Students will design ceramic forms based on specific Elements of Art and Principles of Design presented. The students may print out the handout and use colored pencils to create their design, they can create them digitally or they can use this handout as a guide to recreate ceramic forms in their sketchbooks. 

Quickly review and assess each students' understanding of the endocrine glands with this scavenger hunt.

In this science-based unit, students explore the world of energy. In the first half of the unit students learn what energy is, the different ways that energy is transferred from place to place, and the ways energy can be converted from one type to another. In the second half of the unit students explore the pros and cons of different types of renewable and nonrenewable energy. After learning about the different types of energy, students will grapple with what the world's energy future will look like if more renewable solutions aren't found, particularly in their communities. Through a combination of reading and research, it is our hope that students begin to build a deeper understanding of energy and its influence on our lives.

This unit builds on to the informational reading skills and strategies developed in previous units. At this point in the year we assume that students are able to actively read and annotate informational texts in order to build understanding of a topic. Therefore, the focus of this unit is on refining students' ability to use different strategies to comprehend denser scientific texts. In particular, students will continue working on determining the main idea, summarizing key details, explaining cause and effect, using text features to improve understanding, and explaining how an author uses text features to elaborate on key concepts and ideas.

This resource provides a warm-up, concept development, practice and alternate assessment for Equations of a Circle.

This activity can be used before teaching the unit on exploration to allow students to obtain some background knowledge, or it can be used as a review after the unit is taught. This activity uses a summarization technique to simplify events surrounding European explorers coming to North America.

Three easily applied exit ticket examples that can be easily implemented for ANY lesson (elementary - high). Simple way to collect data and measure student learning!

Students explore the sound, evolution, performance techniques, and culture of guitar-like instruments from around the world.

In this unit students explore immigration by reading a series of narrative nonfiction and fiction texts that highlight the experiences of early and recent immigrants. In the first part of the unit students are pushed to notice and think about the different reasons people choose to leave their homes and settle in a new community or country. Students will then be pushed to think about the different memories, cultural traits, goods, ideas, languages, and skills that individuals and families bring with them when they move to a new place and how these characteristics enrich the community. While students are exposed to a wide variety of immigrant experiences over the course of the unit, not every experience or feeling about immigration is captured in this unit. Because many of our students are first- or second-generation immigrants, it is crucial to be sensitive to and respect the varying experiences and feelings of our students and families. It is our hope that this unit, in connection with others, will help students build sensitivity and empathy for varying cultures and experiences within the United States.

Students create movements to represent long and short rhythmic patterns and compose patterns using non-traditional notation.

In this unit, students study the rovers Spirit and Opportunity and their remarkable missions to Mars. Through a combination of reading, analyzing images and photographs, and participating in engineering and design labs, students will begin to understand the complexity, preparation, and diligence involved in space missions. Students will grapple with why the engineering and design process, particularly continually planning, trying, and evaluating, is a crucial part of a successful mission. This unit also allows students to make connections between content learned in math and content learned in previous science units, solidifying the importance and value of STEM. It is our hope that this unit inspires students to explore engineering and STEM not only in space but in the world around them.

In this unit, students build their skills in consuming scientific and technical texts. Students will practice explaining the connection between two or more scientific ideas or concepts in a text. Additionally, students will be challenged to draw on and integrate information from two or more texts in order to describe a scientific idea, concept, or process in depth. This unit also continues the study of point of view and analyzing how the point of view influences what and how information is presented to a reader. The Mighty Mars Rover is written to captivate and engage a reader, while the NASA press releases are written to inform the public of the progress and findings of the Mars rover missions. Students will be challenged to compare and contrast the point of view of each text and the strategies each author uses based on the point of view and desired audience. Since this is the culminating unit of the course, all other informational standards will be spiraled throughout the unit.

After reading a variety of nonfiction articles, students will select one article to read, annotate, and complete the Exploring NF Text Graphic Organizer with their chosen text.Students will also summarize their chosen article by creating an objective and true summary including a strong main idea and supporting details.

You are a homesteader who headed west with your family after the Civil War.  Write a diary entry that shows what life is like for you on the Great Plains.  Here are some guiding questions:Why did you move west? What were your motivations?  How did you travel?  What was your experience like?What is daily life like?What challenges have you faced?What are your hopes and dreams for the future?** This performance assessment was developed by a collaborative team of teachers and division staff from Middlesex, Poquoson, and West Point school divisions.

Students will read nonfiction articles on a topic of their choice to create an informative article that incorporates important details, evidence, and uses vocabulary that expresses ideas precisely and concisely.  Students will include one purposefully crafted visual text feature in their writing.  Students will organize their writing in a way that aids comprehension for the reader. 

Students will demonstrate their ability to write an expository text by selecting a topic of their choice to write 3-5 short paragraphs, each following a different organizational pattern.  The writing should incorporate a main idea and important details while choosing language that expresses ideas precisely and concisely. Students should also show the best tone and voice in their writing to fit each organizational pattern and to vary their sentences to make their writing interesting.

Engage students in a discussion about the definition of failure and why so many people are afraid of it using Theodore Roosevelt's Man in the Arena speech from 1910.