their claims. During the summit, students assume the role of an ambassador for a specific country. Then, students use their collected research to take a position which either validates or denies current climate change assertions such as: Climate change is a global issue and demands a unified response.Climate change is caused by human activity. We should demand utility companies to use 20% electricity from renewable energy sources.We should regulate CO2 as a pollutant. Finally, students create a multimedia presentation that represents their country’s final stance on the climate change issue and the summit’s suggested solutions.Standards:Ohio Science (Grade 7)CCSS ELA (Grade 7)
Students will be exploring the idea of ecosystems and wildfires. They will become familiar with what an ecosystem is and how to keep them healthy. Students will also see the positive and negative effects of wildfires on ecosystems. Also how wildfires influence the local government and federal government when it comes to land management.
Investigate the academic fraud that affected thousands of UNC students and athletes with this video and educational materials from PBS NewsHour from October 23, 2014.
This video goes over the basics of a 5-paragraph argumentative paper, including the rebuttal. There are examples for each paragraph (introduction + thesis, body paragraphs, rebuttal paragraph, and conclusion).
The original Native American story component lesson was developed as part of an Office of Superintendent of Public Instruction (OSPI) and Washington State Leadership and Assistance for Science Education Reform (LASER) project funded through an EPA Region 10 grant. The stories were told by Roger Fernandes of the Lower Elwha Klallam tribe. Mr. Fernandes has been given permission by the tribes to tell these stories.As these lessons and stories were shared prior to the adoption of the Washington State Science Learning Standards in 2013, there was a need to align these stories with the current science standards. This resource provides a current alignment and possible lesson suggestions on how these stories can be incorporated into the classroom. This alignment work has been funded by the NGSS & Climate Science Proviso of the Washington State Legislature as a part of North Central Educational Service District's award.
- Environmental Science
- Arts and Humanities
- Environmental Studies
- Elementary Education
- Life Science
- Ethnic Studies
- Material Type:
- Lesson Plan
- Teaching/Learning Strategy
- MECHELLE LALANNE
- Kimberley Astle
- Lori Henrickson
- Johanna Brown
- Carissa Haug
- Ellen Ebert
- Barbara Soots
- Date Added: