The following are a variety of activities you can do with your class to help them enjoy physical activity.

This is a unit plan covering the history of the surgery. It is designed to take about 35 days (50-minute class periods). This unit is based on the book, The Butchering Art: Joseph Lister’s Quest to Transform the Grisly World of Victorian Medicine by Lindsey Fitzharris. For each of the chapters, vocab activities, pre-reading activities, and reflection questions have been created. A final project is included at the end of the unit. To grade this unit, the book is chunked into Portfolios (Prologue to Chapter 4, Chapters 5-8, Chapter 9 to Epilogue), which are designed to be the formative grades. Each of these Portfolios has a Portfolio Checksheet, which is a list of assignments that must be turned in for that unit. The Portfolios can be returned to the students and used on the final project. The final project is the summative grade for the unit. Quizzes could be added to this unit to increase the number of summative grades. To make this unit easier to facilitate, I would suggest purchasing the Audio Book, along with the hardcopies to help read to the class.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

Students will learn to calculate time required for corn to progress from one development stage to another based on the amount of heat accumulated.

The Cali Chiu course is designed to give undergraduates a working command of Valley Zapotec, an indigenous language of Oaxaca, Mexico, also spoken by many immigrants to California. The course presents a new simplified system for writing Valley Zapotec, along with a guide to pronunciation and information on building Valley Zapotec words and sentences. This book provides background material for an instructor’s class lectures, but it can be used for self-study along with the accompanying audio material.

Cards, Cars and Currency is a curriculum unit that challenges students to become involved in three specific areas of personal finance: credit cards, debit cards and purchasing a car.

In this lesson, students will be introduced to the grading rubric that will be used for weekly shop or lab grades. In this lesson, students will look at the Nebraska Career Readiness standards, see how they have been modified to fit the shop/lab setting, then brainstorm indicators for each standard. Finally, a PowerPoint will guide students through the rubric will be used. The rubric will be used at the end of each work for students to self evaluate during shop/lab work.  

Students will explore the essential components of entrepreneurship and work together as a team to develop a new product.

This resource was created by Jennifer Trenhaile, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Margarita Flores, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

What types of things do you need at a party?  What are some decoration items?  What do people eat?  There is a lot that goes into planning an event and to be able to provide a clear description of your event in Spanish, you will learn these words!ACTFL StandardsCommunication: Interpretive Communication, Presentational CommunicationCultures: Relating Cultural Products to PerspectivesLearning TargetI can recognize information about when and where an event will take place.Habits of MindThinking and communicating with clarity and precisionCritical Thinking SkillClarity

What types of things do you need at a party?  What are some decoration items?  What do people eat?  There is a lot that goes into planning an event and to be able to provide a clear description of your event in Spanish, you will learn these words!ACTFL StandardsCommunication: Interpretive Communication, Presentational CommunicationCultures: Relating Cultural Products to PerspectivesLearning TargetI can recognize information about when and where an event will take place.Habits of MindThinking and communicating with clarity and precisionCritical Thinking SkillClarity

This resource was created by James Parks, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Whittney Carnahan, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

This resource was created by Michael Fehringer, in collaboration with Lynn Bowder, as part of ESU2's Mastering the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education and experiential learning.

In this unit, students look at the components of cells and their functions and discover the controversy behind stem cell research. The first lesson focuses on the difference between prokaryotic and eukaryotic cells. In the second lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. The third lesson continues students' education on cells in the human body and how (and why) engineers are involved in the research of stem cell behavior.

This inquiry leads students in a study of the positives, negatives, and continued impacts of the Columbian Exchange. The lesson will expose students to primary sources that they will use to gain knowledge of the Columbian Exchange. Resource created by Amy Hall, Laurel Concord Coloridge Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2022 - Inquiry Design Model (IDM).

This resource was created by Jennifer Trenhaile, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

 The attached Lesson Plan is designed for Third Grade English Language Arts students. Students will determine character traits and provide supporting evidence from the text. They will also identify and explain why authors use literary devices, specifically similes, in their writing. This Lesson Plan addresses the following NDE Standard: NE LA 3.1.6.b and NE LA 3.1.6.c.It is expected that this Lesson Plan will take students 2- 30-40 minute sessions to complete.