G1.2.3 Use maps and graphs representing population characteristics and natural features.
G1.3.1 Use the fundamental themes of geography (regions, movement) to describe places.
G1.3.3 Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility.
G4.2.1 Identify and describe the advantages, disadvantages, and impact of different
technologies used to move people, products, and ideas throughout the world.
{See also Grade 4:
4 - G4.0.1 Identify push and pull factors … that influenced the migration. (H)
4 - G4.0.2 … impact of immigration...on the cultural development of different places or regions of the United States...(H)
4 - G4.0.3 Describe… movements of resources, good, people, jobs and information to, from, or within (Michigan and the U.S.), and explain reasons.}
C4.3.2 Explain the challenges to governments and the cooperation needed to address international issues (e.g., migration and human rights).
G4.3.3 Explain the patterns, causes, and consequences of major human migrations.
G6.1.1 Contemporary Investigations - Investigate a contemporary global issue by applying the skills of geographic inquiry (asking questions, acquiring, organizing, and analyzing information, and answering geographic questions) and, when practical, develop a plan for action.
Migration – Investigate issues arising from international movement of people and the economic, political, and cultural consequences.

Students will observe worms in their natural habitat and describe what they observe using their 4 senses (not taste). They will learn to use their body to help them explore the world around them.

4 – H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) from statehood to present.
4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan.
4 – H3.0.4 Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continues to affect the location and growth of Michigan cities.
4 – H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same or a related activity in the past.
4 – H3.0.6 Use a variety of primary and secondary sources to construct a historical narrative about the beginnings of the automobile industry and the labor movement in Michigan.
4 – H3.0.7 Describe past and current threats to Michigan’s natural resources; describe how Michigan worked in the past and continues to work today to protect its natural resources.
4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? Why is it there? How is it connected to other places?).
4 – G1.0.2 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image).
4 – G1.0.3 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.

In this Roadmap, students will learn how a bill is passed in the U.S. Congress. Learners will start by proposing a law that should be passed. And learners will interview 2 adults who will suggest laws that should be passed.

Explore relationships between temperature, pressure, and humidity with daily weather forecasts.

GeoInquiries are designed to be fast and easy-to-use instructional resources that incorporate advanced web mapping technology. Each 15-minute activity in a collection is intended to be presented by the instructor from a single computer/projector classroom arrangement. No installation, fees, or logins are necessary to use these materials and software.

A colourful and fun superhero-themed slideshow presentation designed to teach students how to create effective slideshow presentations. A Google slides presentation that you can adopt / adapt for your classroom. Best suited for grades 5-8 but may work in higher grades too.

Outlines 7 tips for effective slideshow presentations:

1. Fantastic Fonts
2. Stupendous Size
3. Terrific Text
4. Cool Colours
5. Glorious Graphics & Videos
6. Sensational Slides
7. *BONUS* Incredible Interactions

Students will explore the spatial patterns of the Human Development Index (HDI) to identify regional patterns and causal factors in the data.

GeoInquiries are designed to be fast and easy-to-use instructional resources that incorporate advanced web mapping technology. Each 15-minute activity in a collection is intended to be presented by the instructor from a single computer/projector classroom arrangement. No installation, fees, or logins are necessary to use these materials and software.

Using this Human Environmental Interaction Sort, students sort examples of ways that humans interact with the environment into Modify, Adapt and Depend categories. This resource will give your students an opportunity to understand the ways that they can interact with the environment. This awareness ...

This activity follows the path of human migration from Africa to the far reaches of the globe.

GeoInquiries are designed to be fast and easy-to-use instructional resources that incorporate advanced web mapping technology. Each 15-minute activity in a collection is intended to be presented by the instructor from a single computer/projector classroom arrangement. No installation, fees, or logins are necessary to use these materials and software.

Grade 11-12 Unit, Are Humans Good or Evil, modified to match 10th Grade Common Core standards.

This video is part of the Learn and Grow with WHRO TV series. Watch Dr. Karen Drosinos teach about identifying rhyming words and the letters f, h, and q.

Students listen to and read a nursery rhyme while practicing their voice to print match. Students identify rhyming words and learn the names and formation of alphabet letters from the poem.

This video is part of the Learn and Grow with WHRO TV series. Watch Alystra Barefoot teach about visualizing a story.

Students listen and visualize a story. Students then practice visualizing and drawing what they see using an unfamiliar text.

