In this lesson students will read to uncover hidden truths about the many contributions of enslaved Africans to the development of the United States. They will express their understanding by writing a text-based claim supported by evidence to show how African Americans paved the way for other marginalized communities to fight oppression, so the principles of American democracy apply to all people in America.

This is an extension activity after discussing cancer or lead into discussing about student choices. Essential QuestionsStudents will be able to to describe behaviors lead to skin cancer and how can it be prevented.Students will be able to explain the risk and reward behaviors.  

How are we connected to the patterns we see in the sky and space? Students develop models for the Earth-Sun and Earth-Sun-Moon systems that explain some of the patterns in the sky that they have identified, including seasons, eclipses, and lunar phases. They investigate a series of related phenomena motivated by their questions and ideas for investigations.

This unit is part of the OpenSciEd core instructional materials for middle school.

In this 6-part activity, students learn about climate change during the Cenozoic and the abrupt changes at the Cretaceous/Paleogene boundary (65.5 million years ago), the Eocene/Oligocene boundary (33.9 million years ago), and the Paleocene/Eocene boundary (55.8 million years ago).

This unit of investigation is introduced using the anchoring phenomenon of a rocket launch. Students investigate the concepts of what is fuel, why some materials react and others do not, the role energy plays in the rearrangement of atoms, and where does the energy to do this come from and finally what makes the rocket lift off if fire itself is not causing this.

This selection is an informational narrative in the form of a play or Readers' Theater. The play is about a group of boys and girls who are summertime campers at the National Sea Base camp in the Florida Keys. Their adventure includes camping, snorkeling, and sailing aboard the ship. This is a new adventure for the characters in this story.

Akiak is the story of a dog that desires to win the Iditarod with her owner, Mick. Akiak is injured and is disqualified from finishing the race, but she follows Mich and the team of dogs to the finish line. This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary from the text Amelia and Eleanor Go for a Ride. Pilot Amelia Earhart and first lady Eleanor Roosevelt are good friends and one night, after dinner at the White House, Amelia then offers to take Eleanor on an unforgettable night flight to Baltimore and back in the Curtis Condor twin-motor airplan. By the time they arrive back in Washington D.C., a group of reporters meets them at the airstrip. Eleanor admits to not flying this time, but has every intention to fly in the near future.

This lesson concentrates on Anne Frank as a writer. After a look at Anne Frank the adolescent, and a consideration of how the experiences of growing up shaped her composition of the Diary, students explore some of the writing techniques Anne invented for herself and practice those techniques with material drawn from their own lives.

This Anne Frank unit is designed with several lessons of various lengths. These lessons are usable in many different disciplines. Using one, several, or all of the lessons will address the unit's objectives to some degree. Students will accomplish some or all of the objectives depending on the number and nature of the lessons in which they participate.

This lesson sequence guides students to learn about the geography and the unique characteristics of the Arctic, including vegetation, and people who live there. Students use Google Earth to explore the Arctic and learn about meteorological observations in the Arctic, including collecting their own data in hands-on experiments. This is the first part of a three-part curriculum about Arctic climate.

This video segment from Wild Europe: "Wild Arctic" explores the struggle for survival in one of Earth's most extreme environments.

This activity helps students learn to be open-minded and to participate in respectful discussion using evidence and reasoning. These are great life skills that any citizen of the world should have. They’re also scientific argumentation skills. The ability to change one’s mind based on evidence and reasoning, to see issues as complex, and to look at issues and claims from different perspectives are all scientific argumentation skills. Students also learn that absolute answers rarely exist. These skills and understandings are useful beyond science for anyone interested in figuring things out and in talking with others about issues, particularly with those who have different perspectives and opinions.

The German Nazis were responsible for the systematic killing of millions of Jews.  Hitler called it “The Final Solution to the Jewish Problem.”  There were concentration camps set up throughout German controlled territories.  This project will focus on the largest and most notorious camp, Auschwitz-Birkenau, located in German-controlled Poland. Anne Frank and her family were discovered and arrested in August 1944. In September 1944 they were sent from the Westerbork Camp in the Netherlands to Auschwitz-Birkenau. Anne’s father, Otto Frank, survived and was liberated from Auschwitz-Birkenau in January 1945. 

