AEA K-12 E-Curriculum features content developed by AEA Learning Online and partnering Iowa educators for Iowa schools to use in their classrooms. This curated collection focuses on text-based lessons, specifically made with the SoftChalk Cloud platform.
By the end of this section, you will be able to:Define and distinguish among prejudice, stereotypes, and discriminationProvide examples of prejudice, stereotypes, and discriminationExplain why prejudice and discrimination exist
By the end of this section, you will be able to:Define and distinguish among prejudice, stereotypes, and discriminationProvide examples of prejudice, stereotypes, and discriminationExplain why prejudice and discrimination exist
The attached student lesson is designed for Grade 4 English Language Arts students. Students will apply knowledge of word structure elements, known words, and word patterns to identify and utilize prepositions.This student lesson addresses the following NDE Standard: NE LA 5.1.5.a.It is expected that this student lesson will take students 90 minutes to complete.
Use a 3 ½ minute Ted Talk video in EdPuzzle to learn about and answer questions about our government. Standard 5.05 Explain why people create governments and describe the structure of the government in the United States and how it functions to serve citizens.I can describe the purpose of a democracy/government.I can identify the three branches of government; Legislative, Judicial, and Executive.I can describe the functions of the three branches of government and checks and balances.Pre-lesson: Review prior knowledge on American Revolution
For this 3-part project, students will prepare for programming by practicing the problem-solving steps. They will select a problem that they are dealing with at home, at school, or a problem in the community. They will then research and gather data to help them find a step by step plan to solve the problem.
Blast a Buick out of a cannon! Learn about projectile motion by firing various objects. Set the angle, initial speed, and mass. Add air resistance. Make a game out of this simulation by trying to hit a target.
Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.Senior Contributing AuthorsRose M. Spielman, Formerly of Quinnipiac UniversityContributing AuthorsKathryn Dumper, Bainbridge State CollegeWilliam Jenkins, Mercer UniversityArlene Lacombe, Saint Joseph's UniversityMarilyn Lovett, Livingstone CollegeMarion Perlmutter, University of Michigan
By the end of this section, you will be able to:Describe the different research methods used by psychologistsDiscuss the strengths and weaknesses of case studies, naturalistic observation, surveys, and archival researchCompare longitudinal and cross-sectional approaches to research
By the end of this section, you will be able to:Discuss how research involving human subjects is regulatedSummarize the processes of informed consent and debriefingExplain how research involving animal subjects is regulated
Students learn about psychology, beginning with a brief history of psychologists and their experimental methods. They then examine psychological concepts, such as personality theories, human development, and consciousness, including sleep, dreams, and psychoactive substances. Students also investigate social psychology and psychological disorders. They demonstrate their understanding by completing projects in which they play roles like teacher, parent, and psychologist.
Students perform and create rhythmic patterns using their bodies.
This is a project that generally follows the PBL framework that can be used to help students master the concept of qudratics in their study of intermediate algebra. Specifically, it was designed to help students master the concept of quadratic functions, equations, and inequalities, including the parts of both standard & vertex equations, as well as how to identify the domain & range of a quadratic function; how to apply quadratics as the square of binomials; how to make decisions about a specific quadratic problem or application relative to the significance of the vertex and roots; and how to transform a quadratic by manipulating its parent equation. Note that the project was designed and delivered per the North Carolina Math 2 curriculum and it can be customized to meet your own specific curriculum needs and resources.
A short quiz on CCSS.ELA-Literacy.RL.9-10.5, featuring quotes from Margaret Atwood's book, The Robber Bride; Harper Lee's book, To Kill a Mockingbird; Leo Tolstoi's short story, "The Confessed Crime"; Anne Sexton's poem, "The Starry Night"; and, the TV Show, "Ben 10: Alien Force". Collected together, the quotes have a Dale-Chall text difficulty index of 4, and a Flesch-Kincaid level of 4.4.
Learn about different types of radiometric dating, such as carbon dating. Understand how decay and half life work to enable radiometric dating to work. Play a game that tests your ability to match the percentage of the dating element that remains to the age of the object.
A set of lessons that introduces the concepts of radiometric dating through lab, mini-lesson, and practice.
This activity was created to assist students in identifying various locations in the library by reading library call numbers. Understanding is demonstrated by investing the library organization and creation of their own riddle search with answer key utilizing Google Doc or Sheets.
In this lesson, students analyze primary sources in an effort to answer the central historical question: Why did Teddy Roosevelt oppose the segregation of San FranciscoŰŞs public schools? The teacher first informs students of the 1906 San Francisco earthquake and the resultant attempted segregation of Japanese students. Students then read 4 source documentsŰÓletters and public speechesŰÓin which President Roosevelt discusses his reasons for opposing the law, as well as a political cartoon addressing the issue. For each, students answer questions on a graphic organizer: Why do you think TR opposed the issue? What can you infer about the U.S. in 1906? Finally, the class goes over a timeline of relevant events, enabling the teacher to show how reading contextually lets students learn historical context from documents. Students then respond in writing, using all evidence to reach a conclusion of their own.
In this lesson, students investigate and answer the central historical question: What caused the Salem Witch Crisis of 1692? After brainstorming and learning some background context for the witch trials, pairs of students read and answer sourcing questions for 2 primary sources: a Cotten Mather speech and the testimony of Abigail Hobbs, a teenager accused of witchcraft. After they draw preliminary conclusions, students are then given 2 more documentsŰÓa chart and a mapŰÓwhich ground the witch trials in an economic and geographic context. Students ultimately draw on all 4 documents to explain the witch trialsŰŞ cause in writing, and then share their conclusions with the class.
This is a lesson to reinforce reading one syllable words. Teacher shares a video to review short vowel sounds, models making words using letter tiles and reading the words. The students practice making words using an app and are assessed within their digital portfolio.