A two day STEM lesson where students get a hands-on experience understanding positive and negative integers. Students will understand how temperature demonstrations and their own created models are used to visualize positive and negative integers in relation to 0 in real-world settings. Students will summarize their understanding of the relationship between positive and negative integers in relation to 0 for the evaluation of this lesson in a journal format.
In this Model Eliciting Activity, MEA, students will create a working model that can determine the best regolith to binder solution for a settlement on Mars. The students are contacted by a company that requests their services. Students will read about, study and create their own lunarcrete (moon concrete). Students will work as a team to evaluate the provided data and determine which solution is most effective. Students will find the unit rate of the lunacrete mixes. Finally, students will write a letter to the company defending their process giving reasons and data.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.
In this lesson, students will learn how to create and present a PowerPoint about a personal novel selection. Students will use their background knowledge about story elements to create an advertisement about a book they have read or are currently reading. A rubric will serve as a checklist for the creation and evaluation of the PowerPoint.
Using a digital video recorder, 6th grade students will create an informational video that teaches 4th grade (or 5th as an FCAT review) students about weathering and erosion using images from around the school and local areas. This will most likely be a long-term project, depending on how many digital video recorders and computers are available.
This lesson is part three of a three-part unit that describes the importance of teamwork to resolve life's issues and problems. The goal of this lesson is to compare and contrast two editorials that both describe President Barack Obama's State of the Union address. Students will use close reading, questioning, cooperative learning, note-taking, graphic organizers and discussion in order to get ready for the summative assessment: a debate as a culminating performance task to address the issue of working together to achieve unity.
In this lesson, students will compare two characters from the novel, The View from Saturday, analyzing how many of their physical and emotional needs were met by the time the story ends. This determination will be reached by using Abraham Maslow's "Hierarchy of Needs" as a guide. Students will also explore the influence of gender on how many human needs are reached in someone's lifetime. As a summative assessment, students will compare two characters from the novel, identifying the needs each character fulfilled and interpreting their findings in the form of a written analysis. Students will use their analysis and comparison as the basis for an informal class debate.
In this lesson, students will debate the issue of whether a character was justly punished for his violation of a school rule: standing in respectful silence during the national anthem. They will assume the identities of administrators, teachers, parents, and students while arguing the issue in a mock PTSA meeting held in a school library or auditorium. In preparation for the debate, students will be asked to speak and write from the perspective of a character, stating their opinions in a slanted or biased way in both a newspaper article and persuasive paragraph using text evidence to support their perspective.
This lesson is based on teaching 6th graders the art of assertively communicating in argumentative writing. They will use the topic of "Banning Cell Phones in Schools" to practice identifying a topic, exploring the PROS and CONS of the topic, identifying arguments and then supporting those arguments with details and evidence. They will write in the form of an argumentative letter and the culminating activity will be a presentation to the principal of their school, who is considering banning cell phones in the school.
This lesson was designed to provide students the opportunity to conduct research using a variety of resources to gather information about the countries of Poland and Germany during World War II. In small groups, the students will conduct research using a variety of resources. They will create a digital presentation with the accompanying information to share with the class. This lesson can be taught at the start of a Holocaust novel study unit for Daniel's Story by Carol Matas or another novel.
In this multi-day lesson, students will work collaboratively to conduct brief research and create a presentation on one of the habits, from the book The 7 Habits of Highly Effective Teens. After sharing their multimedia presentations with the class, students will determine which one is most important to them personally. Students will write a response to explain how that habit can provide a positive personal impact.
This collection of teaching ideas offers multiple activities to support rich classroom discussions on Dr. King and the events of the Civil Rights Movement. Writing, WebQuests, and other extension ideas are included in this resource.
This is a sixth grade unit using the short stories in The House on Mango Street by Sandra Cisneros to identify point of view, interpret a character's perspective, and utilize plot elements to retell a story. This unit includes several graphic organizers, an assessment, and an answer key with sample responses.
This is a sixth grade unit on the mystery novel "The Westing Game" by Ellen Raskin. Students will analyze the character's motives, identify clues to solve the mystery, make predictions about the conclusion, and identify 'red herrings'. This unit on detective fiction includes a complete packet with graphic organizers, a pacing guide, and an assessment with answer key.
Set the stage for high-interest reading with a purpose through a biography project. In this lesson, students work together to generate questions they would like to answer about several well-known people, then each student chooses one of these and finds information by reading a biography from the library and doing Internet research. Students create a graphic organizer (a web) to organize the facts they have found and share what they have learned about their subjects through oral presentations. Students evaluate themselves and their classmates by using a rubric during the research and graphic organizer-creation process and by giving written feedback on one another's presentations. Teachers also evaluate the students' presentations with a rubric that is included in the lesson.
Type: Unit/Lesson Sequence
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