Activity where students make as many rectangles as possible that have a set perimeter and compare how their areas differ.

Major Concept: Squares provide the most area with the same perimeter. Students will also relate how the formulas for area and perimeter of rectangles relate to the building of those figures.

An introduction to continuity at a point and the types of discontinuity in functions. Students will also discuss limits at the points of discontinuity.

In this video segment, ZOOM guest Cassie takes us on a tour of the coral reef near her home in Key Largo, Florida, and points out some of its unique features.

Students who work on this task will benefit in seeing that given a quantity, there is often more than one way to represent it, which is a precursor to understanding the concept of equivalent expressions.

Covalent bonds involve the sharing of electron pairs between atoms. Electron pairs shared between atoms of equal or very similar electronegativity constitute a nonpolar covalent bond (e.g., Hƒ??H or Cƒ??H), while electrons shared between atoms of unequal electronegativity constitute a polar covalent bond (e.g., Hƒ??O). Created by Sal Khan.

ISTE Standards for Educators - Standard 6: Facilitator     b. Manage the use of technology and student learning straategies in digital platforms, virtual environments, hands on makerspaces or in the field.This lesson is an introduction to Google Classroom for teachers.  The Google Classroom app is a digital tool that allows teachers and students to learn and create in a paperless environment. 

This task is tied to a part of our PBL unit.  Students are to create a video tutorial of an exercise or movement related to a sport and explain the proper way of completing it.  

This lesson is to help students analyze aspects and features of credit cards to know how to determine which would be best for various situations.

This is a module that implores students to think from an historical perspective about the Cuban Missile Crisis and create a memo of advice for President Kennedy on which action he should take.

Lesson Objectives or what you should be able to do after you have completed the module:

I can understand how the Cuban Missile Crisis lead to the brink of nuclear war between the United States and the Soviet Union.

I can analyze how Kennedy, Khrushchev and Castro's background led to their actions during the Cuban Missile Crisis.

I can create a memo giving my advice to Kennedy in how to deal with the Cuban Missile Crisis scenarios while using 5 vocab words and referring back to 2 pieces of evidence from two of the leader's past experiences.

Using a website simulation tool, students build on their understanding of random processes on networks to interact with the graph of a social network of individuals and simulate the spread of a disease. They decide which two individuals on the network are the best to vaccinate in an attempt to minimize the number of people infected and "curb the epidemic." Since the results are random, they run multiple simulations and compute the average number of infected individuals before analyzing the results and assessing the effectiveness of their vaccination strategies.

In this face to face or flipped lesson, students will examine some of the culture and traditions associated with Puerto Rico.  Then, they will compare and contrast what they've learned with one of the other countries we have researched (either Costa Rica or Argentina).  They will do this using the questioning prompt, "I Used to Think... But Now I Think...".(ACTFL Standards:  Cultures - 2.1 & Comparisons - 4.2)

Simulate the original experiment that proved that electrons can behave as waves. Watch electrons diffract off a crystal of atoms, interfering with themselves to create peaks and troughs of probability.

Students learn about the controversial history of a mural in Anacortes, WA, and consider what it would take to create a more inclusive and accurate mural in Anacortes today. Then students learn about the tribes, immigrants, and settlers in the region where they live and how their stories are represented in local murals in public spaces. Students draw on what they have learned to respond to the unit driving question: What decisions and whose stories define Washington state? Then, drawing on local resources such as tribal members, historical societies, and museums, students work in teams to propose a new mural that tells an inclusive story of the people and place where they live.

Students examine what deepfakes are and consider the deeper civic and ethical implications of deepfake technology. In an age of easy image manipulation, this lesson fosters critical thinking skills that empower students to question how we can mitigate the impact of doctored media content. This lesson plan includes a slide deck and brainstorm sheet for classroom use.

Why do objects like wood float in water? Does it depend on size? Create a custom object to explore the effects of mass and volume on density. Can you discover the relationship? Use the scale to measure the mass of an object, then hold the object under water to measure its volume. Can you identify all the mystery objects?

This task ties into our school PBL Unit on body apps system design.  The task asks students to design screens for an app using the Marvel App.

A resource for teachers who want to create a website for their classroom.  Three platforms are explored in this lesson:  Weebly, Wix and Google Sites.  The "why" of having a class website as well the "what" to have on the class website are parts of this lesson.  In this lesson teachers will be participating in the Connect-Extend-Challenge Activity.  For this activity, the teacher will consider what they have just read and seen in the lesson and then ask themself:How are the ideas and information presented connected to what you already knew?What new ideas did you get that extended or broadened your thinking in new directions?What challenges have come up in your mind from the ideas and information presented? 

This activity is set as an introduction to the periodic table.  Students will be organizing and categorizing objects or ideas of their own choosing. 

Are we teaching what we think we are teaching?""Are students learning what they are supposed to be learning?""Is there a way to teach the subject better, therefore promoting better learning?"In problem based learning, assessment needs to not only reflect the learning process but the content being learned as well.This online learning module will explore the following learning targets: •Identify how formative and summative classroom assessments are integral to instruction.•Recognize and develop high-quality performance assessments for evaluating student work.•Recognize and develop high-quality rubrics for evaluating student work.