Secondary educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2018-2019 school year.

Too many of our students are physically unable to perform movements that should be simple for their age group.  This workout is designed to challenge students out of their fitness comfort zone without deterring them from wanting to live a life of good health and fitness.

Reality Czech is an openly licensed online curriculum for beginning to intermediate-level Czech students. The course aims to be a highly communicative introduction to Czech language and culture and includes over 240 interview compilation videos shot in the style of a reality TV show on a variety of everyday topics such as daily schedule, hobbies, food and drink, studies, holidays, health, weather, and more.

The name Reality Czech reflects not only the centrality of these interviews to the curriculum, but also the textbook’s focus on the vocabulary and constructions Czechs frequently use to talk about everyday topics. The entire course has been shaped by the language used in the interview videos as well as openly licensed content sourced from the internet.

Each of the 10 units follows a sequence of pre-class, in-class, and post-class activities ideal for a flipped classroom:

- Pre-class activities such as Quizlet vocabulary activities, video and audio with comprehension questions, culture notes, and grammar exercises introduce students to new language.
- An activity book for in-class use provides all of the resources an instructor needs to create a communicative classroom experience focused around task-based learning, such as games and activities.
- Post-class activities use both exercises and authentic multimedia texts as a catalyst for students to create language.

The materials all exist natively online in flexible formats such as Google Docs, and are licensed with a Creative Commons Attribution-ShareAlike license, allowing the curriculum to be easily adapted to 100% online delivery.

Engage students with more enjoyable vocabulary and introduction to a new chapter by having them complete a scavenger hunt. This tool is specifically designed for Algebra 1, chapter 1. 

This set of worksheets is for practicing Kanji that goes with Second Year Japanese - Textbook that is to be used in class for the second year students in college and/or for the third/fourth year Japanese in high school. Clicking on each large Kanji on the first page of each sheet will lead to the webpage of jisho.org that explains more about the kanji.

This worksheets should be used for the second year students in college and/or for the third/fourth year Japanese in high school. It goes with "Second Year Japanese - Textbook" by Yoko Sato. It would be ideal to be used after completing each lesson for checking how much students understand and apply the materials introduced in the lesson.

This is a slide style textbook to be used in class for the second year students in college and/or for the third/fourth year Japanese in high school. Each lesson includes simple grammar explanation, model dialogs, quick drills and activities for pair and group work with lots of illustrations. Kanji worksheets and outcome check worksheets are available to go with this textbook. There are also First Year Japanese I, II, III textbooks and worksheets.

The Mathematics Vision Project (MVP) curriculum has been developed to realize the vision and goals of the New Core Standards of Mathematics. The Comprehensive Mathematics Instruction (CMI) framework is an integral part of the materials. You can read more about the CMI framework in the Utah Mathematics Teacher Journal. (UCTM, 2009)

This book has five chapters with three stories per chapter for a total of 15 units to work with. Each chapter has a small cultural research assignment with extra credit opportunities. It also contains hyperlinks to websites about vacations, food, and more. It is meant to be a supplement to in-class instruction. If you are new to TPRS, check out the methodology before jumping in. Feel free to contact the author with any questions that you may have at jreyn001@tamu.edu. All written material is original and all images are cited and contain a license that allows them to be used freely.

This resource provides information around offering Sport(s) Officiating in High School Physical Education and available teaching resources.

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.

