In this unplugged lesson, students will learn how to develop algorithms and the importance of providing specific instructions while making a simple deli sandwich. This lesson is part of the Virginia K-12 Computer Science Pipeline which is partly funded through a GO Virginia grant in partnership with Chesapeake Public Schools, Loudoun County Public Schools, and the Loudoun Education Foundation.

In this unplugged lesson, students will learn how to develop algorithms and the importance of providing specific instructions while making a simple deli sandwich.

The Big Idea: Why are detailed instructions important when communicating ideas with others?

In this unplugged CS lesson, students will learn the importance of giving detailed directions when sharing ideas. This transfers to programming when students are told that when they provide instructions to the computer, they too need to be detailed and specific. This lesson is part of the Virginia K-12 Computer Science Pipeline which is partly funded through a GO Virginia grant in partnership with Chesapeake Public Schools, Loudoun County Public Schools, and the Loudoun Education Foundation.

Students learn about linear programming (also called linear optimization) to solve engineering design problems. As they work through a word problem as a class, they learn about the ideas of constraints, feasibility and optimization related to graphing linear equalities. Then they apply this information to solve two practice engineering design problems related to optimizing materials and cost by graphing inequalities, determining coordinates and equations from their graphs, and solving their equations. It is suggested that students conduct the associated activity, Optimizing Pencils in a Tray, before this lesson, although either order is acceptable.

A lesson plan that can be used remotely or in-person for alphabet practice.

In second grade students need to learn to put words into alphabetical order (to the second and third letter) to help them when it's time to learn how to use a dictionary and glossary correctly later in the school year.

SOL 2.10: The student will demonstrate comprehension of information in reference materials:

c) Use dictionaries, glossaries, and indices.

Investigate characteristics of major biomes and examine the impact of land-use changes as the result of human activities.

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.

This four-lesson curriculum unit will examine the nature of what Winston Churchill called the "Grand Alliance" between the United States, Great Britain, and the Soviet Union in opposition to the aggression of Nazi Germany and Imperial Japan.

The decision of Britain's North American colonies to rebel against the Mother Country was an extremely risky one. In this unit, consisting of three lesson plans, students will learn about the diplomatic and military aspects of the American War for Independence.

In this lesson, students begin to focus on the character reactions to events/situations in Esperanza Rising. They begin by considering individual reactions and, as the unit progresses, they will begin to compare character reactions in writing. In this lesson, the event they consider is moving into the cabin in the camp. (RL.5.1, RL.5.3).
At the end of the lesson, students listen to a read-aloud of new pages of A Life Like Mine and make connections between that text and Esperanza in Esperanza Rising. The purpose of this text in this lesson is to help students understand children's rights in regards to work.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads pages 74-77 of A Life Like Mine aloud during Closing and Assessment A.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students read the next chapter of Esperanza Rising, "Las Ciruelas," and analyze how the chapter fits into the overall structure of the text (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights, before analyzing character reactions to the situation of Mama being ill (RL.5.1, RL.5.3).
Although the lesson is written for "Las Ciruelas" to be a teacher read-aloud, this can be organized in different ways to meet the needs of your students. For example, students could read this in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
Many of the articles of the UDHR could be applied to each chapter. Students may make other suggestions than those recorded on How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference).
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect as volunteers share out personal reflections on what happened in Esperanza Rising.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads aloud "Las Ciruelas" during Opening A.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students read the next chapter of Esperanza Rising, "Los Duraznos," and they analyze how the chapter fits into the overall structure (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights, before analyzing character reactions to the event of the strike (RL.5.1, RL.5.3).
Although the lesson is written for "Los Duraznos" to be a teacher read-aloud, this can be organized in different ways to meet the needs of your students. For example, students could read this in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
Many of the articles of the UDHR could be applied to each chapter. Students may make other suggestions than those recorded on the How Were the Human Rights of the Characters in Esperanza Rising threatened? anchor chart (example, for teacher reference).
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect as volunteers share out personal reflections on what happened in Esperanza Rising.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads aloud "Los Duraznos" during Opening B.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

