Welcome to School Library Learning 2.0. This tutorial is brought to you by the California School Library Association (CSLA) 2.0 Team. You will learn the tools of the new Internet: Web 2.0 tools that are bringing our kids in touch with the entire world through social networking, wikis, video, podcasting, and gaming sites. The exercises give you the background you need to understand the tools you're learning about.

Put your senses to the test and try not to let your brain be fooled. This challenge has 20 questions, requires Flash 5 and takes 10 minutes.

Your basketball team is down by one point! Your teammate, who makes free throws about three-fourths of the time, is at the free-throw line. She gets a second shot if she makes the first one. Each free throw she makes is worth one point. If there is no time left, what are the chances you win the game without overtime?

In this game, your challenge is to get the joints and unusual bones in the right places. This challenge requires Flash 5 and takes 5-10 minutes.

An underhand or overhand throwing activity. Can be played in a regular physical education setting, classroom or at home. 

Students roll vehicles down and inclined plane placed at various heights and measure distance traveled. Recorded and graphed data reveals an unexpected data trend (due to friction force).

During this problem-based learning unit, students will explore dystopian societies of past and in short stories in order to identify dystopian elements in today’s society.  In turn, students will have a choice between multiple product outputs in which they will apply what they have learned to modern day life and provide ideas of how to improve our society by combating these dystopian elements.*Students will need some prior knowledge of Nazi Germany, Civil Rights America in 1930’s, Present Day China, and Sierra Leone in order to make connections to why these societies have dystopian elements.

This is a project/assignment based on four stories presented regarding teachers during their first year teaching. Most of the content from these stories is applicable to all first year teachers even though these specific teachers were all high school science. I have used these as successful guides for a range of topics pertinent for students preparing to become teachers. The final component, part four, of this project/assignment is a self-reflection which I have used with students completing their student teaching experience. These students were concurrently enrolled in a seminar which served as a nice platform for this. The stories addressed in the worksheet are from a dissertation, chapter four.  This dissertation is easily accessed with a link provided in the initial directions of this assignment/project.

Three weeks of lesson plans and objectives for Undergraduate Teacher Preparation.

Week 1: Guiding Principles for Literacy Practices and Theories of Literacy Development.
Week 2: Continuum of Reading Programs and their socio-political/ philosophical/theoretical underpinnings.
Week 3: Effective Language and Literacy Assessments.

This lesson uses images and the "I See...and I Wonder" strategy to get students thinking about the bigger concepts that objects might represent.  Students often see symbols as mere objects with only a face value because of the speed with which they encounter them.  However, if we can encourage students to take more time to study an object, other concepts or meanings can come to light.This lesson uses images as an entry point to symbolism because they are less threatening than literature.  The images provided are a starting place, but feel free to remix and use your own images.   

Secondary 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 2018-2019 school year.

Summary
We have designed an interdisciplinary unit for eighth-grade students that will take approximately three weeks to complete. Over the course of this unit, students will examine the impact of Spanish imperialism on three Latin American nations (Mexico, Guatemala, and Chile) through studies of the history and cultures of those nations. This unit will combine elements of several different academic subjects (including Social Studies, English, Art, and Foreign Language) as students learn about not just the factual history of these countries, but also important aspects of the human experience within each nation. Alongside lessons on the legacy of Spanish colonialism in Latin America, students will interact with literature, artwork, and firsthand accounts of people from each country, allowing students to analyze the impact of history on culture and broaden their global awareness. It is our hope that this unit will also expand students’ consciousness by teaching them about the injustices that resulted from colonization as well as multiple perspectives of those involved.
As a summative assessment for this unit, students will choose one of the three Latin American nations they studied and design a creative project (either independently or collaboratively) that will showcase their learning about a significant aspect of that country’s history or culture. Students will have a list of options to choose from, all of which require them to use their creative talents to synthesize their learning and communicate it effectively through their chosen medium. These options include (but are not limited to) writing a fictional travel journal that incorporates the religion, politics, or culture of the region, designing a newspaper page set during the time of an important historical event, and writing and filming an imaginary interview with a significant cultural figure.

An open 8th grade U.S. History textbook covering the American Revolution through Reconstruction. Includes chapters on the underlying beliefs behind our system of government, westward expansion. the Civil War, and more. Each chapter is set up around an inquiry question. We consider these questions to be “Compelling Questions”. That means we want you to be thinking about this question throughout the entire chapter. You’ll notice that most of them are open ended. By investigating each question over the course of a chapter you’ll come to a conclusion that you should be able to support with evidence before moving on to your next inquiry.

A resource developed and maintained by the Utah Historical Society aligned to Utah grade level core standards

On the 6th Student Materials page you will find: the Mathematical Foundation (an explanation of the mathematical content in each chapter), the Student Workbook (an overview of the chapter, daily class activities and matching homework sets, Practice Standards connections for the chapter, and student self-assessments), a link to purchasing a soft-cover version of the workbook (these are available at cost, however you are free to print all materials yourself), and a parent manual (this is the student workbook with selected answers and explanations.)

On the 6th Teacher Support Materials page you will find a Teachers’ Edition to the Student Workbook. It contains answers to all problems, pedagogical suggestions, and explanations of the mathematical flow of the workbook. Additionally, you will find the word version of the Student Workbook.

On the 7th Student Materials page you will find: the Mathematical Foundation (an explanation of the mathematical content in each chapter), the Student Workbook (an overview of the chapter, daily class activities and matching homework sets, Practice Standards connections for the chapter, and student self-assessments), a link to purchasing a soft-cover version of the workbook (these are available at cost, however you are free to print all materials yourself), and a parent manual (this is the student workbook with selected answers and explanations.)

On the 7th Teacher Support Materials page you will find a Teachers’ Edition to the Student Workbook. It contains answers to all problems, pedagogical suggestions, and explanations of the mathematical flow of the workbook. Additionally, you will find the word version of the Student Workbook.

All materials on the site were revised for the 2014/2015 academic year.

On the 8th Student Materials page you will find: the Mathematical Foundation (an explanation of the mathematical content in each chapter), the Student Workbook (an overview of the chapter, daily class activities and matching homework sets, Practice Standards connections for the chapter, and student self-assessments), a link to purchasing a soft-cover version of the workbook (these are available at cost, however you are free to print all materials yourself), and a parent manual (this is the student workbook with selected answers and explanations.)

On the 8th Teacher Support Materials page you will find a Teachers’ Edition to the Student Workbook. It contains answers to all problems, pedagogical suggestions, and explanations of the mathematical flow of the workbook. Additionally, you will find the word version of the Student Workbook.