This is for fourth-fifth grade social studies, which has vocabulary terms with a quizlet attached. The picture is for one of the vocabulary terms, which is "Ecosystem". 

The theme of this guide is: achieving ocean health and balance through investigation and data collection techniques that show the necessity for marine sanctuaries, the effects of fisheries and the management practices being followed in today's oceans.

Short pieces of chenille stem arranged inside a box look like a random jumble of line segments—until viewed in the proper perspective.

Note: This activity is detail oriented and time intensive. It’s done by threading a long length of fishing line through twenty small holes, and then attaching short pieces of chenille stem to create a suspended pattern. When you look through a viewing hole, that random-looking pattern resolves into the form of a chair. If you think being a watchmaker is something you’d hate, then you might want to rethink doing this Snack!

A Cartilha Eletrônica de Educação Ambiental sobre Resíduos Sólidos “ANA LAURA POR UM MUNDO SUSTENTÁVEL”de autoria de Elane Alvarenga Oliveira Hora e Rosana de Oliveira Santos Batista, trata-se de um Produto Técnico Educacional apresentado ao Programa de Pós-Graduação em Rede Nacional para o Ensino das Ciências Ambientais - PROFCIAMB, Universidade Federal de Sergipe - UFS, para atender aos requisitos do Mestrado Profissional para a obtenção do título de Mestre em Ciências Ambientais. A cartilha é um importante instrumento de referência de Educação Ambiental, pois esse material didático de divulgação será utilizado para dar apoio e também sensibilizar os gestores ambientais municipais, coordenadores e equipe das Novas Salas Verdes, assim como, de seu público alvo, ou seja, alunos da Educação Básica, a comunidade em geral e demais municípios sergipanos sobre os impactos e problemáticas socioambientais relacionadas à temática de resíduos sólidos em Sergipe, em conformidade com a Política Nacional de Resíduos Sólidos Lei 12.305/2010 (BRASIL, 2010).

A checklist used by teachers to observe and record elementary students’ analysis skills as they work on activities and projects.

A rubric in student language used by elementary students to self-assess their analysis skills.

In this task, the students are not asked to find an answer, but are asked to analyze word problems and explain their thinking. In the process, they are faced with varying ways of thinking about multiplication.

Use this assignment to help analyze a photograph on a deeper level and get a better understanding of media literacy.

Checklist that can be used as a guide in analyzing the assignment examples

This informational text explains that while both the Arctic and Antarctica are cold, Antarctica is much colder and drier - a polar desert. The text is written at a grades four through five reading level. This version is a full-color PDF that can be printed, cut and folded to form a book. Each book contains color photographs and illustrations.

This informational text explains that while both the Arctic and Antarctica are cold, Antarctica is much colder and drier - a polar desert. The text is written at a grade two through grade three reading level. This is a PDF containing the informational text and a glossary.

Instructional sequences are more coherent when students investigate compelling natural phenomena (in science) or work on meaningful design problems (in engineering) by engaging in the science and engineering practices. We refer to these phenomena and design problems here as ‘anchors.’Here is a tool to assist in determining if the elements of the anchoring phenomenon are strong or could use some additional thinking. Original works can be found at NextGenStorylines.org

The Anchoring Phenomenon Routine is the launch to student investigation around the anchoring phenomenon. This phenomenon will be the one that students will describe and explain, using disciplinary core ideas, science and engineering practices and crosscutting concepts in investigations. The Anchoring Phenomenon Routine will encourage thoughtful consideration of the phenomenon, initial models, connections to related phenomenon, discussions about the phenomenon and the creation of the KLEWS chart used for documenting student learning. In an Anchoring Phenomenon Routine, ​students​:
● ​Are presented with a phenomenon or design problem
● ​Write and discuss what they notice and wonder about from the initial presentation
● ​Create and compare initial models of the phenomenon or problem
● ​Identify related experiences and knowledge that they could draw upon to explain the phenomenon or solve the problem
● ​Construct a KLEWS Chart
● ​Identify potential investigations to answer the questions on the KLEWS Chart, adding the questions to the chart

The Anchoring Phenomenon Routine is the launch to student investigation around the anchoring phenomenon. This phenomenon will be the one that students will describe and explain, using disciplinary core ideas, science and engineering practices and crosscutting concepts in investigations. The Anchoring Phenomenon Routine will encourage thoughtful consideration of the phenomenon, initial models, connections to related phenomenon, discussions about the phenomenon and the creation of the KLEWS chart used for documenting student learning. In an Anchoring Phenomenon Routine, ​students​:
● ​Are presented with a phenomenon or design problem
● ​Write and discuss what they notice and wonder about from the initial presentation
● ​Create and compare initial models of the phenomenon or problem
● ​Identify related experiences and knowledge that they could draw upon to explain the phenomenon or solve the problem
● ​Construct a KLEWS Chart
● ​Identify potential investigations to answer the questions on the KLEWS Chart, adding the questions to the chart

The Anchoring Phenomenon Routine is the launch to student investigation around the anchoring phenomenon. This phenomenon will be the one that students will describe and explain, using disciplinary core ideas, science and engineering practices and crosscutting concepts in investigations. The Anchoring Phenomenon Routine will encourage thoughtful consideration of the phenomenon, initial models, connections to related phenomenon, discussions about the phenomenon and the creation of the KLEWS chart used for documenting student learning.
In an Anchoring Phenomenon Routine, ​students​:
● Are presented with a phenomenon or design problem
● Write and discuss what they notice and wonder about from the initial presentation
● Create and compare initial models of the phenomenon or problem
● Identify related experiences and knowledge that they could draw upon to explain the phenomenon or solve the problem
● Construct a KLEWS Chart
● Identify potential investigations to answer the questions on the KLEWS Chart, adding the questions to the chart

In this activity, students discover the relationship between an object's mass and the amount of space it takes up (its volume). Students learn about the concept of displacement and how an object can float if it displaces enough water, and the concept of density and its relationship to mass and volume.

Students will identify nouns, verbs, and adjectives visible in two paintings depicting a stormy and calm landscape, respectively. They will write a narrative inspired by the paintings, paying attention to transitional phrases and sensory details. Students will use color and line to create their own calm or stormy landscape.

This short video and interactive assessment activity is designed to give fourth graders an overview of classification of angles.

This short video and interactive assessment activity is designed to give fourth graders an overview of measurement of angles.