Course Description: This course will assist learners to find the math that is used in the real-world. Learners will learn how to solve real-life problems using mathematical stills they will acquire as they work through these lessons. By the end of this course, learners will be able to design their own project and discuss the math in it with their classmates.
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Adult education classrooms are commonly comprised of learners who have widely disparate levels of mathematical problem-solving skills. This is true regardless of what level a student may be assessed at when entering an adult education program or what level class they are placed in. Providing students with differentiated instruction in the form of Push and Support cards is one way to level this imbalance, keeping all students engaged in one high-cognitive task that supports and encourages learners who are stuck, while at the same time, providing extensions for students who move through the initial phase of the task quickly. Thus, all
students are continually moving forward during the activity, and when the task ends, all students have made progress in their journey towards developing conceptual understanding of mathematical ideas along with a productive disposition, belief in one’s own ability to successfully engage with mathematics.
Ir, Ser, and Tener are irregular Spanish verbs. They have their own unique conjugations and follow different rules in the present tense than regular present tense verbs. In this seminar you will review how these verbs are conjugated as well as some other irregular verbs.ACTFL StandardsCommunication: Interpersonal Communication, Presentational CommunicationComparisons: Language ComparisonsLearning TargetI can match a character in a headline to a supporting visualHabits of MindThinking flexiblyCritical Thinking SkillConstruct Meaning
Mother, father, sister, brother, aunt, and uncle are just a few words you will learning about in this seminar. You will be able to identify various family members in your family as well as in other people's families by using possessive adjectives as well. Combine this new knowledge with previously reviewed adjectives and verbs to begin telling more and more about what others are like and what they do.ACTFL StandardsCommunication: Interpersonal Communication, Presentational CommunicationComparisons: Cultural ComparisonsLearning TargetI can say or write something about the members of my family and ask about someone’s family.Habits of MindApplying past knowledge to new situationsCritical Thinking SkillInternalize
The intention of this curriculum guide is to provide teachers with supplemental materials to use to support students in strengthening their skills in various concept areas that are crucial for understanding beginning algebra. The activities are broken down by skill with links provided below. This is intended as a way to provide students with engaging, primarily computer-based activities to get extra practice with material that is covered elsewhere in the curriculum. This collection focuses on simulations and games using the computer—some resources may be ripe for teachers to develop unique activities to accompany the simulation and some possible suggestions are included with the descriptions. This series is intended to be pick-and-choose.
In this Curriculum Guide:
Activities and practice with: Integers, Exponents, Order of Operations, Distributive Property, Expressions, Equations and Basic Graphing
This unit explores Performance Expectations MS- LS2-4, LS2-5 by having students collect local ecosystems data with a variety of computational tools: pH sensors, turbidity, oxygen levels and temperature – and to develop a presentation to communicate how and why their stream is a healthy habitat, or not!
This unit explores Performance Expectations MS-ESS2-5 and MS-ESS2-6 to engage students in constructing an explanation through modeling and analyzing data for why so many tornados occur in the United States, and specifically ‘Tornado Alley!
This unit explores the NGSS Middle School bundle for Engineering Design (MS-ETS1-1, MS-ETS1-2, MS-ETS1-3, MS-ETS1-4) by engaging students in a Project-Based engineering task where students develop and apply their understanding of solar energy to create a solar device which can generate electricity for people who have lost power due to a natural disaster.
This Unit for the 4th Grade Kit, Waves and Energy, weaves together the various FOSS
investigations in the context of an authentic and engaging storyline. Through an imaginary
correspondence with a 4th grader who lives in the village of Ghaghara, India, students use a series of investigations to build their skills and content knowledge in order to solve larger problems being
faced by their friend, Parvathi. Students engage in project-based learning while using science and
engineering practices to help solve everyday problems in the context of Parvathi’s life. Students
also use online research and evidence from investigations to construct claims based on evidence
which inform and drive their practice of engineering.
In this Unit, students embark on a mission to create a campaign which promotes seat belt use for a teenage audience. In the context of this project, students explore NGSS PE’s 3-PS2-2, 3-PS2-1, 3-5-ETS1-1, 3-PS2-3, and 3-PS2-4 while investigating the effects of balanced and unbalanced forces acting on an object. Through a series of collect evidence to write a claim based on evidence for why seatbelts are important.
What types of things do you need at a party? What are some decoration items? What do people eat? There is a lot that goes into planning an event and to be able to provide a clear description of your event in Spanish, you will learn these words!ACTFL StandardsCommunication: Interpretive Communication, Presentational CommunicationCultures: Relating Cultural Products to PerspectivesLearning TargetI can recognize information about when and where an event will take place.Habits of MindThinking and communicating with clarity and precisionCritical Thinking SkillClarity
Planning a party or being at a party can be a lot of fun. What types of activities happen at a party or do people do You may already know a few, but in this seminar we will take a look at more specific verbs dealing with a party.ACTFL StandardsCommunication: Interpersonal CommunicationCultures: Relating Cultural Practices to Perspectives Learning TargetI can ask for and provide information on various topics.Habits of MindApplying past knowledge to new situationsCritical Thinking SkillClarity
In the event that you have been significance to find subjective and individual research projects, at that point you will discover all that you require at Term Paper Specialist. This is the main place to get proficient quality, convenient, moderate and individual research papers!
Combined with the three other modules bearing the same name, students will learn what is trustworthy on the internet. This module focuses on the credibility of websites based on who created it, when it was created/updated, and why it was created. After students go through a station rotation on the subject, they will create a checklist, in small groups, that will help peers understand which sources to trust on the internet.
The high school earth and physical science unit moves through an exploration of tectonic plates, why and how they move, and the earthquakes that they cause. As the final project, teams learn about Early Warning Systems for earthquakes and how they have saved millions of lives in other countries. Teams take on a population in Oregon and design a ShakeAlert system to give them the seconds required to prepare for a mega earthquake.
This grade-3 magnet unit uses stations and challenges to facilitate exploration of magnets. The grand finale is a magnet show that student create and perform for an audience. Aligned to NGSS standards in Force and Motion.
This is an assignment that can be given to students taking an American Sign Language course, to enrich their learning.
Choose from a list of opportunities that will enrich your ASL and Deaf Culture learning. These assignments are related to the Deaf Community, Deaf Culture, ASL communication, and service work. You will complete 1 enrichment assignment each week.
Go to the Personal Enrichment Learning Form and make a copy of the spreadsheet for your personal use by selecting 'File>Make a Copy'. Name your form 'Personal Enrichment Form_your name'.
Each enrichment option explains the required documentation to include (i.e. recorded conversation, written paper, picture(s), signatures, etc.).
Fill out the form with the assignment you did for the week. Add a link that shows the documentation for the assignment and add the week you completed it (i.e. week 2).
You will be graded on the below criteria:
Participation, Attitude, and Effort
Following Instructions and Requirements
Documentation of Completion