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Lesson Plan
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\n\"Time\n\n
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\nTime Capsule Essay\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nDiscuss your class' vision of the future. Learners create materials for use in a time capsule. They write letters to explain their contribution and provide photos.  Afterwards, they use higher-level thinking skills to reflect on why...\n
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\n\"Developing\n\n
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\nCurated OER\n
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\nDeveloping Open-Ended Questions\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nStudents work in groups of two to develop questions and sample answers that are relevant, accurate and use higher level of thinking skills about a literary unit. Students present their questions and answers to the class as a review of...\n
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Lesson Plan
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\n\"My\n\n
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\nCurated OER\n
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\nMy Home of North Dakota\n

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\n\nFor Teachers\n\n4th\n
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\nDiscuss the people, history and geography of North Dakota using this resource. Learners use a variety of sources to do research on North Dakota and present their findings in a PowerPoint presentation. They answer questions involving...\n
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Activity
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\n\"The\n\n
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\nCurated OER\n
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\nThe Old Man and the Sea: Questioning Strategies\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nReaders learn to ask questions about text with an activity based on Ernest Hemingway's The Old Man and the Sea. As they read, class members craft questions based on Bloom's Taxonomy and then find the answers themselves.\n
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Lesson Plan
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\n\"Forming\n\n
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\nCurated OER\n
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\nForming Open-Ended Questions\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHelp readers learn to create their own open-ended questions for any text you are working with. Using Bloom's Taxonomy, learners begin on the lower levels and work their way up to form questions that focus on synthesis instead of simple...\n
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Interactive
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\n\"Rock\n\n
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\nRoyal Society of Chemistry\n
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\nRock Types 1\n

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\n\nFor Students\n\n6th - 10th\n\nStandards\n
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\nIf pupils think the three types of rock are classic, punk, and hard, these puzzles offer gentle correction. Scholars match the type of rock to how it formed and an example in four grid puzzles. Each requires problem-solving and...\n
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Interactive
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\n\"Ramp\n\n
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\nCK-12 Foundation\n
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\nRamp and Piano\n

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\n\nFor Students\n\n6th - 12th\n\nStandards\n
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\nCan you lift a piano into a truck? Simulation allows scholars to explore the relationship between force, ramp length, and weight. Pupils control the variables of truck bed height, ramp length, weight of piano, and the number of friends...\n
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Activity
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\n\"Natural\n\n
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\nHoward Hughes Medical Institute\n
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\nNatural Selection and Evolution of Rock Pocket Mouse Populations\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nCan evolution repeat itself? Scholars analyze amino acid data in two separate populations of mice. They learn that evolution repeats itself, but natural selection prefers some mutations over others in different environments. Analysis...\n
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Organizer
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\n\"I\n\n
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\nPolk Bros Foundation\n
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\nI Can Comprehend a Paragraph, then a Page/Section in a Text\n

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\n\nFor Teachers\n\n6th - 10th\n\nStandards\n
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\nHelp your class tackle chunks of text with a simple graphic organizer. Pupils read three paragraphs and, as they read, draw pictures in the provided boxes that demonstrate what each paragraph says. There are three boxes on the page and...\n
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Lesson Planet Article
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\n\"Using\n\n
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\nCurated OER\n
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\nUsing Bloom's Taxonomy in Science\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nHelp your students internalize knowledge by creating activities that utilize higher level thinking skills.\n
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Worksheet
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\n\"In\n\n
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\nCurated OER\n
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\nIn Cold Blood Part 2: Fun Trivia Quiz\n

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\n\nFor Students\n\n9th - 12th\n
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\nA quick and easy way to assess your classes' basic reading comprehension, this quiz is one section of a larger master quiz on the novel In Cold Blood by Truman Capote. While most of the questions deal with important aspects of the novel,...\n
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Lesson Plan
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\n\"Population\n\n
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\nHoward Hughes Medical Institute\n
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\nPopulation Dynamics\n

