This inquiry by Amy Johnson, Longview Public Schools, is based on the C3 Framework inquiry arc. Students will look at multiple points of view on an assigned Intolerable Act. After researching primary sources, student will create a newspaper using BEST evidence from their sources that answers the question, "Why would this event the colonists to revolt?"

If you visited another world, you would notice a change in your weight, because the force of gravity acting on you there would be different from the force of gravity here on Earth.

Driving question:What is the most irrelevant theme to today's modern society from The Great Gatsby?Purpose:1. Students to think critically and analytically.2. Students to gain a more in-depth understanding of how to find themes within texts and be able to have a deeper connection with modern society. Standards: 1) 9-10. RL. 2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.2) 9-10.RN.4.3: Analyze seminal U.S. and world documents of historical and literacy significance, including how they address related themes and concepts. Grabbers: To show clips from the movie to highlight themes that will be assigned to students. These clips can be used as evidence for the students projects (video clips are in teacher materials tab).https://www.youtube.com/watch?v=jKs6tUxVC7M - Morals and American Dreamhttps://www.youtube.com/watch?v=jqA1ISMJJQY - Society and Class or Moralshttps://www.youtube.com/watch?v=uyZrLD_fDLY - materialism and Gender Roleshttps://www.youtube.com/watch?v=yH7eRHHVGGA - materialismhttps://www.youtube.com/watch?v=TTWumSE8GXM - moralityhttps://www.youtube.com/watch?v=MCxbZ8D7N1o - gender rolesLesson Summary:After the class has read the Great Gatsby, Groups of five will be assigned one main theme from the reading and they will have to support why they think their theme is the most relevant in today’s modern society. They will find sub arguments within the text in order to support this claim and present this information through a digital presentation. Students will also be required to use direct references and quotes to defend their answer. Groups should split up the work evenly and work collaboratively. Students will present their digital presentations to the class. Students will then have a debate taking the persuasive stance on why they think their theme is the most relevant and support it through evidence from their research. After the digital presentations are turned in, presented, and each student is informed by other group's theme in detail by the presentation and challanged by debate, students will write an individual reflection on what theme they personally think is the most relevant in today's society.Lesson Narrative:Introduction: Remind students of presentation expecptations and focuses on the central question asked - What is the most irrelevant theme to today’s modern society from The Great Gatsby?Presentations: Students representing groups that support the six themes from the book, (morality, American dream, society, class, materialism, and gender roles) give presentations that are informative, descriptive, and supported with evidence from the book and other outside sources to the class. Instructor: Asks leading questions during presentations to allow students to go more in depth on their theme. Addresses any questions or misinterpretations that occurred during the presentations. Debate: Each group will then be challenged by the other students of different themes and should argue why their theme is the most relevant in today's society. Each group should respectfully address one another and challenge each others ideas and to support their own with their evidence from their presentations. Each group should work together in order to work towards the goal of being the most relevant by collaboration.Instructor: The instructor uses questions to clarify factual claims, ask for supporting evidence, include other members within the class in the debate, and connect the presentations to the discussion to broaden the understanding of each theme/side to the book and it's relevance.Debriefing: The instructor again asks the driving question. Clarifies any confusion, questions, or misinterpretations raised during the debate. Then summarizes what happened during the debate and lets the class think about other group's stance on their themes. Culminating Activity:1. Provide closure for major driving question.2. Gives the opportunity for students to be persuasive and show their understanding of the lesson. Lesson SummaryAfter researching, presenting, and discussing the central driving question mentioned before, students should be able to write an individual essay based off of previous experience with the project. The individual essay will require the students to reflect on their understanding and take from their personal opinion on what they think the most relevant issue in The Great Gatsby to today's modern society. Example of Culminating ActivityA Persuasive EssayAnswer the following question as an individual reflection from the previous lesson: What is your personal opinion on what theme from the Great Gatsby is the most relevant in today's society? Now that you have researched, presented, and discussed extensively the main 6 themes from the Great Gatsby: morality, American dream, society, class, materialism, and gender roles, pick ONE of these themes and have sub-arguments, evidence, and quotes to support your opinion. This paper should be at least 5 paragraphs long, see guidelines below. The paper should be in MLA format and cited correctly. No direct quotes should be longer than three lines. Paragraph 1: Introduction - short summary of the book, thesis Paragraph 2: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument. Paragraph 3: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument.Paragraph 4: Sub-argument with evidence from book, movie, class presentations, debate, and other outside sources to support this argument. Paragraph 5: Conclusion - Wrap up thoughts, restate thesis 