This is a project/assignment based on four stories presented regarding teachers during their first year teaching. Most of the content from these stories is applicable to all first year teachers even though these specific teachers were all high school science. I have used these as successful guides for a range of topics pertinent for students preparing to become teachers. The final component, part four, of this project/assignment is a self-reflection which I have used with students completing their student teaching experience. These students were concurrently enrolled in a seminar which served as a nice platform for this. The stories addressed in the worksheet are from a dissertation, chapter four.  This dissertation is easily accessed with a link provided in the initial directions of this assignment/project.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Baseball pitchers aren’t born knowing how to throw a ball – it takes years of training and practice to hone this ability. Although prior studies have examined how throwing mechanics differ between youth and adult pitchers, no reports have followed the same group of individuals year after year to watch their skills develop. Now, a US-based research team has sequentially tracked young pitchers to identify the biomechanical changes that occur as a pitcher sharpens their skills. The researchers recruited kids from youth baseball leagues who were in their first season playing as pitcher. Each participant was asked to throw 10 full-effort fastballs from the pitching mound to home plate. Before throwing, the pitcher was outfitted with 23 retroreflective markers. The three-dimensional motions of these markers were tracked through 12 synchronized high-speed cameras..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Students will compare the basis of the derivatives for different plastics in order to determine their expected carbon-14 content. They will then compare ratios of carbon-14 to carbon-12 in plastic samples and categorize the sample according to its percent bio-based composition. Teacher Background Information: This lesson is more of a context design to be used with an existing nuclear chemistry lesson plan. The goal is for students to see the applicability of nuclear chemistry beyond carbon-dating by showing how carbon-dating can be used to determine the carbon sources of products.  Students will need a basic understanding of the carbon cycle, and nuclear equations. The lesson will need students to learn about half-lives halfway through the lesson and that is left open to teach as you wish. There is room for extension to mass spectrometry if you want to incorporate it here for AP Chemistry or as an honors extension. I would suggest using the Flinn POGIL on Mass Spectrometry.   

The Renaissance time period was one of the most pivotal moments in history for art and inventions. It was a time of inquiries and freedom to explore and create ingenuity at its finest. As a result, many artists rose to fame and are know today like Van Gogh, and many new inventions made life easier or made it easier to take away by an enormous amount of advancements in weaponry. The goal is for students to become more familiar with the Renaissance and important advancements made at the time. This allows for a lot of independent thinking and good persuasive arguments as the most important advancement of the time can be argued. This is important for 9th graders because it is crucial to understand how the advancements made back then still are important to this day and have an impact on our everyday lives more than you would even know.In groups of 4, students will be researching different inventions or art forms of the Renaissance, and then ultimately present their findings to the class to show what they learned and why it is important. The presentation must have a persuasive well thought out argument as to why it is important and as to how it affects modern life and also life in that time period.            In general, these inventions and art  transformed our lives and they should be talked about. The students should do research on inventions/art forms of the time and then discuss the importance of them before settling on one that has greatly impacted them. This will help them become engaged and see why this time period was so important. It will also give them the creativity because it was a time of many inventions/art forms and they get to choose which one they found was most important and useful.            To begin the lesson, we will begin by watching a short video to just give the students an example of a few of the inventions of the time and lead them into the driving question that they will be researching. They will also read a short article on some more inventions and then go into a full fishbowl conversation on different inventions. They will also be reading an article on some art forms of the time period. This will be facilitated by the teacher, but the kids will have the main arguments. They will be discussing different inventions/art forms and how it has affected their daily life, cool inventions created during that time, and also how the inventions have changed over time to what they are today. The discussion should give them a better understanding of what was going on at the time and why is was important. It’s crucial for them to hear about a bunch of inventions/art forms so that they can argue for their project extremely well because they have already learned about a few.            Over the course of the lesson, the students will research and explore many key inventions/art forms of the Renaissance in order to gain a better understanding of everything that was going on at the time. They will most likely have to pick an invention based on their daily lives and things they like to do. Some inventions/art forms may seem more important to one group over and that is reasonable.            By the end of the lesson, there are many different possibilities of important inventions/art forms that the students. For example, some students may focus on inventions/art forms that helped advance knowledge whereas others might pick inventions/art forms they find cool that has personally impacted their lives.During the final presentation, students should present their visual aid and argue why it is important. They also need to be able to explain where it originated and how it has impacted their lives. They also should be prepared to answer questions from other groups on why it is the most important and be ready to defend themselves.

Learning Styles Quiz created in Google Sheets and set up to score student's responses and compile them onto an easy-to-understand results page. Example of Results PageExample of completed learning Styles Quiz