Erosion is a natural hazard that causes major damage and can cause homes to collapse. In this storyline, students are introduced to weathering and erosion. Students will gain an understanding of coastal erosion by experimenting with different types of erosion control practices, including seawalls and riprap.

The Washington State coastline is a culturally important place and valuable resource for communities of people, animals, and plants throughout Washington and the United States. As coastal flooding from storms and erosion threatens our coastal environments, communities are forced to make difficult decisions about how to protect themselves, their history, and their livelihoods. In this Storyline, students will learn what coastlines are and why they are important to humans and other types of natural communities. Given the specific weather hazard of coastal flooding, they will test materials and design structures that could be used to help reduce the impacts caused by this hazard.

As the climate is changing, one of the many consequences is sea level rise, which is not a standalone factor, but is closely related to erosion and extreme weather/storm conditions. The majority of coastal houses, recreational parks, and other coastal buildings were built as sturdy but stagnant structures that do not adjust well to the changing elements. Coastal homes have been collapsing into the ocean and restaurants have been destroyed by storm waves. The economic damage has been accumulating. In this storyline, students will explore the reasons behind sea level rise looking at thermal expansion, glacial ice melt, and sea ice melt. Students will examine real scenarios of coastal damage in Washington state and evaluate current city and tribal resilience plans. Finally, students will evaluate the constraints of existing challenges and propose strategies for solving these challenges.

Sea level is rising due to climate changes that result from increased emissions of greenhouse gases. In this storyline, students will explore mechanisms of sea level rise and the impacts on Indigenous peoples along with other groups such as urban communities. Natural hazards such as erosion, storm surges, and flooding are intensified by sea level rise. The effects on natural resources, the economies built from those natural resources, and land usage in general can be predicted by utilizing current and historical data.

This lesson, developed by Pacific Northwest Ballet Community Education Programs, is designed to help K-2 students explore concepts about self and general space that are a part of all dance styles as well as creating their own movements. The lesson addresses fitness and health academic content, motor skill development, and social emotional learning.

In this unit from Central Valley School District in Washington, students dive into inquiry, engaging with compelling questions to help learn about the culture of some of their tribal neighbors and the forces that brought change to the northwest: fur trade era and exploration. The module includes detailed teaching notes for planning and executing instruction, emphasizing close reading of complex texts and specific strategies for supporting students' evidence-based reading and writing. It provides clear requirements for student work, along with summative assessments, central texts, key resources, and protocols to facilitate learning.

Within this collection you will find lessons, videos, handouts, and teacher guides you can use in your classroom.  You will also find a brief summary of each resource with the source sited for further exploration, appropriate grade level, approximate lesson length, and learning standards.

Phase 1: Learning SessionsIn Phase 1, students explore how various levels of government address climate change, meeting C2.11-12.1 (analyzing citizens’ and institutions’ effectiveness in addressing social and political problems). They also  critically examine how governments take climate actions at local, state, tribal, and national levels.More specifically, students start by exploring the structure and purpose of student climate assemblies, reviewing the current science and status of climate change, potential solutions, and the role of government at the local, state, tribal, national, and international levels. This foundational phase provides students with the necessary background knowledge and motivation to analyze their local government’s or tribe’s climate action plan and participate in a climate assembly, including:The purpose and process of climate assembliesA review of the science of climate change, including its major causes and impactsThe role, structure, and powers of government, especially local governmentsThe major agreements and policies addressing climate change at the international, national, tribal, and state levelsThe five major emissions categories and related solutions

Phase 2: Action Analysis and RecommendationsIn Phase 2, students apply the STEEP framework to analyze climate actions, focusing on evaluating policies and government actions, addressing C4.11-12.2 (analyzing ways of influencing governments to promote the common good). This phase is about structured analysis rather than deliberation.More specifically, students will conduct in-depth research to analyze actions proposed by local or state decision makers, identify the most promising ideas and proposals, develop well-reasoned recommendations, and create compelling presentations. This phase emphasizes critical thinking, effective communication, and persuasive writing. Through their participation in this phase students:Become familiar with local climate change efforts and actions by government officials.Research climate actions and policies at either the local, regional, or state level. Identify which actions and proposals they are most interested in analyzing.Analyze and prepare a recommendation for a proposed action, using a multipronged framework of analysis.Prepare a presentation to communicate their analysis and recommendation to their classmates and teacher.

