In this lesson, students use the Bee Bots to move throughout their space. If Bee Bots are inaccessible, the lesson can be adapted by using the online coding platform.

In this curriculum unit, students look at the role of President as defined in the Constitution and consider the precedent-setting accomplishments of George Washington.

Visually searchable database of Algebra 1 videos. Click on a problem and watch the solution on YouTube. Copy and paste this material into your CMS. Videos accompany the open Elementary Algebra textbook published by Flat World Knowledge.

In searching for very basic OER materials for adult ESL Learners, I found this resource on OER Commons. Since the resource is in the form of .docx documents, it is very conducive to adapting to my learners' needs.

The emergence of America as a world power at the end of the 19th century and its acquisition of overseas territories.

This is a Powerpoint with pictures and some sounds ( now videos) for Black History Month. The file has been updated to include video links.

In this unit students will define, identify, and explain 5 types of text structure. Students will explain how text and graphic features enhance a text. They will determine the type of figurative language used in a text. Students will summarize a given text.

In this unit students will define, identify, and explain 5 types of text structure. Students will explain how text and graphic features enhance a text. They will determine the type of figurative language used in a text. Students will summarize a given text.

The Storm of the Century: The Blizzard of 49 is a WyomingPBS documentary. This documentary tells the story of the worst series of storms in Wyoming's history. But for all the tragedy and loss, suffering, and death, there was hope and heroism, unselfish sacrifice, and generosity. Students will learn about the Blizzard of 1949 and how the State of Wyoming and the Civil Air Patrol responded.

The resource videos are based on this documentary and include associated lesson plans. There are three video clips. Clip one starts at the beginning and ends at 2:50 minutes, Clip two begins at 3:50 minutes and ends at 5:50 minutes, clip three begins at 6:00 minutes and ends at 8:41 minutes.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

This lesson is based on a book from Reader's Theater. The book selected for this lesson is called Using My Body.  The teacher will introduce the book, and go over the picture vocabulary, and the sight words in the book. The students will participate in repeated readings to build fluency and increase their concept vocabulary. They will be assessed on fluency when they perform in front of the class and for comprehension when they do their cloze activity.

This lesson focuses on the identification of major boundaries, borders, and barriers around the world.

In this week 1 of 6 hyperdocs, students are presented a problem and solve it through the use of one of the Computational Thinking strategies. This lesson is designed with K-5 in mind, and can be adapted to meet the needs of any classroom.Week 1 Problem: James has just learned that he has to stay inside for a few weeks and can’t play with his friends. He has an iPad, but his mom said he can only have it for 30 minutes a day. He also has toys, but says he is bored of them and has nothing fun to do. His mom said he could have anything in her craft room, but he doesn’t know what to do with the boxes, string, fabric, tape, sticks, and paint.  What can James do to make his day fun?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 enter their new classroom and school with many feelings and this Roadmap can give them a chance to express themselves in a safe and fun way. It can also help the teacher gain awareness if needed. It's also just a fun Roadmap to help the class get to know one another and to start building those relationships on day one!

This Roadmap looks at the physical trait of a Hermit Crab that help it survive. The reading is leveled and guides the students to compare and recognize cause and effect within the reading. Students will then create a virtual aquarium and hermit crab of their own. Students will then learn how to use the animation feature of the Flipbook by making their hermit crab walk across the aquarium. Next they are open to make a book of their favorite animals in different environment. They will use a label to name the physical traits and tell how they help them survive.

This video is part of the Learn and Grow with WHRO TV series. Watch Dr. Deborah Fuge teach about words with short /u/ and make connections in a story.

Students build their own satellite using household materials. Through the process, they learn about satellites and their functions.

This lesson serves as a bridge between Unit 1 and Unit 2. Students work with texts and images leading to the idea that we must act now to protect our water supply. In the Opening, students activate their background knowledge around issues related to water by discussing a quote using the Say Something protocol (SL.3.1). They then read a new page from One Well for the gist and think about why we need to conserve water (RI.3.4, L.3.4). Students build on this understanding through the Poster Walk protocol in Work Time B, discussing the challenges related to clean water represented in the images on the posters (RI.3.1, SL.3.1). Finally, they connect their thinking to the module guiding questions and are introduced to the writing prompt that they will work toward throughout the unit.
Students practice their fluency by following along and reading silently as the teacher reads One Well aloud during Work Time A.
In this lesson, students focus on working to become effective learners by collaborating as they work in groups to discuss the images on the Poster Walk posters.
The research reading that students complete for homework helps build both their vocabulary and knowledge pertaining to water. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

The students are introduced to the research process through an assignment (https://docs.google.com/document/d/1aV1canXyzEv0imNlA3VgYuAqXqJV4ax7xv0opIt4mtQ/edit?usp=sharing) that requires them to perform research on an individual who has had to overcome challenges and has benefitted others (eg. Jackie Robinson)

I want to work towards making them more savvy researchers as well as more digitally literate. I envision this lesson as part of a focus on conducting quality research. Another lesson, probably prior to this, would be on identifying credible sources of research. A follow-up lesson could easily be on performing effective web searches in research.

Nurturing an inquiry-rich classroom environment begins with asking questions and cultivating curiosity. This lesson invites students to ask questions about tools as they engage in a whole class challenge about tools. Students are encouraged to engage with their peers as they orally rehearse asking questions.
Students continue to build their knowledge about tools. Throughout the module, to support a volume of reading on this topic, see the Recommended Texts and Other Resources list. Ensure that students have a variety of informational and narratives texts on this topic (at a variety of reading levels) available during independent reading in the K-2 Reading Foundations Skills Block.
The cold call participation strategy is introduced in Work Time A. This is a total participation technique in which students are randomly called on by the teacher. A kind, supportive, and caring environment in which students are open to taking risks supports the success of this strategy.
During Work Time B, students closely observe and then draw tools. Teaching students to look closely is a strong scaffold for the close reading that students will do later. When modeling the drawing portion of Work Time B, help students notice the shapes in the object and then the angles in the lines of the object. Consider using a pencil with an eraser, because some lines may need to be erased.
In Work Time C, students hear A Chef's Tools read aloud. Primary learners need to hear a large number of texts read aloud in order to build their word and world knowledge. Display the text when reading aloud. And when doing a first read-aloud, read fluently with expression and without interruption. For additional information, refer to the Module Overview.

This lesson launches students into a new topic of study: fossils. During the Opening and Work Time A, students are presented with clues about the topic and make guesses about what it could be. Nurturing an inquiry-rich classroom environment begins with asking questions and cultivating curiosity. Students make observations and ask questions, which supports them in constructing a schema for fossils. (RI.2.1, SL.2.2)
During Work Time A, students participate in the Picture Tea Party protocol. Consider how familiar they are with this protocol and reallocate class time spent introducing it as necessary.
During the Closing, students are presented with one of the Unit 1 guiding questions: "What do paleontologists do?" This question will be explored in the unit through both narrative nonfiction and informational texts about paleontologists.
To allow for a volume of reading on the topic of fossils for this module, see the K-5 Recommended Text List. Ensure that a variety of informational and narratives texts below, on, and above grade level for this topic are available during independent reading in the K-2 Labs and K-2 Reading Foundations Skills Block.