This video is part of the Learn and Grow with WHRO TV series. Watch Dr. Deborah Fuge teach about short /i/ word chunks and making connections in a story.

Students listen to a poem about friends, then build short /i/ words with the -it and -in chunks. As they hear the story, "The Lion and the Mouse," they make connections to themselves.

This video is part of the Learn and Grow with WHRO TV series. Watch Dr. Deborah Fuge teach about writing sentences on the topic of being brave.

Students hear a story of a brave little mouse in the retelling of "The Lion and the Mouse." They then complete a pre-writing activity on ways they can show bravery. In their learning journals, students practice writing a complete sentence about being brave.

This lesson introduces Maya Angelou's I Know Why the Caged Bird Sings for Storm Lake High School's Diverse Literature course. It gives background on the author, setting, and the book itself as well as introducing students to the window-mirror concept in making connections with literature.

This lesson introduces Maya Angelou's I Know Why the Caged Bird Sings for Storm Lake High School's Diverse Literature course. It gives background on the author, setting, and the book itself as well as introducing students to the window-mirror concept in making connections with literature.

This video is part of the Learn and Grow with WHRO TV series. Watch Kelly Diehl teach about the short /i/ word families -ig and -ip.

Students listen and choral read the poem, "Tigger the Pig". Students are detectives and help find -ig and -ip words within the poem. Students sort pictures into word families. Students are asked to write I am a good friend with two supporting details and share with someone at home.

Driven by student discourse, IM Certified™ curricula are rich, engaging core programs built around focus, coherence, and rigor. The curricula are trusted, expert-authored materials developed to equip all students to thrive in mathematics.
Spark discussion, perseverance, and enjoyment of mathematics.
IM 6–8 Math is a problem-based core curriculum rooted in content and practice standards to foster learning and achievement for all. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language. Teachers can shift their instruction and facilitate student learning with high-leverage routines that guide them in understanding and making connections between concepts and procedures.
Intentional lesson design that promotes mathematical growth.
IM 6–8 Math lessons are designed with a focus on independent, group, and whole-class instruction. This format builds mathematical understanding and fluency for all students. Teachers will also use Warm-ups and Cool-downs to help guide lesson pacing and planning.
Highest Rated 6-8 Mathematics Curricula
IM 6–8 Math, focuses on supporting teachers in the use of research-based instructional routines to successfully facilitate student learning. IM 6-8 Math, authored by Illustrative Mathematics, is highly rated by EdReports for meeting all expectations across all three review gateways. EdReports is an independent nonprofit that reviews K–12 instructional materials for focus, coherence, rigor, mathematical practices, and usability.

Driven by student discourse, IM Certified™ curricula are rich, engaging core programs built around focus, coherence, and rigor. The curricula are trusted, expert-authored materials developed to equip all students to thrive in mathematics.
Spark discussion, perseverance, and enjoyment of mathematics.
IM Algebra 1, Geometry, and Algebra 2 are problem-based core curricula rooted in content and practice standards to foster learning and achievement for all. Students learn by doing math, solving problems in mathematical and real-world contexts, and constructing arguments using precise language. Teachers can shift their instruction and facilitate student learning with high-leverage routines that guide them in understanding and making connections between concepts and procedures.
Intentional lesson design that promotes mathematical growth.
IM Algebra 1, Geometry, and Algebra 2 lessons are designed with a focus on independent, group, and whole-class instruction, building mathematical understanding and fluency with all students. Teachers will also use Warm-ups and Cool-downs to help guide lesson pacing and planning.
The purpose and intended use of the Algebra 1 Supports Course.
Students who struggle in Algebra 1 are more likely to struggle in subsequent math courses and experience more adverse outcomes. The Algebra 1 Extra Support Materials are designed to help students who need additional support in their Algebra 1 course. Each Algebra 1 Extra Support Materials lesson is associated with a lesson in the Algebra 1 course. The intention is that students experience each Algebra 1 Extra Support Materials lesson before its associated Algebra 1 lesson. The Algebra 1 Extra Support Materials lesson helps students learn or remember a skill or concept that is needed to access and find success with the associated Algebra 1 lesson.
IM 9-12 Math, focuses on supporting teachers in the use of research-based instructional routines to successfully facilitate student learning. IM 9-12 Math, authored by Illustrative Mathematics, is highly rated by EdReports for meeting all expectations across all three review gateways. EdReports is an independent nonprofit that reviews K–12 instructional materials for focus, coherence, rigor, mathematical practices, and usability.