Here at Innovation Classroom, we curate the latest and greatest in education technology as a resource for all teachers. See how education apps are changing the way we interact with students. Browse our collection of lesson videos to learn techniques you could be using in your classroom to engage your students in a new way. Search by lesson subject, teacher, grade level, device or app to find exactly what you're looking for. Technology that is integrated appropriately can open up a world of support, excitement and higher standards for all learners and educators in classrooms worldwide.

7th and 8th Graders learn about Volume and Surface Area using the tool Goose Chase.

Sixth-grade language arts teacher, Jessica Wood, uses a variety of checking for understanding strategies to ensure that all of her students at the Springfield Renaissance School in Springfield, MA are meeting learning targets.

Either during or after the reading of Out of the Dust or another book that takes during the Dust Bowl, students will play the PBS Dust Bowl interactive activity. During the activity, students will pretend they are living in the states affected by the Dust Bowl. They will get to choose where they live and make decisions like whether or not to expand their farms or even move to California. After they find the results from their game, they will read other accounts of real people during the Dust Bowl. Then, using the results from the interactive activity, they will create their own Dust Bowl story, writing in first person and using correct historical details.

Opening A: I can match words that rhyme by the sounds I hear. (RF.K.2)
When given a word, I can create a new rhyming word by changing the first sound in the word.
Work Time A: I can point to each word in a poem as I read it. I can create a new rhyming word by changing the first sound. (RF.K.1, RF.K.2, L.K.2)
I can point to each word in a line of memorized text.
I can point to words in a shared poem.
When given a word, I can create a new rhyming word by changing the first sound in the word.
I can print many lowercase letters.
I can write the letter or letters for most of the consonants I hear.
I can write the letter or letters for most of the short vowel sounds I hear.

Opening A: I can match words that rhyme by the sounds I hear. (RF.K.2)
When given a word, I can create a new rhyming word by changing the first sound in the word.
Work Time A: I can point to each word in a poem as I read it. I can create a new rhyming word by changing the first sound. (RF.K.1, RF.K.2)
I can point to each word in a line of memorized text.
I can point to words in a shared poem.
When given a word, I can create a new rhyming word by changing the first sound in the word.
I can listen to the teacher segment a spoken single-syllable word and copy the procedure.
I can segment onset and rime in a single-syllable word.

Opening A: I can match words that rhyme by the sounds I hear. (RF.K.2)
When given a word, I can create a new rhyming word by changing the first sound in the word.
Work Time A: I can point to each word in a poem as I read it. (RF.K.1) I can create a new rhyming word by changing the first sound. (RF.K.2)
I can point to each word in a line of memorized text.
I can point to words in a shared poem.
When given a word, I can create a new rhyming word by changing the first sound in the word.
I can print many lowercase letters.
I can write the letter or letters for most of the consonants I hear.
I can write the letter or letters for most of the short vowel sounds I hear.

This lesson was designed to improve student's intercultural competency. From this, the students will learn about cultural differences that could influence how people interact in a health care setting. After identifying the differences, students will practice using medical terms and phrases in their target language.

This video explains some interesting facts about the last digits of prime numbers.

Opening A: I can feel and count the syllables (beats) in the words of a poem. (RF.K.2)
I can count the syllables in a spoken word.
I can segment (break apart) and pronounce separate syllables in a spoken word.
Opening B: I can add or change a phoneme (sound) in a one-syllable spoken word to make a new word. (RF.K.2)
I can identify and say the first phoneme (sound) in a word that has three phonemes.
I can identify and say the final phoneme (sound) in a word that has three phonemes.
When given a spoken CVC word (example: "man"), I can change the final phoneme (sound) to another (example: "n" to "p") and say the new word.
When given a spoken CVC word (example: "man"), I can change the initial phoneme (sound) to another phoneme (sound; example: "m" to "p") and then say the new word.
Work Time A: I can read and spell CVC words with the phonemes (sounds) /m/, /a/, /p/, /t/, /n/, /g/, /r/. (RF.K.3)
I can say the sound that each consonant letter makes in words.
I can identify the short sound for each vowel.
I can tell what sounds are different when I look at two words that are spelled with some of the same letters.
I can read two words that are spelled with some of the same letters (example: "jump" and "bump"). I can repeat with more words with some of the same letters (example: "lump," "lamp," "limp").

Opening A: I can identify a keyword for the consonant digraph "ch." I can act out the events from the Letter Story: "ch." (RF.1.3)
I can look at each consonant and say its sound.
Opening B: I can follow along in a shared text (poem/tongue twister) (RF.K.1) and search for digraphs. (RF.1.3)
I can point to the first word in a sentence.
I can point to the last word in a sentence.
I can point to words in a text.
I can move my finger under words as I read them on a page, left to right and top to bottom.
Work Time A: I can break apart a CVC word into individual phonemes. (RF.K.2)
I can listen to the teacher segment a spoken single-syllable word and copy the procedure.
I can listen to a CVC word and produce the initial phoneme (sound) in the word.
I can listen to a CVC (consonant, vowel, consonant) word and pronounce the final consonant phoneme (sound) in the word.
I can listen to a CVC (consonant, vowel, consonant) word and pronounce the middle vowel phoneme (sound) in the word.

Presentation introducing the topic of sound and waves. Also contains a guided notes worksheet for students to complete during the lesson.

IMPORTANT - the second slide following the objectives if the fun part. Click on each image to hear a sound - the pointer will change to a hand. Students have to 'guess' what is making the sound and write down their responses in the first section

Introducing the Art Form of CollageA Lesson Inspired by Artist and Teacher Jean MartinObjectives: 1. Share information about the art form of collage.2. Create a simple collage.3. Tell a story about the artist who creates the collage.Audience:This lesson would be suitable for all ages.

In Opening A, students are given vocabulary logs, and identifying the meaning of unfamiliar vocabulary is a big focus of the lesson (RL.5.4, L.5.4). Students will use the logs to collect new academic and topical vocabulary words in lessons and during independent reading.
By reviewing homework questions in this lesson, students are held accountable for their homework and reminded of what happened in that chapter of the novel. This helps to provide a purpose for introducing the UDHR (RL.5.1).
In Opening B, students receive an affix list to refer to throughout the rest of the year when determining the meaning of unfamiliar vocabulary (L.5.4b, L.5.4c). Consider laminating this resource for students, as it will be referred to frequently.
Students are introduced to the UDHR through Article 3 and a video that outlines the story of human rights. They read Article 3 for gist and to determine the meaning of unfamiliar vocabulary (RI.4.5, L.5.4).
Students are given their own student-friendly copy of the Universal Declaration of Human Rights for reference throughout the module, and they add symbols to the articles to help them remember what each article is about. They then make connections between "Las Uvas" and articles of the UDHR (RL.5.1, RI.5.1).
Please note that the term threatened has been used on the anchor chart rather than violated, as this is applicable to more events and situations; however, where human rights have been violated, for example with the death of Papa in this chapter, it is important to recognize this.
This lesson is the second 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 Article 3 of the UDHR aloud during Work Time 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.

This lesson is to be used as a guide for introducing kayaking to students in a school setting. Students will learn the 5 basic kayaking strokes, how and why to wear a PFD, and how to use a paddle to maneuver their boat around the water.