Learn how important the honey bee's body structure is to survival in the hive. This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

Learn the importance of each and every job within the hive! This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

Learn how honey bees manage their community through swarming. This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

Learn how honey is made and used. This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

This template was created to help plan lessons that support English Language Learners for the SPELL project.

Direct teaching of vocabulary can help improve comprehension only when taught in meaningful context. Through the use of technology, students can develop their academic vocabulary in an engaging and fun way.

Should kids act to stop bullying, or should they leave it up to adults?

This lesson plan and assessment takes you on a journey to discover if pollinators find your campus a hospitable home. Core compliant for Grades 3-5, but adaptable to all ages. Are you working with distance learners or in a non-traditional teaching environment? This lesson plan is perfect for you! All you need is a pencil and outdoor space, including sidewalks, local parks, greenways, libraries, and beyond!

This assessment task will be completed in two parts and focuses on the informational text, "My Librarian is a Camel." The prewriting/planning in part one involves reading, plus note-taking and speaking and listening in response to text-dependent questions. In part two, students are asked to write an opinion piece.

Students explore the nature and structure of expository texts that focusing on cause and effect and apply what they learned using graphic organizers and writing paragraphs to outline cause-and-effect relationships.

In this eight-week module, students explore animal defense mechanisms. They build proficiency in writing an informative piece, examining the defense mechanisms of one specific animal about which they build expertise. Students also build proficiency in writing a narrative piece about this animal. In Unit 1, students build background knowledge on general animal defenses through close readings of several informational texts. Students will read closely to practice drawing inferences as they begin their research and use a science journal to make observations and synthesize information. Students will continue to use the science journal, using the millipede as a whole class model. They begin to research an expert animal in preparation to write about this animal in Units 2 and 3, again using the science journal. In Unit 2, students will continue to build expertise about their animal and its defense mechanisms, writing the first part of the final performance task—an informative piece describing their animal, the threats to its survival, and how it is equipped to deal with them. With their new knowledge about animal defenses from Unit 1, students will read informational texts closely, using the same science journal to synthesize information about their animal. Unit 3 allows students to apply their research from Units 1 and 2 to write a narrative piece about their animal that incorporates their research. This narrative will take the format of a choose-your-own-adventure. For their performance task, students will plan, draft, and revise the introduction and one choice ending of the narrative with the support of both peer and teacher feedback. The second choice ending will be planned, written, and revised on-demand for the end of unit assessment.

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

In this module, students will read, write, and speak about the topic of voting rights and responsibilities. In the first two units, students will read informational texts that focus on the women’s suffrage movement and the leadership of New Yorker Susan B. Anthony. Specifically, they will read firsthand and secondhand accounts of her arrest and trial for voting in a time when women were outlawed from doing so. Students then read The Hope Chest by Karen Schwabach, a historical fiction novel set in the weeks leading up to the passage of the 19th Amendment. They will continue to examine the idea of leaders of change and explore the theme “making a difference” by collecting evidence on how selected characters make a difference for others. After completing the novel, students will analyze this theme in selected passages of the novel and write an essay

Find the rest of the EngageNY ELA resources at https://archive.org/details/engageny-ela-archive .

Tribal Government on the Wind River Reservation is in a state of flux. In the accompanying lessons plans (found in the Support Materials), learn how the Eastern Shoshone and Northern Arapaho tribes govern their people, what is the relationship between Tribal, State, and Federal government?

LEARNING OBJECTIVES:

Students will demonstrate an understanding of the workings of tribal government on the Wind River Reservation by creating a written report.
Students will understand the differences and similarities between state, tribal and federal governments and their functions, structures, and powers.

The Miss Indian America Pageant was launched by Sheridan residents in the 1950's to combat discrimination. In the accompanying lesson plan (found in the Support Materials) students will view the story told through the eyes of Miss Indian America title holders who held a reunion in 2013, serving as grand marshals in the Sheridan, WY Rodeo parade and commemorating a legacy of bridging cultures.

LEARNING OBJECTIVES:

Students will identify the reason why the town of Sheridan, WY started the Miss Indian America Pageant.
Students will define the given vocabulary words.

In this engaging unit, students will design and plant a square-foot garden that will be their central tool. Through the growing season, they will explore nutrition content in their everyday lives and see how it relates to what they are growing.

The 4-day unit is designed to center on the voices of a marginalized community, Muslim Americans, as a foundation for students to explore and celebrate the plurality of values and identities in their own classrooms. Students will be engaging with journalism, practicing active listening, compassion, and empathy, and meet differences with curiosity rather than prejudice.

Students begin this unit by reading The Proudest Blue, a picture book by Olympic medalist Ibtihaj Muhammad that captures the challenges Faizah and Asiyah face when Asiyah wore her hijab to school. Students discuss discrimination and focus on the the hijab as a symbol of cultural identity.

Then students screen a short documentary film “Holding Fire.” The documentary follows Somia Elrowmeim, a naturalized American Yemeni immigrant and activist, who fights for the rights of South Brooklyn Muslims. The film provides a behind-the-scenes look at how grassroots organizing works especially during the modern Islamophobia period.

Driven by the courage and joy that Faizah, Asiyah, and Somia demonstrate in celebrating their cultures and standing up in their communities, students will explore these themes in their classroom. This mini-unit is being taught as a part of a longer classroom exploration of conflict and resolution.

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.

What do plants eat? This unit explores plants and how they make food.

Learn what the futures of the Eastern Shoshone and Northern Arapaho tribes are, and how the tribes will retain their culture and tradition while preparing to move into the future? In the accompanying lesson plan (found in the Support Materials) students will understand the importance of education and perservation of the culture.

LEARNING OBJECTIVES:

Students will demonstrate an understanding about the importance of education and preservation of the language and culture among the Northern Arapaho and Eastern Shoshone Tribe from the past, present, and future.
Students will learn about the Federal Indian Policy to civilize Native Americans through the establishment of Native American Boarding Schools incorporating key vocabulary words.
Students will learn about how the practice of forced assimilation contributed to the diminished use of the Shoshone and Arapaho people’s lifestyle, languages, and traditions.
Students will discuss the development of Indian boarding schools in the United States and Wyoming.
Students will analyze the differences between the early educational experiences of the Native American and non-native students.
Students will examine the importance of education as a value that the Shoshone, Arapaho, and non-native communities share.
Students will consider how Native American students and non-native students can learn from each other to dispel the myths and stereotypes that exist in contemporary society.
Students will learn why oral traditions are important.
Students will understand why respect for elders is important in the tribe.
Students will gain an awareness of why traditional dancing and singing is important to traditions and culture.
Students will explore the significance of the buffalo to the Shoshone people living on the Wind River Reservation.
Students will learn that through traditional concepts of understanding, the Shoshone people, as well as many other Plains tribes, were able to survive through their sustenance on the buffalo.
Students will discuss the relationship that Native American people have with the buffalo (i.e., spiritual, sustenance, etc.) and how oral traditions play a critical role in the preservation of Native ways of knowing.