Series of resources about the carbon cycle  with an accompanying assessment at the end.  

This lesson consists of a basic introduction to the cardiovascular and respiratory system(s) along with basic (common) diseases within each system. Diseases include atherosclerosis, heart attack, stroke, COPD (emphysema, chronic bronchitis). Screenings to detect various forms of cardiovascular disease are also included at an introductory level.

In this activity, students will learn the location of the following categories on the periodic table while creating their own version including a key.Categories Included:Alkali MetalsAlkaline Earth MetalsHalogensNoble GasesMetalsNonmetalsMetalloidsTransition MetalsInner Transition MetalsThe Soft Chalk Activity includes interactive checks throughout and includes information on valence electrons and determining groups and periods for elements.This activity also includes a formative assessment that students could take when they are done.  

This is an inquiry activity that uses either pictures of cells or microscopes and slides to get students thinking about cell structure and function.  You could look at prokaryotic vs eukaryotic cells, plant vs animal or different types of cells found in one organism.  The objective is to have students begin to make the connection between sructure and function in cells.

This concept review is a study guide for the Circles from a Geometric Perspective Unit, which is Module 7 from the Secondary Mathematics II Curriculum of Mathematics Vision Project.  Each concept that is covered in the review document has an accompanying video tutorial and set of guided notes that follow along with the videos.  Resources Included:1) Link to the Mathematics Vision Project Curriculum Module 7- Circles from a Geometric Perspective 2) Link to a Google Document containing links to videos and Guided Notes documents for each of the key concepts. Image, “Apollonian Gasket Variation” was created by fdecomite. This work is licensed under a Creative Commons Attribution 2.0 Generic License.

This new version of the CCK adds capacitors, inductors and AC voltage sources to your toolbox! Now you can graph the current and voltage as a function of time.

This seminar will guide you through the process of quoting others, through direct quotes and indirect quotes. You will also learn about citations, which provide information on the source being used. Remember, when researching and writing about your findings, you should do so responsibly, knowing when to quote, when to paraphrase, and how to build a list of sources to reflect your research. The people, places, and events you research deserve accurate reporting. This seminar will help you do all of this confidently.StandardsCC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.CC.1.2.9-10.C: Apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.CC.1.2.9-10.I: Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

A Project Based Learning Outline for Citizenship and Martin Luther King Jr. Day. To be used with 1st or 2nd Grade, as fitted with standards.

These guides can be used as part of an anticipatory set to introduce persuasive writing and transition into claim evidence reasoning paragraphs. "Claim, Support, Question," is a "Visible Thinking Routine" developed by Project Zero at the Harvard Graduate School of Education.  

Claim-Support-Question technique to activate background knowledge and get students to think deeper. This activity is over Plate Tectonics and is meant to be carried out on a Google Doc.

These discussion guides may be used as part of an anticipatory set to introduce argumentation. "Claim, Support, Question," is a "Visible Thinking Routine" developed by Project Zero at the Harvard Graduate School of Education. 

This unit provides Common-Core aligned lessons based for Math 3, English 10, and Biology (NGSS Standards). The subjects are linked by a text on climate change, and they hit the standards of argumentation for English, comparing functions in Math 3, and human effects on environment in Biology.

Introduces color words and recognition to students through shared reading, color songs, rhymes and fingerplays and whole group activity. Students will sort colored cereal onto color sorting mat handout. Time permitting, students will also use an iPad app to identify and sort colors and sort pom-poms by color using various materials.
Extensions of lesson include: independent color recognition matching game and color games called Color Crazy and Monster Smash which are partner/group activities.

This particular Color, Symbol, Image (CSI) lesson is designed for implementation by an art teacher with 6th-grade students. However, the strategy can be utilized in other disciplines for the purpose of Making Thinking Visible. Parental consent was granted to share a student sample of the final product for this lesson, which is pictured above. The title card the 6th-grade student, Boston, created included the following description: "The sunrise in the painting represents the help and hope that Houston is getting. Also, the clouds are eyes, and the sun is a mouth. The face is crying. This represents my sympathy for Texas." Boston had selected "Rising floodwaters overwhelm Houston, other parts of Texas", the third option from Newsela provided in the Google Slides. The choices for articles can be updated each year prior to the activity.

This activity is an instructional activity that can be used in AP Chemistry with Topic 1.1.  The activity has students arrange samples with different units in three different ways to show that they know how to perform different mole problem calculations.

Explore a NetLogo model of populations of rabbits, grass, and weeds. First, adjust the model to start with a different rabbit population size. Then adjust model variables, such as how fast the plants or weeds grow, to get more grass than weeds. Change the amount of energy the grass or weeds provide to the rabbits and the food preference. Use line graphs to monitor the effects of changes you make to the model, and determine which settings affect the proportion of grass to weeds when rabbits eat both.