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary from the modern fable and play, The Baker's Neighbor. In this play, the neighborhood baker Manuel bakes delicious smelling pastries and puts them out for sale each morning, but his neighbor, Pablo, loves to smell the fresh bakery every morning without purchasing any pastries. This irritates Manuel to the point where he feels Pable should pay to smell his baked goods, and Manuel takes his complain to the town judge who eventually offers a ruling that allows Manuel to get the pleasure of "touching" Pablo's gold coins in return for Pable "smelling" the bakery.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary from the text Blue Willow. Janey's father is an immigrant worker and this forces Janey and her family to move around every few months, but Janey finds a friend named Lupe and a place she would like to call home permanently. Janey has to go to Camp Miller School for immigrant children like herself and she finds once again she must learn whether the new teacher will be a friend or just another teacher like the ones before her.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary from the biographical text, Boss of the Plains. This biography relates the life of John Batterson Stetson as a hatting apprentice until he was diagnosed with tuberculosis and decided to explore the American West. During his time with the people of the West, he invents a better hat, nicknamed "Boss of the Plains," - the first real cowboy hat.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary using the fictional text The Bridge Dancers. In this book, two sisters, Maisie and Callie, are faced with a challenging situation. Callie gets hurt while their mother is away and Maisie must decide if she can rely on her knowledge of herbal medicine to save her sister's life.

BRIGHT Girls was a project to build broader participation in the sciences, led by the University of Alaska Fairbanks and funded by the National Science Foundation. We sought to increase students' motivation and capacity to pursue careers in STEM by engaging them in studies of nearby natural environments. The developed lesson plans may be used in formal or informal educational settings, e.g., in a summer academy or across multiple class periods. These investigations help students explore the relationships among life history and ecosystems, connecting biology to geology and remote sensing.

Are cell phones really safe for humans to use frequently? In this mock trial lesson, students will use claim, evidence, and reasoning to construct a scientific argument on the safety of the electromagnetic waves involved in cell phone technology. During the lesson process, students will hold a "trial" and each individual student will construct their own written "verdict" based on the evidence presented at the mock trial. This lesson results from the ALEX Resource Gap Project.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary using the modern fairytale, Cendrillon. In this Caribbean Cinderella story, Cendrillon is treated as a servant by her step-mother and half-sister. Nannin, the gogmother, uses a magic wand to ready Cendrillon for a ball, where Cendrillon meets a rich man's son, Paul, who falls in love with her and finds her when she is lost to him.

Using the landmark feminist short story "The Yellow Wall-paper," students will employ close reading concepts to analyze setting, narrative style, symbol, and characterization.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary using the children's novel, Charlotte's Web. A story of friendship and loyalty between Wilbur, a spring pic and a grey spider named Charlotte. Wilbur learns that he is being fattened for slaughter in the fall. Wilbur is at first disgusted by the fact that charlotte eats flies, but comes to both appreciate and love her.

The goal of this unit is that the students will be able to:
1. work in a blended learning environment to understand climate change and its impact on the world.
2. master a basic understanding of climate change
3. work in groups to research focused questions, present their research, and propose a way to combat climate change.
4. present their completed projects to their classmates. This unit is based on a lesson plan from The Learning Network found here: http://learning.blogs.nytimes.com/2015/04/22/guest-post-climate-change-questions-for-citizen-scientists/

This unit provides Common-Core aligned lessons based for Math 3, English 10, and Biology (NGSS Standards). The subjects are linked by a text on climate change, and they hit the standards of argumentation for English, comparing functions in Math 3, and human effects on environment in Biology.

This activity covers the role that the oceans may play in climate change and how climate change may affect the oceans. It is lesson 8 in a nine-lesson module Visualizing and Understanding the Science of Climate Change.

This is the seventh of nine lessons in the 'Visualizing and Understanding the Science of Climate Change' website. This lesson addresses climate feedback loops and how these loops help drive and regulate Earth's unique climate system.

How do clouds form? How are clouds affected by (and how do they affect) climate change? Students create a cloud in the classroom, and then investigate climate models and real-time cloud observation data. This guide is an extension of the TILclimate episode "TIL about clouds."

By the end of this course participants will…Understand how local phenomena interact with the Next Generation Science Standards, climate change, ecosystems, and people in a community.Experience how local phenomena and field investigations can build scientific understanding.

Elementary grade students investigate heat transfer in this activity to design and build a solar oven, then test its effectiveness using a temperature sensor. It blends the hands-on activity with digital graphing tools that allow kids to easily plot and share their data. Included in the package are illustrated procedures and extension activities. Note Requirements: This lesson requires a "VernierGo" temperature sensing device, available for ~ $40. This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. The Consortium develops digital learning innovations for science, mathematics, and engineering.

