Students explain the concept of Birkat Hamazon and the ideas contained therein. They describe the themes that they feel belong to Birkat Hamazon.

Students determine the number of ionizable hydrogen's in an unknown acid and determine the equivalent weight of an unknown acid. They determine the enthalpy change for the ionization of an unknown acid.

Students explore suburbia, whose long history of development is grounded in utopian notions.

Fourth graders examine the processes of condensation and evaporation. They identify the three types of clouds and state the weather that is possible with each type of cloud. They ask questions to end the lesson.

Students describe a problem and propose alternative strategies for the solution. They use a model or drawing to visualize the solution to a problem. Students identify alternative factors to be considered when examining possible...

Second graders study how sound is produced by vibrations and is transmitted through matter in all directions. They observe how sounds are produced and identify the ways in which sound travels.

Third graders take a walk around the outside of the school and examine their clothing to see if they picked up any seeds while on their walk. They discuss how seeds travel and how a new plant thus can form. They then observe root...

Students identify the different relationships they are involved in. In this communication lesson, students discuss the importance of setting boundaries in every relationship. They cite the negative and positive consequences when people...

Learners list personal values that are important to them. In this values lesson, students reflect about values they learned during childhood. They discuss the different factors affecting their current beliefs.

Students utilize problem solving strategies that emphasis writing in mathematics, and strategies that have students make decisions and draw conclusions. They connect math to weather and climate topics.

Eighth graders examine and discuss signaled sentence-combining. They read sentences and then combine them. They revise paragraphs from their own compositions using sentence-combining.

Students use atlases, maps, and Web resources to generate and examine maps of their own neighborhoods.

Students se of online resources including historical information from the city of Canterbury and a RealPlayer movie about the murder of Thomas a Becket,to learn of the history behind the Canterbury Tales pilgrimage.

Learners read one of his minor poems but focus on Paradise Lost. They apply historical criticism to the poem and note the parallel between the Biblical references and the politics of Oliver Cromwell.

Eleventh graders write down their best guess at the meaning of "urban renewal." students stage a Mayor's press conference announcing a new urban development plan for the Fillmore.

Students use their geometry and trigonometry skills to determine the distance between their school and another school.

Pupils research a website to look for potential topics for a research paper. They develop a narrowed prioritized subject list on an index card (3X5) using word processing program.

Students create a personal clay vessel that has a specific use or meaning in their contemporary culture, which could be discerned through study by future archeologists and art historians.

Students use Web and other resources to create maps of either the site of their day trip, their final destination, the entire trip, or some combination of these.

Students use atlases, maps, and Web resources to plan a day trip to at least one city or point of interest that is on the way to their final destination.

Students develop an action plan to prevent trash from becoming a problem in the future.

Students analyze the data from questionnaires to prepare a report. They distribute the report via e-mail or through a report published on a Web page to those who participated.

Students develop a questionnaire to distribute via e-mail or Web page forms that visitors fill out based on the data they gathered during their clean-up activities.

Students use software to write a menu, including suggestions based on their own experiences cooking them, cultural and social context for their recipes and pictures or graphics. They shop for and cook the dinner for their families.