People may participate in politics in many ways. They can write their Representative or Senator, or work in for a candidate or political party. They can make presentations to their local school board or city council, or call the police to complain about the neighbor's dog. Partly because of our federalist system, people have many opportunities to participate in our democracy on federal, state, and local levels. Some forms of participation are more common than others and some citizens participate more than others, but almost everyone has a voice in government.
This unit on weather, climate, and water cycling is broken into four separate lesson sets. In the first two lesson sets, students explain small-scale storms. In the third and fourth lesson sets, students explain mesoscale weather systems and climate-level patterns of precipitation. Each of these two parts of the unit is grounded in a different anchoring phenomenon.
The unit starts out with anchoring students in the exploration of a series of videos of hailstorms from different locations across the country at different times of the year. The videos show that pieces of ice of different sizes (some very large) are falling out of the sky, sometimes accompanied by rain and wind gusts, all on days when the temperature of the air outside remained above freezing for the entire day. These cases spark questions and ideas for investigations, such as investigating how ice can be falling from the sky on a warm day, how clouds form, why some clouds produce storms with large amounts of precipitation and others don’t, and how all that water gets into the air in the first place.
The second half of the unit is anchored in the exploration of a weather report of a winter storm that affected large portions of the midwestern United States. The maps, transcripts, and video that students analyze show them that the storm was forecasted to produce large amounts of snow and ice accumulation in large portions of the northeastern part of the country within the next day. This case sparks questions and ideas for investigations around trying to figure out what could be causing such a large-scale storm and why it would end up affecting a different part of the country a day later.
- Environmental Science
- Atmospheric Science
- Material Type:
- Lesson Plan
- Student Guide
- Teaching/Learning Strategy
- Unit of Study
- Assessment Specialist Colleen O’Brien
- Boston College Emily Harris
- BSCS Science Learning Audrey Mohan
- BSCS Science Learning Dawn Novak
- BSCS Science Learning Katie Van Horne
- BSCS Science Learning Lindsey Mohan
- BSCS Science Learning Tracey Ramirez
- Columbia University Elisabeth Cohen
- Indian Woods Middle School Ann Rivet
- Indian Woods Middle School Whitney Smith
- Lombard Middle School Vanessa Hannana
- Michael Novak
- Northwestern University Renee Affolter
- Williston Central School Heather Galbreath
- Date Added:
Students must "become" a character in a novel in order to describe themselves and other characters using powerful adjectives.
In this activity about light and perception, learners discover how a flash of light can create a lingering image called an "afterimage" on the retina of the eye. Learners will be surprised when they continue to see an image of a bright object after staring at it and looking away. Use this activity to introduce learners to principles of optics and perception as well as to explain why the full moon often appears larger when it is on the horizon than when it is overhead. This lesson guide also includes a few extensions like how to take "afterimage photographs."
Students examine familiar car names for underlying connotations then proceed through a series of steps, increasing their control over language, until they select words with powerful connotations in their own writing.
This lesson will be turning heads and pages as students learn how to choose appropriate books for independent reading exercises and later evaluate their choices.
The goal of this two to three day exemplar is to give students the opportunity to use the reading and writing habits theyve been practicing on a regular basis to absorb deep lessons from Richard Feynmans recollections of interactions with his father. By reading and rereading the passage closely, and focusing their reading through a series of questions and discussion about the text, students will identify how and why Feynman started to look at the world through the eyes of a scientist. When combined with writing about the passage, students will discover how much they can learn from a memoir. This close reading exemplar is intended to model how teachers can support their students as they undergo the kind of careful reading the Common Core State Standards require. Teachers are encouraged to take these exemplars and modify them to suit the needs of their students.
Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of the Commencement Address Steve Jobs delivered at Stanford University on June, 2005.
The students are going to have their own chance to participate in a continuous story. One student starts the story and is given a certain amount of time for telling it. Another student will continue the story and each student will have a chance to add to it. The teacher will use ePals and submit their idea to find another classroom to collaborate together in the story. The students will learn about each other's cultures and lives through the storytelling.
Educators at EL Education’s Curriculum Design Intensive collaborate to design the structure and themes of the ELA grades 3-8 Common Core-aligned curriculum.
In this 6th grade science lesson, ESY staff bring visual aids and props to the classroom to teach guidelines for applying the school’s 4BEs (Be Safe, Be Respectful, Be Responsible and Be an Ally) in the garden. It is important that each student receive this lesson before they come to the garden for their first hands-on class.
In this 6th grade science lesson, students learn about the prevalence of potatoes while also preparing, roasting, and eating garden potatoes from the wood-burning oven.
Using their new skills in deconstructing advertisements, students will look at advertisements through the lens of gender. Students will be encouraged to critically analyze the cultural stereotypes for men and women. Students will deconstruct advertisements based on gender representation.Rationale: Students will begin to see how believing in stereotypes can lead towards a negative self image for men and women. This is Part 4 of a 5 part Unit: Media Manipulation: What Are They Really Saying?
Students will become familiar with terms, arguments and case studies involving globalization. After using our text to explore relevant definitions and initial pro-con arguments, students will rotate between five stations: (1) watch and respond to a Crash Course video in EdPuzzle, (2) investigate food security & trade issues with a small group white board flowchart, (3) access case studies online and respond to questions, (4) search out addition pro-con arguments online and (5) select a product to research and develop a script for a fashion show that highlights the effects of globalization. The unit will conclude with a "globalization fashion show" and a pro-con debate on globalization.
Students will discover the meaning behind and uses for adjectives, adverbs, conjunctions, prepositions and other elements of grammar. They will work in partners or groups to create a visual presentation that will teach classmates the most important and useful characteristics of their assigned grammar element.
Making success more attainable through the formation of an identity that musters the gumption. Through this identity, students will start to analyze how to achieve long-term goals.
This wiki page documents the Design Process Workshop ISKME facilitated at the Roadtrip Nation offices in Costa Mesa, CA on February 18, 2011. Storytelling, design thinking, improv, brainstorming, and prototyping were used to design for the Design Challenge:How might we create more teacher engagement with the Roadtrip Nation Experience?
Students will use the Five Core Concepts and Five Key Questions to analyze and evaluate media messages. These concepts will serve as the "Big Ideas" or the "Enduring Understanding" that students will need in order to become media literate. This is Part 1 of a 5 Part Unit: Media Manipulation: What Are They Really Saying?
Behind many of the apparently simple stories of Robert Frost's poems are unexpected questions and mysteries. In this lesson, students analyze what speakers include or omit from their narrative accounts, make inferences about speakers' motivations, and find evidence for their inferences in the words of the poem.