This lesson covers different aspects of the major greenhouse gases - water vapor, carbon dioxide, methane, nitrous oxides and CFCs - including some of the ways in which human activities are affecting the atmospheric concentrations of these key greenhouse gases. This is lesson six in a nine-lesson module about climate change.

Through ongoing partnership with teachers across New York City, New Visions has developed this course map for a high school biology course fully designed to the Next Generation Science Standards (NGSS) and the New York State Science Learning Standards (NYSSLS). Each unit follows a common structure: students engage with an anchor phenomenon and develop questions; go through sequences of learning and sense-making to develop and iterate on answers to those questions; then complete a three-dimensional performance task.

Through ongoing partnership with teachers across New York City, New Visions has developed this course map for a high school biology course fully designed to the Next Generation Science Standards (NGSS) and the New York State Science Learning Standards (NYSSLS). Each unit follows a common structure: students engage with an anchor phenomenon and develop questions; go through sequences of learning and sense-making to develop and iterate on answers to those questions; then complete a three-dimensional performance task.

In this guide, students’ exploration of AI is framed within the context of ethical considerations and aligned with standards and concepts, and depths of understanding that would be appropriate across various subject areas and grade levels in K–12. Depending on the level of your students and the amount of time you have available, you might complete an entire project, pick and choose from the listed activities, or you might take students’ learning further by taking advantage of the additional extensions and resources provided for you. For students with no previous experience with AI education, exposure to the guided learning activities alone will create an understanding of their world that they likely did not previously have. And for those with some background in computer science or AI, the complete projects and resources will still challenge their thinking and expose them to new AI technologies and applications across various fields of study.

Project 1: Fair's Fair
Project 2: Who is in Control?
Project 3: The Trade-offs of AI Technology
Project 4: AI and the 21st Century Worker

Visit the ISTE website with all the free practical guides for engaging students in AI creation: https://www.iste.org/areas-of-focus/AI-in-education.

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text "Happy Birthday Dr. King". When ten-year old Jamalĺĺs grandfather hears that the boy is in trouble for fighting to sit in the back of the bus, he tells Jamal about Rosa Parks, Martin Luther King, Jr., and the civil rights movement. Jamal responds with an idea for a skit for his schoolĺĺs King Day assembly.

This lesson provides teachers with support for using text-dependent questions and Common Core literacy strategies to help students derive big ideas and key understandings while developing vocabulary using the text, "Heat Wave." A fantastic heat wave hits a Kansas farm, roasting the geese, popping the corn in the fields, and causing other distressing events. The farm girl tries a few clever ways to get rid of it, and finally succeeds when she plants iceberg lettuce.

How can we Design Cattle to Better Meet Human Needs?

In this high school Storyline unit on genetics and heredity, students are introduced to ‘SuperCows’. As they explore the vast variety of cattle breeds, students discover that cattle are specialized for different purposes and while similar, the ‘SuperCows’ are clearly unique. Students wonder what caused this diversity and specificity which leads to investigations about the role of inheritance, DNA and proteins.

The High School Integrated Conceptual Science Program (ICSP) is a NGSS-aligned curriculum that utilizes the conceptual progressions model for bundling of the NGSS, High School Conceptual Model Course 1 and strategies from Ambitious Science Teaching (AST) to focus on teaching practices needed to engage students in science discourse and learning. Course 1 is the High School Integrated Physics and Chemsitry Course.   The goal of these units is to encourage students to continue in STEM by providing engaging and aligned curriculum. The focus of this year long course is on the first year of high school (freshman).  While the course is designed to be taught as a collection of the units, each unit could be taught as a separate unit in a science course.  A video about the new course shared its unique approach to learning and teaching. Wenatchee School District, one of the participating districts, wanted a way to share the program with the community. https://youtu.be/9AGk19YUi2oCourse 1 of the ICSP development was funded by Northwest Earth and Space Sciences Pipeline (NESSP) which is funded through the NASA Science Mission Directorate and housed with Washington NASA Space Grant Consortium at the University of Washington.

