This template is meant to be a guide for Nebraska Physical Education Teachers when creating digital online lessons. Headings and/or topics not included in the lesson plan should be marked N/A.

Negative Space Tree Drawing A Copyrighted Activity Re-Posted with Permission from Cheryl Trowbridg ewww.teachkidsart.net
Objectives:The participants will:
1.Use the art elements of line, color and negative and positive space to create art
2.Use nature as the inspiration for their art Audience: Cheryl works with children and they were the focus for her in creating this lesson but this activity could be used with all ages. This is a perfect project for winter or early spring before trees have budded and leafed out.

Next Gen Personal Finance provides a comprehensive set of curricular resources used by over 16,000 educators in 10,000 schools serving middle and high school students. NGPF offerings run the gamut from a full semester course to videos, activities, games and case studies. Rated top business and finance education site by Common Sense Education.

With some 250 ethnic groups and over 450 linguistic groups, Nigeria can be a challenging country to understand. By dividing the country into three broad cultural regions, however, students can make generalizations about the diverse physical environment, ethnic groups, culture and economy of Nigeria. After becoming familiar with these regions by processing the chapter (notes, matching photos), students will deepen their knowledge by working in pairs on a brochure (google.doc template accessed via google classroom ) about a Nigerian region/culture. We'll view the brochures as a class and comment. Finally, before the summative assessment, students will review via kahoot.

1st Grade Literacy

Nonfiction Texts

In this unit of study, students will be actively involved in a variety of literacy activities to help improve their reading of nonfiction texts.  The activities are center/rotation based.  The face-to-face teacher directed learning includes guided reading groups.  Groups are between 2 - 6 students and are based on guided reading levels.  Students not in a guided reading group will be rotating to different literacy centers, including a technology center using RAZ Kids (a reading program with books at specific reading levels).  In addition to the technology reading center, students also have a word work center, a parent led literacy activity center, a reading/listening center, and an art center.  The centers and teacher directed learning aim to improve literacy skills (reading and writing) for nonfiction texts.  The unit will last for 1 week and is one hour long for each day.

Introduce and explore various types of landforms.

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.

In this unit, students build on their foundational understanding of the sun, moon, and stars as they begin to see that there are patterns in the sky that can be observed and predicted. This first lesson is intended to elicit wonder and curiosity, setting the stage for a more in-depth exploration of the scientific concepts to come throughout the remainder of the unit.
As in previous units, in almost all lessons, students hear complex texts read aloud. When possible, display the text while reading aloud. And when doing a first read-aloud of a given text, read fluently, with expression, and without interruption. For additional information, refer to the Module Overview.
In Work Time A, students participate in the Picture Tea Party protocol. Consider how familiar students are with this protocol and reallocate class time spent reviewing it as necessary.
In Work Time C, students revisit the sun time-lapse video embedded in the website PBS Learning Media, focusing on noticing any patterns.
Citation: "Observe Sunrise and Sunset." Video. Teachers Domain. PBS Learning Media, Jan. 2016. Web. 1 June 2016. (For display. Used by permission.)
Purpose: Revisit a previously watched video, focusing on noticing and sharing patterns with a partner. Prompt students to use sentence frames to support building on others' ideas and furthering a conversation, a skill they will practice throughout this unit.
This lesson introduces the use of equity sticks (a stick or card for each student in the class) as a total participation technique for quick response questions. Some other common total participation techniques include cold calling and selecting volunteers.
This lesson is the first in a series of three that include built-out instruction for the use of Goal 3 Conversation Cues. Conversation Cues are questions teachers can ask students 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). Goal 3 Conversation Cues encourage students to deepen their thinking. Continue drawing on Goal 1 and 2 Conversation Cues, introduced in Module 1, and add Goal 3 Conversation Cues to more strategically promote productive and equitable conversation. In Module 3, Goal 4 Conversation Cues are introduced. Refer to the Tools page for additional information on Conversation Cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 3 Conversation Cues you will see in the next two units are (with expected responses):
To encourage students to provide reasoning or evidence:
"Why do you think that?"

