In this simulation activity students mimic the processes of meiosis and fertilization to investigate the inheritance of multiple genes and then use their understanding of concepts such as dominant/recessive alleles, incomplete dominance, sex-linked inheritance, and epistasis to interpret the results of the simulation. This activity can be used as a culminating activity after you have introduced classical genetics, and it can serve as formative assessment to identify any areas of confusion that require additional clarification.

Students will observe the painting "The Abduction of Europa" by Rembrandt Harmensz. Van Rijn. They will then form groups to create a "tableau vivant" (living picture) inspired by Rembrandt's "The Abduction of Europa." Students will choose a character in the painting and create a scenario about what they think happened and what the character said before and after the scene. Each group will then collaborate and perform their tableau vivant for the class.

Students will listen to the story Two Bad Ants by Chris Van Allsburg and use clues from the text to draw conclusions about the events of the story. Students will create a storyboard to represent the events of the story and use their storyboard to construct a program to sequence Two Bad Ants.

Students will examine primary sources in order to draw conclusions about the influence of Greek art and philosophy on the French Revolution. Students will compare the goals of the French Revolution to those of Neoclassical artists. Students will understand how visual language and style reflects underlying values in society by writing an analysis of the narrative in a work of art.

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.

Students play an identification game of hot and cold using their voices and dynamics.

This instructional plan combined Counseling SOLs EA 2,4,10 and WIDA English Language Development Standards. The lesson includes several activity options. Note: Some images may not appear in the "Overview". To view all images in this instructional plan, click "download" at the bottom of the overview.

In this activity, students will explore the idea of “data” and how it provides a lens through which to view different aspects of human experience. Students will interrogate the affordances and constraints of data as a form of representation and speculate about the effects data can have on human perception and behavior by fitting data into different schemata, developing their own data schemata, and comparing the data schemata of different institutions in their lives with the schemata they develop to represent themselves.

In this project, students will create artistic data representations, expressive artifacts based on data sets. Before engaging in their own projects, students will briefly research and discuss data-based art making in history and in contemporary times. Then, students will use the remaining 3 instructional days to create their art. The resources below provide support for two kinds of representational projects—data-based music, and data-based visual art on a grid (similar to the weaving art discussed in ECS 1.11-14).

Students will explore how computers are embedded in the activities of their ‘every day’ through keeping a technology journal and sharing their timeline with a group of students or the class. Through this activity, students learn to find examples of their own definition of computing before engaging in the class discussion about how we might choose to classify computers by their characteristics. Students end the activity by designing a technology that solves a common/current problem in their own routine (“I wish there was a computer that could help me…..”). Through this examination, students will learn that computers can do many things to help humans solve problems on micro and macro levels.A supplementary lesson plan for ECS Unit 1, days 1-2 by Perry Shank

In this activity, students will explore computational sequencing (the process of putting specific instructions to be executed by a computer in order) by engaging with recipes. Students will think through how a computer might interpret instructions, create instruction sets based on these insights, and share favorite recipes as they try to arrange instructions in a format that a computer might understand.

In this activity, students will create a model of a computer designed to accomplish important tasks that align with their personal interests or the needs of a friend/family member they interviewed in a previous lesson. Then, students will discuss tradeoffs in design: the value judgements computer designers make when they build computers for consumers to purchase.

In this lesson, students will learn about using binary encoding to represent numbers and text. They’ll use several different encoding techniques, and then develop and test their own protocol for encoding other kinds of information into binary.

In this extension, students will evaluate the role of data collection in their lives. They’ll identify some common data collection practices, evaluate the ethics of those practices, and develop a framework for thinking about when data collection is appropriate and when it is exploitative.

In this activity, students will compete in a shell game tournament while they learn about different search strategies that computers perform on sorted collections of data.

Students will use minimum spanning trees to analyze a problem and provide insights into addressing the problem. The lesson provides detailed support around analyzing transportation infrastructure in their community and assessing its impact on the lives of different people who use it. Students create minimum spanning trees based on data, solve the trees to generate insights about the data, and communicate those insights along with policy recommendations based on their analysis.

In this activity, students will develop an idea for a new website they will create to practice their new web accessibility knowledge & development skills. Students will assess what sorts of websites they might create to serve as a platform for information sharing, serving the needs of a particular user group in their school or community, or curating resources around a particular topic.