A checklist used by teachers to observe and record elementary students’ analysis skills as they work on activities and projects.
A checklist used by teachers to assess high school students’ analysis skills.
A checklist used by teachers to assess middle school students’ analysis skills.
A rubric in student language used by elementary students to self-assess their analysis skills.
A rubric in student language used by high school students to self-assess their analysis skills.
A rubric in student language used by middle school students to self-assess their analysis skills.
Students create graphs comparing the stock market crashes and recoveries from 1929 and 2008. Students analyze the graphs to make conclusions about the risks and benefits of stock investment. Students use the decision making dimensions and their analysis of the data to decide on an investment strategy for the future. This lesson plan was created by a participant of the 2020-21 Decision Education Fellowship, hosted by the Alliance for Decision Education.
The purpose of this interactive lesson is for students to analyze the evidence in support of a claim in an argument, and to evaluate whether the argument is supported. Adult students preparing for the GED extended response and who place at least at a Grade 8 reading / writing level will find this tool useful. This lesson can also be a stand alone primer for those wanting to evaluate / present better arguments at work and in life. This lesson is designed for a face-to-face, instructor-led classroom setting.
In this unit students will become more knowledgeable about historical events as well as infer/identify elements of a fable narration. Within the text, they will take three reading check quizzes via Google Forms. Students will partake in an Escape Room for a final assessment of the book. At the end of this unit, after reading the book, students will create their own ideal society.
In this unit students will become more knowledgeable about historical events as well as infer/identify elements of a fable narration. Within the text, they will take three reading check quizzes via Google Forms. Students will partake in an Escape Room for a final assessment of the book. At the end of this unit, after reading the book, students will create their own ideal society.
This lesson unit is intended to help teachers assess how well students are able to: work with concepts of congruency and similarity, including identifying corresponding sides and corresponding angles within and between triangles; Identify and understand the significance of a counter-example; Prove, and evaluate proofs in a geometric context.
This activity is an indoor lab where students will make predictions of what a force vs time and acceleration vs time graph will look like for a ride in an elevator going down and up. Students will collect data remotely using a Force Plate and accelerometer and then download the data to the computer for further analysis.
These primary source excerpts are broken into 2 groups: Cuban perspectives and American perspectives of the Bay of Pigs invasion. Consider having students work in pairs or small groups to read, discussion and answer the questions for their perspective. Then have students from both perspectives share observations. Consider using a guided question such as "Why are views so different for the same event, especially of those who fought at the Bay of Pigs?"
After gaining skill through analyzing a historic and contemporary speech as a class, students will select a famous speech from a list compiled from several resources and write an essay that identifies and explains the rhetorical strategies that the author deliberately chose while crafting the text to make an effective argument. Their analysis will consider questions such as: What makes the speech an argument?, How did the author's rhetoric evoke a response from the audience?, and Why are the words still venerated today?
Checklist that can be used as a guide in analyzing the assignment examples
This lab activity has students rolling a marble down a ramp to study position, velocity, and acceleration. Based on a experiment performed by Galileo.
To further develop student learning of anatomical terminology, students will utilize the linked website ( Anatomical directional terms website link ) to use as a resource for defining each anatomical directional term. After taking notes over each term they will complete a project applying the terms in a video. This project can be used in courses related to health sciences when covering the topic of anatomically correct terminology related to directions when referencing the location of more than one location on the human body. Essential Questions:1. Identify body direction terminology.2. Recognize directional terms of anatomy.3. Use anatomical landmarks terms when referring to parts of the body.
This anatomy & physiology lab manual is meant for a two semester course, covering every system of the human body. It contains lecture notes, labs, videos, and the online version has added activities and games.
Chapter 11: The Muscular System MCQ Multiple Choices Questions Quiz Test Bank
11.1 Interactions of Skeletal Muscles, Their Fascicle Arrangement, and Their Lever Systems
11.2 Naming Skeletal Muscles
11.3 Axial Muscles of the Head, Neck, and Back
11.4 Axial Muscles of the Abdominal Wall and Thorax
11.5 Muscles of the Pectoral Girdle and Upper Limbs
11.6 Appendicular Muscles of the Pelvic Girdle and Lower Limbs
Three separate lessons covering the farming, trading, and geography of Ancient Egypt. Perferct for the beginning of studying Egypt in 6th grade. Each lesson includes pictures, articles, vocabulary to front load, and a quiz. The quizzes have both multiple choic and open ended questions.