How can we conduct scientific research so that we have evidence to support a claim?Students in this problem-based learning module are invited to design a testable question to guide Scientific Research, Evaluate the pH of various solutions, Identify Variables, Conduct a Scientific Investigation, and Analyze/Communicate results.    How can we conduct scientific research so that we have evidence to support a claim? Antacid tablets are a multi-billion dollar industry.  Claims are made regularly by certain brands that their extra strength tablets contain “DOUBLE the acid neutralizing power per tablet of regular strength antacids.”  How effective are antacids?  Are double-strength antacids twice as effective as regular strength antacids?  Have you ever noticed a parent/guardian/family member take an antacid tablet? Stomach chemistry is about acids and bases.  When the pH of a stomach is too acidic then it might make the person have a stomach ache.  In some cases “heartburn” or “acid reflux” are used as terms to describe the problems some people face.  Antacids are usually basic which, when taken, might help raise the pH level in a stomach thus making a person feel better.You are invited to design an investigation with a partner, or a team of 4 students, to test your own idea about the effectiveness of antacids.  The challenge?  Have a driving question, clear variable identification, and an analysis of your results.  Materials for your test will be provided to you by your teacher.  At the culmination of your investigation your design team will make a 30-second pitch on your phone to show at your family Thanksgiving meal to explain the benefits (or negatives) of using antacids, and how antacids work.

Explore how populations change over time in a NetLogo model of sheep and grass. Experiment with the initial number of sheep, the sheep birthrate, the amount of energy sheep gain from the grass, and the rate at which the grass re-grows. Remove sheep that have a particular trait (better teeth) from the population, then watch what happens to the sheep teeth trait in the population as a whole. Consider conflicting selection pressures to make predictions about other instances of natural selection.

This Earth Exploration Toolbook chapter is a detailed computer-based exploration in which students learn how various climatic conditions impact the formations of sediment layers on the ocean floor. They analyze sediment core data from the Ross Ice Shelf in Antarctica for evidence of climate changes over time. In addition, they interact with various tools and animations throughout the activity, in particular the Paleontological Stratigraphic Interval Construction and Analysis Tool (PSICAT) that is used to construct a climate change model of a sediment core from core images.

Students make predictions about the stories and analyze story elements, compare and contrast the different stories, distinguish between fact and opinion, and draw conclusions supported by evidence from their readings.

This lesson provides teachers with support for using text-dependent questions to help students derive big ideas and key understandings while developing vocabulary from the series of poems, Danitra Brown Leaves Town. Danitra and Zuri are two city-girls and best friends, and Danitra goes away to her auntĺ䁥_s house for the summer. These poems tell a story about how the girls stayed in touch by writing letters to each other, and how they discovered that they could have fun apart from one another while still remaining friends.

This lesson provides teachers with support for using text-dependent questions and other CCSS instructional shifts to help students derive big ideas and key understandings while developing vocabulary from the text Dear Mrs. LaRue. Mrs. LaRue sends her dog, Ike, to obedience school because of a series of inappropriate behaviors that he displays toward everyone. Ike feels he has been wrongly sent to the school and writes letters to explain his perspective on what actually happened in each situation, trying to persuade Ms. LaRue to come and get him.

This activity is a two-part (three week) lab in which students initially develop a claim (non-scientific) and learn how to use evidence to support a claim. They then are provided with a scientific research question for which they need to make a claim supported with evidence from their own models (river/stream tables). Based on their results, they then ask a new research question, design the model, carry out their tests and report their results.

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Approximate time to complete: 45-70 minutesThis activity can be used in place of dissecting an owl pellet. Students decide which 4 prey items the snow leopard ate, make a bar graph, make a food web and then research and locate information about snow leopards.

Students learn about the amazing adaptations of the ptarmigan to the alpine tundra. They focus one adaptation, the feathered feet of the ptarmigan, and ask whether the feathers serve to only keep the feet warm or to also provide the bird with floatation capability. They create model ptarmigan feet, with and without feathers, and test the hypothesis on the function of the feathers. Ultimately, students make a claim about whether the feathers provide floatation and support this claim with their testing evidence.

