In this unit, students will explore the meaning of true friendship by reading Charlotte’s Web by E.B. White. Charlotte’s Web, a classic novel written in 1952, clearly illustrates how difficult and scary it can be to make a friend, yet how rewarding a true friendship really is. Over the course of the novel, students will consider what it means to be a good friend, whether or not friendship is always easy, and whether or not conflicts and struggle really are an important part of strengthening friendships. By deeply connecting with the characters, students will learn about the power of helping others, how creativity and determination can help solve problems, and that people can and do change. Students will also begin to understand the cycle of life and beauty, and the emotional responses that come with death through the eyes of Wilbur. It is our hope that this unit, in connection with other units, will provide the foundation for developing empathy and understanding about true friendship and life.

Charlotte’s Web was chosen not only because of the strong theme of friendship and life, but because it is a classic in children’s literature. Charlotte’s Web was written in the early 1950s and contains themes and language that are more archaic than other texts from the year. Therefore, students will learn how to analyze themes, settings, characters and language that are less familiar and relatable.

Do you want to think about ways to help solve New Orleans‰ŰŞ problems? Cityscope is a project-based introduction to the contemporary city. "Problem solving in complex (urban) environments" is different than "solving complex problems." As a member of a team, you will learn to assess scenarios for the purpose of formulating social, economic and design strategies to provide humane and sustainable solutions. A visit to New Orleans is planned for spring break 2007.

Two blobs of clay go on an enjoyable adventure as they transform themselves into fun shapes and new things throughout their escapade. What will they be by the end of the book? The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Design a stop-motion video that morphs an item of your choice into another item. Before you begin, sketch out the process you’ll take to transform your item.

A document is included in the resources folder that lists the complete standards-alignment for this book activity.

An introduction to human information processing and learning; topics include the nature of mental representation and processing; the architecture of memory; pattern recognition; attention; imagery and mental codes; concepts and prototypes; reasoning and problem solving.

It’s easy to take today’s ubiquitous colored crayons for granted, but they were the result of one individual’s innovation. Biebow introduces Edwin Binney—a mustachioed man and head of a carbon black factory—who wished to make color-pigmented wax crayons that reflected the world outside. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Think about the school/community/world in which you live and identify a problem that could be solved with a new invention.

A document is included in the resources folder that lists the complete standards-alignment for this book activity.

Students gain an understanding of the factors that affect wind turbine operation. Following the steps of the engineering design process, engineering teams use simple materials (cardboard and wooden dowels) to build and test their own turbine blade prototypes with the objective of maximizing electrical power output for a hypothetical situation—helping scientists power their electrical devices while doing research on a remote island. Teams explore how blade size, shape, weight and rotation interact to achieve maximal performance, and relate the power generated to energy consumed on a scale that is relevant to them in daily life. A PowerPoint® presentation, worksheet and post-activity test are provided.

Conviértete en un detective para resolver el Caso de la Mochila con Mal Olor! Actúa las pistas y saca conclusiones para resolver el misterio.

Cuando el detective Bentley no puede entender por qué su mochila huele mal, recorre los acontecimientos de su día para encontrar pistas. Asumiendo el papel de detectives, los espectadores representan los eventos del día de Bentley y usan pistas textuales para resolver el caso.

Objetivo de Aprendizaje:
Sacar conclusiones de los hechos presentados en el texto y respaldar esas afirmaciones con evidencia textual.

This article is for elementary teachers putting together fraction units. There is a discussion of activities and misconceptions.

The First Grade text is meant to be explored visually by students like a traditional “big book”. Some teachers may also want their students to have a copy of the book as a digital text on an iPad, Chromebook, or other digital device. Either way, the way students interact with this book is different from other MI Open Book materials.

When people live and work together, problems can occur. Classrooms and schools can have problems. A problem
is something difficult that needs to be solved. It can be hard to solve a problem because not everyone will agree on how to solve it.

In this unit students begin to explore the concepts of fairness and justice. Over the course of the unit students are exposed to numerous ordinary people who worked together to overcome injustice and fight for a better future for others. Students will grapple with what it means if something is fair and just, particularly in regard to race, class, gender, and ability. Then students will be challenged to think about the different ways in which people showed courage, patience, and perseverance in order to challenge things that were fundamentally unfair. Over the course of the unit it is our hope that students are able to acknowledge and realize that things aren’t always fair in the world around them, but that doesn’t mean that it always has to be that way. It is our hope that students see that identifying the problem is only the first step and that anyone who has the right mindset and beliefs can inspire others to work together to create a more just future for everyone. Essentially, we hope that this unit begins to plant the seed within our students that they can be activists and take charge of their own lives and communities. No one is too young to inspire change. It is important to note that this unit primarily focuses on big-scale changes. Additional projects and lessons should be added to help students understand how what they learned connects to change on a smaller scale.

