Computer Science Standard Alignment Guides are resources for teachers working to integrate computer science into their core curriculum. These guides explain the standard, give a sample activity or lesson that teaches the standard, and ways to measure student proficiency on the skill or concept.

This unit functions as an introduction to ELA8. Included are 7 days' worth of activities that get students engaged in the content and set the stage for yearlong processes and procedures. Activities include: a virtual Book Pass; an introduction to the process of Writing Seeds and samples for you to use; a survey that asks students to explore who they are as a reader and a writer; a Personal Reading Timeline mini-project; several options that allow students to track their IR throughout the year; and a Summative Assessment in the form of a Literacy Narrative, with mentor texts and rubric

This unit represents Unit 2 for ELA8.  Included are 17 days of activities that get students engaged in the content and continue to build on year-long processes and procedures.  Activities include practice with fiction signposts, sentence structure, dialogue and direct quotations, characterization, summary strategies, narrative elements and plot diagrams, reading summative assessment, and writing formative assessment in the form of a character analysis essay with mentor texts and rubric.

For use with new Instructional Technology Resource Teachers! This 90 day plan will help you adjust to your new role!

Phase 1
Day 0-30: Listening and Learning
During this phase you will enter your new role and take this time to listen to and learn from your schools/districts' stakeholders. During this time you will develop your coaching mission and vision based on the needs of your school community

Phase 2
Day 31-60: Focus and Frame
During this phase you will work on creating and implementing frameworks that support your mission
and vision. You will most likely start leading professional development as teachers return and communicate your coaching vision.

Phase 3
Day 61-90: Empower and Accelerate
During this phase you will work with the frameworks put in place during phase 2 to support teachers and improve instruction. Reflection will guide you as you move forward after entry.

Wordle is a great word game. How can you use it in your classroom? In 90 seconds learn how to play the game, options for class play and competition and creating your own both digital and hard copy. ISTE Technology Stanrdards for Educators:  2.1 Learner; 2.4 Collaborator; 2.5 Designer

Staying true to our mission, our signature program HERstory explores the lived experiences of women veterans throughout American history. September 11, 2001– a day we will never forget. To mark the 20th anniversary of 9/11, MWM President Phyllis Wilson sat down with women and asked them to share their 9/11 HERstories, their “where were you when” moments.

recognize and name rapidly and with ease uppercase and lowercase letters in sequence and in random order match uppercase and lowercase letter pairs

The ABC’s of Anne Frank performance based assessment is designed to help students develop informational writing skills with a specific audience and purpose in mind. Students must convey their knowledge of Anne Frank to younger students, specifically fifth graders, in a format that integrates writing, research, and design. The assessment promotes critical thinking by making students convey the tragic and often graphic nature of the Holocaust and life of Anne Frank in a way that is suitable for a young audience. The assessment gives each student depth of knowledge about World War II, the Holocaust, and the life of Anne Frank, promoting metacognition well beyond the reading of the play. It is the culminating activity in a unit on Anne Frank that includes readings in the genres of nonfiction and drama.** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

Can you see how far you can catapult a Pom Pom? I want to see! We are going to be building a catapult from scratch. Your goal is to see if you can catapult your Pom Pom at least 3 feet. 

How many food chains are there within this ecosystem? Let’s create some to find out! You will have 5 minutes to create as many food chains as you can with your partner. Please record your food chains on a sheet of paper as you go.

Technology has not just changed over time.  It has changed the way citizens live their lives.  This lesson will describe responsible behaviors that are associated with using information and technology.

Want to learn about how to describe matter and sort as well as learn about impacts of computing at the kindergarten level?  If so, this fun and easy lesson is for you! 

Students will create an interactive display that classifies animal adaptations via tools such as Google Slides or Jamboard. They will use technological tools to research information about the given animals/adaptations and to create their display.

This resource is a comprehensive unit of instruction created and piloted by the ACSE Region III team over the 2022-23 school year. This unit, which is accessible through multiple links to include worksheets, slidedecks, teacher suggestions and planning documents, includes all components of the instruction with SOL connections and is intended to join Computer Science standards to an ELA content area.

The student will apply social science skills to understand the factors that shaped Colonial America by describing colonial life in America from the perspectives of large landowners, farmers, artisans, merchants, women, free African Americans, indentured servants, and enslaved African Americans, by creating a computational artifact.

Students will work in teams or individually to create a new technology that will change the world and be able to connect it to a technological influence from Ancient China or Egypt. 

This is a performance task where students act as a software engineer to create an algorithm for a robotic process of an everyday activity.  Students cooperatively test and revise their algorithms and the have another team sucessfuly complete their algorithm as well.    

Your students are archeologists at the Jamestown Settlement.  The settlement directors (teachers) would like to include information on the new website, and the students have been asked to make a program (ie presentation) on settlers first arriving in Jamestown and their first few years there.  They must target this program to people who are not familiar with the Jamestown settlement to attract their attention and curiosity to want to see more of the settlement and get them to come visit Jamestown.  Their program’s artifact should include pictures of real artifacts, maps, etc to help explain the sequence (ie timeline) of events or tell the story of the beginning of the settlement.  They should include a brief explanation with each slide.  They will present their presentation to peers who will give feedback as potential visitors to Jamestown.

Students will weigh the advantages of cybersecurity in protecting individuals and systems against potential disadvantages of the over-restriction of content and delivery.Students will communicate, verbally and in writing, the advantages or disadvantages of cybersecurity.