SYNOPSIS: In this lesson, students learn about greenwashing, watch a series of videos, and write a paragraph arguing if an advertisement is greenwashing or not.

SCIENTIST NOTES: This lesson introduces the concept of greenwashing and ways students can spot greenwashing by companies. The videos and accompanying materials embedded in the lesson are suitable to explain this concept. This lesson has passed our review process, and it is recommended for classroom use.

POSITIVES:
-This lesson teaches students to critically examine digital media. As digital citizens, they must be aware of how to tell fact from fiction.
-Students get voice and choice in this lesson. Students select their own videos and are able to argue if it is greenwashing or not.

ADDITIONAL PREREQUISITES:
-Students will most likely argue that all the videos are examples of greenwashing.
-Encourage students to dig around the corporation’s website to see if the claims are actually true.
-Encourage students to scroll to the bottom of the corporations' websites. Students can usually find a site map, including pages like "sustainability."
-Students can use the "More Resources on Greenwashing" slide to help them understand greenwashing.

DIFFERENTIATION:
-In their paragraphs, weaker students can focus on music, the tone of the narrator’s voice, or imagery in the videos.

-You can push stronger students to include more concrete evidence in their paragraphs.
-Most students will benefit from color coding their sentences. Encourage them to keep their text highlighted as they write. They can even keep their paragraphs color coded after they finish.
-Weaker students may write only five sentences. Stronger students may write more sentences by adding context to their supporting evidence sentences.
-If students are struggling with their closing sentences, ask them to read their claim sentences aloud. Sometimes this helps guide their thinking.
-Stronger students who finish early can edit one another's paragraphs for mechanical errors, read their paragraphs out loud to one another, or discuss their chosen videos and greenwashing in general.
-Students may be interested in reading a series of fact sheets on greenwashing in the aviation industry, like this one on electric flight.

In this lesson students will explore some of the doubts and misgivings that arose as the Continental Congress debated whether or not to add a bill of rights to the Constitution. They will investigate a letter James Madison wrote to Thomas Jefferson on October 17, 1788, in which Madison discusses the pros and cons of a bill of rights. It is part of a series of letters these men exchanged on the topic. Jefferson, who was in Paris at the time, strongly supported inserting a list of fundamental liberties into the Constitution, and he asked Madison to keep him abreast of the debate. In this letter Madison not only updates Jefferson on the bill’s progress but also explains his thoughts about a bill of rights and its role in the American Constitution.

We have excerpted three passages from Madison’s letter, each accompanied by a series of close reading analytical questions for students to answer. The first excerpt explains the context of the debate, including reasons why a bill of rights might not be necessary. The second explores Madison’s reasons for supporting a bill of rights, and the third discusses how he believed such a list of rights, if written, should be structured. We have provided a short summary at the beginning of each excerpt. Spellings are retained from the original document.

You will find two interactive exercises in this lesson. The first allows students to review vocabulary found throughout the text. The second, recommended for use after you have conducted the close reading, reviews the central points of the textual analysis. You may want to use its first slide to direct whole class discussion in which you ask students to support their answers with evidence from the text. The second slide provides the correct responses with textual support.

It is important to remember that here the term “majority” refers to large groups of powerful politicians and legislators, not to a mass of voters. Moreover, Madison did not conceive of “minorities” as we do today — groups like women, African-Americans, Latinos, or other social or ethnic groups. Rather, when he uses the word, and when we use it in this lesson, it simply refers to a political group whose numbers are less than the majority.

This lesson consists of two parts, both accessible below. The teacher’s guide includes a background note, the text analysis with responses to the close reading questions, access to the interactive exercises, and an optional follow-up assignment. The student’s version, an interactive worksheet that can be e-mailed, contains all of the above except the responses to the close reading questions and the follow-up assignment.

In this lesson students will analyze a private letter that President Thomas Jefferson (1743–1826) sent to Robert Livingston (1746–1813), his minister plenipotentiary (ambassador) to France, regarding the negotiations for what would become the Louisiana Purchase. Livingston and James Monroe (1758–1831, 6th president of the US) negotiated the Louisiana Purchase Treaty. It is important to note that at the time this letter was written — April 18, 1802 — the area had not yet been offered for sale.

In this letter Jefferson, unaware of the possibility of outright purchase, focuses upon retaining commercial access to the Mississippi River and rights of deposit (economic access) in New Orleans. He also comments upon the danger of an aggressive France locating outposts just across the Mississippi River from the United States. While some historians characterize Jefferson as a Francophile, in this letter Jefferson sees France as a potential enemy to the United States.

This lesson allows students to contextualize what will become the Louisiana Purchase prior to its acquisition by viewing the Purchase through a lens of national economic and military defense rather than an act of territorial expansion. As Jefferson considers the possibility of an aggressive France led by Napoleon Bonaparte on America’s doorstep, he states, “…perhaps nothing since the revolutionary war has produced more uneasy sensations through the body of the nation.” Original spellings and punctuation are retained.

This lesson is divided into two parts, both accessible below. The text is accompanied by close reading questions, student interactives, and an optional follow-up assignment. The teacher’s guide includes a background note, the text analysis with responses to the close reading questions, access to the interactive exercises, and the follow-up assignment. The student’s version, an interactive PDF, contains all of the above except the responses to the close reading questions and the follow-up assignment.