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\n\nFor Teachers\n\n10th - 12th\n\nStandards\n
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\nWill human population growth always be exponential, or will we find a limiting factor we can't avoid? Young scientists learn about both exponential and logistic growth models in various animal populations. They use case studies to...\n
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Lesson Plan
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\n\"Poisoned\n\n
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\nCenters for Disease Control and Prevention\n
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\nPoisoned Picnic\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nA group of teachers attended a picnic; ten became sick and another four died. Young scholars must solve the mystery of what happened. They research the river, waste water treatment plant, each food that was served, and environmental...\n
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Lesson Plan
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\n\"Chemical\n\n
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\nAmerican Chemical Society\n
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\nChemical Reactions and Engineering Design\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nConstruction leads to habitat loss and local wildlife suffers. Scholars must build a reptile egg incubation device that meets many constraints. Various experiments help them discover the chemical reaction needed to reach...\n
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Lesson Plan
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\n\"People,\n\n
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\nCurated OER\n
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\nPeople, Places and Events\n

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\n\nFor Teachers\n\n6th - 11th\n
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\nStudents cooperate within a small group, review materials covered in previous lessons, use higher level thinking skills and gain positive feedback through competition.\n
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\n\"Entrepreneurship\n\n
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\nCurated OER\n
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\nEntrepreneurship - Product Marketing\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents demonstrate critical thinking skill when creating and producing a salable product. They exhibit appropriate presentation and listening skills. They communicate effectively through written language.\n
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Lesson Plan
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\n\"The\n\n
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\nThe Book Thief: Discussion Questions\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nExpand your study of The Book Thief by Markus Zusak with a question for each level of Bloom's Taxonomy. These questions focus on part four of the novel; each is paired with at least one quote from the text for context and teacher...\n
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Instructional Video1:52
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\n\"Vertical\n\n
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\nCalifornia Academy of Science\n
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\nVertical Farming\n

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\n\nFor Students\n\n6th - 10th\n\nStandards\n
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\nHalf of crops from traditional farming never get harvested, while 90 percent of crops from vertical farming go into the food supply. As land runs out for farming and the need for crops increases, could vertical farming solve the problem?...\n
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Activity
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\n\"Word\n\n
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\nEducation Development Center\n
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\nWord Problem with Rational Numbers—Balancing Bars of Soap\n

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\n\nFor Teachers\n\n4th - 5th\n\nStandards\n
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\nHere's a resource teachers won't want to wash their hands of. Given a task where a full bar of soap is on one side of a balance and 3/4 of a bar of soup and a 3/4-ounce weight is on the other side, young mathematicians must determine the...\n
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Activity
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\n\"Lactose\n\n
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\nHoward Hughes Medical Institute\n
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\nLactose Intolerance: Fact or Fiction\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nAround the world, about 2/3 of adult humans are lactose intolerant. Scholars work in small groups to discuss a few statements about lactose intolerance. Then, they watch a video on the topic and readdress each statement. Whole-class...\n
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Lesson Plan
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\n\"Study\n\n
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\nCurated OER\n
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\nStudy Guide for Missing May\n

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\n\nFor Teachers\n\n3rd - 7th\n\nStandards\n
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\nUse this comprehensive packet to accompany a study of Missing May by Cynthia Rylant. Starting out with a brief author biography and background information about the novel, this guide includes materials to use throughout the entire novel....\n
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Assessment
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\n\"Circumscribed\n\n
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\nConcord Consortium\n
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\nCircumscribed Polygon\n

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\n\nFor Students\n\n11th - 12th\n\nStandards\n
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\nTrigonometry teachers often go off on a tangent, and here's a instructional activity that proves it! First, young mathematicians use a formula with tangent to prove a formula correct for area. Then, they draw conclusions about the area...\n
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Lesson Plan
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\n\"Building\n\n
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\nEngageNY\n
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\nBuilding Background: A Short History of Human Rights\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nBefore continuing to read the Universal Declaration of Human Rights, learners need to understand why and how this document was written. First, show and discuss a video from UNICEF to demonstrate the need for such a document. Then...\n
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Assessment
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\n\"Fractured\n\n
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\nBalanced Assessment\n
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\nFractured Subtraction\n

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\n\nFor Students\n\n6th - 8th\n
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\nCan you spare a 10? Scholars determine digits that could complete a two-digit subtraction problem. They must find all possible combinations of digits and provide an explanation for their reasoning.\n
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