Description:  This lesson was created for a 9th grade integrated biology/English classroom with a focus on out door learning.  In this lesson, students will practice their scientific observation skills and reflect on their experience in this out door observation activity.   Students will also take these initial observations and extend them in their writing as they explore various forms of figurative language.  Finally, the reflections will be posted on their blog for their classmates to view and respond to as we begin to practice feedback on each other's writing.

Note:  Before beginning this unit, decide on where students will house their blog posts to allow for feedback from peers.  Keep in mind the time students might need to spend developing and working with the blog before actually posting to it.   A Google Classroom discussion post may work as well, or even better.  Additionally, this lesson also addresses the NGSS Science & Engineering Practices.

Table of Contents:
Introduction to the Materials
Module 1: Sequences
Module 2: Linear & Exponential Functions
Module 3: Features of Functions
Module 4: Equations & Inequalities
Module 5: Systems of Equations & Inequalities
Module 6: Transformations & Symmetry
Module 7: Congruence, Construction & Proof
Module 8: Connecting Algebra & Geometry
Module 9: Modeling Data
Core Correlation

Students will create a Seesaw account and engage in a class art critique utilizing Seesaw. During the class critique students will upload a photo of their artwork and comment on two other students' art, analyzing the formal characteristics and which elements/principles of design the artist has used successfully. Individual students will share out their ideas with the rest of the class. Students will also have an ongoing digital art portfolio of their work on Seesaw.

Introduction to Seesaw for K and 1st grade level speech/language groups .  Seesaw is a student driven digital portfolio, to share student work with parents..  I will be using Seesaw to improve parent involvement with speech homework (send copies of practice words, activities, etc.)  as an additional means of communication (add video clips of what we are up to in speech class), as well as a motivational tool for students to view their work and progress (show their progress over time, eg., an articulation sample for beginning of the year and end of the year).

Self Portrait CollageA Lesson Submitted by Marilyn Stadler and Cathy HarringtonWith a link to the Copyrighted Dick Blick Lesson Plan “Changing Faces”www.dickblick.comObjectives: The participants will:1. Build upon the concept of creating simple collages2. Reflect upon themselves—their strengths, weaknesses, talents, etc.3. Use clippings of words and other materials or images to create a self-portrait4. Share insights about the art created with othersAudience:This lesson would be suitable for upper elementary ages to senior citizens.

Opening A: I can retell events from the story "A Book of Animals."
Work Time A (optional): Using evidence from the text, I can answer questions about the story "A Book of Animals."
Work Time B: I can read the text "A Book of Animals." (RF.K.3)
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can identify the short sound for each vowel.
I can look at each consonant and say its sound.
I can recognize and read many high-frequency words by sight.

Opening A: I can retell events from the story "The Mop Is a Dog!"
Work Time A (optional): Using evidence from the text, I can answer questions about the story "The Mop Is a Dog!"
I can answer questions about the story using words and ideas from the story.
Work Time B: I can read the decodable text "The Mop Is a Dog!" (RF.K.1, RF.K.3)
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can identify the short sound for each vowel.
I can look at each consonant and say its sound.
I can recognize and read many high-frequency words by sight.

Opening A: I can retell events from the story "The Ham Sandwich."
I can listen to a story.
I can tell someone else what the story was about.
Work Time A (optional): Using evidence from the text, I can answer questions about the story "The Ham Sandwich."
I can answer questions about the story using words and ideas from the story.
Work Time B: I can read the decodable text "The Ham Sandwich." (RF.K.3)
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can recognize and read many high-frequency words by sight.
I can identify the name of each uppercase and lowercase letter.
I can look at each consonant and say its sound.
I can look at each vowel and say its sound.

Opening A: I can retell events from the story "Josh's New Home."
Work Time A (optional): Using evidence from the text, I can answer questions about the story "Josh's New Home."
Work Time B: I can read the decodable text "Josh's New Home." (RF.K.3)
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can recognize and read many high-frequency words by sight.
I can identify the name of each uppercase and lowercase letter.
I can look at each consonant and say its sound.
I can look at each vowel and say its short sound.

Opening A: I can retell events from the story "Fun with Gum."
Work Time A (optional): Using evidence from the text, I can answer questions about the story "Fun with Gum."
Work Time B: I can read the decodable text "Fun with Gum."
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can recognize and read many high-frequency words by sight.
I can identify the name of each uppercase and lowercase letter.
I can look at each consonant and say its sound.
I can look at each vowel and say its short sound.

Opening A: I can retell events from the story "The Milkshake."
Work Time A (optional): Using evidence from the text, I can answer questions about the story "The Milkshake."
Work Time B: I can read the decodable text "The Milkshake." (RF.K.3)
I can move my finger under words as I read them on a page, left to right and top to bottom.
I can recognize and read many high-frequency words by sight.
I can identify the name of each uppercase and lowercase letter.
I can look at each consonant and say its sound.
I can look at each vowel and say its short sound.

Opening (5-7 minutes)

A.Words and Letters: The Word We Heard

2. Work Time (10-15 minutes)

A. Distinguishing between Letters and Words: Letters and Words Rocks (optional)

B. Read-aloud: "The Search for Names" (Part 2)

3. Closing and Assessment (2 minutes)

A. Reflecting on Learning

4. Independent Work Time (40-45 minutes)

As senior leaders, students will begin making their mark on the professional world by creating their own ePortfolio.  As the introduction day, students will begin exploring different blog platforms while weighing the pros and cons of having an online portfolio.  Once students have decided on a platform of their choice (Weebly or Wix), they will begin setting up their "About Me" page.  Through the ePortfolio students will be able to reflect on their learning, practice using technology, and write to make a professional name for themselves.

This video is part of the Learn and Grow with WHRO TV series. Watch Alystra Barefoot teach about character traits.

This video is part of the Learn and Grow with WHRO TV series. Watch Alystra Barefoot teach about character traits.

Students listen to a story and brainstorm character traits. After teacher modeling, students practice identifying character traits in their journals.

This video is part of the Learn and Grow with WHRO TV series. Watch Kelly Diehl teach about the short /e/ word families through poetry, pictures, and writing.

Students listen to and choral read the poem, "Ben the Brave." Students detect -en and -et words within the poem. They create a t-chart in their journal to sort and write -en and -et words.

Since 1885 the Shoshone people have been without buffalo on their land. After decades of effort beginning in the 1990’s a coalition of individuals and organizations have taken the first step in returning the North American Bison to their native lands. In the accompanying lesson plan (found in the Support Materials) students will understand that nowhere is this action more culturally and ecologically significant than on the Wind River Indian Reservation in central Wyoming.

LEARNING OBJECTIVES:

Students will explore the significance of the buffalo to the Shoshone people living on the Wind River Reservation.
Students will learn that through traditional concepts of understanding, the Shoshone people, as well as many other Plains tribes, were able to survive using the buffalo.
Students will research the controversial issue surrounding the return of the buffalo to the Wind River Reservation and understand how arguments against returning them almost derailed efforts by the Shoshone tribe.

In the accompanying lesson plan (found in the Support Materials) students will gain an understanding of the Shoshone tribe while learning about the Shoshone Parfleche from the WyomingPBS video.

LEARNING OBJECTIVES:

students will write 3-4 sentences stating/explaining how the Shoshone Parfleche is used.
Students will create an individual parfleche, designed with a line of symmetry, the use of a meter stick for specific measurements and the ability to use creativity to choose their own designs.

This activity is an investigation of free fall and projectile motion through a track and field situation.