This activity was originally developed by the teachers in the pilot program for the African  American History elective course (state-developed).  It can be modified for any American History course.

This capstone project can be used for students taking United States History to 1865 through Virginia and United States Government.  The project was written specifically for the state-developed African American History Elective course, but can be easily modified for any course.

Students create and use pinhole cameras to understand how artists use and manipulate light to capture images in photographs. They shoot and develop photographs made with pinhole cameras. They compare and contrast a nineteenth-century image, photographs taken with a pinhole camera, and pictures created with a digital camera or camera phone.

Students create pinhole cameras to understand that light travels in a straight path. They describe the lines and shapes in a nineteenth-century photograph of a building and then use their pinhole cameras to trace the architecture of their school building.

Students create pinhole cameras to learn how artists manipulate light to make photographs. They describe and analyze a nineteenth-century photograph and use their cameras to capture the architecture of their school or other buildings.

Students will examine the sculpture "Rearing Horse" by Adriaen de Vries. They will then draw and sculpt animals from life, trying to capture motion frozen in a moment.

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 research two variables about the car model they intend to purchase. They use Desmos to compare these same variables across five different car models. Students use analysis of bivariate data in order to decide which car makes sense to buy. Students prepare and share a summary statement and include desmos screen shots in order to justify their purchase. This task offers students experiences in making predictions, using data, scatterplots, or the equation of the curve of best fit for decision-making in a practical problem.

This project is designed to assess students' abilities to create a persuasive PSA on Car and Restraint Safety. SOL- DE15Project created by Duane Partusch, Powhatan County Public Schools

During this module, students take a virtual mobile lab drive with scientists to investigate and learn about atmospheric carbon gases, their sources, and impacts on air quality.

This resource consists of a Java applet and expository text. The applet is a simulation of drawing n cards from a standard deck. The parameter n can be varied.

Video lesson intended for grades 3-5 with a breathing activity, instruction about cardiorespiratory endurance, activities, and review. Video lesson is 18:23 minutes in length. Video created by Virginia's Chief Movement Officers cadre in collaboration with Focused Fitness, Virginia Department of Health, and Virginia Department of Education.

Checkout these trading cards featuring VA graduates thriving in their new careers. Disseminate one card a month for students to color and explore (there is a video accessible via QR code on each), incorporate them into your career exploration lessons, create a bulletin board, or share with teachers for possible alignment with their curriculum, shrink so they are pocket size and encourage students to collect or trade their cards! There are so many ways to incorporate this ready to use resources into your program- we can’t wait to see the many creative uses school counselors come up with.

Allow students the opportunity to explore their career goals! This activity will allow them to develop their research skills and provide a hands-on experience to help stretch their perspective. Let your students guide themselves into discovering new career path options!

This is a virtual learning hyperdoc assignment that could be used in any course to address related careers and/or information literacy skills, though it was developed for use with 9th grade English classes.  If used in a state other than Virginia, the teacher would need to replace the resource Virginia Career View and related questions in phases 3 and 4, as well as in the “Learn More” box at the bottom.

Teacher Instructs the student to navigate to Google.com.  The teacher will model researching their career by typing in the search box, “What is the average salary for a teacher in Virginia.”  The teacher will ask what does average salary mean and add details to the students’ responses.  The teacher will then pull up the Google Sheet to be used for today’s lesson.  Students will begin researching their own career choice by typing, “What is the average salary of a _______________________ in VIrginia?  The students will find a low, average, and top salary for their career choices.   The students will use the average or middle salary given.  If more than one average is given the students will use the mathematical equation for finding the mean to calculate the average of the salaries given. 

Students will lead discussion on their net pay for their chosen career, their total expenses, and the amount they will have left after paying all the monthly expenses.  If there wasn’t enough money to pay all their expenses what will they need to do?

Students will research the cost of homes and expences associated with owning a home.  This proccess will help the studet to determine if thier chosen salary will support the purchase of the selected home.

Students will pretend they have a family of 4.  Use the list given by students and make sure the following are included: average cost of groceries for a family of 4average cost of health insurance for a family of 4average cost of dining out for a family of 4 (multiply this by 4 for eating out once a week)average monthly internet feeaverage monthly cable or satellite 

The teacher will lead discussion on cost of the vehicle versus the salary made for his/her career.  What are the pros and cons of this vehicle?  Students will then research the type of vehicle they want.  Each student will determine the cost of the vehicle.  Students will share with each other the type of vehicle they chose, the cost of the vehicle, and the pros and cons of the vehicle.