Identifying and describing parts of a circle and the relationship between the parts. Mathematics Instructional Plans (MIPs) help teachers align instruction with the  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.

Identify, describe, and represent points, lines, line segments, rays, angles, and intersecting, parallel, and perpendicular lines. Mathematics Instructional Plans (MIPs) help teachers align instruction with the 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.

Science Instructional Plans (SIPs) help teachers align instruction with the Science Standards of Learning (SOL) by providing examples of how the content and the scientific and engineering practices found in the SOL and curriculum framework can be presented to students in the classroom.

This board game reinforces learning about the sources and biological hazards of lead exposure. The first file has the game and the second file has teacher notes, including background information on lead.

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 will interact with a set of two slangs and dialects (1920’s English and contemporary Scottish) to begin to understand how English can be different for different people groups. Then, they will begin to analyze and explain how trying to communicate in this way will slow down or hinder international communication. Students will learn the definition of the internet, how the internet is used to communicate across the globe throughout nations and people groups, and how in professional settings, the internet utilizes Standard English (in English speaking nations).

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 will investigate the characteristics of heroes through the book Go Show the World. Students will select one of the heroes identified in the book and research them further, creating a Twine passage that shares what the student learned about the Native figure.This lesson was created through a partnership between CodeVA and the Virginia Tribal Education Consortium (VTEC). 

Applying formulas to measure attributes of shapes Mathematics Instructional Plans (MIPs) help teachers align instruction with the 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.

Students examine primary resources, photographs by Dorothea Lange, and a U.S. map to understand the migrant experience during the Great Depression.

This activity engages students in evaluating the evidence and arguments related to Golden Rice and other possible strategies for preventing vitamin A deficiency. Students use this information to develop evidence-based conclusions about Golden Rice and the prevention of vitamin A deficiency. Students also develop questions that could provide important additional information for evaluating the arguments in favor of and opposed to Golden Rice and related policy proposals. In addition, students analyze how two reasonably accurate articles can present totally opposing points of view on this complex policy issue.

Students will plan and possibly build a miniature golf course with a Virginia Studies theme. This activity can be used to review the entire course or for a specific era of Virginia history. Computer programs will be used to plan and enhance the appearance of the course.

This lesson begins an exploration of the concepts of good citizenship in school, in the community, and online. After learning about important historical figures in United States history, students will start to work with different artifacts (books, reference materials, websites, etc.) for research, and they will come to understand that the sources of information they are using were created by others. Authors, illustrators, and web developers are responsible for the creation of many artifacts and sources of information that are used in the classroom and at home. Students will complete activities to be able to 1) distinguish between their ideas and work and those of others and 2) work with a group to research a famous person from history and write a biography that lists the authors, illustrators, and the sources of the information they used.

Connecting devices to a network or the Internet provides great benefit, but care must be taken to protect private information such as a student’s name, phone number, and address. Passwords are used to protect devices and information from unauthorized access. Because computer programs can be used to guess passwords, strong passwords have characteristics that make them more difficult to guess. Many sites have rules as to the length and composition of passwords; these rules help create stronger passwords. The practice of not sharing passwords should be emphasized in the classroom and at home. At the elementary level, students are encouraged to use passwords. These passwords may not be as complex as those used by adults in protecting information.

Students will think of pros and cons of the impact of computers and computing in daily life as a group. Then they will put those into Cause and Effect statements. The teacher will then pull the class back together for a whole group discussion and have students tell the teacher their Cause and Effect statement about computers and computing. The teacher will write them on the whiteboard. The teacher will then pass out green post-its and yellow post-its to the groups. Groups will take turns putting a green post-it by a positive cause and effect and a yellow post-it by a negative cause and effect.

Lesson Plan for a Constitution Scavenger Hunt.Students will engage in discussion about the organization and importance of the Constitution. After, students will be given the Scavenger Hunt and, using a copy of the Constitution, answer all questions going through each Article. The Scavenger Hunt goes over basic information within the Cconstitution. Follow-up lessons could go into deeper, higher level inquiry.Includes Lesson Plan outline as well as Google Doc/PDF attachments of the Scavenger Hunt.

This unit serves as a foundation for understanding the way in which the American government was formed and the way it is structured. The unit has three main sections. In the first section, students learn about the functions of government, the three main branches of government, and how the branches work together to meet the ever-changing needs of our country. In this section students will be challenged to think about how government is useful to its citizens and about the key powers of each branch. In the second section, students explore elections and how people become elected officials. Students also explore the women's suffrage movement, why women couldn't vote before 1920, and what changes brought about women's suffrage in the United States. Finally, in the third section, students read biographies of a few courageous individuals who overcame racism, sexism, and hardships to prove that they deserved a spot in government and that they would do whatever it takes to fight for and push for change. During this final section, students will be challenged to think about how the actions of others can inspire us to drive for change, especially in the current political climate.

This unit expands on the work done in units 1 and 2 to build reading skills. Students will continue to develop their skills as critical consumers of a text by annotating for main idea and details that support the main idea of a text, summarizing sections of a text, explaining the connection between ideas and concepts, interpreting information presented through different text features, and describing the structure of different paragraphs. In this unit students will also be challenged to think about how an author uses evidence and reasoning to support particular points or ideas in a text. They will also be challenged to integrate information from one text with information they learn in another text about the same topic.