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\n\"From\n\n
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\nCurated OER\n
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\nFrom Automobiles to Cars\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nStudents research important inventions from the last two hundred years. They explore how one invention relates to another and summarize their research in a written report and visual presentation.\n
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\n\"Sacred\n\n
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\nCurated OER\n
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\nSacred Ceremonial Use of the Buffalo\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents invite an elderly person to come talk about the significance of the buffalo in their Native American community. They record and videotape all the activities and create a visual presentation of the day.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Tell-Tale Hearts of Writers\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nKnock, knock, knock...Creep out your class with a critical thinking activity focused on word relationships in Edgar Allen Poe's \"The Tell-Tale Heart.\" They investigate  the relationship between word choice, mood, and interpretation...\n
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\n\"Air\n\n
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\nCurated OER\n
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\nAir Pollution in Mexico City\n

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\n\nFor Teachers\n\n7th - 10th\n
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\nA fantastic lesson on urban air pollution problems throughout the world is here for you. Learners understand that there are many factors involved in creating pollution, that there are many health effects brought on by air pollution, and...\n
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\n\"Decoding\n\n
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\nCurated OER\n
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\nDecoding the First Alphabets: Not as Simple as A, B, C\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nExplore early writing systems and their significance in understanding the development of past civilizations. In groups, learners research early writing systems and then present their findings to the rest of the class. They teach their...\n
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\n\"Japan:\n\n
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\nCurated OER\n
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\nJapan: Land of the Rising Sun\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents locate Japan on a globe, name the major physical features, and describe the physical environment. They survey the differences and similarities between the life and culture of Japanese young people and American young people.\n
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\n\"Figures\n\n
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\nUniversity of North Carolina\n
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\nFigures and Charts\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nSometimes words aren't the best way to get information across to the reader. The eighth handout in the 24-part Writing the Paper series describes different type of figures and charts to display complex information in a paper....\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Countries of Latin America\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders study the geography, culture, government and economy of Latin American countries. They work in groups to fill out a profile describing their Latin American country. They listen to a reading of Latin American folktales and...\n
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\n\"Opportunity\n\n
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\nMissouri Department of Elementary\n
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\nOpportunity Knocks, But It Costs, Too!\n

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\nSixth graders practice six steps to effective problem solving. Working with the school counselor, class members are presented with a scenario that requires them to make a decision. Individuals then write a reflection in which they...\n
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\n\"Keep\n\n
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\nMissouri Department of Elementary\n
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\nKeep Finding the Positive\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nGroup members take on roles to create a positive classroom community. Learners perform their role—leader, recorder, presenter, timekeeper, encourager, and collector—in preparation for a formal presentation of their positive thinking...\n
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\n\"If\n\n
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\nMissouri Department of Elementary\n
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\nIf It’s to Be, It’s Up to Me\n

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\n\nFor Teachers\n\n8th\n
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\nHere's a clever switch on the tale of Pandora's Box. Rather than lifting the lid and having problems escape, class members write a problem on a strip of paper and place it in Pandora's Problem Box. A student  then pulls a problem...\n
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\n\"Home\n\n
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\nCurated OER\n
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\nHome Living/ Daily Living: Food Pyramid\n

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\n\nFor Teachers\n\n2nd - 8th\n
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\nWhat did you have for lunch? Did it contain all four food groups? Help your special education class make good food choices and recognize foods in each of the four food groups. They look at images and discuss the foods on the food pyramid...\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\n\n
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\nMissouri Department of Elementary\n
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\nWhat Are Bullying and Harassment? Part 2\n

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\n\nFor Teachers\n\n4th\n\nStandards\n
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\nAfter reviewing notes from the previous lessons, small groups obtain a scenario card that describes a situation in which bullying is happening. Peers discuss the event and brainstorm two solutions using the STAR method then present their...\n
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\n\"Drug\n\n
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\nDrug and Alcohol Awareness\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders examine the statistics when it comes to teens and drug and alcohol abuse. In groups, they research the side effects of four different drugs. Using the information, they perform a skit, or puppet show to share their data...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Hope to Cope: Coping Skills\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nExplore how to weigh the value of positive and negative coping skills in life situations with middle schoolers. They will be able to recognize the coping skills that they have used that been negative ways of coping with stress and look...\n
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\n\"Opportunity\n\n
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\nCurated OER\n
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\nOpportunity Knocks, But It Costs, Too!\n

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\n\nFor Teachers\n\n6th\n
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\nSixth graders write a reflection piece, outlining each of the decision-making steps they have used and what decision they have decided upon, which includes possible solutions, as well as possible outcomes for each solution. They also...\n
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\n\"If\n\n
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\nCurated OER\n
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\nIf It's to Be, It's Up to Me!\n

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\n\nFor Teachers\n\n8th\n
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\nEighth graders discuss the question: How does one become an effective decision-maker or problem solver in social situations? They are given three brief scenarios and after each one students are asked, \"What would you do?\" Students think...\n
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\n\"To\n\n
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\nCurated OER\n
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\nTo Give In or Not To Give In -- That Is The Question!\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders discover how to make the best decisions given the information at hand. In groups, they role-play different roles in scenerios to help them deal with peer pressure. To end the activity, they discuss why it is so hard for...\n
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\n\"The\n\n
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\nMissouri Department of Elementary\n
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\nThe Successful Student: Picturing the Successful Student\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nClass groups brainstorm the characteristics that make up a successful student before taking part in a whole class discussion. Assigned group roles promote member participation.\n
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\n\"Ingredients\n\n
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\nMissouri Department of Elementary\n
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\nIngredients of a Relationship Recipe\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nAn eye-catching hook makes a smart analogy between ingredients for a food recipe and ingredients for quality relationships. Scholars discuss and list qualities they feel contribute to positive interactions. Pupils create a recipe card...\n
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\n\"To\n\n
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\nMissouri Department of Elementary\n
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\nTo Give In or Not to Give In—That Is the Question!\n

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\n\nFor Teachers\n\n7th\n
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\nNo! A very simple word that can be very hard to say. Seventh graders have an opportunity to practice this difficult skill as they engage in a series of role-playing scenarios. As an exit ticket, 7th graders write a reflection on the...\n
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\n\"Life\n\n
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\nMissouri Department of Elementary\n
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\nLife … Bring It On!\n

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\n\nFor Teachers\n\n8th\n
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\nTo conclude the study of coping skills, class members create a collage that identifies and celebrates their strengths that support their ability to make good decisions.\n
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\n\"Lean\n\n
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\nMissouri Department of Elementary\n
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\nLean Mean Coping Machine!\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders are asked to choose and rank five scenarios from a list of ten that are most important to them. After explaining the reasons for the choices, they then identify the coping skills they used to make their decisions.\n
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