This is a streamlined lesson for students to prepare for a Community Resilience Expo, focusing on flood.

This is a travel itinerary featuring 13 historic shipwrecks in waters near Florida, a convergence point for maritime trade routes. Learn about the historical significance of these 13 shipwrecks. See photos and an essay on Florida maritime history.

In computer science flowcharts are used to address complex problems, however in this assignment they will help analyze elements on the Periodic Table. Students will review the provided flowcharts and then apply their knowledge of the periodic table. The following concepts are included: How the periodic table is divided into metals, nonmetals and metalloids and their descriptive vocabulary, the difference between groups and periods, group names and the number of valence electrons they have. Lastly students will demonstrate their understanding of flowcharts by creating and sharing a flowchart explaining a previously learned physical science topic.

In computer science, developing programs involves planning. This planning may include representing algorithms and programs graphically with symbols, like in a flowchart, or writing, like using pseudocode. Pseudocode is not a programming language, but a simple way of describing a set of programming instructions. This practice sheet offers the opportunity to take pseudocode and flowchart information and interpret the outcomes.

A plot is a series of events that flow from one point to another. In programming, a computer must utilize a set of instructions (sequence of events) to create an outcome. In a story, the plot is a sequence of events (basically a set of instructions) to get from the inciting incident to the resolution. It is a series (loosely) of IF/THEN situations that help the character determine the next set of events. If you are following the unit, then students have their character and are ready to create their plot. Students will plot the main events on a plot diagram to show the FLOW OF CONTROL in the story.

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.

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.

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 lesson includes the WIDA English Language Development Standards for ELs and differentiation through additional supports for both ELs and other students. 

Given a container of a liquid with a leak in the side, students collect data to determine the relationship between the depth of the leak below the surface of the water and the velocity with which the fluid exits the leak.

This flyer is an authentic resource to promote a family day in the city of Oaxaca., Mexico. It can be used to pull cognates from or to compare to something similar to that of another culture.

Drawing representations of points, line segments, rays, angles, and 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.

This unit continues the yearlong theme of what it means to be a good person in a community by pushing students to think about how the lessons and morals from traditional stories and folktales connect to their own lives and communities. The unit launches by listening to the book A Story, A Story, in which students see the power of storytelling not only for entertainment, but also for learning valuable life lessons. Over the course of the unit, students will explore lessons and morals about hard work, happiness, friendship, honesty, and humility. Through discussion and writing, students will be challenged to connect their own lives with the sometimes-abstract lessons and stories in order to build character and a strong community. It is our hope that this unit, in connection with other units in the sequence, will help students internalize the idea that we not only learn from our own experiences, but we also learn and grow by hearing the experiences of others.

In reading, this unit builds on the foundation set in unit 1. Students will continue to practice asking and answering questions about key details in partners, individually, and in discussion, although questions will require a deeper and more nuanced understanding of the text than in unit 1. Students will learn to use the text and illustrations to both identify the setting of a story and think about why the setting is important to the story. Students will also be pushed to deeply analyze characters traits, actions, and feelings and how those change and evolve over the course of the story. Once students have a deep understanding of the setting and character motivation, students will grapple with figuring out the lessons the characters learn and how they learn them. Finally, in this unit students will begin to notice the nuanced vocabulary authors use to help a reader visualize how a character is feeling or acting.

In writing, students will continue to write daily in response to the text. The focus of this unit is on ensuring that students are answering the question correctly and using correct details from the illustrations and text to support their answer.

This research project focused on food access and its implications for food security and food justice in Newport News’ Southeast Community, a neighborhood marked by high levels of food insecurity and decades of racial segregation and economic divestment. Objectives were threefold: (1) to map the complex socio-spatial networks of food access in a region characterized by high levels of food insecurity; (2) to identify core barriers to food access in the study area, and to better understand how, exactly, these barriers affect food security; and (3) to use this understanding to identify potential policy solutions that could improve local and regional food access and food security.

Students will use Google Drawings to create a food chain as a review activity.  Students will need to create a food chain based on an ecosystem taught in class and label it with the correct vocabulary. This will allow students to demonstrate their understanding of a food chain, while incorporating technology.

The students will learn how to create a visual model (unplugged and plugged) to represent the process of a food chain: who eats who! They will learn that all food chains start with an “event,” the sun, which is the main source of energy behind food chains. Students will explore many various examples of food chains from all different types of ecosystems. They will use their new knowledge to create a visual model of a food chain using either hands-on, real objects or create a model using Google Slides.

This minds-on analysis and discussion activity helps students to understand the relationships between food molecules as a source of energy, cellular respiration, physical activity, and changes in body weight.