Students will work with a partner to write, solve, check, and animate a division story problem based on a division expression using a sharing model.

LEARNING TO WRITE BIOGRAPHIES
Discuss biographies previously read
Students will write a biography about one of the people they have read about. They will use information from one of these books and information from an online source to plan and write the biography.
Review Writing Process
Create Graphic Organizer model
Informative Writing Checklist
Students will work in their research groups and choose 3-4 subtopics. Then students will begin the graphic organizer.
Sharing
Use the Smartboard or projector to display www.factmonster.com.
Students will continue to work in their research group. They need to complete their research from the class book quickly and begin their search with source two.

In collaboration with Common Sense Media, this lesson helps students learn that many websites ask for information that is private and discusses how to responsibly handle such requests. Students also find out that they can go to exciting places online, but they need to follow certain rules to remain safe.

This lesson will give students an idea of what to expect when they head to the computer lab. It begins with a brief discussion introducing them to computer lab manners, then they will progress into using a computer to complete online puzzles.

This lesson has students recognize that computer science can help people in real life. First, students empathize with several fictional smartphone users in order to help them find the “right app” that addresses their needs. Then, students exercise empathy and creativity to sketch their own smartphone app that addresses the needs of one additional user.

This lesson will work to prepare students mentally for the coding exercises that they will encounter over the length of this course. In small teams, students will use physical activity to program their classmates to step carefully from place to place until a goal is achieved.

As we start to write longer and more interesting programs, our code often contains a lot of repetition. In this lesson, students will learn about how loops can be used to more easily communicate instructions that have a lot of repetition by looking at the repeated patterns of movement in a dance.

Building on the concept of repeating instructions from "Getting Loopy," this stage will have students using loops to pick corn more efficiently on Code.org.

This lesson helps children to recognize that it is essential to tell a trusted adult if something online makes them feel angry, sad, or scared.

Students learn that other people can sometimes act like bullies when they are online. They will explore what cyberbullying means and what they can do when they encounter it. After reading a scenario about mean online behavior, students discuss what cyberbullying is, how it can make people feel, and how to respond. Finally, they use their knowledge to create a simple tip sheet on cyberbullying in their journal.

In this online activity, students will have the opportunity to learn how to use events in Play Lab and apply all of the coding skills that they've learned to create an animated game. It's time to get creative and make a game in Play Lab!

In this lesson, students will use their newfound programming skills in more complicated ways to navigate a tricky course with BB-8.

Part puzzle, part word search, the Spelling Bee asks students to program a bee to find common words in a grid.

The curriculum section provides over one hundred garden-based lessons to create, expand, and sustain garden-based learning experiences. It offers practical ideas and resources for every level of garden-based learning from sprouting seeds to understanding the food system.

This curriculum section was compiled by the University of California Division of Agriculture and Natural Resources Garden-Based Learning Workgroup. The content for this section was borrowed, with permission, from various resources. It was our goal to use existing resources as not to “recreate the wheel” and to give a broad example of the garden-based learning resources that are currently in print.

The section is divided into 12 theme areas with applications for primary and upper grade level students.

The curriculum map is the single-best source to understand the year’s work in the module lessons for each grade level: a detailed view of the scope and sequence of the modules showing module titles, topics, targets, and standards explicitly taught and formally assessed in each module.

This is the story of how Les Paul created the world's first solid-body electric guitar, countless other inventions that changed modern music, and one truly epic career in rock and roll. How to make a microphone? A broomstick, a cinderblock, a telephone, a radio. How to make an electric guitar? A record player's arm, a speaker, some tape. How to make a legendary inventor? A few tools, a lot of curiosity, and an endless faith in what is possible, this unforgettable biography will resonate with inventive readers young and old.

Students brainstorm a list of bucket fillers together to inspire acts of kindness locally and globally

This wiki page documents the STEAM Design Challenge Activity ISKME facilitated during the SLANT Summer Institute at San Francisco Unified School District July 19-23, 2010.Participants designed prototypes for an arts integration project for students and posted their ideas on the wiki.

WEEK 9, DAY 1
Learning about Informative Writing
WEEK 9, DAY 2
Learning to Evaluate Informative/ Writing
WEEK 9, DAY 3
Learning to Write Informative Pieces
WEEK 9, DAY 4
Learning to Write Informative Pieces
WEEK 9, DAY 5
Learning to Write Informative Pieces

One type of fictional narrative is a tall tale. Students will be writing their own ending for a new tall tale they haven’t read yet.
They will read all of the different endings they come up with and compare them with how the author, Mary Pope Osborne, actually ended the story.
Planning and drafting are the first two steps. Students will create a draft using the narrative checklist and start by making the graphic organizer. Students will work around the room on their graphic organizers and share with classmates.
Students will continue to work independently to complete their narratives and add dialogue. They will use the narrative checklist to evaluate their own writing, then revise and edit before writing a final copy.

WEEK 1, DAY 1
Initial Assessment of Students’ Independent Writing
WEEK 1, DAY 2
Learning About Personal Narratives
WEEK 1, DAY 3
Learning to Evaluate Narratives
WEEK 1, DAY 4
Learning to Write Narratives
WEEK 1, DAY 5
Learning to Write Narratives