Professor Peter McDonald talks to Great Writers Inspire about the Post/Colonial aspects of Joseph Conrad's writing. In this second part, Peter closely analyses the narrative functions in Heart and Darkness and Lord Jim in order to consider what can be gained in reading these texts within the framework of post/colonial criticism. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.

Engage students in the analysis of the persuasive written language of advertisements. Students will have to recognize some language techniques used in advertising, match the techniques to some printed ads and create slogans, using such techniques. Subject: English Language, Reading Foundational Skills, Writing Foundational Skills Level: secondary education Material Type: Classroom Activity Provider:Terezinha Marcondes Diniz Biazi - State University of Campinas -UNICAMP/BRAZILMidwest State University –UNICENTRO/BRAZIL

This lesson unit is intended to help you assess how well students are able to: Perform arithmetic operations, including those involving whole-number exponents, recognizing and applying the conventional order of operations; Write and evaluate numerical expressions from diagrammatic representations and be able to identify equivalent expressions; apply the distributive and commutative properties appropriately; and use the method for finding areas of compound rectangles.

In this lesson, students closely examine Dickinson's poem "There's a certain slant of light" in order to understand her craft. Students explore different components of Dickinson's poetry and then practice their own critical and poetry writing skills in an emulation exercise. Finally, in the spirit of Dickinson's correspondences, students will exchange their poems and offer informed critiques of each others' work.

In this lesson, students will explore the role of the individual in the modern world by closely reading and analyzing T.S. Eliot's "The Love Song of J. Alfred Prufrock."

To what events in United States and European foreign affairs does the Monroe Doctrine refer? What was the primary purpose behind the Monroe Doctrine?

A close reading of Martin Luther King, Jr.'s "Letter from a Birmingham Jail."

This is a reading and writing class that helps students improve their basic skills as the foundation for the GED test, College, or Career readiness. Students will practice ways to better understand what they read and how to express their thoughts and ideas in writing. Students will learn strategies for reading closely in order to identify main themes and supporting evidence, and develop writing skills to be able to create organized text-based responses. Readings will be anywhere from one paragraph to several pages. Writing activities will include one to several logical and detailed paragraphs, working toward an essay format. Social studies and science content will be introduced. This is a good option for students who would like to take their time to build basic reading and writing skills in order to progress to the next level for GED or college preparation.

This lesson unit is intended to help teahcers assess how well students are able to interpret speed as the slope of a linear graph and translate between the equation of a line and its graphical representation.

 There are two basic thoughts with this lesson that are combined into one concept. First, what is the meaning of ethics and second, what personal data is being collected about us on the internet and why? Once those two thoughts are discussed and understood, the question being studied is, what ethical standards should be in place when collecting personal data about a person? The lesson begins with the meaning of ethics and some ethical scenarios. Then, looking into questions about what type of data that is collected about people on social media and gaming sites. A think-pair-share activity answering the questions, “What is a digital footprint?”, “What information about us is being gathered and stored when we play games and/or get on social media sites?” After students share as a class, a short video can be shown that explains ways our personal information is being gathered and used digitally. The students then have short paragraphs that they answer questions about and summarize what they read. The summaries are shared as in a group or with the class with some discussion. In conclusion, the decision of what ethical standards should be in place when others are collecting, storing and sharing about us. There is a closing reflection and Word Art activity at the end of the lesson.

This part of the Student Observation Network allows you to make observations to answer the question, "Have auroras been seen within the last 24 hours due to a solar storm?"

The Student Observation Network provides guided inquiry. While participating in the Auroral Friends program your students may think of other questions that they wish to investigate. For instance, they may wish to know; "What causes the aurora?", "What affect does a solar storm have on aurora?", and "What conditions enhance auroras?". These open inquiries may reveal to them that coronal holes may energize auroras even when solar storms have not occurred.

Your objective is to locate an earthquake and measure its Richter magnitude using real data recorded by seismographs.

Step one: Point your web browser to Virtual Earthquake to start
Step two: Read the instructions on that page, select an earthquake, and click on Submit Choice.
Step three: View the seismograms, measure S-P intervals, convert them, determine the distances from the earthquake to the 3 stations using a chart provided on the page, and compare your results with the real epicenter. If you get an "Ooops" or "you are close". you have to re-measure the S-P intervals and the distances.
Step four: After the earthquake is located, go on to determine its Richter magnitude.
Step five: Get yourself certificated as a "Virtual Seismologist". Print out the page which contains the Certificate and the Final Data Summary that shows what you have entered. Turn in this page with your name and ID at the top to receiver credit.

Uses online and/or real-time data
Has minimal/no quantitative component

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This template supports STEM teachers and librarians in working collaboratively to create lessons that build science practice and STEM inquiry skills in alignment with state and national science standards, and that address the Common Core literacy shifts around close reading and building textual evidence.

Clothesline is one of many Mathematically Productive Instructional Routines (MPIR). They are short (10ish minutes), daily exercises aimed at building number sense. This is one of six different MPIR covered in the Mathematically Productive Instructional Routines collection from the Washington Office of Public Instruction and the Washington Association of Educational Service Districts.

Notice and Wonder is one of many Mathematically Productive Instructional Routines (MPIR). They are short (10ish minutes), daily exercises aimed at building number sense. This is one of six different MPIR covered in the Mathematically Productive Instructional Routines collection from the Washington Office of Public Instruction and the Washington Association of Educational Service Districts.