Methamphetamine is a powerful drug. It acts by changing how the brain works. It also speeds up many functions in the body. Methamphetamine has a chemical structure that is similar to another drug called amphetamine that I explore in my magazine on stimulants. Methamphetamine can cause lots of harmful things, including inability to sleep, paranoia, aggressiveness, and hallucinations.

In this Assessment Routine, students use a Mind Pie chart to express how comfortable and confident they feel about certain topics and activities they will encounter during the field experience. The chart provides the instructor with some information about the group, which they can use to inform their instruction. It also gives students an idea of what to expect from the field experience. This activity does not explicitly illuminate student misconceptions, rather, it serves as an opportunity for students to access and reflect on their prior knowledge and experience.

This handout was created for a Write Night when the student health center couldn't make it and we wanted some mindfulness resources. It includes three different techniques I learned in group therapy as a grad student.

This is the Output of the Etwinning Project Mission: Creating Gender-Responsive Learning Environment.
When developing gender-responsive learning environment through the project, we will try to provide a complete and holistic picture of each unique situation as it relates to women, girls, men and boys.
While there are many gender-based barriers to education—socio-economic, cultural, and institutional—the project will focus on practical tools that individual teachers, directors, educators can put to immediate use in their classrooms, organization or even workplace. It addition, it contains key definitions related to gender and education, references to international commitments to gender equality in education, and a list of supplementary online resources and suggested reading materials.
We hope that this project will help to raise awareness, spark discussions, and encourage sensitive and productive learning environments for students of all genders and stages.

Students will breed fruit flies through several generations and record their data using mathematical models in order to demonstrate the inheritance of trait variations.

Profile of a Student with This Motivation Problem: The student lacks essential skills required to do the task. Areas of deficit might include basic academic skills, cognitive strategies, and academic-enabler skills. Here are teacher behaviors to help fix this motivation problem.

Although the student has the required skills to complete the assigned work, he or she perceives the ‘effort’ needed to do so to be so great that the student loses motivation. Learn teacher behaviors to fix this motivation problem.

The student is distracted or off-task because classroom instruction and learning activities are not sufficiently reinforcing to hold his or her attention. Learn teacher behaviors to help fix this motivation problem.

The student requires praise, access to rewards, or other reinforcers in the short term as a temporary ‘pay-off’ to encourage her or him to apply greater effort. Learn teacher behaviors to help fix this student motivation problem.

The student has a low sense of self-efficacy in a subject area, activity, or academic task and that lack of confidence reduces the student’s motivation to apply his or her best effort. NOTE: Self-efficacy is the student’s view of his or her own abilities specific to a particular academic area (e.g., mathematics) and should not be confused with self-esteem, which represents the student’s global view of his or her self-worth. Learn teacher behavior to help fix this student motivation problem.

The student appears indifferent or even hostile toward the instructor and thus may lack motivation to follow teacher requests or to produce work. Learn teacher behaviors to help with this student motivation problem.

Objective: To design a car that is propelled only by a mousetrap that will travel the greatest average distance. In other words, the car should use energy to move. This energy is only created by the spring action of the trap which is connected to an axle of one of your wheels by a non-elastic string / thread.

Madeline Noonan starts every class day with a morning meeting. Students use vocabulary to describe how they're feeling, practice speaking in front of peers, and gain trust by sharing a little about themselves. A daily "greeting" adds a bit of fun.

Students climb into the mind of a spider in this lesson that asks them to compose a spider diary using spider facts, fiction, and "faction" fiction that sounds like fact.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

El módulo 3, que se extiende a tres dimensiones, se basa en la comprensión de los estudiantes de la congruencia en el módulo 1 y la similitud en el módulo 2 para probar fórmulas de volumen para sólidos. Los materiales estudiantiles consisten en las páginas del estudiante para cada lección en el módulo 3. Los materiales listos para la copia son una colección de las evaluaciones del módulo, boletos de salida de la lección y ejercicios de fluidez de los materiales del maestro.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
Module 3, Extending to Three Dimensions, builds on students’ understanding of congruence in Module 1 and similarity in Module 2 to prove volume formulas for solids. The student materials consist of the student pages for each lesson in Module 3. The copy ready materials are a collection of the module assessments, lesson exit tickets and fluency exercises from the teacher materials.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

The Educators Evaluating the Quality of Instructional Products (EQuIP) Rubric for science provides criteria by which to measure the alignment and overall quality of lessons and units with respect to the Next Generation Science Standards. The purpose of the rubric and review process is to: (1) provide constructive criterion-based feedback to developers; (2) review existing instructional materials to determine what revisions are needed; and (3) identify exemplars/models for teachers’ use within and across states.

Students demonstrate their letter/sound knowledge by working with name cards and sharing observations about their classmates names, giving teachers an opportunity to assess knowledge in a meaningful context.

Throughout this unit on Narrative of the Life of Frederick Douglass, students practice the same six skills with greater scaffolding and modeling at the beginning, and more independence toward the middle and end. The tasks include: 1. writing to an essential question to access background knowledge; 2. using context clues and root words to determine word meaning; 3. close reading with the aid of a glossary; 4. taking notes one of two graphic organizers (sequence of events and/or empathy map); 5. re-reading to answer text dependent questions; and 6. summarizing the chapter.

This activity serves as an introduction to a narrative writing assignment. To provide context for this activity, teachers will give students an overview of the Census Bureau. Then, students will complete a Quickwrite about their name and its history. After that, students will examine and answer questions about census data on popular last names, listen to a story about names, and complete a Quickwrite about that story. To further prepare for their narrative writing assignment about names (which is not part of this activity), students will jot down their thoughts in a graphic organizer.

Students work in teams to design a tabletop supply organizer inspired by the natural home of an insect species. Their prototype stores the group’s classroom supplies (scissors, crayon boxes, pencils, and glue sticks). In addition to following measurement constraints that apply to their prototype, students must design their supply organizer with the idea that supplies must be easily retrievable and the organizer must be sturdy enough to withstand everyday classroom wear and tear. Students test their prototype in the classroom for a period of 5 days and evaluate its effectiveness.