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Grammar works better in conjunction with writing! For this unit, students will work together to review the parts of speech in grammar. They will then take that knowledge to collaboratively research a persuasive paper on why grammar should or should not be taught in school.

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In preparation for research, students will learn the difference between a secondary and primary source through class discussion, a video, and a game. They will analyze why it is often important to have both sources in a research paper. Students will then begin to find quality primary and secondary sources on 9/11.

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The following unit was created for a middle school Reading Intervention class. The class provides intervention strategies for Tier 2 level students who are 1-3 years below reading level in grades 6-8. This unit is a 2 week unit that provides mini lessons, rotating centers with collaborative student work, as well as week end assessments.

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Students will explore the foundational concepts of motion using multimedia presentations, interactive widgets, videos, and other informational science websites. Students will make measurements for distance and time, create graphs to visualize their motion, and compare the average speeds of objects. Students will graph changes in velocity versus time and interpret meaning from their graphs.

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Students learn the basics and fundamentals of greetings and farewells. They also learn how to address individuals according to their correct titles and to ask and answer questions.

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In this unit the students will be introduced to the progress of the atomic theory. There are lessons and online you tube video that describe the atomic theory progress. An activity on how to explain the fact that electrons do not have specific orbit is suggested as an in class demonstration. There is a time line tool that is suggested for an online collaborative assignment.

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This project was designed for an Algebra 1 online course. The course still is designed to teach slope, even though this standard is now technically taught in the 7th and/or 8th grade. The intent was to design a project to get students to see slope in a different manner, using percent grade change of hiking paths.
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