Short Description: Un recorrido por la historia y cultura de Hispanoamérica, diseñado …
Short Description: Un recorrido por la historia y cultura de Hispanoamérica, diseñado para estudiantes de la lengua española a nivel intermedio.
Word Count: 102089
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These guides can be used as part of an anticipatory set to …
These guides can be used as part of an anticipatory set to introduce persuasive writing and transition into claim evidence reasoning paragraphs. "Claim, Support, Question," is a "Visible Thinking Routine" developed by Project Zero at the Harvard Graduate School of Education.
These discussion guides may be used as part of an anticipatory set …
These discussion guides may be used as part of an anticipatory set to introduce argumentation. "Claim, Support, Question," is a "Visible Thinking Routine" developed by Project Zero at the Harvard Graduate School of Education.
This is volume 2 of a a two-part instructional text series for …
This is volume 2 of a a two-part instructional text series for first-year composition students. Volume 2 is intended for students who have some college composition and rhetoric knowledge and experience.
Students are read a series of two options and are asked to …
Students are read a series of two options and are asked to decide which options are more dangerous. They then learn about risk and how to prevent or reduce risk by taking precautions. Next they listen to a story about risk, where Clifford, the big red dog, helps reduce the risk of danger by taking precautions. After the story, the students complete a story sequencing activity based on Clifford’s actions. Finally, they recognize that Clifford does not exist in the real world and talk about people in their families and communities that help protect them from risk.
This unit provides Common-Core aligned lessons based for Math 3, English 10, …
This unit provides Common-Core aligned lessons based for Math 3, English 10, and Biology (NGSS Standards). The subjects are linked by a text on climate change, and they hit the standards of argumentation for English, comparing functions in Math 3, and human effects on environment in Biology.
SYNOPSIS: In this lesson, students explore four major categories of climate change, …
SYNOPSIS: In this lesson, students explore four major categories of climate change, identify one to further research, and create a fact sheet.
SCIENTIST NOTES: This lesson introduces students to factsheets and infographics and how powerful they can be in providing and relaying information. Students start the lesson by reading through a factsheet/infographic about New Jersey’s changing climate followed by a partner discussion about how the factsheet makes them feel. Students are then able to pick one of four categories, do research about their topic, and create their own factsheet and infographic. Student factsheets/infographics are shared and compared/contrasted with one another. This lesson allows for multiple instances of student autonomy and provides a creative outlet for discussing climate change. It is hereby recommended for teaching.
POSITIVES: -This lesson can be used in English, social studies, computer science, digital art, or science classes. It can be easily adjusted to be multidisciplinary. -Students are given voice and choice in this lesson. -Students become agents of change in their own communities, identifying problems and solutions.
ADDITIONAL PREREQUISITES: -Students should be familiar with the basics of climate change. -Students should be familiar with school-appropriate websites from previous school-related research.
DIFFERENTIATION: -Students’ communication can be as simple or as thorough as you desire. They will need more time to research and craft their communication if you want their writing to be more fact-based and robust. -Students can work independently or in a group with adjusted requirements. -Teachers can use subject and grade level vocabulary already being learned in class. Teachers can add more vocabulary words in the glossary slide of the Teacher Slideshow. -To deepen a social studies or global connection, students can explore the history of their chosen issue, how other countries are addressing the issue, or focus on a global solution strategy. -To connect to computer science or digital art, students can create their infographic and fact sheet digitally. -To further develop practical science or engineering skills, students can work together to create and implement a workable solution at the school, home, or community level. -Some students may wish to communicate their advocacy via social media. Make sure to follow all school rules and monitor students’ progress if you allow this in the classroom.
This lesson has students create, compare, and solve linear, quadratic, exponential, and …
This lesson has students create, compare, and solve linear, quadratic, exponential, and cubic functions based on a primary source from Weather Underground about the melting of the polar ice caps. If the formatting is an issue, contact me at rob.leichner@gmail.com for a Google drive link to the lesson plan.
