Students will be given a product along with information necessary to determine the cost of the product after discounts, travel and time involved in making the purchase. Students will then decided which option seems to be best based on where they place value; time, money, etc.
Material Type: Lesson Plan
In this face to face or flipped lesson, students will examine some of the culture and traditions associated with Puerto Rico. Then, they will compare and contrast what they've learned with one of the other countries we have researched (either Costa Rica or Argentina). They will do this using the questioning prompt, "I Used to Think... But Now I Think...".(ACTFL Standards: Cultures - 2.1 & Comparisons - 4.2)
Material Type: Lesson Plan
In this blended/flipped activity students will be using the "Connect, Extend & Challenge" thinking prompt along with a discussion thread on our LMS, to make connections between what they have already learned and to identify their new learning after going over other Spanish verbs that conjugate like the verb "gustar". (ACTFL Standards: Connections - 3.2 & Comparisons - 4.1)
Material Type: Lesson Plan
In this flipped lesson, students will complete an exit/entrance ticket type activity using a thinking stragegy entitled "Compass Points". Students will answer 4 questions about their learning and will record their responses to the questions using an application called Recap by Swivl. They will complete this exit ticket activity after their review of the Spanish verbs that have an irregular "yo" form in the present tense.(ACTFL Standards: Connections - 3.2 & Comparisons - 4.1)
Material Type: Lesson Plan
This lesson uses images and the "I See...and I Wonder" strategy to get students thinking about the bigger concepts that objects might represent. Students often see symbols as mere objects with only a only face value because of the speed with which they encounter them. However, if we can encourage students to take more time to study an object, other concepts or meanings can come to light.This lesson uses images as an entry point to symbolism because they are less threatening than literature. The images provided are a starting place, but feel free to remix and use your own images. This journaling activity is about writing (and discussing) to learn. It can be graded or just formative. Either way, items to assess would include:Do students really dig into the details, both large and small?Are they being thorough "readers" of the image in the quality of their "wondering"? There is no length requirement, but the timer recommendations do communicate an expectation that responses to be more than just a sentence or two or a very brief list.For task 2, do students begin to make some interpretive claims? Are those claims valid? Are they grounded in the details?If students are struggling to make interpretive claims that make sense with the image, back up and do another image in small groups that might allow more modeling, deeper thinking prompts, or even questioning the students to better understand their interpretations.If students are successful with the images, transition to a short peice of text like a poem. Students can use the same process of "I See...and I Wonder." The Task 2 questions can be slightly modified to apply to text rather than image.
Material Type: Lesson Plan
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.
Material Type: Lesson Plan
As Howard County Public School System advances its open educational resource (OER) adoption and implementation plan, ISKME is pleased to support this effort moving forward. ISKME brings a comprehensive OER toolset and immersive professional learning program to assist educators in enhancing their capacities to use, evaluate, curate, and create OER. Leveraging its teaching and learning network and digital library, OER Commons (oercommons.org) launched in 2007, ISKME advances collaboration and continuous improvement of high-quality curriculum. This is the first of three custom module trainings that will provide participants with an introduction to OER practice and the value add, highlighting successful state and district use cases. Followed by a demonstration and discussion of how to navigate OER Commons and create collaborative workflows to identify resources, assess their quality using rubrics, and organize materials for use. Participants will get an opportunity to practice using OER tools and begin to design their plans for OER implementation, specific to their immediate OER needs. An important outcome for educators will be a shared understanding of OER practice and specific next steps for OER adoption in their work. We have designed these modules to first spark the learner's interest in the topics covered and then dig deeper into the content through presentations, storytelling, and demonstrations of the tools. We will offer opportunities for learners to practice exploring the resources and tools, and reflect on how they might use them in their work.
Material Type: Module
Using Son of Citation/Citation Machine to cite photos found online
Material Type: Lecture
Background information for a simplified version of the "stages" of the French Revolution.
Material Type: Homework/Assignment
SoftChalk lesson geared toward 3rd grade learners on the phases of the moon. Lesson developes student understanding of the relationship between the sun, earth, and the moon, and how together they cause the phenomena of the phases of the moon.
Material Type: Lesson
Brief overview of decolonization in Africa from the 1950s - 1980s
Material Type: Module
Introduction to community interactions for AP Biology.
Material Type: Lesson
This is a set of multi-day lessons that help a teacher instruct students on creating family trees and using Ancestry.com's database to explore who they are and where they come from. At the end of the unit, students will create a presentation that explores and explains their culture of who they are and where they came from.
Material Type: Lesson
A short tutorial for using Hardy Weinberg for AP Biology
Material Type: Lesson
This lesson will teach you the difference between different investments, what they are and the risk involved with each.
Material Type: Lecture Notes
This is a soft chalk lesson that walks students through the challenge of developing a developing a turbine run on renewable energy sources. As part of the lesson, students learn why non-renwable energy sources must be replaced.
Material Type: Activity/Lab, Module
This lesson discusses the nine elements of Digital Citizenship as identified in Mike Ribble's book, which is endorsed by ISTE. These elements help us organize digital citizenship so we can build an organized curriculum.
Material Type: Activity/Lab
This is a lesson on creating gmail settings.
Material Type: Activity/Lab, Assessment, Lesson
This is a reflection activity for students to help make budgeting more relevant to their future lives.
Material Type: Lesson Plan
