As part of a group of lessons, your class will return to the primary text for this unit, the Universal Declaration of Human Rights. Key vocabulary as well as close reading strategies continue to be the focus skills; however, this lesson...

Imagine using your smart phone or tablet to grade a class set of quizzes in less than a minute. Imagine getting immediate results and being able to give immediate feedback. No hunting for scantrons. No waiting in line for the scantron...

Once you know how to graph y = b^x, the sky's the limit. Young mathematicians learn to graph basic exponential functions and identify key features, and then graph functions of the form f(x) = ab^(x – h) + k from the function f(x) = b^x.

Devote an hour to computer coding ... it's time well spent! The activity has young computer scientists write code to solve puzzles in the Minecraft game. They learn how to apply block codes and repeat loops.

Young computer scientists explore how to use the return command in computer programing by playing Go Fish. They learn about functions that return values and then write a turtle driver app using the return function. 

Bring your pupils in the loop with while loops. Scholars learn how to modify conditional statements to produce while loops in the 14th lesson of the series. They use flowcharts to understand loops and then program some examples of...

Don't be caught in the dark! Young scientists investigate the causes of both solar and lunar eclipses using an interactive to help them understand the development of an eclipse over time. They then research facts and characteristics...

Which travels faster, light or sound? Scholars work in groups to simulate the ability for waves to travel through solids, liquids, gases, and through a vacuum. Then, they learn about the properties of a mystery wave and must determine...

In 150 BC, Seleucus of Seleucia theorized that the moon causes the tides. Scholars learn about what causes tides by studying the interactions of gravity between the sun, moon, and Earth. They use technology to formalize otherwise...

Show your school spirit! Class members use instruments or sing along and employ what they have learned in the two previous lessons to perform their school's songs.

What is the big idea? Scholars use Middle Ages Excerpt 2 to complete a summary graphic organizer. They then use the information from the organizer to write a summary of the text on lined paper. Learners share summaries with the class.

Time to revise! Using a writing evaluation rubric, scholars participate in a peer editing process to provide feedback on each others' informative essays. Next, pupils begin revising their drafts based on the feedback they receive. 

Pick a corner. Scholars receive a quote about the Middle Ages and then participate in a four corners activity by choosing a corner pertaining to their quotes. They then work in groups of three to discuss the bold words in their quotes....

And now for the star witness! Scholars take a look at a model newspaper article and discuss the importance of eyewitness accounts. In groups of three, they take turns underlining text from eyewitnesses. They then regroup to talk about...

It's time to choose a position! Scholars read a model position paper about fracking to practice identifying the topic and argument. Then, working with a partner, they use a rubric to assess the essay. 

Present the facts. Scholars create presentations of their research on DDT using their Cascading Consequences chart and a Stakeholders Impacts chart as visuals. They discuss the term stakeholders and create a Stakeholders Impacts chart...

We are living in a technical world. Scholars learn how to examine digital resources for their research on DDT. They explore a list of websites using a Digital Resources on DDT sheet. Learners examine their research notebook to...

That's a double whammy! Scholars read the excerpt Double Whammy from The Exterminator. After identifying the gist of the text, they annotate by marking the author's claim. The group discusses what is meant by double whammy and...

For every action there is a consequence. Scholars continue their work on creating a cascading consequence chart about DDT using Welcome Back, The Exterminator, Rachel Carson: Sounding the Alarm on Pollution along...

What are the positive and negative consequences of violence? Elementary and middle schoolers discuss how some see violence as the answer to resolving conflicts. They identify the positive and negative aspects to using violence, and ask...

Learners of all ages discuss how conflict can be negative and positive. First, they create a class bulletin board about conflict, and provide their thoughts and connotations surrounding the word. In a class discussion, they ask questions...

Examine the technique of writing a script and complete a worksheet in which young writers summarize a favorite chapter in a Harry Potter book. They practice public speaking by acting out the summarization scenes for classmates. Handouts...

Sixth graders identify and define onomatopoeias using a SMART Notebook embedded with the magic eraser, magic mirror and magic glasses. For the final product, Students create either a comic strip with examples of onomatopoeias.

Eleventh graders watch and discuss various clips from the movie "Gettysburg". Using the video, they identify the main motivation for the Union and Confederate soldiers. They describe how soldiers motivation changed from 1861 and 1863.