My students need lots of practice to master addition with regrouping, so I created this fun game to help them practice.  This activity supports sol 3.3b, create and solve single-step and multi-step practical problems involving sums or differences of two whole numbers, each 9,999 or less.  The students make a big circle around the room and play a cakewalk style game.  When the teacher stops the music, they sit in front of the closest card and add the two numbers.   Students use their knowledge of place value and estimation to determine if their answer is reasonable.  Movement activities are always a big hit in my classroom!  This game is one of my students’ favorites!     

Students research modern DNA discoveries provided by the teacher as well as student selected discoveries. After summarizing each discovery, students reflect on the nature of science and identify and explain which NOS tenets are demonstrated in the DNA discoveries.

This resource includes a student HyperDoc and associated "apply" task to ensure student understanding.Title: Allusion & Figurative Language LessonTopic: Literary Allusion & Figurative LanguageEducational Standards: SOL 9.3.eSubject Area: English 9

Formative Assessment for students with the alphabet in French. Example list provided but teacher can adapt to any words they would like. Recommendation to focus on letters often confused by anglophone students. 

Students are asked to review a variety of resources to learn about renewable energy then create a Google Slides presentation on the six main renewable energy resources (solar energy, wind energy, bioenergy, hydropower, geothermal, and hydrogen).

Fun Fitness games reviewing the Components of Fitness and the FITT Principles.  Uses Fitness and Cognitive skills to complete tasks as a team.

This primary source activity can be used after teaching students about the different groups during the Revolutionary Period such as patriots, loyalists, and neutrals.  The activity is on a Google Worksheet and includes links to primary sources online and questions about those sources. The primary sources include writings by Cato, an American farmer, and Reverand Inglis.   You can add or change questions if you so wish.  The settings can be changed as well by clicking on the settings icon at the top right corner of the screen.

This inquiry focuses on the causes of the American Revolution in light of feelings of injustice among social classes. Students typically learn about the experiences of people during the American Revolution in simple categories such as loyalist and patriots. In reality, there were varied experiences that reflect social class, gender, race, and ethnicity. In this inquiry, students will learn about a variety of these experiences and how they may have impacted the events of the Revolution.

Student will:analyze a map of the Chesapeake Baycalculate the mean, median, mode, range, and numbercreate an appropriate graphinvestigate data provided by the James River and apply learning

Students will analyze various poems by Langston Hughes and write a constructed response based on the readings.  This task can and should be completed in conjunction with 7th grade history lessons on the Harlem Renaissance.  ** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

This inquiry focuses on the impact of the flooding of the Nile River on ancient Egypt, specifically the costs and benefits of the flooding. Through examination and analysis of various photographs, videos, and article excerpts, students will consider how these sources can be used to convey the impact of flooding on multiple groups of people in ancient Egypt.The questions, tasks, and sources in this inquiry asks students to learn about how Egyptian civilization grew by comparing the costs and benefits of the Nile River’s flooding. This inquiry highlights the following Virginia social studies standards.

 This inquiry focuses on the government of Ancient Greece, specifically the creation of the Greek democracy. The questions, tasks, and sources in this inquiry asks students to consider the meaning of democracy and whose voices were heard in the original democracy and whose were not. Through analysis of videos, photographs of ancient artifacts, political cartoons and graphs students develop an argument supported by evidence that answers the compelling question, “Was Greek democracy a success?”

 This inquiry focuses on the social hierarchy of ancient Rome, viewed through the lens of statues that tell us about life during this time. Through analysis of videos, photographs of ancient statues, and images of architectural reliefs, students develop an argument supported by evidence that answers the compelling question, “What stories should statues tell about ancient Rome?”The inquiry prioritizes depth over breadth: rather than broadly describe contributions across categories, the inquiry instead invites students to take a close look at the influence of ancient Roman art and architecture on statues and monuments today. Through this deep study, students will hone analytical skills required to notice and interpret details in art and architecture while also building their knowledge about the social structure that divided the citizens and enslaved people of the ancient Roman republic and empire.

 This inquiry focuses on the question of whether Antebellum technology made life better overall for people and how certain inventions impacted groups of people differently. Four innovations—the cotton gin, mechanical reaper, steamboat, and steam locomotive—were particularly impactful in the 19th century. These inventions came about quickly as part of the First Industrial Revolution, which was marked by the movement from hand production to machine work. Many scholars view James Hargreaves’ 1760s invention of yarn-spinning machine, the spinning jenny, as the start of the Industrial Revolution. From that point forward, new technologies came along quickly. Beginning in in the 1790s, four inventions, the cotton gin, the mechanical reaper, the steamboat, and the steam locomotive, provided the impetus for rapid economic development for some, while at the same time increasing inequality and suffering for many.   

A Presentational Group Writing in which level 3 students work individually, in pairs or groups to create a digital advertisement for a product of their choice using formal commands and impersonal subjunctive expressions

Students will use their five senses to describe the three different types of apples using the words from the word bank. Afterwards students will conduct a short survey to find out which apple was liked by most students. The results will be shown by drawing a pictograph.

Students practice argumentative writing by building a house to show a strong thesis, reasons, and examples.

This unit is intended to address the VA Standards of Learning for World History II Standards 6 and 7.  Students are required to explore the similarities and differences between the various Asian land empires and African societies of the 1500s-1800s, with a particular focus on geographic, political, cultural, and economic interactions with each other and the rest of the world. Through the unit, students practice information literacy skills as they research and become experts in one Asian or African empire, work with a group to develop a virtual museum exhibit on it, and explore the virtual museum exhibits created by the other groups to learn about all of the empires and synthesize the unit content.  The unit, which is separated into 6 modules,  was designed for use in a virtual learning environment with both synchronous and asynchronous components.  It could easily be converted to a fully face-to-face unit, but it would be challenging to convert it to a fully asynchronous online unit because of the group work activities involved. 

The atmospheric Perspective lesson is a cross-curricular lesson designed by an Elementary Art teacher to support Language Arts instruction. Created By: Elizabeth Martin Powhatan County Public Schools.