In this problem-based learning module, students will work together collaboratively to establish questions and develop these questions into claims after being presented with the problem “How are today’s living standards contributing to the drug resistance disease crisis and what needs to be done to begin to reverse the effects of the contributing factors?”  The students will then work collaboratively to continue researching and will use the research to create a collaborative electronic public service announcement to go along with an individually written letter which will be sent to either a state representative, the FDA, lead community personnel, etc. Both products, the PSA and the letter will include their well defined claim, supported with evidence and backed up with reasoning.Prior to beginning module, please note: Module can be completed in isolation, or can be completed in conjunction with modules "Antibiotic Resistance and Antibiotic Policy" (science) and/or Advancing Change through Public Awareness (social studies) as part of a full interdisciplinary unit between 8th grade social studies, language arts and science.  This would allow for students to have a wider array of questions to guide their claims and the students could build the PSA in social studies and write the letter in Language Arts.

Lesson OverviewThis lesson, which will require multiple class periods to complete, involves a close reading of selected portions of The Declaration of Independence.  The lesson will begin by establishing students’ background knowledge regarding the American Revolution and the subsequent writing of The Declaration of Independence.  Vocabulary pertinent to the Declaration will be taught via a vocabulary board and periodically reviewed. The teacher will guide students through a PowerPoint presentation of the essential elements of a close reading of a text.  Students will work on developing reading strategies to manage a complex text such as the Declaration of Independence.  Students will analyze the tone, style, and organization of The Declaration of Independence as well as engage in a variety of small- and large-group discussions and routine writing activities.  Finally, they will compose an argument, asserting the rights of people with disabilities, connecting to The Declaration of Independence and as a source of evidence.Teacher Planning, Examples of Response Methods and MaterialsSee Full Lesson Plan AttachedEssential Question and NCSC Essential UnderstandingIs independence better described as a goal or a journey?Modified: “What does independence look like in my life goal and journey?”

We are naturally curious about the lives (and deaths) of authors, especially those, such as Edgar Allan Poe and Ambrose Bierce, who have left us with so many intriguing mysteries. But does biographical knowledge add to our understanding of their works? And if so, how do we distinguish between the accurate detail and the rumor; between truth and exaggeration? In this lesson, students become literary sleuths, attempting to separate biographical reality from myth. They also become careful critics, taking a stand on whether extra-literary materials such as biographies and letters should influence the way readers understand a writer's texts.

This activity can be used as an extension for unit over macromolecules or an application of the metabolism unit. The purpose behind this activitity is to really look at the foods and drinks we used to obtain energy and see of they do what they claim to do. The circle of viewpoints activity is built around generating a list of ideas/perspectives about a given topic and then using that information for a prompt to dive deeper into the topic.  This activity is built in in 3 parts Background reading and brainstormingQuestions and Reserch Socratic Circle

This Google Folder leads to an online module that is designed for students to learn concepts of evolution, descent with modification, natural selection, and more. There is both a student guide and a teacher's guide to help navigate through the module. Google forms are also available to support learning throughout the module. Interactive activities and simulations are also included for students to enjoy and learn from. 

In Unit 2 of the Explore the Salish Sea curriculum, students will review the water cycle, learn the parts of a watershed, and the effects of erosion and pollution, then learn ways of purifying these waters before they enter our streams and estuaries to safeguard these ecosystems for marine life and us.
Each unit in this series contains a detailed unit plan, a slideshow, student journal, and assessments. All elements are adaptable and can be tailored to your local community.

This Immersion Unit provides a coherent series of lessons designed to guide students in developing deep conceptual understanding that is aligned with the standards, key science concepts, and essential features of classroom inquiry (as defined by the National Science Education Standards).  Unit Overarching Concepts Populations of living organisms change or stay the same over time as a result of the interactions between the genetic variations that are expressed by the individuals in the populations and the environment in which the population lives. Science knowledge advances through inquiry. Unit Supporting Concepts Individual organisms with certain variations of traits (adaptations) are more likely than others to survive and reproduce successfully.When environmental conditions change it can affect the survival of both individual organisms and entire species. Natural selection determines the differential survival of groups of organisms. A small advantage in escaping a predator, resisting a drug, etc. can lead to the spread of a trait in a modest number of generations. Mutations are a source of variation in an individual’s genotype, and it can result in a change in phenotype––good or bad. Scientific progress is made by asking meaningful questions and conducting careful investigations, using appropriate tools and technology to perform tests, collect data, analyze relationships, and display data. No matter how well one scientific explanation fits observations, a new explanation might fit them just as well or better, or might fit a wider range of observations. In science, the testing, revising, and occasional discarding of explanations, new and old, never ends. This unit was developed through the large Math and Science Partnership project called System-wide Change for All Learners and Educators (SCALE), involving a collaboration among Los Angeles School District educators, California State University science and education faculty, and UW-Madison SCALE staff.

