Investigating the triangle inequality theoremMathematics 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.

Constructing sample spaces and determining the probability of outcomes 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 analysis and discussion activity reinforces student understanding of the process of meiosis and the importance of having exactly the right number of copies of each chromosome in our body's cells. This activity also helps students to understand that miscarriages are often the result of genetic abnormalities and that genetic conditions sometimes are not inherited (e.g. Down syndrome due to meiotic nondisjunction). Optional additional questions can be used to promote student understanding of sex chromosome abnormalities and X chromosome inactivation.

This activity asks students to use proportions to find a missing unit cost or unit weight for various amounts of fruit. This should be used as practice after students have a solid understanding of how to use a proportion to find a missing value.

Measurement weight in poundsMathematics 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.

Measuring and comparing volume using nonstandard unitsMathematics 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.

Students will do elapsed time in a 12-hour period.  The teacher will encourage students using different strategies to solve practical problems.  Social learning will be modeled as students play a game in pairs.

Determining elapsed time in hours and minutes 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.

Objectives:
- To teach students how different conditions can change seed and sprout growth.
- To introduce photosynthesis.
- To investigate the growing stages of a seed to a plant.
- To introduce the concept of a hypothesis.

Students first think about what they have learned about the scientific method.Following this, they watch a short video on the nature of science.They finish by discussing how they think we should teach science.....be prepared for some very interesting discussions!

How the Monuments Came Down explores the complex history of Richmond, Virginia through the lens of Confederate monuments, supported by an extensive visual record never before presented in a single work.

Through personal stories from descendants and history-makers, the film uncovers how Confederate monuments came to shape Richmond’s landscape and why protestors demanded they come down.

In this collection, you will find film clips and learning resources designed to engage students with primary sources found in the film. These curriculum resources were written by Rodney Robinson, the 2019 National Teacher of the Year and a 20-year veteran of Richmond Public Schools. For a PDF version of the guide, with extension activities, visit vpm.org/monuments.

How the Monuments Came Down is a production of Field Studio, in association with VPM.

This slideshow can be used as a lesson starter about how computers have influenced changes at home. It could be utilized as a whole class activity or as an individual assignment. 

Students analyze a chart with the characteristics of the three colonial regions and determine a better way to visualize the information that shows the similarities and differences between the three.This material is based upon work supported by the National Science Foundation under Grant No. 2010256.Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

This is a Science Instructional Plan (SIP) that  supports the Science Standards of Learning.

The purpose of this lesson is to compel students to think carefully about the work they are doing in creating and performing experiments. The artifact for this standard would be a lab report. In computer science, proper documentation helps keep track of all aspects of an application or program and improves the quality of the program. Documentation allows programmers and reviewers to understand the intention behind a particular portion of code. Lab reports are similar to programs in that they reference the required materials and contain the procedures and any specific methods for performing the experiment. They should also include a rationale for the methodological decisions that are made, which would be analogous to programming documentation. A well-written lab report would be a familiar analog to a computer program with documentation. While science and engineering practices are incorporated into science standards generally, an activity like this is useful to give the students a practical, familiar template for implementing science and engineering practices

In this investigation, students will learn how non-polar interactions in combination with polar interactions they learned about in the previous unit effect shape of biological molecules and their function. This investigation builds towards PE HS-PS3-5 and PE HS-LS1-6.

This resource encourages literacy across the curriculum and the use of hands-on manipulatives to support and facilitate student understanding of the content. The illustrative mathematics incorporated a book and the suggested modifications will supplement the lesson allowing students to make relationship with the content and the real world. The suggested modification will allow students to have a mathematical discourse and use the language of mathematics. 

This investigation focuses on how electric forces and energy are connected to molecules. Students will explore various simulations to build their understanding of the relationships among electric forces, energy, and the relative distance of two atoms. They will also explain the energy transfers that occur when molecules form and break using the concept of conservation of energy (developed in previous investigations). This investigation builds towards NGSS PEs MS-PS1-1 and HS-PS1-4.

In this activity, students analyze evidence from comparative anatomy, mathematical modeling, and molecular biology. This evidence suggests a likely sequence of steps in the evolution of the human eye and the octopus eye.  General concepts used to interpret this evidence include natural selection, fitness, and the difference between homology (similarity due to common descent) and analogy (similarity due to convergent evolution). This activity helps students meet the Next Generation Science Standards.

Students will build upon the model of atomic structure that they developed in the previous investigation. In addition, they will explore the forces involved in maintaining an atom's structure and the effect that introduction into an electric field has on electron distribution. Students will extend their conceptual model of electrostatic interactions to include 1) electron transfer as the mechanism for how an object becomes charged and 2) shifting electron distribution to explain how neutral objects can be attracted to both positively and negatively charged objects. This investigation helps build toward NGSS PE(s): HS-PS1-1 and HS-PS1-3.