This lesson integrates science, math, communication skills, arts, and social studies through hands-on activities. Students are directly involved in hatching baby chicks.

Students will work in cooperative groups first to read a fairy tale by a European author. Then they will make shadow puppets to use on an overhead projector. Finally, they will present their puppet shows to their class.

Students will use a stopwatch to time themselves performing in various events, record data, and then compare and order decimals to determine bronze, silver and gold medal winners.

In this lesson, students will test a variety of objects to determine if they float or sink in water. They will then create an object that neither floats nor sinks but "flinks."

In this lesson, the students will read a primary source document from Documenting the American South and examine a painting by Jacob Lawrence to illustrate the conditions of the underground railroad before the US Civil War. The students will create a painting and a narrative related to the underground railroad.

This lesson can be used with numerous pieces of literature, videos or cassette material to develop viewing and listening skills and the students ability to compare and contrast. One of the richest sources is in the area of fairytales and folktales. This an especially good source if you can find a modernized version in video or cassette form to contrast with the more traditional written form. I have used the "Frog Prince" because of this factor and because it was part of the 4th grade language arts reading unit.

In this activity, students consider the impact and sustainability of use of different classes of biofuels on the economy, the environment, and society. Students also learn about bioelectricity and how converting biomass to electricity may be the more efficient way to fuel cars in the 21st century.

Students apply knowledge of genres to identify different genres from "reading-alouds of excerpts" from selected books representing different genres.

Students will create their own timelines in a simple "clothesline" format using newspapers as a resource for dates, times and words for related events. Criteria will be simple at first to assure understanding but can be made more complex with subsequent activities.

This unit is designed to appeal to adolescents with its non-print text base, the movie "Groundhog Day". The pre-viewing activities prepare students for the allusions in the movie and include cultural literacy. The teacher can pick and choose from the activities to apply the concept of personal growth. The teacher may select from activities for science, workplace ethics, music, computer competency, and English language arts. The teacher may modify any of the attachments to suit the students' needs and interests. Students will: demonstrate accurate analysis of audience through appropriate choices in diction, motive support, point support, and non-print textual support; demonstrate knowledge of the concept of character qualities and reflect positive values. The content of the presentation must be persuasive and make connections between literary elements (plot development and dynamic characterization) and another discipline (psychology, science, vocational arts, or music).

The learner will apply ideas of self-government as expressed in America's founding documents. The students will be able to isolate and analyze the main idea(s) in a historical document and re-write the main theme of the document in common grammatically correct language. This lesson plan was established for a block schedule and to meet the regular education English/History objectives for SLD students as well as other exceptional students.

This lesson shows children that insects have different kinds of mouths. It also notes the kinds of foods that different insects eat. It is a hands-on experiment type of lesson in which the children act as insects and use different tools for their "mouths."

In this eight day unit, two illustrated children's books will be shared as a basis for comparison and contrast as students read, interpret, and analyze the box as a symbol. The books, Toni Morrison's The Big Box, and Ellen Levine's Henry's Freedom Box, will serve as the foundation as students examine opposites (inside/outside, freedom/slavery, free/trapped). Guided reading questions for both texts are provided. Students will learn to create a Venn diagram as a tool for organizing specific examples of literary comparison and contrast. During days 5-8, students will create an original short story, play, or poem about a box, and will include an illustration/representation of the box in this creative writing.

Part of an interdisciplinary week-long unit on DNA and genetics with activities in science, math, and language arts. This lesson is Part A: Science. Students complete a teacher-made scavenger hunt as an introduction to DNA and genetics, then watch a short video and use their science books to learn more about the topic. Students work in pairs to investigate DNA, genetics, and cloning through internet research and compile their information in the form of their own internet scavenger hunt.

In this lesson, students explore the first-person point of view through children's literature and images of Nepal. Students exhibit their understanding of first-person narrative by writing a children's story from the perspective of an inanimate object.

Students will be able to use their knowledge of volume and surface area through this fun, hands-on activity.

With guided practice students will use context clues to determine meaning of unfamiliar words in short passages. When students have completed the practice activities, they will read a newspaper or magazine article, picking out unfamiliar words and using context clues to decide what the word means. As a group activity they will share the article, the words, and their meanings with the class.

This lesson integrates science into the language arts block. Students will read about plant life cycle events and then write their own books about the life cycle of a plant.

This module will focus on supporting the autonomous learning activities discussed in Module 3 with LinguaFolio-like activities, such as can-do statements and other reflective, formative self-assessments, to enhance your daily instruction. LinguaFolio-like activities tailored to your curriculum should become an integral part of your lesson planning and classroom instruction. You will decide how to integrate these activities in a way that brings the greatest benefit to your language learners. The more frequently you embed LinguaFolio activities into your lesson plans, the more familiar learners will be with the process. As learners take ownership of their learning, using LinguaFolio as a formative assessment becomes a natural part of the instructional process.

Students will display their understanding of the symbolism and references that Dr. King used to enrich his famous speech on August 28, 1963 from the steps of the Lincoln Memorial by constructing a "jackdaw," a collection of documents and objects.