Through a mock summit simulation, students explore current questions about climate change …
Through a mock summit simulation, students explore current questions about climate change issues and the validity of climate change claims. Students argue for and against implementation of solutions, using research to support arguments. During the research phase, students use an online Chrome extension (Diigo) to create a shared database of current climate change multimedia information that will support their claims. During the summit, students assume the role of an ambassador for a specific country. Then, students use their collected research to take a position which either validates or denies current climate change assertions such as: Climate change is a global issue and demands a unified response.Climate change is caused by human activity. We should demand utility companies to use 20% electricity from renewable energy sources.We should regulate CO2 as a pollutant. Finally, students create a multimedia presentation that represents their country’s final stance on the climate change issue and the summit’s suggested solutions.Standards:Ohio Science (Grade 7)CCSS ELA (Grade 7)
SYNOPSIS: In this lesson, students explore how climate change is impacting public …
SYNOPSIS: In this lesson, students explore how climate change is impacting public health in New Jersey, understand the difference between climate mitigation and climate adaptation, and create a video advocating for a climate adaptation strategy related to public health in New Jersey.
SCIENTIST NOTES: This lesson challenges students to consider the impacts of climate change on public health. The video defines public health in simple terms and how it affects and will affect students’ lives. Students are then encouraged to discuss how some of the quotes from the video make them feel and to investigate how climate change is linked to public health and justice. The differences between climate mitigation and climate adaptation are outlined, and sources are provided for further investigation. The lesson also includes links to credible sources to help students with their investigation. Students are encouraged to use their creative thinking skills to create a short video about climate adaptation strategies that could benefit New Jersey. This is a good lesson to challenge students' critical thinking and creative skills.
POSITIVES: -Students collaborate with their peers to create short videos as the assessment in this lesson. -Students get voice and choice as they select a climate adaptation strategy that matters the most to them. -If you teach multiple classes, you may be able to share the videos from all of your classes with all of your students.
ADDITIONAL PREREQUISITES: -Students should have access to the Teacher Slideshow on their own devices in order to explore example climate adaptation strategies, access links, and conduct research. -There may be student confusion when explaining the difference between climate mitigation and climate adaptation. Students may need more guidance as they choose their climate adaptation strategy. For example, students may gravitate toward "more renewable energy" or "more electric cars." Both of these are examples of climate mitigation strategies. Guide them toward climate adaptation strategies instead. -Some students may select climate adaptation strategies that are not directly related to public health. This may include building sea walls or planting more drought-resistant crops. These are climate adaptation strategies, but they are not directly related to public health. -Students can use the examples of how climate change impacts public health in New Jersey on the Teacher Slideshow to brainstorm ideas when choosing a climate adaptation strategy.
DIFFERENTIATION: -It may be best to group students of mixed ability. Conducting research for their videos might be the trickiest part of the lesson, and students with strong research skills and media literacy may be able to guide their groups. -Students can take turns being the videographer for their group. -You may require all students to have speaking roles in their videos. One student may also be the designated videographer for the group. -You can have students write scripts for their videos before recording. Other groups, however, may simply want to record their videos over and over again until they get a good take. -Students can record their videos on school-approved devices like laptops, iPads, or iPods. If these devices are not available, it may be necessary to have students use their personal devices.
This resource shares all of the documents and planning guidance for the …
This resource shares all of the documents and planning guidance for the Washington Climate Educator Book Club, which is part of the greater ClimeTime community. The Book Club’s book study is designed to flexibly support teams of interdisciplinary K–12 educators, from schools and districts across Washington, to explore ways climate education can be integrated into all classrooms.
In this lesson, students will examine the cliques within their school community. …
In this lesson, students will examine the cliques within their school community. They will also explore ways to integrate the student body and form relationships across, and in spite of, controlling cliques.
Student pairing to build relationships with all students in their class. This …
Student pairing to build relationships with all students in their class. This helps all students work with everyone in their class instead of the same partner each time partner group is required.
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