Students compose and notate short 4/4, 3/4, and 6/8 rhythms across multiple class periods.
This 3-day activity reinforces what students have learned about animals. The activities focus on pets: cats, dogs, birds, and fish. Main Curriculum Tie: English Language Arts Kindergarten Reading: Literature Standard 2, with prompting and support, retell familiar stories, including key details. Activities in this unit reinforce what students have learned throughout the year about animals. For each activity, a different group of animals is studied. These activities focus on pets: cats, dogs, birds, and fish. Students will re-read both fiction and non-fiction stories that have been previously introduced during the school year. As they read the books, they will have activities to complete in order to earn their “badge” for that animal. Each student will make a paper bag vest on which they will be able to display badges they have earned.
This article identifies online lesson plans that can be used to introduce visualizing, a comprehension skill important to both science and literacy learning. Each of the lessons meets NCTE/IRA English language arts standards. The article appears in the free online magazine Beyond Weather and the Water Cycle, which is structured around the seven essential principles of climate science and literacy.
Grade level: graduate students, advanced undergrads, persons with analyzed research results
Course length: 1 semester, 4-6 months
Objective: This course empowers scientists to engage with their own data, each other, and the public through art. Through collective brainstorming, prototyping, and feedback from professional artists, students will create a project that expresses their own research through any artistic medium of their choice. The course typically culminates in a public art exhibition where students interact with a general audience to discuss their research, art, and what it means to be a scientist.
This module is intended for students who are working to acquire their GED. The reading level is Level C which is 4-5th grade with a high interest reading for students who enjoy cars. This is intended for a class lesson or one on one instruction. There are interactive, independent, reading, writing and speaking components.
Healthy Hedgehogs After School Program
By: Sophie Johnson Copyright 2019 by Sophie Johnson under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only
NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: Healthy Hedgehogs
Age/Grade Level: 2nd - 5th grade
Number of Attendees: (ideal number) 8
Goal of the Club: (learning objectives/outcomes) To learn about the body and difference aspects of health including physical, mental and social well-being. Also promoting an overall healthy lifestyle.
Resources: (Information for club provided by) Previous knowledge and online sources
Content Areas: (check all that apply)
☐ Arts (Visual, Music, Theater &Performance)
☐ Literacy
☐ STEM (Science, Technology, Engineering &Math)
☐ Social Studies
☒ Wellness (Physical Education, Health, Nutrition &Character Education)
Outputs or final products: (Does the club have a final product/project to showcase to community?) N/A
Introducing your Club/Activities: This club encouraged healthy behaviors.
General Directions: Pick a health-related topic each week being sure to review previous lessons. Helps to tie it to previous weeks lesson.
Tips/Tricks: Use fun activities to wrap up the lesson and increase interest in the topic.
The Porta Sant'Alipio Mosaic, c. 1270-75, Basilica San Marco, Venice, an ARCHES video speakers: Dr. Elizabeth Rodini, Andrew Heiskell Arts Director at American Academy in Rome and Dr. Steven Zucker. Created by Smarthistory.
In an activity that integrates science and art, students see, experience and harness the phenomenon of surface tension as they create beautiful works of art. Students conduct two experiments related to surface tension floating objects on the surface of water and creating original artwork using floating inks. They also learn historical and cultural information through an introduction to the ancient Japanese art form of suminagashi. They take the topic a step further by discussing how an understanding of surface tension can be applied to solve real-world engineering problems and create useful inventions.
This 14 day Unit Plan integrates the Utah Core Standards for Language Arts and for Reading and Writing in History/Social Studies with the existing Utah Social Studies Standards. The students read, research, draw conclusions, and write beginning level argumentative essays comparing/contrasting major world religions. For a more thorough summary see the Background For Teachers section.
In this article, teachers find two unit plans (grades K-2 and 3-5) that use resources featured in the science and literacy articles in the magazine. The unit plans are modeled after the five key steps in the learning cycle: engage, explore, explain, expand, and assess, or evaluate. The plans are aligned with the science content standards of the National Science Education Standards and the English language arts standards of the National Council of Teachers of English and the International Reading Association. The plans appear in the free, online magazine Beyond Weather and the Water Cycle.
A conversation between Dr. Salaam al-Kuntar and Dr. Steven Zucker about Palmyra while looking at six funerary reliefs, c. 150-200 C.E., varying dimensions, limestone (The Metropolitan Museum of Art). An ARCHES video. Created by Beth Harris and Steven Zucker.
