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\n\"Coin\n\n
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\nCurated OER\n
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\nCoin Connections\n

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\n\nFor Teachers\n\nK - 1st\n
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\nA wonderful lesson on identifying the penny, nickel, dime, and quarter awaits your young mathematicians. They engage in a multi-session lesson which allows them to practice using the values of each coin in worksheets and activities...\n
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\n\"Project\n\n
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\nCurated OER\n
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\nProject Geode\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nYoung geologists attempt to predict the appearnace of a geode's internal structure based on how it looks from the outside, its mass, and its physical characteristics. In this geologly lesson, learners use scientific equipment to collect...\n
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\n\"National\n\n
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\nCurated OER\n
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\nNational expansion of the United States (1815 to 1850), and its connection to local Illinois history.\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents discuss the importance of establishing the I & M Canal water route. They watch a video about the canal's history. They collect and write a personal migration story by interviewing a family member. They analyze trends and...\n
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson 27: Illinois/Chicago Unit Assessment\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders create a Class ABC Book summarizing key elements of Illinois and Chicago.\n
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\n\"Exploring\n\n
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\nCurated OER\n
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\nExploring How Rocks Are Formed\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nThese lessons produced by the Illinois State Museum are quite good. In this one, third and fourth graders are introduced to the three basic types of rocks: igneous, sedimentary, and metamorphic. They perform activities which help them...\n
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Makes a Good Law?\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nWhy were laws created? Spark a group discussion on why we need laws to co-exist. Should the sale of some things be outlawed on Sundays? Read a case summary between Target and the state of Minnesota that debated this issue. Ask your...\n
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Interactive
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\n\"Abraham\n\n
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\nMr. Nussbaum\n
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\nAbraham Lincoln Reading Comprehension—The Middle Years (Part 2)\n

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\n\nFor Students\n\n5th - 7th\n\nStandards\n
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\nAbraham Lincoln's face may only be worth one cent, but the online reading passage and questions about his life are an invaluable resource. Pupils read a passage about Lincoln's experience with the Illinois Legislature, earning his law...\n
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\n\"Section\n\n
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\nIllinois Department of Natural Resources\n
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\nSection Three: What's the Status of Biodiversity?\n

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\n\nFor Students\n\n3rd - 5th\n\nStandards\n
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\nBiodiversity is essential for every habitat, but many species are at risk due to pollution and other factors. Explore several different species native to Illinois in a gallery walk with posters that learners have created after research...\n
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\n\"Forensic\n\n
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\nCurated OER\n
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\nForensic Detectives: Archaeology at Work\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nDig in! Middle schoolers learn about archaeology by exploring the remnants of the Chiribaya bodies found in Illinois. Compare archaeological investigations, and then write a mystery detailing the discovery of a body! Consider bringing in...\n
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\n\"Sediment\n\n
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\nCurated OER\n
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\nSediment Sleuths\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nAre you looking for a good, solid lesson on sedimentary rocks? This one, produced by the Illinois State Museum, is just such a lesson. Middle schoolers identify common rocks and minerals by analyzing sediments from local water sources....\n
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\n\"Bats\n\n
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\nCurated OER\n
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\nBats Migrate South\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents examine the life of bats in Illinois. Using the internet, they research the history of the bat in Illinois and describe the way they find prey by using echolocation. They report their findings to the class and answer any...\n
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\n\"Geography\n\n
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\nCurated OER\n
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\nGeography Grid\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders search a database to find images and scan and affix them on an 8-foot long map of the state of Illinois. They then use it as a basis for discussion.\n
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\n\"School\n\n
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\nCurated OER\n
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\nSchool Museum\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders research individuals who contributed to the history of Illinois, and what school was like at that time. They compare schools of various times.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Civil War - Lesson #1 of 3\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders design a newspaper, with images, that reflects historically accurate information about how Illinois residents felt and acted during the Civil War.\n
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\n\"Educated\n\n
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\nCurated OER\n
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\nEducated Action\n

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\n\nFor Teachers\n\nK - 8th\n
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\nStudents review what they already know about birds. Using the internet, they discover major issues involved with birds in Illinois. In groups, they determine what they can do to help them and contact a local agency.\n
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\n\"Bird\n\n
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\nBird Banter\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nStudents listen to examples of common bird songs of birds found in Illinois. As a class, they discover the importance between the differences in songs and calls. They practice making their own bird calls and songs to end the lesson.\n
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\n\"Regulating\n\n
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\nCurated OER\n
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\nRegulating the Harvest\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars study the effect of trapping in the Illinois Territory in 1805 and compare it to trapping today. They participate in a role playing activity in which they discover how practices in early Illinois Territory led to...\n
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson 18: The Great Chicago Fire: City of Wood\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nYoung scholars research the causes of the Great Fire of Chicago and draw conclusion as to the most probable cause and preventative actions that could have minimized the damage.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Great Chicago Fire Survivors\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents examine documents describing the experiences of survivors of the Great Chicago Fire, and write condolence letters.\n
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\n\"The\n\n
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\nThe Great Chicago Fire Survivors\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nYoung scholars compare and contrast the experiences of two survivors of the Great Fire of Chicago using a Venn Diagram.\n
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\n\"Places\n\n
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\nCurated OER\n
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\nPlaces We Live\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nStudents compare/contrast rural and urban communities, and view and discuss the images on the Illinois quarter. They discuss Abraham Lincoln's life, complete a chart and a Venn diagram comparing urban and rural settings, and create a...\n
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\n\"The\n\n
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\nThe Great Chicago Fire Survivors\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nLearners research the Great Chicago Fire and create a reader's theater presentation that describes the experiences of survivors.\n
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\n\"Slavery\n\n
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\nCurated OER\n
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\nSlavery and the Legal Status of Free Blacks\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers examine the status of free blacks in Illinois and slavery in the U.S. They read and analyze primary source documents, answer and discuss questions, participate in a group discussion, and present the group's findings to the...\n
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\n\"The\n\n
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\nThe Rocks Under Illinois\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils examine the rock layers in Illinois. They draw the many rock layers using the Geology website. They discover the arrangement of strata of rocks.\n
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