In this lesson, designed for a heterogeneous group of students that includes English-language learners, students work together to plan a website based on their home knowledge. An introductory lesson outlines the structure and components of simple websites (home page, titles, headings, links). Students take home and complete a bilingual student and family interest survey, then work in groups of four or five to identify common themes among the responses. Each group makes a flow chart to think graphically about the contents of their planned website. Each student keeps a project notebook to record new ideas, summarize group work, and share the project with family members. The teacher can make the planned websites a reality using one of the online website-building platforms in the Resources list.

a. This activity is designed for students to work on their observational skills, and the communications of their observations. They will also learn to pose researchable or testable questions, to give critique (and to receive) critique on their comments and research.

The students will use investigation and data collection to investigate the three states of matter. They will draw conclusions about the physical properties by answering questions.

What Is Water? is an introductory lesson that introduces students to the properties of water and its presents in the environment.

The clock is ticking: A technology demonstration that could transform the way humans explore space is nearing its target launch date of June 24, 2019. Developed by NASA's Jet Propulsion Laboratory in Pasadena, California, the Deep Space Atomic Clock is a serious upgrade to the satellite-based atomic clocks that, for example, enable the GPS on your phone.

Ultimately, this new technology could make spacecraft navigation to distant locations like Mars more autonomous. But what is an atomic clock? How are they used in space navigation, and what makes the Deep Space Atomic Clock different? Read on to get all the answers.

When looking through a window, we have the opportunity to see new things, and when the sun hits the window just right, it turns the window into a mirror where we can see ourselves reflected back. The Windows and Mirrors strategy is a journey both beyond and within and is designed to support teachers to reflect (mirror) and reveal (window) to ensure that students are engaged and empowered learners by providing them with continual opportunities to see their lives, interests, histories, cultures, perspectives, and experiences represented in the content in addition to learning the same about others. The strategy, based on the work of Rudine Sims Bishop, can be used when designing lessons in any content area, and particularly with literacy, social studies, history and/or humanities lessons.

With 2020 marking one hundred years since ratification of the 19th Amendment that gave some women the right to vote in the United States, women's history is about more than just looking back. Our Teacher's Guide provides compelling questions, lesson activities, and resources for integrating women's perspectives and experiences throughout the school year.

We hear a lot about the “women’s vote” these days, although most young people take universal suffrage for granted and the fight for women’s right to vote is usually given scant attention in the classroom. Since the late 20th century, women have constituted the majority of the voting public. The number of female voters has exceeded the number of male voters in every presidential election since 1964. In this module we offer resources, information and ideas for examining the role of women in politics as voters and the history of their increased participation in the political sphere.

The goal of this module is to provide resources and information about the history of the women’s vote in the U.S. Looking at the women’s suffrage movement provides a framework for exploring the changing role of women in politics and society in the 19th and 20th centuries. The history of suffrage offers an opportunity to examine women’s roles at critical points in the nation’s history, and to think about the impact of women’s voting behavior on politics in our time.

Students work to understand the language of word problems, using specific words as clues to the mathematical operations embedded in the problem. Teacher will use examples of student work to uncover misconceptions and errors and help support the students in developing the ability to critically evaluate their own strategies.Mathematics tasks include: Ability to read a problem in context and choose an operation to solve the problem; Ability to set up a number sentence that represents the problem; Accurately and efficiently solves two-digit addition and subtraction equations; Understands how to compose and decompose numbers; Can prove a sum or difference is correct using pictures, words, and/or symbols. (2nd Grade Math)

This series of questions before instruction, in-class peer instruction, and post-instruction allow students to iterate and improve their understanding of work incrementally.

Since 1995, Rhode Islanders have come together each February to read and celebrate the life of one of America's finest poets and writers, Langston Hughes (1902-1967). Made possible through a grant from the Rhode Island Council for the Humanities, an independent state affiliate of the National Endowment for the Humanities, the annual Langston Hughes Poetry Reading is a shining example of what public humanities can pass on to communities far and wide. In addition to videos of readings given by participants at the annual event, this page includes resources and related materials for teaching about Langston Hughes.

I’ve designed this unit to slot into the second and third (and into fourth) weeks of my Writing 122 course. Rethinking my course from an equity perspective led me to reshape my approach to some key concepts (particularly audience), highlighting lived experience as an important component of knowledge when addressing social issues. An important aim of this project is to foreground the relevance of the work they’re doing in this course and how it applies to their world beyond this course. I produced an 11-minute audio slideshow on audience that is in alignment with the two assignments I’ve created here. This will take the place of a few mini-lectures, reducing the amount of reading and offering a different learning modality. I intend to use H5P to build a self-assessment and review component and attach it to the audience slideshow. After completing the second assignment, students would proceed to hone in on an arguable question/topic (possibly the one identified in Assignment Two, or possibly another important question embedded in the issue) and conduct research in preparation for their essay rough draft.

Learning Objectives:
Here are learning objectives and aspirational goals (from Portland Community College’s CCOGs for Writing 122) in alignment with this unit:
CONNECT: Craft an argument in conversation with others who are thinking about the same subject.
REFLECT: Analyze their own learning in writing.
INQUIRE: Locate multiple and various information sources that are appropriate to the given process of inquiry
Students will understand themselves as lifelong students of reading, writing, and rhetoric.
Students will transfer their learning to personal goals and larger initiatives that matter to them.
Students will see themselves as critical participants in larger conversations.

FreeReading is an open source instructional program that helps educators teach early literacy. Because it is open source, it represents the collective wisdom of a wide community of teachers and researchers. FreeReading contains Writing Activities, a page of activities to address important writing skills and strategies.