Phase 3: Deliberation and VotingIn Phase 3, students use appropriate deliberative processes, meeting C4.11-12.1 (using deliberative processes in multiple settings). During this phase, they present findings, deliberate, and build consensus on climate actions.More specifically, students will participate in a classroom-based climate assembly, practicing the processes of deliberation and democratic decision-making. They will present their analysis and recommendations, engage in deliberations, and vote to determine the best recommendations. Through their participation in this phase, students foster their collaboration, deliberations, and consensus-building skills through:Presenting their recommendations in small groups, deliberating on the recommendations, and giving/receiving feedback on them.Revising their recommendations based on the small-group deliberations and feedback.Presenting their final recommendations to the whole class.Participating in whole class deliberations on final recommendations.Voting on each recommendation using a weighted voting system.

Phase 4: Advocating for ActionIn Phase 4, students apply C1.11-12.3 (applying civic virtues and democratic principles) by working together to advocate for their climate action recommendations to local government leaders, promoting civic responsibility and collaboration.More specifically, the curriculum culminates in this phase with students choosing and carrying out an action to advocate for their recommendations with a focus on organizing and presenting their recommendations to local decision-makers. This real-world application highlights the practical relevance of their work and provides a platform for students' voices to be heard by advocating for their recommendations. Students also reflect on what they have learned. Key components of this final phase include:Reviewing and discussing results of whole class voting.A small group of students preparing and presenting the class findings and recommendations to local government officials.Other students taking action to advocate for their recommendations in a variety of ways, such as writing letters to the editor, emailing council members, creating topical podcasts, and launching social media campaigns.

Within this collection you will find lessons, videos, handouts, interactive game, and teacher guides you can use in your classroom.  You will also find a brief summary of each resource with the source sited for further exploration, appropriate grade level, approximate lesson length, and learning standards.

This resource provides information about the Practicing Musician platform. The Practicing Musician site provides multi-media resources and methods that help K-12 educators flip their classrooms, personalize instruction within ensemble programs, and facilitate mastery learning for all students. Their mission is to empower and collaborate with music educators and artists to create a free world-class music education that meets the needs of all K-12 students.

Resouces and guidance to help educators assess children in observational settings in order to find out where each child is on a developmental continuum.

Resources to help educators as students transition back into in-person learning in the fall.

This resource provides tools and guidance to help educators and families get to know one another and collaborate on learning activities that promote growth across learning settings. 

Development is sequential, with skills building on prior knowledge and learning. Young students pass through many key milestones on their way toward end-of-year standards. These progressions in literacy and numeracy show how learning unfolds across multiple grade levels allows teachers to identify what knowledge and abilities students possess at the start of the year and what comes next, so they can meet each student where they are and address any gaps that may exist.

Civics is the study of our national government, constitution, and the rights and responsibilities of citizenship. Topics in the Puyallup Civics course include democracy and other forms of government; legislative, executive, and judicial functions; the political process; and foreign and domestic policies. The course also includes a summary of Washington State History and local native sovereignty.

This model course reflects 2018 Washington state legislation regarding the High School Civics Course requirement - RCW 28A.230.094.

This course is by Puyallup School District - only submitted by Barbara Soots.

This guide provides information on how to locate and provide attribution for openly licensed images as well as guidance on which images cannot be used due lack of copyright permission.

This guide provides information on:searching openly licensed image librarieshow to locate and provide attribution for openly licensed imagesguidance on which images cannot be used due lack of copyright permission