The Fifth Grade Elementary Framework for Science and Integrated Subjects,Earth and Space: Patterns in the Sky, uses the phenomena of perceived sun and moon movements that seem to move around the Earth to explore stars, Earth orbit and rotation and moon orbit around Earth.  It is part of Elementary Framework for Science and Integrated Subjects project, a statewide Clime Time collaboration among ESD 123, ESD 105, North Central ESD, and the Office of Superintendent of Public Instruction. Development of the resources is in response to a need for research- based science lessons for elementary teachers that are integrated with English language arts, mathematics and other subjects such as social studies. The template for Elementary Science and Integrated Subjects  can serve as an organized, coherent and research-based roadmap for teachers in the development of their own NGSS aligned science lessons.  Lessons can also be useful for classrooms that have no adopted curriculum as well as to serve as enhancements for  current science curriculum. The EFSIS project brings together grade level teams of teachers to develop lessons or suites of lessons that are 1) pnenomena based, focused on grade level Performance Expectations, and 2) leverage ELA and Mathematics Washington State Learning Standards.

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.

Einstein called Galileo the "father of modern physics." This media-rich essay from the NOVA Web site looks at Galileo's quest to understand the mathematics of motion.

Scientists don't always get it right. This video segment adapted from NOVA looks at Galileo's failed theory for the motion of the tides.

Gene mutations occur naturally through the DNA replication process with some results being fatal and others being helpful.  This lesson will explore the types of mutations that occur, the effect they have on DNA, and examples of diseases or conditions caused by the specific type of mutation.  Students will participate in a gallery walk to learn more about the types of mutations. 

The Geniverse software is being developed as part of a five-year research project funded by the National Science Foundation. Still in its early stages, a Beta version of the software is currently being piloted in six schools throughout New England. We invite you to try the current Beta version, keeping in mind that you may encounter errors or pages that are not fully functional. If you encounter any problem, it may help to refresh or reload the web page.

The Wasted: Don't Trash the Earth curriculum asks students to examine the impact of the waste we locally and globally produce and seek creative solutions to reduce this wastefulness by answering the driving question: "How can we, as youth, rethink waste?"

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the biographic text, Gloria Estefan. Along with her worldwide musical fame, Gloria Estefan also experienced tragedy, but continued to help others in unfortunate situations. Gloriaĺĺs success has allowed her to receive multiple honors and awards for her selfless work leading to her being referred to as "a star with a heart."

We will be using HHMI labs about lactose intolerance to discuss genetic variation and inheritance with our Lucile Packard Hospital School students.

After studying the basics of enzyme function, students will be exposed to the history and evolution of lactose intolerance/lactase persistence. Both whole group and individual activities will ask students to interact with the concept. They will conduct a lab to understand the role of enzymes in lactose digestion and communicate their knowledge by creating a public health poster.

After studying the basics of enzyme function, students will be exposed to the history and evolution of lactose intolerance/lactase persistence. Both whole group and individual activities will ask students to interact with the concept. They will conduct a lab to understand the role of enzymes in lactose digestion and communicate their knowledge by creating a public health poster.

Portland Public Schools has developed this unit. Their hope is that ALL K-5 students will be able to access rigorous, standards-aligned science instruction that engages them in hands-on experiences and sense-making through student discourse. They want to encourage all students to be critical thinkers and lifelong learners. To that end, the science and ESL departments at Portland Public Schools, in consultation with NGSS writer Rita Januszyk, have developed units that are aligned with both Next Generation Science Standards and Oregon’s English Language Proficiency standards.

In this unit, students observe glass objects, identify properties of glass and other materials, and investigate changes of materials when they are heated or cooled. They test materials to choose one to best solve an engineering problem with water bottles.

Portland Public Schools has developed this unit. Their hope is that ALL K-5 students will be able to access rigorous, standards-aligned science instruction that engages them in hands-on experiences and sense-making through student discourse. They want to encourage all students to be critical thinkers and lifelong learners. To that end, the science and ESL departments at Portland Public Schools, in consultation with NGSS writer Rita Januszyk, have developed units that are aligned with both Next Generation Science Standards and Oregon’s English Language Proficiency standards.