You can create your own lectures, homework, and labs around any PhET simulation by using the PhET Activity Guidelines. These guidelines will help you create "guided inquiry activities which encourage students to construct their own understanding," which are the most effective way to use PhET simulations.

The following document analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce students to written documents.

The following document analysis worksheet was designed and developed by the Education Staff of the National Archives and Records Administration. You may find this worksheet useful as you introduce students to written documents.

The Yemen Links Arabic Learning Materials page includes not just materials and printouts but ideas for games to play to get students to learn the alphabet, colors, and numbers. Materials available for free download include flashcards, coloring pages, handwriting practice, arts and crafts, and more. Although many of the games and materials are aimed at children, they can be adapted to classrooms at any level.

O objetivo do estudo foi compreender as relações entre o mito e as práticas de trabalho do agroecossistema familiar na construção da conservação ambiental. Sob o ponto de análise da prática de conservação ambiental de influência mítica o estudo se deu em Nova Aliança, comunidade pertencente ao município de Benjamin Constant, Alto Solimões, Amazonas, Brasil. A presente cartilha intitulada "A conservação ambiental de influência mítica no ensino da Língua Portuguesa, Alto Solimões-AM", pretende usar o etnosaber no contexto educacional para mediar a sensibilidade e a continuidade de práticas que promovam a conservação do sistema ambiental e o ensino da Língua Portuguesa. Direcionando assim, a práxis pedagógica para o educador do Ensino Fundamental (5º ao 9º ano) de Ensino Básico no contexto escolar do Altos Solimões, Amazonas, Brasil. Em vista disso, a estrutura desta, é constituída de informações sobre a localização da área investigada, o mito de criação do povo Kokama a partir da visão dos mais idosos, história do povo Kokama de Nova Aliança, os agroecossistemas familiares ou unidades produtivas, a representação da perspectiva de interações, as relações morfossintáticas da Língua Portuguesa, o processo de desenvolvimento do ensino, sugestão de temas e as considerações. Educador, bom uso desta proposta, podendo ainda colaborar com sugestões ou compartilhando com os demais profissionais das outras áreas do Ensino básico. É uma demonstração de visibilidade da conservação ambiental dos Kokamas para a sociedade envolvente. E uma das muitas alternativas para o ensino da Língua Portuguesa e outros componentes curriculares da escola amazônica.

The project partnership involves five schools from Finland, Hungary, Italy, Slovenia and the coordinating school from Spain and we aim to prepare students for a society dominated by technology and equip them with competences and knowledge built on digital literacy and foreign language skills which can give them the opportunity to implement mobility both within European education and labour market. We want this project to teach our students to become European citizens actively involved in a digitalized society and we are convinced that by providing our students with better digital skills, they will have better job opportunities in the European market as well as a sense of responsibility in terms of technology use.

We also aim to promote education for volunteering as a component of European active behaviour since students will learn how to better work in teams, develop leadership and problem-solving skills, and do volunteer work. This is not only essential for schoolwork but also for further involvement in the community. Therefore, throughout the project there will be practical volunteering activities performed by students, parents and teachers of all partner schools at local and international level.

We also have a concern for disadvantaged students and underachievement, so as teachers we have a need to improve our teaching skills to develop innovative approaches and practices that contribute to the implementation of inclusive methodologies and also to a greater achievement of our students’ basic skills. We want to enhance our digital skills in order to motivate our students and address diversity with the use of innovative ICT tools.

To achieve our aims all schools have agreed on the following objectives:

- Develop and enhance digital literacy, skills and inclusion.

- Make students aware of the need to make a safe use of new technologies and promote a responsible and respectful digital behaviour.

- Increase the European civic competences and behaviour through volunteering.

- Cooperate and exchange good practices and innovative methods to motivate and engage students with the help of ICT tools

- Enhance language skills in first and second languages as well as intercultural competences to improve the student’s command in ICT and skills for work.

- Promote digital training for students and teachers in the use of open educational resources (OER).

The activities have been planned in a way that the project covers the nine elements of Digital Citizenship, namely Digital Access , Digital Commerce, Digital Communication, Digital Literacy, Digital Etiquette, Digital Law, Digital Rights and Responsibilities, Digital Health and Wellness and Digital Security.

Our project includes activities involving participating and working together on tasks at national level and others with students from the five schools of the partnership collaborating and working jointly during mobilities. They will mainly be implemented in the form of non-formal learning, using tools that are the most suitable for assessing the acquired knowledge and skills.

As regards the beneficiaries of the project, the target groups will go through a transparent selection process to take part in the mobilities, but project activities will also involve teachers, students’ families, volunteer students, outside partners, foundations, local authorities and communities for a better impact and dissemination.

We expect tangible and intangible results. Students will have an online portfolio where they collect all the materials created – at the end of the project, based on their work and a test, a digital driver’s licence will be awarded – it will later be used for other students as well and incorporated in the curriculum. Students will take part in debate sessions on topics related to project work during student exchanges.

· Teachers will learn new ways to motivate students with mobile and ICT tools. They will create a manual of their teaching practice on digital citizenship and tools for different educational purposes in different subjects.

The project will have an impact on the students’ future development as the skills acquired will contribute to the improvement of their academic achievements and entering the world of work.

The European dimension will be reinforced as a result of the sustainable cooperation of the five partner schools. Mobilities, methodological changes, and the internationalization of the institutions will mark a turning point at school level after the European experience and will serve as the basis for future cooperation. The project will also help create long-lasting synergies with institutions and collaborating partners in the activities at local, regional and international level. We will seek opportunities for carrying on joint activities based on our project findings and will take part in a new eTwinning or another international project trying to involve as many new members as possible