The University of Iowa Center for Global and Regional Environmental Research and College of Education teamed up to develop free eighth grade science curricula on land use and climate science, in response to Iowa’s grade level alignment of the middle school Next Generation Science Standards.

Primary author Dr. Ted Neal, clinical associate professor of science education, led a team of graduate and pre-service teaching students and CGRER scientists to develop the material. They grouped standards, resources and lesson material into six bundles, each designed to engage Iowa’s middle schoolers with local data and information on relevant topics like athletic concussions and agriculture.

These lessons are built on NGSS principles and put learning in the students’ hands with hands-on activities for groups and individuals. Kids will have ample opportunity to get curious, generate questions and lead themselves to answers.

Iraq today is in turmoil; it is considered unstable economically and politically. Prior to the United States’ invasion, Saddam Hussein, who was known as a brutal dictator, was responsible for the torture and death of Iraqi citizens. This seminar will provide insight into the life and death of Iraqi citizens under the Hussein regime. Learning Target: I can create a logical argument explaining why Saddam Hussein’s actions in Iraq needed international intervention.StandardsCC.1.2.11–12.C - Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.CC.1.2.11–12.E - Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

In this lesson students will explore the idea of irony in The Crucible as well as in modern-day memes and use this to create their own ironic meme related to The Crucible.

In this lesson students will explore the idea of irony in modern day memes and use this to create their own ironic meme related to The Crucible.

This is a poetry lesson that centers around Amanda Gorman's poem, New Day's Lyric. She published this poem near the end of 2021 (Covid-19). Filled with hope and gratitude, the poem is ideal for introducing the use of imagery as well as other poetic elements. It's an amazing poetic piece that ushers students into jumpstarting reflections through poetry. Expect writers to creatively ignite positive vibes that will disseminate throughout the classroom and beyond. What a great way to begin the new year!

Middle and High School 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 2019-2020 school year.

General Description:This guide teaches academic reading strategies and skills, English vocabulary, dictionary skills, and language competencies in the context of reading John Lewis' Walking with the Wind. The book guide is intended for English language learners to assist them in reading, discussing, and comprehending the text. 

To promote Interaction and CommunicationLesson titleLesson for learners with not much English or education backgroundAbstractThis is a group-work lesson designed for students with low-intermediate communication skills and not much educational back ground. The purpose of this lesson is to assist students to communicate with others and the community on the whole.  It will also work to improve specific issues and challenges the student might face.* Low-intermediate communication skills:- Persons showing low or intermediate communications skills that is one who does not possess or show much communications skills. (low level, having no functional ability, intermediate having limited functional ability)* Not much educational background:- With little or no educational background. (limited reading/writing  or no reading/writing skills and mathematics knowledge and skills)Issues and challenges that learners may face:-Emotional and social and relationship skills, self-management and self/social awarenessLife skills, financial literacy and managementEmployability skills, teamwork and engagement or collaboration, effective communicationThinking skills, problem solving, critical and reasoning thinkingLearner Audience / Primary UsersThis lesson is intended for a classroom setting with learners in groups of four to six. The content included in the lesson is targeted at learners with limited English communication skills. The lesson is specifically targeted at persons with but not limited to adults with low level educational back ground and who might be experiencing some level of low self-esteem.Educational UseModuleQualification & experienceCollege & Career Readiness Standards AlignmentLevel: Adult EducationGrade Level: BSubjects: English Language Arts / Literacy & Computer literacyReadingAnalyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of text.Know and use various text features; subheadings, glossaries, indexes, electronic menus, icons, to locate key facts or information in a text efficiently.Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is engaging, or beautiful.Examine multiple interpretations of a story, drama, or poemEvaluate ways authors develop point of view and style to achieve specific impression and purpose. Speaking and ListeningEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly. Ask and answer questions about information from a speaker, offering some form of elaboration. Computer skillsGive the learner a working knowledge of the hardware that comprises a personal computer.Develop the learner's ability to use introductory Windows commands for file management.Introduce the learner to the Internet and the use of electronic research and web-based communication methods.Enable the student electronically to research the library.Introduce the student to the methods of searching the Internet and the problems associated with using the research materials. LanguageEnglishMaterial TypeInstructional MaterialLearning GoalsIn this lesson ABE learners will:Demonstrate good reading and literature skillsCompose open ended question for research or assignmentsDevelop clear and coherent writing skillsUse the computer Time Required for each Lesson40 – 60 minutesPrior KnowledgeBe able to read at an elementary level but not necessarilyRequired ResourcesStudent willingness to learnInternetLibraryExperience teacherComputer labpen/pencil and note book 

Students will create a book jacket for a biography of a character from To Kill a Mockingbird.  Students will have the opportunity to demonstrate understanding of a character from the novel, allowing them to engage, explore, explain, and elaborate as an extension of the novel study.  

