In this science-based unit, students begin to build respect for and understanding of living things by studying the life cycles of different plants and animals. In the first bend of the unit, students continue their exploration of seasons by exploring what makes spring the season of growth and the different characteristics of living, nonliving, and dead things. In the second part of the unit, students observe and learn about plants and what seeds need in order to grow into a plant. In the third part of the unit, students observe and learn about frogs and butterflies and the process in which tadpoles turn into frogs and caterpillars transform into butterflies. In the fourth part of the unit, students learn about birds and how birds grow and change inside of an egg. The unit culminates with students studying different ways humans change the environment and coming up with solutions for ways to reduce human impact on the environment. For each bend of the unit it is incredibly important that students are able to participate in hands-on labs and activities that help them see and observe the life cycles in action. Therefore, there are multiple project days within the unit. After the projects and labs have been set up, students should be pushed to predict, observe, record, and explain the changes that they notice. Throughout the unit, students should be challenged to think critically about how the life cycles of plants and animals are similar and different, and what all living things need in order to thrive and survive.

In reading, this unit serves as a chance to review all previously taught reading strategies. With that said, one main focus of the unit is on describing the connection between ideas or pieces of information, particularly in regard to sequencing. Another focus is on describing the relationship between illustrations and the text in which they appear, and using the illustrations to deepen understanding of key details in a text. When the text demands, students should also be challenged to ask and answer questions about key details, identify the main topic, ask and answer questions about unknown words, identify the reasons an author gives to support points in a text, and compare two texts on the same topic. If there are other strategies from the year that students are struggling with, plan strategic places over the course of the unit to spiral in and remediate the strategies so that students are prepared for first grade.

In writing, the main focus of this unit is on ensuring that all students are scoring a 3 or a 4 on the reading response rubric. Therefore, targeted whole-group and small-group mini-lessons should be planned based on student needs.

In this lesson, students gain a better understanding of the ideas of both equality and inequality in preparation for solving one step equations and inequalities. This lesson focuses on addition and subtraction equations and inequalities and what their solution sets look like.

In this unit, students build a deeper understanding, appreciation, and respect for the wide variety of religions found in the world by reading two core texts: What Is Religion? and One World, Many Religions: The Ways We Worship. In today's society, illiteracy regarding religion is widespread and fuels prejudice and bullying. The negative impacts of religious illiteracy and intolerance can be minimized by teaching religion in a non-devotional, academic perspective. Therefore, this unit challenges students to build a broader awareness and understanding of religion by exposing students to a diversity of religious views and educating students about some of the most common religions. It is important to note that this unit is not intended to promote the acceptance of one particular religion or serve as a place to practice religion. Instead, it is our goal that this unit will help students better understand the differences and similarities among the religions and cultures of their classmates, and begin to appreciate and respect differences in religion.

As readers, this unit challenges students to synthesize information across two texts to build a deeper understanding of a topic. Students will analyze how authors support points, what structures they include to emphasize key ideas, and how different texts provide different perspectives and information about similar topics.

In this unit, students explore the relationship between living things and their environment and how the environment can both positively and negatively impact a species' ability to survive. Using the Next Generation Science Standards as a guide, students will learn about different species, what they need for survival, their life cycle, and how they have adapted for survival. Then students will be challenged to create arguments that explain why some organisms are able to survive well, some survive less well, and others can't survive at all in certain habitats. Through this unit, along with others in the sequence, students will use the scientific information they learn to think critically about the world around them.

The Science of Living Things texts were chosen as mentor texts for this unit because the author, Bobbie Kalman, uses text features and clear language to clearly communicate complex concepts about the animal kingdom, life cycles, and animal adaptations. As readers, students will be challenged to constantly ask and answer questions about key details in the text, explicitly referring to the text to support an answer or a question. Over the course of the unit, students will also deepen their understanding of how Bobbie Kalman uses text features to not only organize information, but to help a reader learn new information and facts about a subject. Students will also work on using context clues to figure out the meaning of genre-specific vocabulary, find the main idea of a section, and explain cause and effect in relation to scientific concepts.

Students use the companion document as a standalone activity to develop a mathematical model for determining the wavelength of light using a diffraction grating.

This is an open ended task where students will use their knowledge of the distance formula to describe a day of running errands around town. In this task, students will choose places to go and determine how far they traveled on a spceific day.

Deadline: March 1 (Always check website to confirm deadline)

Eligibility
1. Applicant should be a high school senior enrolled in a business and information technology program.
2. Applicant must be accepted to a post-secondary school majoring in business and information technology.
3. Applicant must be a full-time student
4. Applicant must complete the following online:
a. all forms furnished by the Scholarship Committee,
b. an essay (limited to two double-spaced pages) on “How I Plan to Contribute to the World
by Choosing Business as a Major,” and
c. two letters of recommendation, with one being from a business teacher.

This lesson consists of ...-a word list to id where the break would occur to id the two syllables, indicate the VCe pattern and blend the syllables together to say the word-Chunk, Chunk Blend Word Cards to read words by reading each syllable and then blending-Short story to read  and do a word hunt  

This is a practice activity for solving equations with variables on both sides.  It is self-checking, so if students solve their problem carefully and accurately, they will know which problem to solve next.   Once all problems have been completed, the final answer will take students back to the problem they started with.

Students will love and enjoy this lesson based from the popular book, The Very Hungry Caterpillar by Eric Carle. Within this lesson, students learn the concept of sequencing and will practice this process as they help their caterpillar navigate a maze. Students will also develop an understanding that the life cycles of butterflies also occur in a sequence.

This video teaches the numbers above 30 in Spanish. Verbatim captions are provided for accessibility. Please note grade levels as the video is not likely to interest younger children. 

This video teaches the numbers above 30 in Spanish. Verbatim captions are provided for accessibility. Please note grade levels as the video is not likely to interest younger children. 

In computer science a condition is a statement that is only applied under certain conditions. This can be related to cause and effetc.This lesson/activity is used to demonstrate cause and effect relationships while integrating computer science.Student will use the Historical Conditionals handout to add in an event, then add a condition (cause), then the result(effect). Students will also add a different condition (cause) and predict the new result as based on the new condition 

The following were created to be used in a virtual setting in place of a physical book pass, using classroom libraries specific to Hanover County. The following levels are included:6th Grade7th Grade8th GradeMiddle School Self-ContainedMiddle School Reading ResourceMiddle School Reading/Writing WorkshopMiddle School ELL

The above link can be used for any set of vocabulary words. I teach middle school science so it is edited to fit my classroom. I use this as a differentiated homework assignment. I will use the same board for an entire unit and students must choose a different activity each week. They are not allowed to repeat an activity until a new unit begins.

Please edit and remix to better fit your classroom and teaching style.

https://docs.google.com/document/d/1NEaCmTpGjvKhUdrHxB36-Dj0Ijw1SQM2nQjSm80i42A/edit?usp=sharing

Vocabulary practice "Dans la salle de bain"

Interpretive activity for French I-II students

Students watch a short video on morning routines and conduct a series of exercises (matching, true/false, and complete the sentences.)