Students analyze and study a shoe box of simple objects. They experience a homemade alternative to a company box of commercial kits for science. Each student creates their own shoe box of simple objects to share with their classmates.

Here is a writing expressions instructional activity in which learners write an expression to solve a set of 6 word problems; all problems relate to money.

Students identify the musical genre of Hip-Hop and make a connection with other styles of music. A time line of musical styles is developed and discussed.

Learners examine the origin and elements of Hip Hop music and the associated culture. They visit websites and listen to examples of the music.

Learners identify popular songs from 1968 era and analyze some of the topical and musical elements. They focus on social protest songs and other songs of social conscious.

Students identify some characteristics of successful music teachers and rehearsals. They develop a list of criteria for evaluating the quality of a performance, and apply those criteria to a specific performance.

Students describe some of the distinguishing characteristics of blues music. They compare and analyze two versions of the same 12-bar blues song. They read and identify notation symbols for rhythm and tempo.

Students are introduced to the field of music therapy. They listen to new music and gain a better understanding of the AIDS worldwide epidemic. Small groups develop a music therapy program.

High schoolers identify popular songs from 1968 and make connections with the year's current events They recognize popular music as a reflection of the culture. They focus on songs of the Vietnam War era.

Students analyze musical and topical elements in popular songs and compose song as a classroom effort. They write a short paragraph evaluating the effectiveness of the song in conveying the message of the lyrics.

Pupils listen to and analyze songs of folk rock musicians of 1970 and then compose and perform a song in a popular or folk style for acoustic guitar and voice or for two acoustic guitars.

High schoolers examine messages in popular music, and observe the musical elements of the Rhythm and Blues and Rap genres.

Students are divided into groups of employees of a jazz radio station and a classical radio station. They role play their own broadcasts.

Young scholars rate foods as safe or unsafe and follow rules for food safety to make them safer.

Students discuss music of other eras students discuss the influence of elements such as politics, social events, etc. on music of the time. They examine the cause and effect of musical diversity after watching a video segment: "Behind...

In this PowerPoint, students learn to distinguish between the terms "ancient" and "modern." The presentation gives visual and and written definitions of these words. Students respond to 5 questions that require them to decipher...

Students identify the characteristics and elements of large scale rock productions. They examine the similarities between the American Vaudeville shows and the large-scale rock theater productions of the 1970's.

Students discuss the effect music videos have had on the role of the music. They examine how developments in technology have effected the music industry.

High schoolers listen to and discuss various protest songs from the 1960's, and write original lyrics for a song addressing global or societal issues. They write a paragraph evaluating the efficacy of the song to convey a message.

High schoolers study early New Orleans Jazz music and recognize Louis Armstrong as an early jazz artist. They recognize the elements and roots of Jazz.

Students sing songs by Harry Connick Jr. and then learn different musical terms.

Students listen to different songs and write in their journals about the song.

Learners identify different genres of music popular in the 1980s. They study musicians of the 1980s examples of the songs that they made popular. They utilize a worksheet imbedded in this plan to categorize the music.

Fifth graders will research a biome (land or aquatic) and create a project (diorama, model or another idea of the student's choosing) which includes the geographic features of that biome as well as plants and animals found there and...