 Students will use beginning sight words to confidently read and write.  This is meant as a mid to end of the year Kindergarten lesson.  It is a beginning of 1st grade lesson meant as a review and/or initial activity for students to then choose to do independently throughout the school year as they learn and add additional High-Frequency words to their base of knowledge.  

This OSPI resource provides curated collections of free activities, lessons, units, and informational "texts" (articles, passages, e-books, videos, podcasts) to support every NGSS Performance Expectation (standard) in grades K-5.  This resource is intended to support teachers with teaching science while also integrating science and ELA to grow student knowledge, thinking, application, and skills in both content areas.  Materials are organized into units based on the topics and essential questions in each grade. Resources listed are all freely available online, with some requiring teachers to create free accounts to access.  Some trade books are also listed that might be accessed through a library system. Gratitude is expressed to the Washington State Science Fellows, Science Fellows Emeriti, and ELA Fellows who contributed to curating the informational texts.  For questions or comments contact OSPI Elementary Science at Kimberley.Astle@k12.wa.us. 

In this curriculum unit, students will explore how Chopin stages the possible roles for women in Edna's time and culture through the examples of other characters in the novella.

Portland Public Schools has developed this unit. Their hope is that ALL K-5 students will be able to access rigorous, standards-aligned science instruction that engages them in hands-on experiences and sense-making through student discourse. They want to encourage all students to be critical thinkers and lifelong learners. To that end, the science and ESL departments at Portland Public Schools, in consultation with NGSS writer Rita Januszyk, have developed units that are aligned with both Next Generation Science Standards and Oregon’s English Language Proficiency standards.

Throughout this unit, students test pushes and pulls. They apply their understanding of forces to solve an engineering problem to design a game that requires players to move their tennis ball within given rules.

This plan is designed for grade 12 English Language Arts students. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. Students will then write their own poem reflecting a social issue in their time. This plan addresses the following NDE Standard: NE LA 12.1.6.l, NE LA 12.1.6.g and NE LA 12.2.2a

The text introduces some of the key concepts in intercultural communication as traditionally presented in (North American) courses and textbooks, namely the study of differences between cultures, as represented in the works and theories of Edward Hall and Geert Hofstede. Common to these approaches is the prominence of context, leading to a view of human interactions as dynamic and changeable, given the complexity of language and culture, as human agents interact with their environments.

In this seminar, you will be introduced to common Greek and Latin root words and their meanings. You will gain a basic understanding how knowing etymology (a word’s origin) helps  a reader pronounce multisyllabic words and define unknown words that are found in more complex texts. You will be exposed to common Greek and Latin roots, common prefixes and suffixes, and have opportunities to practice breaking down multisyllabic words and defining them based on the meanings of each part of the word. You will compare parts of new words to words you already know to help decode and define the new words. You will classify the parts of a multisyllabic word into prefixes, suffixes, and roots. Knowing a word’s origin is helpful in defining unknown, multisyllabic words. After this seminar, you should have a solid introduction and foundation in word origins.StandardsCC.1.1.3.D/ 1.1.4.DKnow and apply grade-level phonics and word analysis skills in decoding words. • Decode words with common Latin suffixes. • Decode multisyllable words.

Lesson 2 is a study of symbols in William Golding's novel "Lord of the Flies." After reviewing the general concept of symbolism, students focus on four of the most dominant symbols that permeate the novel: the island itself; the conch; the Lord of the Flies effigy; fire.

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 examine the poetry of Amanda Gorman, who was chosen to read her poem “The Hill We Climb” at President-elect Joe Biden’s inauguration on Jan. 20, 2021. Gorman’s poem will complement Biden’s message and themes of “unity.”