"Because _____."

"What, in the _____ (sentence/text), makes you think so?"

"If you look at _____, it says _____, which means _____."

To challenge students:
"What if _____ (that word were removed/the main character had done something different/we didn't write an introduction)? I'll give you time to think and discuss with a partner."

"If we did that, then _____."

"Can you figure out why _____ (the author used this phrase/we used that strategy/there's an -ly added to that word)? I'll give you time to think and discuss with a partner."

"I think it's because _____."

To encourage students to think about their thinking (metacognition):
"What strategies/habits helped you succeed? I'll give you time to think and discuss with a partner."

"_____ helped me a lot."

"How does our discussion add to your understanding of _____ (previously discussed topic/text/language)? I'll give you time to think and discuss with a partner."

"I used to think that _____, and now I think that _____.

This lesson teaches the game of "SlamJam", a modified version of KanJam. Using modified equipment allows students to focus on the rules of play, and prepares them to apply rules and add more challenging frisbees in later lessons

Art ClubBy: Elizabeth Griggs - University of Nebraska-Lincoln Copyright 2018 by Elizabeth Griggs under Creative Commons Non-commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes onlyNEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:Name of Club: Art Club Age/Grade Level: K-5 Number of Attendees: (ideal number) 10 Goal of the Club: (learning objectives/outcomes) The goal of this art club is to introduce students to various painting techniques. Resources: (Information for club provided by) Information for my club was obtained from my previous experience at an art studio. Content Areas: (check all that apply) ☒ Arts (Visual, Music, Theater & Performance) ☐ Literacy ☐ STEM (Science, Technology, Engineering & Math) ☐ Social Studies ☐ Wellness (Physical Education, Health, Nutrition & Character Education) Outputs or final products: (Does the club have a final product/project to showcase to community?) The final products included many paintings, including a grass landscape, watercolor paintings, an abstract piece and a Halloween inspired piece created by the attendees. Introducing your Club/Activities: This club is designed for those students who enjoy being creative and learning various painting techniques. General Directions: Have fun and allow students to use their creativity to paint works of art. Be flexible as students will put their own spin on the planned projects. Tips/Tricks: Students enjoyed having free time to paint whatever they wanted. It is most successful when few instructions were given, and students got to decide what to add to the paintings. It is recommended that the club is carried out by two or more leaders.

We help teachers help their students by providing rigorous, outcomes-based curriculum tools to every physical education teacher – no exceptions. Equity of Access is essential for empowering the entire physical education community. US Games believes in the talents and creativity of the teachers and administrators that we serve. That’s why OPEN will always be free to every educator.

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Categorize sections of the oceans and understand their importance.

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.

Challenging math problems worth solving.

The name “Open Middle” might sound like a strange name for a website about math problems. However, it references a very specific type of problem we try to encourage here. Most of the problems on this site have:
* a “closed beginning” meaning that they all start with the same initial problem.
* a “closed end” meaning that they all end with the same answer.
* an “open middle” meaning that there are multiple ways to approach and ultimately solve the problem.

Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding. They support the Common Core State Standards and provide students with opportunities for discussing their thinking.

Students learn about the geography and significance of the D-Day invasion.

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.

Since the Bolshevik Revolution of 1917, Soviet leaders had been claiming that communism and capitalism could never peacefully coexist. Agreements regarding the postwar world were reached at Yalta and Potsdam, but the Soviets wasted no time in violating them. Harry Truman believed that the proper means of responding to an international bully was a credible threat of force.

This blended unit explores how our sun works, how it affects us on earth, and how we are studying and monitoring it today. Parts of it take place in the classroom, while others utilize a computer lab. Formative assessments are included, as well as a student-created formal assessment.

Understand how to calculate perimeter and find an unknown side if the perimeter is known.