In this unit, students investigate how to protect a passenger in a mock car crash. Students learn about forces, including magnetic forces, and how they interact with objects. Students engineer a solution to protect a play-dough model based on what they have learned. Language focus is on describing movement, patterns, and supporting claims with evidence.

Portland Public Schools has developed this unit. Their hope is that ALL K-5 students will be able to access rigorous, standards-aligned science instruction that engages them in hands-on experiences and sense-making through student discourse. They want to encourage all students to be critical thinkers and lifelong learners. To that end, the science and ESL departments at Portland Public Schools, in consultation with NGSS writer Rita Januszyk, have developed units that are aligned with both Next Generation Science Standards and Oregon’s English Language Proficiency standards.

Students explore where the energy in our food comes from, the flow of energy in an ecosystem, and the cycle of matter. Students generate an initial model of a farm system and revise it throughout the unit as they learn more about the flow of energy and cycling of matter through seed investigations, observations, and discussions. The unit culminates in an engineering challenge using mostly recycled materials.

This inquiry by Amy Johnson, Longview Public Schools, is based on the C3 Framework inquiry arc. Students will look at multiple points of view on an assigned Intolerable Act. After researching primary sources, student will create a newspaper using BEST evidence from their sources that answers the question, "Why would this event the colonists to revolt?"

If you visited another world, you would notice a change in your weight, because the force of gravity acting on you there would be different from the force of gravity here on Earth.

Driving question:What is the most irrelevant theme to today's modern society from The Great Gatsby?Purpose:1. Students to think critically and analytically.2. Students to gain a more in-depth understanding of how to find themes within texts and be able to have a deeper connection with modern society. Standards: 1) 9-10. RL. 2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.2) 9-10.RN.4.3: Analyze seminal U.S. and world documents of historical and literacy significance, including how they address related themes and concepts. Grabbers: To show clips from the movie to highlight themes that will be assigned to students. These clips can be used as evidence for the students projects (video clips are in teacher materials tab).https://www.youtube.com/watch?v=jKs6tUxVC7M - Morals and American Dreamhttps://www.youtube.com/watch?v=jqA1ISMJJQY - Society and Class or Moralshttps://www.youtube.com/watch?v=uyZrLD_fDLY - materialism and Gender Roleshttps://www.youtube.com/watch?v=yH7eRHHVGGA - materialismhttps://www.youtube.com/watch?v=TTWumSE8GXM - moralityhttps://www.youtube.com/watch?v=MCxbZ8D7N1o - gender rolesLesson Summary:After the class has read the Great Gatsby, Groups of five will be assigned one main theme from the reading and they will have to support why they think their theme is the most relevant in today’s modern society. They will find sub arguments within the text in order to support this claim and present this information through a digital presentation. Students will also be required to use direct references and quotes to defend their answer. Groups should split up the work evenly and work collaboratively. Students will present their digital presentations to the class. Students will then have a debate taking the persuasive stance on why they think their theme is the most relevant and support it through evidence from their research. After the digital presentations are turned in, presented, and each student is informed by other group's theme in detail by the presentation and challanged by debate, students will write an individual reflection on what theme they personally think is the most relevant in today's society.Lesson Narrative:Introduction: Remind students of presentation expecptations and focuses on the central question asked - What is the most irrelevant theme to today’s modern society from The Great Gatsby?Presentations: Students representing groups that support the six themes from the book, (morality, American dream, society, class, materialism, and gender roles) give presentations that are informative, descriptive, and supported with evidence from the book and other outside sources to the class. Instructor: Asks leading questions during presentations to allow students to go more in depth on their theme. Addresses any questions or misinterpretations that occurred during the presentations. Debate: Each group will then be challenged by the other students of different themes and should argue why their theme is the most relevant in today's society. Each group should respectfully address one another and challenge each others ideas and to support their own with their evidence from their presentations. Each group should work together in order to work towards the goal of being the most relevant by collaboration.Instructor: The instructor uses questions to clarify factual claims, ask for supporting evidence, include other members within the class in the debate, and connect the presentations to the discussion to broaden the understanding of each theme/side to the book and it's relevance.Debriefing: The instructor again asks the driving question. Clarifies any confusion, questions, or misinterpretations raised during the debate. Then summarizes what happened during the debate and lets the class think about other group's stance on their themes. Culminating Activity:1. Provide closure for major driving question.2. Gives the opportunity for students to be persuasive and show their understanding of the lesson. Lesson SummaryAfter researching, presenting, and discussing the central driving question mentioned before, students should be able to write an individual essay based off of previous experience with the project. The individual essay will require the students to reflect on their understanding and take from their personal opinion on what they think the most relevant issue in The Great Gatsby to today's modern society. Example of Culminating ActivityA Persuasive EssayAnswer the following question as an individual reflection from the previous lesson: What is your personal opinion on what theme from the Great Gatsby is the most relevant in today's society? Now that you have researched, presented, and discussed extensively the main 6 themes from the Great Gatsby: morality, American dream, society, class, materialism, and gender roles, pick ONE of these themes and have sub-arguments, evidence, and quotes to support your opinion. This paper should be at least 5 paragraphs long, see guidelines below. The paper should be in MLA format and cited correctly. No direct quotes should be longer than three lines. Paragraph 1: Introduction - short summary of the book, thesis Paragraph 2: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument. Paragraph 3: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument.Paragraph 4: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument. Paragraph 5: Conclusion - Wrap up thoughts, restate thesis 

