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\n\"Jack-O-Lantern\n\n
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\nCurated OER\n
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\nJack-O-Lantern Glyph\n

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\n\nFor Students\n\n2nd - 3rd\n
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\nIn this Jack-o-Lantern glyph instructional activity, students use the legend to draw a Jack-o-Lantern that illustrates their own personal information. Students then write about the person the illustrated Jack-o-Lantern represents on the...\n
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\n\"Shape\n\n
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\nCurated OER\n
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\nShape Capture Game\n

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\n\nFor Students\n\n8th\n
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\nIn this shape capture game worksheet, 8th graders work in pairs to plot quadrilaterals, then guess ordered pairs for each other's shape in order to locate the vertices on the grid;  can be used with other shape as well.\n
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\n\"Colores\n\n
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\nCurated OER\n
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\nColores del mundo\n

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\n\nFor Teachers\n\n1st - 5th\n
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\nStudents are introduced to the names of colors in Spanish. After being shown artifacts, they identify and write the color of each object. They also create a coloring sheet in which they trade with their classmates when needed.\n
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\n\"Corrugated\n\n
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\nCurated OER\n
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\nCorrugated Cardboard Relief Print Project\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents use corrugated cardboard to create a printed relief project. Using the cardboard, they review geometric designs, shapes and discover how to use vertical and horizontal lines. They practice relief printing with different materials.\n
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\n\"Sense\n\n
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\nCurated OER\n
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\nSense of Wonder, Part 1\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents engage in an activity by using a leading question. They increase awareness for the wonders that are part of the real world. This is based upon personal observations that students make.\n
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\n\"Five-Alive:\n\n
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\nCurated OER\n
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\nFive-Alive: The Value of Fruits and Vegetables\n

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\n\nFor Teachers\n\nK - 5th\n
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\nStudents discuss importance of proper nutrition in staying healthy, examine food pyramid chart and identify different vegetables or fruits via eye gaze, and sample different vegetables or fruits at snack or lunch time.\n
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\n\"Handwriting:\n\n
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\nCurated OER\n
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\nHandwriting: Group Upper and Lower Case Letters\n

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\n\nFor Teachers\n\nK - 1st\n
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\nStudents recognize and practice characteristics of upper and lower case letters. They assess how to write letters in a straight line, a slanted line and in a curve and then write the letters covered on their individual dry erase board or...\n
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\n\"Word\n\n
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\nCurated OER\n
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\nWord Families: -ap\n

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\n\nFor Students\n\nK - 2nd\n
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\nIn this early childhood word families worksheet, students fill in the blanks with -ap to form 9 words. Students then write an -ap word on the line and draw a picture of the word in the space provided.\n
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\n\"Word\n\n
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\nCurated OER\n
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\nWord Families: -am\n

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\n\nFor Students\n\nK - 2nd\n
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\nIn this early childhood word families worksheet, students fill in the blanks with -am to form 9 words. Students then write an -am word on the line and draw a picture of the word in the space provided.\n
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\n\"Word\n\n
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\nWord Families: -ay\n

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\n\nFor Students\n\nK - 2nd\n
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\nIn this early childhood word families worksheet, students fill in the blanks with -ay to form 9 words. Students then write an -ay word on the line and draw a picture of the word in the space provided.\n
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\n\"Word\n\n
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\nWord Families: -ell\n

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\n\nFor Students\n\nK - 2nd\n
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\nIn this early childhood word families worksheet, students fill in the blanks with -ell to form 9 words. Students then write an -ell word on the line and draw a picture of the word in the space provided.\n
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\n\"Word\n\n
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\nWord Families: -at\n

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\n\nFor Students\n\nPre-K - 1st\n
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\nIn this early childhood word families instructional activity, students fill in the blanks with -at to form 9 words. Students then write an -at word on the line and draw a picture of the word in the space provided.\n
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\n\"Word\n\n
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\nCurated OER\n
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\nWord Families: -ing\n

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\n\nFor Students\n\n1st - 3rd\n
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\nIn this word families learning exercise, students practice adding -ing to make words. Students then write the whole word on a line. To complete the learning exercise students write their own -ing word and draw a picture to match.\n
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\n\"Word\n\n
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\nWord Families: -ick\n

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\n\nFor Students\n\n1st\n
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\nIn this word families worksheet, 1st graders learn words that contain the letters -ick. Students fill in the missing letters to the given letters and complete each word. Students draw a picture of one of the words in the box.\n
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\n\"Word\n\n
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\nCurated OER\n
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\nWord Families: -ot\n

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\n\nFor Students\n\n1st\n
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\nFor this word families worksheet, 1st graders learn words that contain the letters -ot. Students fill in the missing letters to the given letters and complete each word. Students draw a picture of one of the words in the box. \n
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\n\"Word\n\n
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\nWord Families: -ip\n

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\n\nFor Students\n\nPre-K - 1st\n
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\nIn this early childhood word families worksheet, students fill in the blanks with -ip to form 9 words. Students then write an -ip word on the line and draw a picture of the word in the space provided.\n
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\n\"Word\n\n
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\nCurated OER\n
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\nWord Families: -ag\n

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\n\nFor Students\n\nK - 2nd\n
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\nIn this early childhood word families worksheet, students fill in the blanks with -ag to form 9 words. Students then write an -ag word on the line and draw a picture of the word in the space provided.\n
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\n\"Mrs.\n\n
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\nCurated OER\n
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\nMrs. Perkins' Dolch Words: #16 Picture / Phrase Match\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents practice word recognition skills. In this dolch sight word lesson, students arrange sight words to the appropriate picture or phrase cards that match.\n
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\n\"Faces,\n\n
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\nCurated OER\n
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\nFaces, Vertices, Edges\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents identify the parts of three dimensional objects. In this geometry lesson, students find the number of faces, edges and vertices. They differentiate between prisms and polyhedra.\n
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\n\"Plants\n\n
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\nCurated OER\n
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\nPlants and Animals: Partners in Pollination\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents identify the plant parts and bee structures that are involved in pollination. They simulate pollination in a group activity and process the information.\n
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\n\"Small\n\n
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\nCurated OER\n
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\nSmall and Tall\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudents demonstrate pitch direction by using movement and visual representation.\n
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\n\"Better\n\n
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\nCurated OER\n
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\nBetter Than Average\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents analyze how to calculate averages, and discuss the use of averages in baseball. They calculate averages and decimals to thousandths using the data on baseball cards.\n
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\n\"Dr.\n\n
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\nCurated OER\n
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\nDr. Seuss Tints and Shades\n

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\n\nFor Teachers\n\nK\n
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\nStudents identify Dr. Seuss as an author/illustrator. They explain what those jobs include. Students identify four art elements in illustrations and explore reasons why Dr. Seuss may have limited his color palette.\n
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\n\"Shoes\n\n
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\nShoes And Singin\n

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\n\nFor Teachers\n\nK\n
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\nStudents analyze rhythmic patterns (beat versus no beat), sing an echo song on Solfege syllables, improvise melodies, and express music through creative movement. This lesson plan is written to meet State and National Standards for the...\n
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