This resource was created by Crystal Hurt as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Lesson Plans promoting both content area and digital age skills. This Lesson Plan is designed for MS Language Arts.
Help Spanish-speaking English-language learners unlock the mysteries of their new language by using a bilingual book to recognize unfamiliar words and construct meaning from the text.
This open resource is designed as an example of interdisciplinary activities on History, Geography and Arts to be used in ELT classes .
The learner-audience for this lesson are adults preparing for the GED, specifically the English/Language Arts assessment. The lesson demonstrates how the successful writing of the “thesis-statement” is essential for writing an effective persuasive essay. The lesson will help prepare learners to write an effective thesis statement which their essay responds to. The lesson shows how a successful thesis statement guides the direction of the rest of the essay and that without an effective thesis statement most essays are difficult to write and to comprehend for the reader. The lesson encourages learners to practice writing thesis statements and to write thesis statements that draw from their own experiences.
Adventure Book Club - The Boxcar Children
By: Rose Wehrman - University of Nebraska-Lincoln Copyright 2018 by Rose Wehrman under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.
NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: Adventure Book Club
Age/Grade Level: 3rd Grade
Number of Attendees: (ideal number) 8 or fewer
Goal of the Club: (learning objectives/outcomes) Jumpstart critical thinking skills, improve literacy, and encourage students to engage with books
Resources: (Information for club provided by) The Boxcar Children, various Pinterest ideas
Content Areas: (check all that apply)
☐ Arts (Visual, Music, Theater &Performance)
☒ Literacy
☐ STEM (Science, Technology, Engineering &Math)
☐ Social Studies
☐ Wellness (Physical Education, Health, Nutrition &Character Education)
Outputs or final products: (Does the club have a final product/project to showcase to community?) Building a boxcar diorama/dog toys donated to animal shelter/completion of book
Introducing your Club/Activities: This Adventure Book Club engages students with the community, each other, and reading.
General Directions: Read The Boxcar Children and integrate hands-on activities to help students connect to the story, think critically, and build interdisciplinary skills.
Tips/Tricks: Watch for when students start to become disengaged. Have an intentional activity prepared for when this happens.
Putting the I in Science
By: Naomi Kirkvold Copyright 2019 by Naomi Kirkvold under Creative Commons Non-Commercial License. Individuals and organizations may copy, reproduce, distribute, and perform this work and alter or remix this work for non-commercial purposes only.
NEBRASKA HONORS PROGRAM CLC EXPANDED LEARNING OPPORTUNITY CLUBS INFORMATION SHEET:
Name of Club: Putting the I in Science
Age/Grade Level: 2nd - 5th Grade
Number of Attendees: (ideal number) 10 or less
Goal of the Club: (learning objectives/outcomes) Become interested in science by doing hands on experiments
Resources: (Information for club provided by) Pinterest
Content Areas: (check all that apply)
☐ Arts (Visual, Music, Theater &Performance)
☐ Literacy
☒ STEM (Science, Technology, Engineering &Math)
☐ Social Studies
☐ Wellness (Physical Education, Health, Nutrition &Character Education)
Outputs or final products: (Does the club have a final product/project to showcase to community?) N/A
Introducing your Club/Activities: This club gets kids interested in science in ways that they may not have experienced in a classroom.
General Directions: Perform a science experiment every week with assistance from the students and teach them about how it works.
Tips/Tricks: Keep track of which students have helped in the experiment so that everyone gets a chance to help. End each activity with an explanation of why the experiment worked. Always try to include a more relaxed activity for when the kids are too excitable.
Seated figure, 13th century, Mali, Inland Niger Delta (Djenné peoples), terracotta, 25.4 x 29.9cm (The Metropolitan Museum of Art) Speakers: Dr. Kristina Van Dyke and Dr. Steven Zucker. Created by Beth Harris and Steven Zucker.
Students learn to identify tension and release within a piece of music.
Why Do I Have to Take This Course? A Guide to General Education helps students think about why they take General Education courses and what significance they have, individually and as a program as a whole. It allows students the time to contemplate connections, the potential reasons for developing certain learning outcomes and skills, and the applications to other courses as well as their professional and personal lives. General education is viewed through the lens of what John Lewis called "good, necessary trouble," expanding on how the liberal arts and sciences contribute to understanding and creating change in the world. Sections include stories, research, testimonies and reflections about student success, links to further readings, and activities.