This lesson covers different aspects of the major greenhouse gases - water vapor, carbon dioxide, methane, nitrous oxides and CFCs - including some of the ways in which human activities are affecting the atmospheric concentrations of these key greenhouse gases. This is lesson six in a nine-lesson module about climate change.

Through ongoing partnership with teachers across New York City, New Visions has developed this course map for a high school biology course fully designed to the Next Generation Science Standards (NGSS) and the New York State Science Learning Standards (NYSSLS). Each unit follows a common structure: students engage with an anchor phenomenon and develop questions; go through sequences of learning and sense-making to develop and iterate on answers to those questions; then complete a three-dimensional performance task.

Through ongoing partnership with teachers across New York City, New Visions has developed this course map for a high school biology course fully designed to the Next Generation Science Standards (NGSS) and the New York State Science Learning Standards (NYSSLS). Each unit follows a common structure: students engage with an anchor phenomenon and develop questions; go through sequences of learning and sense-making to develop and iterate on answers to those questions; then complete a three-dimensional performance task.

In this guide, students’ exploration of AI is framed within the context of ethical considerations and aligned with standards and concepts, and depths of understanding that would be appropriate across various subject areas and grade levels in K–12. Depending on the level of your students and the amount of time you have available, you might complete an entire project, pick and choose from the listed activities, or you might take students’ learning further by taking advantage of the additional extensions and resources provided for you. For students with no previous experience with AI education, exposure to the guided learning activities alone will create an understanding of their world that they likely did not previously have. And for those with some background in computer science or AI, the complete projects and resources will still challenge their thinking and expose them to new AI technologies and applications across various fields of study.

Project 1: Fair's Fair
Project 2: Who is in Control?
Project 3: The Trade-offs of AI Technology
Project 4: AI and the 21st Century Worker

Visit the ISTE website with all the free practical guides for engaging students in AI creation: https://www.iste.org/areas-of-focus/AI-in-education.

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text "Happy Birthday Dr. King". When ten-year old Jamalĺĺs grandfather hears that the boy is in trouble for fighting to sit in the back of the bus, he tells Jamal about Rosa Parks, Martin Luther King, Jr., and the civil rights movement. Jamal responds with an idea for a skit for his schoolĺĺs King Day assembly.

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text, "Heat Wave." A fantastic heat wave hits a Kansas farm, roasting the geese, popping the corn in the fields, and causing other distressing events. The farm girl tries a few clever ways to get rid of it, and finally succeeds when she plants iceberg lettuce.

How can we Design Cattle to Better Meet Human Needs?

In this high school Storyline unit on genetics and heredity, students are introduced to ‘SuperCows’. As they explore the vast variety of cattle breeds, students discover that cattle are specialized for different purposes and while similar, the ‘SuperCows’ are clearly unique. Students wonder what caused this diversity and specificity which leads to investigations about the role of inheritance, DNA and proteins.

