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Lesson Plan
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\n\"Investigating\n\n
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\nCurated OER\n
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\nInvestigating Neoclassicism/Romanticism\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents practice accessing and evaluating Internet resources as they perform research and answer, in written form, a series of general and specific questions about Neoclassicism/Romanticism.\n
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Lesson Plan
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\n\"Investigating\n\n
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\nCurated OER\n
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\nInvestigating Neoclassicism/Romanticism\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents use the internet to research neoclassicism and romanticism. Using various websites, answer a series of comprehension questions on the topic. They develop a presentation and share their information they gathered with their...\n
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Lesson Plan
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\n\"Slavery\n\n
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\nCurated OER\n
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\nSlavery in America at the Time of the Civil War\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nStudents discover how to create electronic graphic organizers. In this Civil War lesson, students present their thoughts regarding slavery in the United States as the war began. Students use Inspiration software and follow the provided...\n
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Lesson Plan
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\n\"Visiting\n\n
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\nCurated OER\n
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\nVisiting Museums\n

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\n\nFor Teachers\n\nK - 8th\n
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\nLearners visit museums and gather information about dinosaur habitats, survival needs, and how they met these needs.\n
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Lesson Plan
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\n\"Levels\n\n
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\nCurated OER\n
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\nLevels of Connectivity\n

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\n\nFor Teachers\n\n9th - Higher Ed\n
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\nStudents explore the variety of organizations that function as Internet connectors and the type of connections available. The lesson was originally written for librarians with little or no net experiences.\n
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Lesson Plan
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Causes Irregular Temperature Patterns?\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents examine common trends in climate across the U.S. They identify the anomalies in hot-cold temperature differences in the U.S and locate them on the map using latitude and longitude coordinates.\n
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\n\"Is\n\n
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\nCurated OER\n
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\nIs Temperature Effected By How Close You Are to the Equator\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nYoung scholars collaborate with other schools to gather temperature data from a large number of locations. They determine how the average daily temperature of a location is affected by how close you are to the equator.\n
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Lesson Plan
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\n\"Essay\n\n
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\nCurated OER\n
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\nEssay Exchange Unit: Final Drafts\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers develop final versions of their position papers and add them to the school's web pages for review and feedback.\n
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Lesson Plan
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\n\"Research\n\n
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\nCurated OER\n
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\nResearch and Report\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents use the Internet and other resources to locate, read and summarize information relevant to the Heart.\n
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Lesson Plan
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\n\"Application\n\n
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\nCurated OER\n
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\nApplication\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents apply and generalize data, and prepare and present an oral presentation with a visual aid.\n
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Lesson Plan
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\n\"Share\n\n
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\nCurated OER\n
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\nShare Classroom Fat Data with Other Students\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nLearners research eating habits in different places and in different cultures.\n
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Lesson Plan
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\n\"Comparing\n\n
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\nCurated OER\n
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\nComparing Asian and Impressionist Landscapes\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents draw on their knowledge of Impressionist and Asian landscapes to reflect on the differences found in the two genres of landscape painting.\n
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Lesson Plan
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\n\"Letters\n\n
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\nCurated OER\n
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\nLetters to Local and State Legislators\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nYoung scholars locate their local or state legislator's address. They write and send letters to their local and state legislators critiquing their voting record on environmental issues and sharing their own views on these issues.\n
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Lesson Plan
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\n\"Environmental\n\n
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\nCurated OER\n
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\nEnvironmental Voting Records of Legislators\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents collect and record data on the environmental voting record of their local and state legislators using the Internet. They identify examples of environmental problems or endangered species in their state.\n
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\n\"Building\n\n
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\nCurated OER\n
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\nBuilding Web Pages\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine local community agencies and their contributions to the community. They create Web pages that profile the community agencies and their interviews with the volunteers.\n
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Lesson Plan
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\n\"Further\n\n
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\nCurated OER\n
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\nFurther Study Of Neoclassicism And Romanticism\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents conduct Internet research to answer the remaining N/R questions. They are encouraged to contact and communicate with N/R professors or other experts, either singly or over e-mail discussion lists.\n
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Lesson Plan
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\n\"Sharing\n\n
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\nCurated OER\n
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\nSharing Information\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents collaborate with another classroom via the Internet to share data, questions, results, and check the validity of their testing procedures.\n
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Lesson Plan
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\n\"Planting\n\n
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\nCurated OER\n
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\nPlanting\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents form groups to conduct an experiment. They plant seedlings to test the effects of sunlight, water and soil, on the growth of seedlings.\n
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Lesson Plan
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\n\"What\n\n
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\nCurated OER\n
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\nWhat Makes a Healthy Plant?\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nStudents predict the effects of water, light, and soil on the development of a plant and then design an experiment to test their predictions.\n
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\n\"Local\n\n
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\nCurated OER\n
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\nLocal Heart Rates\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nLearners determine the type of data needed to test their inferences. As homework, they check and record heart rates of fellow students, teachers and family members. During their next class period, learners enter all data into the database.\n
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Lesson Plan
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\n\"Critiquing\n\n
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\nCurated OER\n
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\nCritiquing the Neoclassicism/Romanticism Project\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents request feedback on their projects from Neoclassicist/Romanticist experts they have contacted via e-mail or other means. They work in pairs to critique each other's work.\n
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\n\"Selecting\n\n
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\nCurated OER\n
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\nSelecting the Focus of the Neoclassicism/Romanticism Project\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars identify and flesh out an area of particular interest to them in the field of N/R for the purpose of developing and submitting a more in-depth project on that area of interest.\n
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\n\"Further\n\n
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\nCurated OER\n
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\nFurther Study of Neoclassicism and Romanticism\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents continue to conduct Internet research to answer the remaining N/R questions. They are encouraged to contact and communicate with N/R professors or other experts, either singly or over e-mail discussion lists.\n
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\n\nGet Free Access\n\nSee Review\n
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\n\"Story\n\n
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\nCurated OER\n
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\nStory Assignments\n

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\n\nFor Teachers\n\n5th - 12th\n
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\nStudents choose their beats and decide what areas of school and community news they cover.\n
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