Once students have learned how to conduct close-reading of a visual text, they reflect on how they might transfer this skill to the written word.
Identifying the 10-to-one relationship among ones, tens, and hundreds, using manipulativesMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.
This is an activity to reinforce the knowledge of clouds with students in middle and high school. This is designed to be used with Google Classroom easily or on paper. This activity will focus on helping students develop their observational skills, experimental process, and documentation. Students will take notes, create a foldable, perform an experiment, and keep a cloud log. This sections in this can be done individually as well. This was remixed from Cloud Inquiry Investigation & I.D. by Suzanne Bot provided by Science Education Resource Center (SERC) at Carleton College using the Creative Commons Attribution-NonCommercial-SharkAlike 3.0 license.US Department of Commerce, & Noaa. (2019, August 12). Ten Basic Clouds. Retrieved November 25, 2019, from https://www.weather.gov/jetstream/basicten.
This video is part of the Continue to Know with WHRO TV series. Watch Jadah Jones teach about
Students participate in evaluating a description of a crime scene to prove innocence or guilt.
This is VDOE Webinar, Co-Teaching Reflections, recorded on September 1, 2020)
Dan Meyer has created many mathematics lessons centered around storytelling, along with a methodology for using these with students. Before you do any of his lessons, please see the explanation at his blog: https://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/ To see all the lessons in a Google Docs spreadsheet, go to https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNN
C6Z4/edit#gid=0
The lessons are all CC BY, and you may edit these to fit your own students’ needs. The links from #GoOpenVA go to his own website because the structure of the lessons (including pertinent videos) is integral to the delivery of the lessons. Some lessons are stored as downloadable zip files, and these are noted as part of the link.
In this CS First lesson, students will engage in hands-on coding activities to illustrate an energy transformation scenario of their choice, identifying and explaining at least four different types of energy involved in the process.
Women code-breakers changed the course of WWII by cracking Japanese codes that revealed the movements of people and supplies in the Pacific Islands. In this lesson, students will learn how specific information discovered led to a turning point when cryptographers were able to pinpoint the plans of the Pearl Harbor Attack’s “architect”, Admiral Yamomoto.Students will examine videos and articles to find out more about this episode in history. In pairs or small groups, they’ll look at the US Post Office’s newly revealed stamp commemorating it. They’ll identify what they think are the pros and cons of the stamp and then design their own.
The Internet is open, so everything that happens on it can be seen unless it's protected. In modern countries, people are more worried about getting hacked than about any other crime. Why? Because every computer or phone on the Internet is regularly being tested for vulnerabilities by criminals, terrorists, or even state actors. If you're not careful, somebody could hack your device or accounts, and even steal your identity or your money.
The PDF may be handed out to students as is.
Binary sequences are a representation of digital data using a series of zeroes and ones. During this lesson, students will learn how to use binary sequences to represent letters. Students will then model their binary sequences using red and yellow counters to represent the zeros and ones. To incorporate student understanding of integer addition models, they will then translate the binary code counters into positive and negative integers. Finally, they will find the sum of their “code.”
This game allows students to practice simple algorithms.
This game is played the same way you would play hopscotch.
This lesson is designed to engage students in a meaningful and fun coding experience, while investigating sanitation practices, food, and kitchen safety. Students will create an animated story using block-based coding in Scratch. This overarching lesson idea (research – storyboard – code) can be applied to any subject.
Students will model the graphs for linear equations on code.org using y=mx+b. They will decompose the formula into its separate components and explore the change in the models when the slope (m) and y intercept (b) are varied. Students will be able to share their own models with a partner so that they practice finding the slope and y-intercept.
Spice things up with students by programming BeeBot to go to specific numbers as a way to reinforce multiples and common factors. Activity cards, a brief overview, and a student planning sheet are included.
This lesson is part of the Virginia K-12 Computer Science Pipeline which is partly funded through a GO Virginia grant in partnership with Chesapeake Public Schools, Loudoun County Public Schools, and the Loudoun Education Foundation. During this lesson, students will program a Bee-Bot (or similar robot) to locate fraction models.
Students will use unplugged and plugged coding to sequence steps in the VA Reader's Choice Award book, Almost Time.
Dan Meyer has created many mathematics lessons centered around storytelling, along with a methodology for using these with students. Before you do any of his lessons, please see the explanation at his blog: https://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/ To see all the lessons in a Google Docs spreadsheet, go to https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNN
C6Z4/edit#gid=0
The lessons are all CC BY, and you may edit these to fit your own students’ needs. The links from #GoOpenVA go to his own website because the structure of the lessons (including pertinent videos) is integral to the delivery of the lessons. Some lessons are stored as downloadable zip files, and these are noted as part of the link.