The High School Integrated Conceptual Science Program (ICSP) is a NGSS-aligned curriculum that utilizes the conceptual progressions model for bundling of the NGSS, High School Conceptual Model Course 1 and strategies from Ambitious Science Teaching (AST) to focus on teaching practices needed to engage students in science discourse and learning. Course 1 is the High School Integrated Physics and Chemsitry Course.   The goal of these units is to encourage students to continue in STEM by providing engaging and aligned curriculum. The focus of this year long course is on the first year of high school (freshman).  While the course is designed to be taught as a collection of the units, each unit could be taught as a separate unit in a science course.  A video about the new course shared its unique approach to learning and teaching. Wenatchee School District, one of the participating districts, wanted a way to share the program with the community. https://youtu.be/9AGk19YUi2oCourse 1 of the ICSP development was funded by Northwest Earth and Space Sciences Pipeline (NESSP) which is funded through the NASA Science Mission Directorate and housed with Washington NASA Space Grant Consortium at the University of Washington.

This lesson focuses on the twelve-year period from 1933-1945 in which Jews faced restrictions, were imprisoned, worked as slaves, and were starved, tortured, and murdered.  Six million Jews died during the Holocaust.  They will also read the play The Diary of Anne Frank which protrays a thirteen year old gilr's view of her daily life when she and her family went into hiding before being deported to a Nazi concentration camp.  Anne Frank was born to a Jewish family in Frankfurt, Germany, in 1929.  Her family immigrated to Amsterdam, the Netherlands, when she was four.  Anne had a happy childhood until 1940 when German forces invaded and occupied the Netherlands.  Anne and her family went into hiding in the attic above her father's business, where they lived for two years.  Students will review the elements of drama incuding dramatic structure such as characters, conflict, climax, and resoultion. They will also learn about dialogue and stage directions.  

In this problem-based learning module, students research and report on Hurricane Katrina, using an earth systems science analysis approach.

Hurricanes are a fact of life for millions of Americans each year, and billions more people around the world. What is a hurricane, and how can we prepare for them? Through a model and student-level data, students explore the factors influencing storm frequency and intensity. They also consider the language of storms, as well as steps to resilience. This guide is an extension of the TILclimate episode "TIL about hurricanes."

This activity relates water temperature to fishery health within inland freshwater watersheds as a way to explore how environmental factors of an ecosystem affect the organisms that use those ecosystems as important habitat.

In this learning activity, students use a web-based geologic timeline to examine temperature, CO2 concentration, and ice cover data to investigate how climate has changed during the last 715 million years.

Students practice building food chains and webs, explore interrelationships in the EOL Food Webs Tool, then model the flow of energy in food webs.

Students model how a complex system operates and how some parts of a complex system have more leverage or influence on the rest of the system. Students relate this to the interconnectedness of food webs.

The development of systems and network concepts for students can begin with this highly interactive inquiry into cell phone networks. Cell phones serve as a handy knowledge base on which to develop understanding. Each cell phone represents a node, and each phone’s address book represents an edge, or the calling relationships between cell phones. Students conceptualize the entire cell phone network by drawing a graphic that depicts each cell phone in the class as a circle (node) connected by directional lines (edges) to their classmate’s cell phones in their address book. Students are queried on the shortest pathway for calling and calling pathways when selected phones are knocked out using school and classroom scenarios.

Students then use a simulation followed by Cytoscape, visually graphing software, to model and interrogate the structure and properties of the class’s cell phone network. They investigate more advanced calling relationships and perturb the network (knock out cell towers) to reexamine the adjusted network’s properties. Advanced questions about roaming, cell towers and email focus on a deeper understanding of network behavior. Both the paper and software network exercises highlight numerous properties of networks and the activities of scientists with biological networks.

Target Audience:
This is an introductory module that we recommend teaching before each of our other modules to give students a background in systems. This module can be applied easily to any content area and works best as written for students between 6th and 12th grades but can be adapted for other ages. The lessons work best when in-person with students. If you are looking for an Introduction to Systems for remote learning, please use our Systems are Everywhere module.

This investigation begins with a phenomenon that is evidenced in most every produce aisle: Many of the vegetables that botanists classify as Brassica look and taste different. This investigation aligns with middle and high school Next Generation Science Standards as well as with agricultural science Plant Career Path Standards. Provided as an Open Source Lesson in Gather-Reason-Communicate format, this investigation supports teachers as students learn about the life cycle of flowering plants, how environmental and genetic factors influence an organisms's growth, how humans influence plants through plant breeding, and how scientists can use classification as a tool for understanding relatedness among organisms. This includes a lesson plan and supporting resources including videos, an interview, readings, and protocols.