Imagine combinar elementos da Língua Espanhola, Comida, Cultura e
Conservação da Agrobiodiversidade correlacionados em um único material! Caminhando
para um ensino contextualizado e de forma didática, pretende-se propiciar um melhor
entendimento do ser humano como parte do ambiente no qual vive.
A cartilha Colores y Sabores: comida de la Triple Frontera (Español en Contexto)
é fruto da dissertação Diversidade cultural na diversidade alimentar: a comida da Tríplice
Fronteira, apresentada ao Programa de Mestrado Profissional em Rede Nacional para o
Ensino das Ciências Ambientais (PROFCIAMB). Vislumbrando facilitar o processo de
ensino-aprendizagem de Ciências Ambientais na Educação Básica, além de contribuir
também ao ensino de língua espanhola, surge a ideia da cartilha na tentativa de minimizar
os efeitos causados pela compartimentalização do conhecimento: a desarticulação entre a
realidade e os saberes.
Pensando em uma maneira de interligar os saberes, diminuir as barreiras entre as
áreas do conhecimento e mitigar as dificuldades de correlacionar os conteúdos
aprendidos entre si e com o cotidiano surge a proposta de relacionar Língua Espanhola
com cultura e conservação da agrobiodiversidade por meio da comida. Assim, a Língua
Espanhola aparece como um instrumento facilitador do ensino das Ciências Ambientais.
Para isso, esse material está constituído por reflexões sobre a comida da Tríplice
Fronteira, trazendo algumas comidas citadas pelos discentes do Instituto Federal do
Amazonas – campus Tabatinga e seus respectivos modos de preparo, além de atividades
desenvolvidas especialmente para contribuir com o processo de ensino-aprendizagem.
Então não perca esta chance de mergulhar no mundo das Ciências Ambientais por
meio da comida, tendo a Língua Espanhola como ferramenta, permitindo a
contextualização da temática com seu cotidiano! Espero que desfrute da leitura e tenha
um aprendizado muito mais feliz!

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of the first chapter of W.E.B. Du Bois€' The Souls of Black Folk.

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students€' abilities to make evidence-based claims through activities based on a close reading of President Ronald Reagan€'s First Inaugural Address and Secretary Hillary Clinton€'s 2011 APEC Address.

The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read-alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Different Lands, Similar Stories; Fables and Stories; The Human Body; Early World Civilizations; Early American Civilizations; Astronomy; Animals & Habitats; Fairy Tales; and History of the Earth.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' €abilities to make evidence-based claims through activities based on a close reading of the Commencement Address Steve Jobs delivered at Stanford University on June, 2005.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

The goal of the Listening and Learning Strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced, and coherent read_alouds. The 9 units (or domains) provide lessons (including images and texts), as well as instructional objectives, core vocabulary, and assessment materials. The domain topics include: Nursery Rhymes and Fables; Five Senses; Stories; Plants; Farms; Kings and Queens; Seasons and Weather; Colonial Towns; and Taking Care of the Earth.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

This resource has many conversations with plentiful audio that can be adapted to ESL learners of several levels. It includes conversations, vocabulary words and grammar exercises, all with audio support. There is an editable .docx version for easy customization and differentiation.

In this unit students dive into the world of Greek mythology. Over the course of the unit students will read the classic myths of Pandora, Arachne, and Echo and Narcissus. In reading the myths, students will gain a deeper understanding of the gods and mortals in ancient Greece and how the ancient Greeks used mythology as a way to make sense of and interpret the world around them. Students will also continue the thematic exploration from previous units about how a person’s beliefs, ethics, or values influence that person’s behavior.

Over the course of the unit, students will read multiple versions of the classic myths. The primary focus of this unit is on close reading and analyzing the differences among the versions and critically analyzing an author’s choice of genre. In doing so, students will be challenged to think about how the structural elements of different genres, particularly prose, drama, and verse, allow a reader to better understand a story or text. Students will also explore how the point of view in which a story is written, either third-person point of view or first-person point of view, changes the way a story is told and the depth of information that a reader knows. Another focus of this unit is determining the central theme of the myths. Because the stories in this unit are shorter than the novels students have read so far, this unit offers students practice in finding the theme of a shorter text and explaining how the author uses evidence to develop the theme.

The entirety of Shakespeare's Macbeth is provided in easy to access scene links. There are related resources linked at the bottom as well.

A unit that will develop a model for constant velocity using verbal, graphical, and quantitative representations.  It begins with a paradigm lab using a constant speed toy cars (or any other similar device).

This unit begins with a discussion on the importance of a constitution which leads into the importance of limiting government, rule of law and separation of powers.  Then attention turns to different ways to structure a government (Presidential vs. Parliamentary, Federal vs. confederate vs. Unitary, Direct Democracy vs Representative Democracy).  Students will finish the unit by exploring and comparing the constitutions of multiple countries.

This is a short unit for grades 3-5 about how to take notes and cite sources properly for a research project.

Core Knowledge First Grade Language Arts —The History of the Earth (8 Daily Lessons)