Students will produce a narrative piece on fear, which will utilize dialogue and communicate their feelings.** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

The nine tick and tick-borne disease prevention activities in this package align with the Virginia Standards of Learning for Health and Physical Education for 3rd to 5th grade. Topics include, but are not limited to: how to identify a tick, proper tick-borne disease prevention techniques, and safe tick removal. These active learning activities are presented in a lesson plan-type format and can be used alone or in combination to easily create lessons or a unit. They can be easily modified for use with older school-age students and adult populations.These educational resources were developed by a Health and Physical Educator and a Master Certified Health Education Specialist in support of Virginia House Bill 850. The bill requires the development of school-age-appropriate educational resources for schools and public libraries by 2028 to protect children from Lyme disease and other tick-borne diseases.  

This lesson introduces the difference between literal and figurative language and then gives an overview on similes, metaphors, idioms, hyperbole, onomatopoeia and alliteration. The attached PowerPoint explains each of the figurative language with an example

This video is part of the Continue to Know with WHRO TV series. Watch Kelly Sowden teach about figurative language.

Students use the Literary Glossary to define and explore figurative language then apply it by reading a short story where they need to find and breakdown figurative language and it's meaning. I remixed the original lesson to supplement the ideas with application through reading a short story that relies heavily on figurative lanague. This also give student the chance to research and explore figurative lanague online.

Figurative Language SortDirections: Students will work in teacher-assigned pairs to sort statements containing examples of figurative language into the correct columns. Statements will need to be cut apart and placed in envelopes before giving them to students. Students will work collaboratively to sort the statements into the correct column.    

Figurative Language SortDirections: Students will work in teacher-assigned pairs to sort statements containing examples of figurative language into the correct columns. Statements will need to be cut apart and placed in envelopes before giving them to students. Students will work collaboratively to sort the statements into the correct column.    

Composing and Decomposing Numbers to 10Mathematics 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.

This lesson teaches students about editing films and respecting licensed materials, while also ensuring they receive the support they need to ensure completion of their films.

This lesson has students explore science content, decide on the topic for their film, and do all the preparatory work before filming begins.

In this lesson, students film interviews with content experts as well as additional B-roll footage, and film mentors help students find existing footage and media to supplement their films.

Final examination for a class at MIT covering game theory and its application to economics. The exam is one-hour-and-twenty minutes and intended to be open-book. It has four multi-part free response questions focusing on game theory as a solution to economic questions.

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.

The first skill I practice with my students on area is counting the square units inside of a regular shape.  It gives them a better understanding about area.  This activity supports sol 3.8b, counting the number of square units needed to cover a given surface in order to determine its area.  I created this jamboard for my virtual students, so that they are doing the same lesson as my in person students and I can see their work in real time.  Jamboard has been an essential Google tool for me during this school year while teaching both in person and virtual students. 

This video is part of the Learn and Grow with WHRO TV series. Watch Shantel Davis teach about place value.

This video is part of the Learn and Grow with WHRO TV series. Watch Nicole Neice teach about patterns.

I created this game to use in a place value lesson.  This activity supports sol 3.1a, read, write, and identify the value of each digit in a six-digit whole number, with and without models.  Before this lesson, my students identified digits, placement of commas to form large numbers, and read numbers written in standard form. The focus of this lesson is to read numbers written in standard form and word form.  The teacher gives the students a card with a standard form or word form number.  They travel the room to find their partner.  Then, students tell the class how they know they are partners.  Student talk is incorporated into the lesson.  This is vital and allows students to develop thoughts and convey ideas about what they are learning.

This is a remix of an lesson created by Tina Fuller: https://goopenva.org/courseware/lesson/1467This remix incorporates a mobile activity for the students as they play the game.

This is an introductory activity to the solutions of systems of equations using a task from the Illustrative Mathematics. Here are the first few lines of the commentary for this task: Without graphing, construct a system of two linear equations where $(-2,3)$ is a solution to the first equation but not to the second equation, and whe...

K.MG.1a: The student will reason mathematically by making direct comparisons between two objects or events using the attributes of length, height, weight, volume, and time