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\n\"Exploring\n\n
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\nLesson Planet Curated\n
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\nExploring Energy: Designing a Brighter Future\n

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\n\nFor Teachers\n\n6th - 10th\n\nStandards\n
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\nCoal soot and gas fumes, smog and pollution, acid rain and nuclear radiation may become passe as scientists search for innovative, sustainable energy sources. Engage young environmentalists in the quest with a collection of resources...\n
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Interactive
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\n\"A\n\n
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\nA Petition for the Cotton Gin\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nWhile almost forgotten today, the cotton gin could be seen as one of the causes of the Civil War. The innovation led to more cotton production, which in turn undermined political power balances in the 1800s. Individuals unpack the...\n
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Instructional Video4:53
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\n\"Why\n\n
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\nTED-Ed\n
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\nWhy Is Cotton in Everything?\n

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\n\nFor Students\n\n6th - 12th\n
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\nImagine wearing a suit of armor made of quilted cotton. Inca warriors did and found it very effective. Viewers of a fascinating video learn about how the growth of cotton cells makes this plant so strong and versatile. Also included in...\n
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Lesson Plan
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\n\"The\n\n
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\nThe Cotton Gin\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents are introduced to an early American inventor, Eli Whitney, and his experiences with the Patent Office. The economic importance of the cotton gin and its impact on slavery are also addressed.\n
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Lesson Plan
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\n\"Cotton\n\n
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\nFederal Reserve Bank\n
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\nCotton in My Sack\n

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\n\nFor Teachers\n\n4th - 6th\n\nStandards\n
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\nAs part of a study of saving choices and opportunity costs, class members listen to a reading of Lois Lenski's Cotton in My Sack, and then evaluate the spending choices made by the Hutley family.\n \n
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Interactive
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\n\"Analyzing\n\n
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\nAnalyzing the Cotton Gin Patent\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nDecode primary sources in a fast-paced activity. A quick guessing game helps pupils use visual clues to understand primary sources. Academics look at a picture of the cotton gin and must guess what it is without other knowledge or clues....\n
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Worksheet
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\n\"Cotton\n\n
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\nCurated OER\n
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\nCotton Candy Reading Comprehension Activity\n

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\n\nFor Students\n\n4th - 5th\n
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\nIn this cotton candy reading comprehension worksheet, students read a 1 paragraph selection pertaining to cotton candy and then answer 3 multiple choice questions regarding the information.\n
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Worksheet
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\n\"Excerpt\n\n
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\nCurated OER\n
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\nExcerpt from Edward Bain's The History of Cotton Manufacture in Great Britain (1835)\n

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\n\nFor Students\n\n7th - 10th\n
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\nGreat Britain was where the industrial revolution began. The class reads an excerpt from a document written in 1835 describing cotton manufacture in Great Britain. They then answer two critical analysis questions. \n
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Lesson Plan
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\n\"Eli\n\n
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\nCurated OER\n
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\nEli Whitney's Patent for the Cotton Gin\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents review the U.S. patent laws by researching Eli Whitney's petition for a renewal on his cotton gin patent. They examine documents to assess the impact of the cotton gin, role-play the patent hearing and discuss the effects of...\n
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\n\"King\n\n
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\nCurated OER\n
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\nKing Cotton\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders explore the cotton plant. In this cotton lesson, 5th graders research the process of growing cotton. Students explore the economic and cultural differences in the states that grew cotton for trade and industry.\n
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\nIncredible Bridges: “Cotton Candy” by Edward Hirsch\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nRead it, hear it, see it, do it! Young poets experience Edward Hirsch's memory poem, \"Cotton Candy,\" by first closely reading the poem silently, then aloud, watching a video of the poet reading it, and crafting their memory poem of an...\n
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\n\"Cotton\n\n
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\nCurated OER\n
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\nCotton Swab Skeletons\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nTo truly teach through the arts means one must tackle both art and core content in one lesson. This quick activity does just that. Learners make skeletons out of cotton swabs in order to study relief sculpture and the skeletal system....\n
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\n\"Clothes\n\n
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\nCurated OER\n
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\nClothes on the Grow\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nCan you grow clothes? Sure, wool, cotton, and Angora are all natural resources used to make textile products. Learners investigate the differences between synthetic and natural fibers, then consider textile processing careers. They watch...\n
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\n\"Cotton\n\n
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\nCurated OER\n
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\nCotton Pickin' Before and After the Civil War\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents explore the impact of cotton. In this economics lesson, students listen to a lecture presented by their instructor on the Southern crop of cotton and its impact on the South prior to and following the Civil War. Students...\n
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\nThe Impact of the Cotton Gin\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders study Eli Whitney and the cotton gin. In this lesson plan on the cotton gin, 4th graders use primary and secondary sources to gather information about Eli Whitney, the cotton gin that he invented and how it changed the south.\n
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\n\"Cotton\n\n
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\nCotton Journey\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents use \"Cotton Journey-A Field Trip In A Box\" kit to relate the significance of cotton to the Civil War period and to study the cotton industry in general.\n
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\n\"Cotton\n\n
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\nCurated OER\n
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\nCotton Paper Bag Puppets\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents read book, \"The Cotton in your T-Shirt,\" brainstorm facts about cotton, make cotton paper bag puppets, and list facts about cotton on the back.\n
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\n\"King\n\n
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\nCurated OER\n
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\nKing Cotton\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders investigate the farming process for cotton and its impact on the United States history. In this cotton farming activity, 6th graders read background information on the cotton farming process and discuss the role of slavery...\n
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\n\"Cotton\n\n
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\nCurated OER\n
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\nCotton Seed Planting\n

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\n\nFor Teachers\n\n5th - 7th\n
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\nStudents using scientific inquiry will observe and record in daily journals their findings on cotton seeds. They measure, graph, and then communicate their discoveries about plants to each other.\n
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Lesson Plan
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\n\"Living\n\n
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\nCurated OER\n
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\nLiving on a Cotton Farm: Mexican Americans Life In Texas\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders are introduced to the processes of cotton farming in the early 20th century. In groups, they examine the role of Mexican Americans on the farms and the impact of a boom and bust economy on cotton. They identify the...\n
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\n\"Cotton\n\n
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\nCurated OER\n
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\nCotton\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nDiscover facts about cotton, farming, and economic growth in this engaging lesson. As each question is read, one of ten solid tiles covering an illustration of a cotton plant is removed. Students use the verbal and visual clues to...\n
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\n\"King\n\n
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\nKing Cotton\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders examine the manufacturing of cotton. In this cotton and slavery lesson, 5th graders review background information about cotton and slavery. Students examine a real cotton ball and discuss why it was painful to pick....\n
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\n\"From\n\n
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\nFrom cotton to Baseball: How Greenville Grew\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders explore the impact of textile production and baseball of the mills and communityof Greenville SC\n
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Lesson Plan5:14
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\n\"How\n\n
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\nHow to Speak Monkey: The Language of Cotton-Top Tamarins\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nTamarin monkey language can be categorized by stem upsweep, duration, peak frequency, and frequency change. Although other complex terminology is used to describe the 38 calls of this species, the video is easy to follow and a...\n
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