In this lesson, students will investigate seeds and the process of seeds growing to become the food we eat. Includes activity instructions, extension activities, songs, and a vocabulary list.

NGSS: Partially meets 2-LS2-1, Extension activities meet 4-LS1-1, 5-LS-1

Common Core: W.2.7, W.2.8, Extension activities meet MD.K, MD.1, MD.2.1, MD.3.3, MD, 4.4, MD.5

Social Sciences: 3.12, 4.12

Time: 45 minutes

Materials: "Seed, Soil, Sun" or other book about seed germination and plant growth, clear plastic cups, paper cups, paper towels, seeds, water

This site teaches High Schoolers Conditional Probability & the Rules of Probability through a series of 1350 questions and interactive activities aligned to 11 Common Core mathematics skills.

This site teaches High Schoolers Modeling with Geometry through a series of 1548 questions and interactive activities aligned to 12 Common Core mathematics skills.

This site teaches High Schoolers how to Make Inferences and Justify Conclusions using statistics through a series of 99 questions and interactive activities aligned to 4 Common Core mathematics skills.

This site teaches High Schoolers how to use probability to make decisions through a series of 158 questions and interactive activities aligned to 6 Common Core mathematics skills.

When designing a text-based lesson, educators must consider many factors that will impact the success of the lesson. One of the most important factors is choosing an appropriate anchor text. An anchor text is the main text that all learning stems from during the lesson or unit.

This module will support educators as they explore questions that help them analyze a proposed text.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Even among educators who have been successful at educating ELLs under traditional supports and programs, the level of knowledge required to do the job successfully has increased. This paper considers more aggressive and creative capacity-building initiatives that strengthen and integrate the disciplinary teaching strategies with literacy and language development strategies. The authors discuss the value and implications of new partnerships, of structures for collaboration, and of time dedicated to engaging experts from different fields in the design and delivery of teacher preparation and professional development.

Jen Saul combines think time, partner discussions, and an emphasis on students' personal strategies to build confidence through mental math. Students use and discuss the strategies of "decomposing," "splitting," and "jumps of ten."

This unit consists of five lessons encouraging younger learners to engineer increasingly better towers using blocks and recycled materials. Each 30 minute lesson ("phase") includes goals, discussion, activity instructions, extensions, and student worksheets.

Phase 1: Paper Cut-Outs Activity
Phase 2: Building Blocks Activity
Phase 3: Number of Blocks Activity
Phase 4: Building within a Space Activity
Phase 5: Recycled Tower Activity

NGSS: K-2-ETS1-1, K-2-ETS1-2, K-2-ETS1-3

Common Core ELA: RI.2.1, W.2.6, W.2.8, SL.2.5

Common Core Math: MP.2, MP.4, MP.5, 2.MD.D.10

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Educators identify a standard, deconstruct its elements, and share understanding with other educators. They then suggest a design for instruction and create a educational resource to support the teaching and learning of the standard.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Ms. Whicker uses similar figures, 3D views and cross-sectional views to have her students construct figures using manipulatives.

In this lesson students will learn about weather by taking walks in various types conditions: sunny, rainy, windy and snowy.

This paper addresses the implications, for ELLs, of the new standard's requirement that students be able to read and understand complex, informationally dense texts. The authors discuss the types of supports that learners need in order to work with complex texts. They also provide a sample of what academic discourse involves, using an excerpt from Martin Luther King, Jr.'s Letter from Birmingham Jail. They demonstrate how English learners can be provided with strategies for accessing complex texts, such as closely examining one sentence at a time. The authors argue that instruction must go beyond vocabulary and should begin with an examination of our beliefs about language, literacy and learning.

The wraparound learning experience is demonstrated by Sandi Silbernagel as she teaches her students about Cajun Tall Tales. Instructional expert Jim Knight discusses strategies and activities that can affect learning outcomes.