Did early Americans have to move west? This inquiry leads students through an investigation of Americans moving west. Students will learn about land use in America, the population change in America, and the Indian Removal Act of 1830. Resource created by Justin Bray, Fremont Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2023 Inquiry Design Model (IDM).

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 Cierra Morten, 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 inquiry focuses on the defining themes of Andrew Jackson’s presidency. Students will discuss Jacksonian Democracy, the War on the National Bank, and policy toward Native Americans. The questions, tasks, and sources in this inquiry ask students to explore primary sources from multiple perspectives to analyze whether Jackson was the hero or villain of the common man. Resource created by Abigail Huggins with Doniphan-Trumbull Public School as part of the Nebraska Social Studies Special Project 2022 - Inquiry Design Model (IDM).

This is a lesson that can be used to teach beginning Introduction to Agriculture students about the types of drugs we administer to animals. Students then get to complete a hands-on lab activity where they learn about and demonstrate four types of injections.

This presentation shows images of animal organs to aid in identification. Accessed in 2022 from Texas A&M College of Veterinary Medicine & Biomedical Sciences. Cover photo by Creab Mcselvin via Unsplash.

In this lesson, students will discover how to administer three different types of injections (Subcutaneous, Intramuscular, and Intravenous) though a hand-on activity. Students will use actual syringes and needles to administer medication to their animal (hamburger buns in a sandwich bag). Along with the injection lab students will learn the difference between medications and vaccinations, and why they are both important!

The uses of animals in biotechnology are expansive, and many times overlooked.  This lesson will have students exploring the wide range of uses of animals in biotechnology and formulating an opinion about the uses of animals in biotechnology.

 Animal Welfare vs Animal Rights Debate Grade Level: 9th-12thSubject: Animal ScienceDuration: 5 daysDOK Level:  4SAMR Level: Substitution Indiana Standard: AS-7.4 Explain the implications of animal welfare and animal rightsObjective: Given a debated livestock issue related to animal welfare, students will be able to understand both sides of the issue, and effectively persuade others in making a decision about the issue.Procedure: Have the students compare and contrast the terms “animal welfare” and “animal rights”.Have a class discussion on the impact of the differencesGroup the class into partnersHave them research and make a list of five animal right issues related to the agricultural industryHave a class discussion on the topics researched. As a class narrow down the list.Have each pair pull a topic and side out of a hat.Explain the Debate Project expectations and grading rubric.Allow class time for research.Have the students submit a list of statements and supporting facts after day 2.Have the students submit a rough draft of their opening and closing statements after day 3. Debates will be done on day 5Product or Assessment: Students will be graded on their submitted facts and rough draft. The rubric will be used to grade the debate on the given day.Credits: Renee Wangler, Agriscience Instructor - Newaygo County Career-Tech Center 

In this lesson plan, students will learn about the 12 animals of the Chinese zodiac. In the introductory first lesson, they will see how animals are often used as symbols. In the second lesson, they will hear one of several versions of how the 12 animals were chosen. They will then focus upon a few of the animals in the story and see how they can be used as symbols of certain human characteristics. In the third lesson, they will be introduced to the other animals of the zodiac, and they will be given a chart on which they will assign traits to each animal. Then they will consult a number of websites to find the traits traditionally associated with the animals, which they will add to their list. Then, they will come up with a number of ways to compare and contrast the animals in the list. In the third lesson, they will focus upon the animal associated with the year of their birth, learning about its traits and discussing whether or not these apply to themselves and their peers. Finally, each student will make an acrostic, combining the letters of his or her first name with adjectives that relate to his or her zodiac sign.

Throughout this lesson, the students will learn how to correctly take measurements to create a fitted garment. Students will begin with brainstorming measuring tools. Next, they will discuss fabric sizing as a class. Students will learn about the history of measurements and why it is important to take measurements. Individuals will team up in pairs to practice taking measurement. Finally, students will apply the measurements by comparing and contrasting them with a home-sew pattern.  This lesson could be used before a student begins creating a garment for themselves, especially in Intro to Design or an Apparel Production & Construction course.

Using the context of apples, students will apply their knowledge of heredity and genetics to distinguish between sexual and asexual reproduction as they explain how new varieties of apples are developed and then propagated to meet consumer demand for a tasty, uniform, consistent product. Photo by Sokmean Nou on Unsplash

This resource was created by Kayla Henery, 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 activity, students will practice answer the phone and having a conversation in Chinese, using mannerisms common in Chinese. They will practice trying to make plans with someone over the phone, explaining their schedule, and politely accepting or declining an invitation.

Consider are the pros and cons of children performing for TV and in other competitive performing environments. Learning Objectives:Students will read articles with opposing view points and find main ideas and details from each text.Students will take a stance on an arguementive issue and produce a piece of writing to include evidence from the text. 

In this Unit, students embark on a mission to create a campaign which promotes seat belt use for a teenage audience. In the context of this project, students explore NGSS PE’s 3-PS2-2, 3-PS2-1, 3-5-ETS1-1, 3-PS2-3, and 3-PS2-4 while investigating the effects of balanced and unbalanced forces acting on an object. Through a series of collect evidence to write a claim based on evidence for why seatbelts are important.

Download: ForcesAndInteractions.3rdgrade_krEFi7M.pdfDelete
Google Drive with Teacher Resources

Portions of this storyline can be successfully implemented without access to FOSS instructional or lab materials. Specifically, the unit entry event, driving question, supplemental lessons and online resources, etc., can still be used to engage students in learning the addressed NGSS bundle.

For most recent version of this unit, please visit www.stemmaterials.org

In this problem-based learning module, students will be asked to brainstorm ideas and think innovatively both independently and collaboratively in addressing a real-world problem that is relevant to their daily lives and  health.  Are students aware of their calorie intake and how it affects their overall health? Students will investigate the calories consumed in a typical day and how much physical activity is needed to stay healthy and fit.  Students/teams will be encouraged to use the internet for research purposes in their design phase. Students will utilize various online platforms to design an infographic that can be shared with relevant individuals in the community and others in the school building

This resource is designed to walk students through the process of completing a research project in any field of study. It covers the earliest stages of brainstorming and discussing, continues through researching and compiling sources; writing, documenting, revising, and polishing a paper; and finally presenting the research topic to a wider audience in a professional manner. The focus is on MLA format, though the course could be modified for other formats.

The first unit is an introduction to the project. It asks students to draw on knowledge of issues affecting their own community and world to help generate discussion that could eventually lead to a research topic.

This lesson could be done with most adults and older kids. It is especially good for
elderly women, as many of them have fond memories of sewing and fabric crafts,
yet they can no longer do those crafts due to vision or fine motor impairments.
This project allows them to make something beautiful with fabric that doesn’t
involve any sewing.

Family Tree (art and character studies)
Children have many family members and pets and friends who are “honorary” family. Have students discuss their family and describe how they look. This project can hold lots of different people. The child needs to put themselves at the top of the tree.

This lesson can also be used for character or historical figures studies.