This lesson focuses on the twelve-year period from 1933-1945 in which Jews faced restrictions, were imprisoned, worked as slaves, and were starved, tortured, and murdered.  Six million Jews died during the Holocaust.  They will also read the play The Diary of Anne Frank which protrays a thirteen year old gilr's view of her daily life when she and her family went into hiding before being deported to a Nazi concentration camp.  Anne Frank was born to a Jewish family in Frankfurt, Germany, in 1929.  Her family immigrated to Amsterdam, the Netherlands, when she was four.  Anne had a happy childhood until 1940 when German forces invaded and occupied the Netherlands.  Anne and her family went into hiding in the attic above her father's business, where they lived for two years.  Students will review the elements of drama incuding dramatic structure such as characters, conflict, climax, and resoultion. They will also learn about dialogue and stage directions.  

In this problem-based learning module, students research and report on Hurricane Katrina, using an earth systems science analysis approach.

Hurricanes are a fact of life for millions of Americans each year, and billions more people around the world. What is a hurricane, and how can we prepare for them? Through a model and student-level data, students explore the factors influencing storm frequency and intensity. They also consider the language of storms, as well as steps to resilience. This guide is an extension of the TILclimate episode "TIL about hurricanes."

This activity relates water temperature to fishery health within inland freshwater watersheds as a way to explore how environmental factors of an ecosystem affect the organisms that use those ecosystems as important habitat.

In this learning activity, students use a web-based geologic timeline to examine temperature, CO2 concentration, and ice cover data to investigate how climate has changed during the last 715 million years.

Students practice building food chains and webs, explore interrelationships in the EOL Food Webs Tool, then model the flow of energy in food webs.

Students model how a complex system operates and how some parts of a complex system have more leverage or influence on the rest of the system. Students relate this to the interconnectedness of food webs.

The development of systems and network concepts for students can begin with this highly interactive inquiry into cell phone networks. Cell phones serve as a handy knowledge base on which to develop understanding. Each cell phone represents a node, and each phone’s address book represents an edge, or the calling relationships between cell phones. Students conceptualize the entire cell phone network by drawing a graphic that depicts each cell phone in the class as a circle (node) connected by directional lines (edges) to their classmate’s cell phones in their address book. Students are queried on the shortest pathway for calling and calling pathways when selected phones are knocked out using school and classroom scenarios.

Students then use a simulation followed by Cytoscape, visually graphing software, to model and interrogate the structure and properties of the class’s cell phone network. They investigate more advanced calling relationships and perturb the network (knock out cell towers) to reexamine the adjusted network’s properties. Advanced questions about roaming, cell towers and email focus on a deeper understanding of network behavior. Both the paper and software network exercises highlight numerous properties of networks and the activities of scientists with biological networks.

Target Audience:
This is an introductory module that we recommend teaching before each of our other modules to give students a background in systems. This module can be applied easily to any content area and works best as written for students between 6th and 12th grades but can be adapted for other ages. The lessons work best when in-person with students. If you are looking for an Introduction to Systems for remote learning, please use our Systems are Everywhere module.

This investigation begins with a phenomenon that is evidenced in most every produce aisle: Many of the vegetables that botanists classify as Brassica look and taste different. This investigation aligns with middle and high school Next Generation Science Standards as well as with agricultural science Plant Career Path Standards. Provided as an Open Source Lesson in Gather-Reason-Communicate format, this investigation supports teachers as students learn about the life cycle of flowering plants, how environmental and genetic factors influence an organisms's growth, how humans influence plants through plant breeding, and how scientists can use classification as a tool for understanding relatedness among organisms. This includes a lesson plan and supporting resources including videos, an interview, readings, and protocols.