In reading, students will continue to work on developing their informational reading strategies, particularly when reading a collection of narrative nonfiction texts. The focus of this unit is on reinforcing and practicing targeted informational strategies in the context of a narrative structure. In particular, students will be pushed to describe the connection between individuals, events, and pieces of information. Students will also be challenged to think about the reasons an author gives to support a point and how those reasons look slightly different in a narrative informational text than in a scientific or history-based informational text.

In writing, students will continue to work on writing responses to the text that provide relevant and accurate information along with some evidence of inferential or critical thinking.

In this unit students begin to explore the concepts of fairness and justice. Over the course of the unit students are exposed to numerous ordinary people who worked together to overcome injustice and fight for a better future for others. Students will grapple with what it means if something is fair and just, particularly in regard to race, class, gender, and ability. Then students will be challenged to think about the different ways in which people showed courage, patience, and perseverance in order to challenge things that were fundamentally unfair. Over the course of the unit it is our hope that students are able to acknowledge and realize that things aren't always fair in the world around them, but that doesn't mean that it always has to be that way. It is our hope that students see that identifying the problem is only the first step and that anyone who has the right mindset and beliefs can inspire others to work together to create a more just future for everyone. Essentially, we hope that this unit begins to plant the seed within our students that they can be activists and take charge of their own lives and communities. No one is too young to inspire change. It is important to note that this unit primarily focuses on big-scale changes. Additional projects and lessons should be added to help students understand how what they learned connects to change on a smaller scale. In reading, students will continue to work on developing their informational reading strategies, particularly when reading a collection of narrative nonfiction texts. The focus of this unit is on reinforcing and practicing targeted informational strategies in the context of a narrative structure. In particular, students will be pushed to describe the connection between individuals, events, and pieces of information. Students will also be challenged to think about the reasons an author gives to support a point and how those reasons look slightly different in a narrative informational text than in a scientific or history-based informational text. In writing, students will continue to work on writing responses to the text that provide relevant and accurate information along with some evidence of inferential or critical thinking.

A structured geometry program teacher edition of daily lesson plans and teacher supports to accompany the College Access Reader: Geometry student edition.

After the Great Depression struck, Ford especially wanted to support ailing farmers. For two years, Ford and his team researched ways to use farmers’ crops in his Ford Motor Company. They discovered that the soybean was the perfect answer. Soon, Ford’s cars contained many soybean plastic parts, and Ford incorporated soybeans into every part of his life. He ate soybeans, he wore clothes made of soybean fabric, and he wanted to drive soybeans, too. The resource includes a lesson plan/book card, a design challenge, and copy of a design thinking journal that provide guidance on using the book to inspire students' curiosity for design thinking. Maker Challenge: Think about the people in your community and the challenges they face. List three challenges that affect their daily life. Consider something you use every day and brainstorm how it could be repurposed or modified to address this problem.

A document is included in the resources folder that lists the complete standards-alignment for this book activity.

The Teacher's Edition covers tips, common errors, enrichment, differentiated instruction and problem solving for teaching CK-12's Basic Geometry Student Edition. The solution and assessment guides are available upon request.

CK-12 Geometry Teacher's Edition covers tips, common errors, enrichment, differentiated instruction and problem solving for teaching CK-12 Geometry Student Edition. The solution and assessment guides are available upon request.

Module 7 presents an opportunity for students to practice addition and subtraction strategies within 100 and problem-solving skills as they learn to work with various types of units within the contexts of length, money, and data.  Students represent categorical and measurement data using picture graphs, bar graphs, and line plots.  They revisit measuring and estimating length from Module 2, though now using both metric and customary units.

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

Module 2 uses place value to unify measurement, rounding skills, and the standard algorithms for addition and subtraction.  The module begins with plenty of hands-on experience using a variety of tools to build practical measurement skills and conceptual understanding of metric and time units.  Estimation naturally surfaces through application; this transitions students into rounding.  In the module’s final topics students round to assess whether or not their solutions to problems solved using the standard algorithms are reasonable.

Module 2 uses place value to unify measurement, rounding skills, and the standard algorithms for addition and subtraction.  The module begins with plenty of hands-on experience using a variety of tools to build practical measurement skills and conceptual understanding of metric and time units.  Estimation naturally surfaces through application; this transitions students into rounding.  In the module’s final topics students round to assess whether or not their solutions to problems solved using the standard algorithms are reasonable.

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

This is the story of how Les Paul created the world's first solid-body electric guitar, countless other inventions that changed modern music, and one truly epic career in rock and roll. How to make a microphone? A broomstick, a cinderblock, a telephone, a radio. How to make an electric guitar? A record player's arm, a speaker, some tape. How to make a legendary inventor? A few tools, a lot of curiosity, and an endless faith in what is possible, this unforgettable biography will resonate with inventive readers young and old.