In this lesson, students read the next chapter of Esperanza Rising, "Los Esparragos," and they analyze how the chapter fits into the overall structure (RL.5.1, RL.5.5). They then make connections between this chapter and the UDHR, looking for evidence of threats to human rights, before analyzing character reactions to the event of the strike (RL.5.1, RL.5.3).
Although the lesson is written for "Los Esparragos" to be a teacher read-aloud, this can be organized in different ways to meet the needs of your students. For example, students could read this in pairs or triads, taking turns to read, with a teacher-led smaller group of students who need additional support.
Many of the articles of the UDHR could be applied to each chapter. Students may make other suggestions than those recorded on How Were the Human Rights of the Characters in Esperanza Rising Threatened? anchor chart (example, for teacher reference).
In this lesson, the habit of character focus is on working to become an ethical person. The characteristic that students practice is respect as volunteers share out personal reflections on what happened in Esperanza Rising.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads aloud "Los Esparragos" during Opening B.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to human rights. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

Images can be a useful component in any subject. This lesson will guide students through an analysis of an image. Students will use critical thinksing skills to interpret an image. Students will then generate a hypothesis about the source and construct questions for further investigation.

Students begin this lesson with a mini lesson on writing a summary in which they revise the summaries written on exit tickets in the previous lesson (RL.4.2).
In this lesson, students continue reading Love That Dog to analyze what happened in those pages and how Jack felt about it (RL.4.1, RL.4.3). Students then read "The Tiger" by William Blake to identify characteristics of poetry (RL.4.5).
Note that in this lesson, students do not determine the theme of "The Tiger" as only one stanza is read. Without seeing the rest of the poem, students would find it very difficult to determine the theme.
At the end of this lesson, students compare poetry to prose using the characteristics of poetry (RL.4.5).
Writing instruction has been carefully designed across the module. In this unit, the focus is on writing a paragraph summarizing a poem. Then, in unit two, the focus shifts to writing a full essay--an introduction paragraph, two proof paragraphs, and a conclusion paragraph. These basic structures are introduced to students in this module and built upon throughout the school year.
This lesson is the final in a series of three that include built-out instruction for the use of Goal 1 Conversation Cues to promote productive and equitable conversation (adapted from Michaels, Sarah and O'Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. Based on Chapin, S., O'Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). As the modules progress, Goal 2, 3, and 4 Conversation Cues will be gradually introduced. Goal 1 Conversation Cues encourage all students to talk and be understood. Consider providing students with a thinking journal or scrap paper.
Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads Love That Dog aloud during Work Times B and C.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and creative writing. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

'Ancient World, The: Greece' (1955) 66m, dir. ray Garner. This film recreates the ancient Greek world through its extant art and literature. The narration is from translations of Greek authors, including Hesiod, Pindar, Aeschylus, Sophocles, Euripides, Aristophanes, Herodotus, Thucydides, Plato, and Plutarch, and accompanies visual impressions of Greek religious philosophy and history through the golden age. The film features spectacular footage of Crete, Knossos, Mycenae, and the sculptures of Athens. It discusses the Persians at Marathon, then 10 years later, Xerxes at Thermopylae. For more on Garner, visit http://www.afana.org/garner.htm

'Ancient World, The: Greece' (1955) 66m, dir. ray Garner. This film recreates the ancient Greek world through its extant art and literature. The narration is from translations of Greek authors, including Hesiod, Pindar, Aeschylus, Sophocles, Euripides, Aristophanes, Herodotus, Thucydides, Plato, and Plutarch, and accompanies visual impressions of Greek religious philosophy and history through the golden age. The film features spectacular footage of Crete, Knossos, Mycenae, and the sculptures of Athens. It discusses the Persians at Marathon, then 10 years later, Xerxes at Thermopylae. To view Garner’s Greece, Part II, visit http://archive.org/details/AncientWorldGreece_Pt2 For more on Garner, visit http://www.afana.org/garner.htm

Find out how angles and symmetry come into play in the game of pool in this video adapted from Annenberg Learner’s Learning Math: Measurement.

In this lesson using commonly known animals such as a fox, dog and an inchworm, students enjoy learning about the movements of various animals. The teacher demonstrates how to move and be like that animal using various exercises and students follow along. Students are able to showcase their psychomotor skills in this lesson.