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\n\"Long\n\n
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\nLong Island Beach Life\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nHave your class learn about marine life through this resource. This comprehensive lesson has learners discuss marine life, learn key vocabulary, discuss environmental concerns, and play games related to migration and predator/prey...\n
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\n\"Geologic\n\n
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\nGeologic History of Long Island Sound\n

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\n\nFor Students\n\n7th - 10th\n
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\nIn this geologic history of Long Island Sound worksheet, students read about how the Long Island sound was formed through rivers and glaciers advancing and retreating. Students answer 5 questions about the reading and the formation of...\n
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\n\"Long\n\n
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\nLong Island Sound\n

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\n\nFor Teachers\n\n8th - 9th\n
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\nStudents use the Internet to research the history of Long Island Sound. In groups, they identify the sources of point and nonpoint pollution and how humans are impacting the area. After watching a video, they discuss the role of...\n
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\n\"Nonpoint\n\n
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\nNonpoint Source Pollution in Long Island Sound\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers examine and identify the types of nonpoint pollution on Long Island Sound. In groups, they walk the shoreline, collect trash and identify its source. Using that information, they create a variety of graphs of the...\n
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\n\"Long\n\n
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\nLong Island Sound - A Research Skill Approach\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders examine the characteristic of Long Island Sound. In groups, they use the internet to describe how the Sound formed and what environmental changes have altered it. They also discover what humans have done to affect the...\n
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\n\"Microbes\n\n
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\nMicrobes in Long Island Sound\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudents discover the harm and benefits of microbes. In this biology lesson plan, students explore water, nitrogen and carbon cycles. They investigate the factors affecting bacteria growth.\n
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\n\"Ethics\n\n
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\nEthics In The Science Classroom - Pine Barrens\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nStudents explain the complexities of environmental decisions, rather than to recreate the actual circumstances and outcome of the original case. They simulate a real environmental case a regarding the Pine Barrens of Long Island, NY.\n
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\n\"Aquatic\n\n
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\nAquatic Science\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nWhat a terrific way to explore the pond habitat! Learners discuss the animal and plant life found in the Long Island area. They also discuss vocabulary terms, identify pollution concerns, and resource conservation.\n
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\n\"Science:\n\n
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\nScience: Microcosms in the Biosphere\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nIn a series of lessons, examine the impact on humans by microcosms in the biosphere. Among the plans structured for students with different abilities and learning styles, are activities describing the symbiotic relationship, drawing the...\n
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\n\"Wildlife\n\n
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\nWildlife Conservation I\n

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\n\nFor Teachers\n\n2nd - 6th\n
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\nFocusing on the wildlife in their area, learners identify endangered and threatened species and what these animals need to survive. While this lesson involves animals in the Long Island area, it could be adapted for use with any area.\n
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\n\"Andrea\n\n
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\nAndrea Zittel\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nLearners examine the themes of isolation and simplicity in Andrea Zittel's art. They discuss what is necessary and sufficient on a month-long island stay and design functional and artistic items with Zittel's philosophy in mind.\n
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Instructional Video5:33
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\nThe Valley of Ashes — The Great Gatsby\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nThe Valley of Ashes, the billboard advertising Dr. T.J. Eckleburg, and Wilson's garage are haunting symbols that F. Scott Fitzgerald uses to bring into focus the dark side of the American Dream. A resource from the PBS American Masters...\n
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\n\"The\n\n
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\nThe Differances & Similarities of the Patriots and the British Army\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders compare and contrast the British army to the Continental Army. After reading assigned work, they brainstorm the advantages and disadvantages of the British and the Continental Armies and then prepare a graphic organizer. ...\n
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\n\"Ground\n\n
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\nGround Water Map\n

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\n\nFor Students\n\n8th - 10th\n
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\nIn this ground water map learning exercise, students are given a map showing the depth below the surface to the bedrock of Long Island. Students create a cross section map of the area.\n
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\n\"Asian\n\n
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\nForeign Policy Research Institute\n
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\nAsian Islam and Arab Islam\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nFocus on the impact and practice of Islam throughout Asia and the Middle East. Learners review the seven major religions, the spread of Islam, and Islamic tenets commonly practiced. They then research one country that practices Islamic...\n
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Handout
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\n\"501\n\n
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\n501 Writing Prompts\n

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\n\nFor Students\n\n4th - 12th\n\nStandards\n
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\nNever again will you need to worry about coming up with a writing prompt! This packet contains, as it says, 501 prompts that are suitable for fourth graders on up. The prompts are paired into four categories (persuasive, expository,...\n
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\n\"Storyboards:\n\n
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\nStoryboards: The Director's Map to a Video Project\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nClass groups collaborate to produce the storyboard for their video project. After determining the sequence of scenes, the camera angles, and characters in each scene, each group member is assigned a number of scenes to illustrate. When...\n
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\n\"Witnessing\n\n
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\nGlobal Oneness Project\n
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\nWitnessing Icebergs\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nCamille Seaman's photoessay, \"Witnessing Icebergs\" documents just a tip of the problem of climate change through images of icebergs in both the Arctic and Antarctic polar regions. After viewing the haunting images, viewers respond...\n
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\n\"Seasons\n\n
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\nSeasons and Day Time\n

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\n\nFor Students\n\n8th - 10th\n
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\nLearners label a diagram of the Earth rotating about the sun and indicate the direction of the rotation and the seasons at each location. They indicate the seasons, the poles, the hours of daylight at each pole, the direction of rotation...\n
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\n\"Our\n\n
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\nOur Town\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nWith the songs \"My Hometown\" by Bruce Springsteen and \"Allentown\" by Billy Joel, learners examine external versus internal conflict. When they have finished the first part of the lesson, they create their own poem (or song) about the...\n
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\n\"Reptiles\n\n
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\nReptiles and Amphibians\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nIntroduce your class to various reptiles and amphibians. They will meet and identify a representative from each of the four major reptile families, then learn about and discuss reptile characteristics. Next, they will identify and...\n
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Writing
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\n\"When\n\n
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\nWhen Is It O.K. to Replace Human Limbs With Technology?\n

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\n\nFor Students\n\n7th - 12th\n
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\nToday's blog topic is robotic limb replacement for amputees. Upper graders read the related article and argument, then compose a blog response that addresses the questions provided. This is a great way to get kids thinking about ethics,...\n
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\n\"Our\n\n
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\nOur Town: Using Song Lyrics in the Classroom\n

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\n\nFor Teachers\n\n7th - 8th\n
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\nBruce Springsteen’s “My Hometown” and Billy Joel’s “Allentown” motivate young lyricists to craft poems about their own home town. Groups compare the two songs, identifying details, symbols, and conflicts. Individuals then picture a place...\n
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Instructional Video4:56
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\n\"How\n\n
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\nHow to Build a Pinch Pot\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nYoung artists demonstrate how to create a pinch pot in this video. Each step is carefully shown and described. What a fantastic resource to use for your ceramics class!\n
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