Staff Group Pick
In this lesson students will analyze the process of energy transfer that occurs between sunlight and plants as they explore the process of photosynthesis. Students will design experiments to determine whether a bean plant will grow in the dark. Data collected from the experiments will later be utilized to assist students in understanding how plants can be utilized to harvest bioenergy.
Featured Groups & Tutorials
Logistic Functions – Zombie Takeover
Students will investigate logistic functions as mathematical models of real world processes such as the spread of infectious disease.
“Changing Stories”: Creating Fictional Narratives from Water
Students will study water’s different states of matter through collaborative research and several speaking/ listening activities. Once a foundation is laid for the scientific elements of water, abstract thinking activities will allow the students to explore water in more creative ways. This lesson includes reading for a purpose, speaking & listening, and writing components.
Understanding Loyalists & Patriots in the American Revolution
In this C3-aligned lesson, students will analyze primary source documents to understand the motives of those who supported and opposed the American Revolution before engaging in a “Patriot, Loyalist, or Neutral” game. The lesson concludes with (1) students working in pairs to write a two-voice poem representing a patriot and a loyalist or (2) students working individually to write letters/diary entries from the perspective of a patriot, loyalist, or someone who chose to remain neutral.
FLOODPLAINS AND WATERSHED MANAGEMENT – “WATER WE GOING TO DO?”
In this lesson, students will explore how water behaves on various substrates (ground surfaces), what occurs during a flood, and the causes of flash floods. This lesson concluded with students designing and testing various floodplain models intended to mitigate the effects of flash floods.
Brick by Brick
In this C3 aligned lesson, students will use mathematical thinking to compare the area of the White House to the area of a slave cabin. This lesson builds upon 4th grade math standards of area and perimeter but expands upon them to include important 5th grade standards related to fluency with decimals. To incorporate ELA and Social Studies, students will read paired-texts to learn about the institution of slavery and its relationship to the history of the White House. This lesson touches on a number of literacy standards for social studies and is an example of a math/social studies literacy block.
Narrative Art – “You don’t Say”
Students will study the work of Regionalist artists Grant Wood, Thomas Hart Benton, and John Steuart Curry. After analyzing a chosen work of art, students will write dialogue based on their interpretation of the narrative art. Students will record their dialogue as a powerpoint or other type of presentation allowing the characters in the art to “speak”. The lesson should take two class periods.
Scatter Plots: You’re the Network
Students will use data to create scatterplots, draw lines of best fit, and discuss trends found in television show ratings and viewership. Students will calculate range, mean, mode, and median from a given set of data. Students will also interpret data to discuss how decisions are made using statistics and how the inclusion or exclusion of outliers may affect the interpretation of data.
Glaciers – “As Cold as Ice”
Students will explore what effects glaciers have on the landscape. Students will examine evidence for glacial theory and other competing theories of the early 1800’s. Students will read field journal excerpts from geologists as well as analyze the data collected from early Alpine expeditions.
What’s in the Soup?
In this lesson, students will examine the role of the U.S. government in alleviating the problems of the Great Depression. These problems—bank closures, business failures, farm and home foreclosures, homelessness, and massive unemployment and poverty—were numerous, and the Franklin Delano Roosevelt Administration’s response—a variety of programs collectively known as the New Deal—was so large that it was often called the “Alphabet Soup.” Roosevelt argued that the New Deal programs focused on the three R’s of “relief, recovery, and reform.” Using this “Three R” framework, students will investigate some of the major New Deal programs and how they helped American citizens and the economy, before completing a short writing activity and some EOI-style assessment questions.