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\n\"Video\n\n
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\nVideo Game Violence: Explore Possible Impacts\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nIntroduce middle schoolers to the issue of video game violence with a multifaceted approach. Learners complete a gaming survey, as well as read and discuss a news feature about violent video game sales and a handout on stimulus...\n
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\n\"Phonological\n\n
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\nFlorida Center for Reading Research\n
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\nPhonological Awareness: Phoneme Matching, Sound Pie\n

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\n\nFor Teachers\n\nK - 1st\n\nStandards\n
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\nDevelop phonological awareness by challenging pupils to recognize final sounds in familiar words. Using magazines or other print resources, scholars search for pictures of words with the same final sound as a starter picture. Once they...\n
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\n\"Lesson\n\n
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\nCurated OER\n
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\nLesson Skill: Determining Audience and Purpose\n

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\n\nFor Teachers\n\n9th - 12th\n
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\n“. . . the car looked as it had caught some terrible disease.” Pairs read and then illustrate a passage from either “The Year I Drove through the Car Wash” or “Riding Is an Exercise of the Mind” in preparation for a discussion of...\n
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\n\"Mixed\n\n
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\nHawaiʻi State Department of Education\n
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\nMixed Media Collage\n

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\n\nFor Teachers\n\n2nd\n
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\nRhythm, repetition, positive, and negative space is used to create mixed media collages. Let your learners go wild with glue, magazine clippings, and the elements of design. They'll experiment with various types of media, color, and...\n
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Lesson Plan
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\n\"Gases\n\n
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\nBaylor College\n
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\nGases Matter\n

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\n\nFor Teachers\n\nK - 4th\n
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\nAs a demonstration or as a hands-on activity, your class watches as the combination of vinegar and baking soda produce carbon dioxide gas. The intent of the lesson is to help youngsters understand that gases occupy space. It is included...\n
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\n\"Urban\n\n
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\nArt Institute of Chicago\n
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\nUrban Space\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nThe use of perspective is clear in Paris Street; Rainy Day by Gustave Caillebotte. Pupils study and discuss this example, marking the vanishing points and horizon line of a photocopy of the piece. They then create their own urban scene...\n
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\n\"Alliteration\n\n
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\nReadWriteThink\n
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\nAlliteration in Headline Poems\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nPoetry is everywhere you look! Create found poems using headlines from newspapers and magazines. Young poetry focus on creating alliterative phrases with words they find in headlines, tying their poems to a central theme.\n
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\n\"Human\n\n
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\nAdvocates for Human Rights\n
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\nHuman Rights in the U.S.\n

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\n\nFor Students\n\n6th - 8th\n
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\nHere's a fun, creative approach to the profoundly important issue of human rights. Young citizens do three activities, two of which involve them finding images from magazines that reflect human rights of their...\n
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Activity
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\n\"Civil\n\n
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\nMr. Beem's Social Studies\n
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\nCivil Rights Project: The Long Civil Rights Movement\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nInvestigate milestones along the path that lead to the American Civil Rights Movement of the 1960s. After researching key people, events, court cases, and legislative orders, teams present their findings as a magazine, newspaper, or...\n
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\n\"Happy,\n\n
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\nMissouri Department of Elementary\n
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\nHappy, Sad, Scared and Mad: All Belong To Me\n

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\n\nFor Teachers\n\nK\n\nStandards\n
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\n\"What are feelings?\" and \"Why are feelings important to understand?\" are the essential questions of a instructional activity that boosts self-awareness. Scholars discuss the four basic emotions—happy, sad, scared, and...\n
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\n\"Finding\n\n
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\nMissouri Department of Elementary\n
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\nFinding the Positive\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nTo instill the importance of a positive classroom community small groups create a collage out of magazine clippings that highlight three characteristics of self-awareness. Written examples accompany the finished product. Groups turn in...\n
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\n\"What's\n\n
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\nCurated OER\n
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\nWhat's New in the News?\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nStudents explore the news. They research Internet news sites, newspapers, and magazines and select four areas to summarize. They simulate a news announcer by summarizing the news and including supporting details for a particular day.\n
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\n\"World\n\n
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\nCurated OER\n
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\nWorld War One- Lesson #1 of 3\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders search an online database for World War I posters, newspapers, magazines and other media. They write an essay about public sentiment of the time based on the research.\n
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\n\"Dissection\n\n
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\nDissection Time\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents take a closer look at the organization of magazines. In this journalism lesson, students complete handouts about the jobs and responsibilities in the magazine industry. Students then learn about the steps of publishing and...\n
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\n\"Island\n\n
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\nCurated OER\n
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\nIsland Inquiry: Based on the Northern Mariana Islands Quarter\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents research two physical and/or human characteristic topics of the Northern Mariana Islands in groups of four students. In this social studies instructional activity, students analyze how to write magazine articles and...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Teen Scene\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars explore the methods used by teen magazines to attract a variety of teenagers. They evaluate existing magazines and in small groups, students create their own magazine that is geared toward specific teen demographics.\n
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\n\"Infusing\n\n
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\nInfusing Equity by Gender into the Classroom\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents identify gender stereotypes in magazine advertisements. In this gender bias lesson plan, students discuss the problems of gender bias in advertising and develop an understanding of the way advertisements work.\n
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\n\"Rain\n\n
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\nCurated OER\n
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\nRain Forest Reporters\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents work as magazine reporters to produce a print or multimedia magazine about rain forests.\n
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\n\"Henry\n\n
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\nCurated OER\n
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\nHenry Luce: Turn Me Luce\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents research the life of Henry Luce, Time Magazine's founder, and examine the impact his magazine has had on the way American's see the world. They create a photo-essay, magazine or video to present their research.\n
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\n\"El\n\n
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\nEl Greco: Drawing Tall People\n

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\n\nFor Teachers\n\nPre-K - 6th\n
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\nStudents create a masterpiece. In this drawing lesson students use a magazine picture to make a very tall person. The students cut the picture to stretch it out.\n
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\n\"A\n\n
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\nA Virtual Adventure In Australia\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents create a magazine highlighting the history and geography of Australia. In this Australia lesson plan, students do online research and other research to create a magazine with articles and advertisements.\n
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\n\"Adventures\n\n
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\nAdventures in Africa\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents create travel magazine advertisements about Africa. In this Africa lesson plan, students research different facts about different countries in Africa and make advertisements to go there.\n
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\n\"Students\n\n
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\nCurated OER\n
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\nStudents Solutions - Saving Our Surroundings\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents explore the environmental impact of humans on the plants and animals in their state. In this environmental impact activity, students use digital cameras to photograph plants and animals in their state. Students investigate the...\n
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\n\"Classifying\n\n
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\nClassifying Living and Non-Living Objects\n

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\nStudents investigate living organisms and define the properties of a living species.  In this life characteristic instructional activity, students examine plants in their class and discuss whether or not they are alive....\n
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