This is a description of the primary system and the caucus system. This is how candidates are selected to run in elections.
*Remixed to add questions for students.
A digital scrum board that you can use in any content area! This is a project management resource.
A digital scrum board that you can use in any content area! This is a project management resource.
In creating collaboration events for learners to work together, this process provides for the learners to follow. This process also helps learners set goals while creating learner agency.
A digital scrum board that you can use in any content area! This is a project management resource.
In creating collaboration events for learners to work together, this process provides for the learners to follow. This process also helps learners set goals while creating learner agency.
This resource is a quick reference guide for students as they develop body paragraphs in response to persuasive writing tasks, such as the Writing SOL Short Paper. The resource includes various strategies that students can use for elaborating on ideas and exemplar paragraphs based on a released SOL prompt.
This resource provides an inquiry-based exploration of the cyanotype photograms using examples from the Virginia Museum of Fine Arts, and video explanations of the history, science, and artistic process of cyanotype photograms.
If you wish to find only resources that have been loaded into #GoOpenVA using the Open Author software, this screencast shows you how.
A guide to locating public domain and creative commons resources, mostly focusing on images
The main goal of this lesson is to get students familiar with the idea that geology is
something tangible and that it affects the world around them. They should be inspired to
ask questions about how geologic processes shaped the world around them and make
observations to answer those questions. All of this on their schoolyard.
During the introductory activity, students learn that geology is a lot like detective work.
Geologists infer the sequence and timing of events by collecting evidence and making
observations, just like a detective.
Students first make observations of a murder mystery.
Then, they try to use simple principles to develop a story that is consistent with these
observations. Many of the principles they use in the murder mystery are exactly the
same as a geologist uses in determining the history of a landscape. Photographs relate the murder mystery to real geology.
Teachers can then take their students outside to explore their new found geologic
interpretation skills. Because every schoolyard is slightly different, teachers will need to
adapt this excursion to their own unique setting. The rest of the web site is a collection
of example geologic features that might have analogs in the schoolyard.
Teachers should browse the images and walk around their schoolyard looking for similar features. There are also links to background information and classroom activities about those features that serve as a jumping off point for teaching a wide variety of topics in earth science.
A teacher could plan a single fifty minute field trip to the schoolyard to explore all the
features, or use images from this section throughout their entire earth science unit.
Content PDF url: https://prd-wret.s3-us-west-2.amazonaws.com/assets/palladium/production/s3fs-public/atoms/files/lessonthreeGeoSleuth_3.pdf
The main goal of this lesson is to get students familiar with the idea that geology is
something tangible and that it affects the world around them. They should be inspired to
ask questions about how geologic processes shaped the world around them and make
observations to answer those questions. All of this on their schoolyard.
During the introductory activity, students learn that geology is a lot like detective work.
Geologists infer the sequence and timing of events by collecting evidence and making
observations, just like a detective.
Students first make observations of a murder mystery.
Then, they try to use simple principles to develop a story that is consistent with these
observations. Many of the principles they use in the murder mystery are exactly the
same as a geologist uses in determining the history of a landscape. Photographs relate the murder mystery to real geology.
Teachers can then take their students outside to explore their new found geologic
interpretation skills. Because every schoolyard is slightly different, teachers will need to
adapt this excursion to their own unique setting. The rest of the web site is a collection
of example geologic features that might have analogs in the schoolyard.
Teachers should browse the images and walk around their schoolyard looking for similar features. There are also links to background information and classroom activities about those features that serve as a jumping off point for teaching a wide variety of topics in earth science.
A teacher could plan a single fifty minute field trip to the schoolyard to explore all the
features, or use images from this section throughout their entire earth science unit.
Content PDF url: https://prd-wret.s3-us-west-2.amazonaws.com/assets/palladium/production/s3fs-public/atoms/files/lessonthreeGeoSleuth_3.pdf
The main goal of this lesson is to get students familiar with the idea that geology is
something tangible and that it affects the world around them. They should be inspired to
ask questions about how geologic processes shaped the world around them and make
observations to answer those questions. All of this on their schoolyard.
During the introductory activity, students learn that geology is a lot like detective work.
Geologists infer the sequence and timing of events by collecting evidence and making
observations, just like a detective.
Students first make observations of a murder mystery.
Then, they try to use simple principles to develop a story that is consistent with these
observations. Many of the principles they use in the murder mystery are exactly the
same as a geologist uses in determining the history of a landscape. Photographs relate the murder mystery to real geology.
Teachers can then take their students outside to explore their new found geologic
interpretation skills. Because every schoolyard is slightly different, teachers will need to
adapt this excursion to their own unique setting. The rest of the web site is a collection
of example geologic features that might have analogs in the schoolyard.
Teachers should browse the images and walk around their schoolyard looking for similar features. There are also links to background information and classroom activities about those features that serve as a jumping off point for teaching a wide variety of topics in earth science.
A teacher could plan a single fifty minute field trip to the schoolyard to explore all the
features, or use images from this section throughout their entire earth science unit.
Content PDF url: https://prd-wret.s3-us-west-2.amazonaws.com/assets/palladium/production/s3fs-public/atoms/files/lessonthreeGeoSleuth_3.pdf
GeoSleuth Murder Mystery
U.S. Geologic Service Educator Lesson Plans
LINK: https://www.usgs.gov/science-support/osqi/yes/resources-teachers/school-yard-geology
Lesson Overview
This murder mystery introduces both the nature of scientific inquiry and important geologic concepts in a very student-friendly, accessible manner. Geology is a lot like detective work. The power of this exercise is that it exposes students to the main goals of geology and even some of the fundamental principles in a setting that they can understand -- a murder mystery. After the class explores the murder mystery, the teacher then shows a range of geologic photos that relate to features in the mystery.
Learning Outcomes
Geologists reconstruct the sequence of events that shaped the present-day landscape by making observations.
Observations are different from interpretations.
Observations are descriptions of things we see. Interpretations are stories about what happened that are based on the observations.
Events that happened in the past are similar to events that we observe today. They follow the same laws of physics.
Materials
Presentation (either as overhead transparency or computer projector). The activity is based around the GeoSleuth murder mystery drawing, shown on the lesson link provided.
Materials have two options:
1. Recommended: Download a prepared presentation complete with the image, supplementary geologic images, and a teacher's guide.
2. Presentation: Powerpoint or Acrobat PDF ~ 3 MB; Teacher's Guide: Acrobat PDF, 1 MB Use the image provided and show on a projector or print it on transparency.
Procedures
1. Have students look at the photo for 1 minute silently by themselves.
2. Ask students to list observations about the image. Write them down on the board as students give them. Be very clear about the difference between observations and interpretation and don't write any interpretations on the board.
3. When you have collected all the observations, ask the class if everyone agrees with these observations.
4. Now the fun begins. Ask for students to volunteer their interpretation about the sequence of events that happened.
5. Let chaos reign for a few minutes as students argue competing theories.
6. Summarize the different interpretations, highlighting the geologic principles that each theory depends upon (shown below).
7. Show the geologic images from the Powerpoint presentation.
8. Put the murder mystery image up and go over the geologic principles again.
9. End class without giving them an answer about what really happened.
Closing the Lesson
It's key to end the activity by returning to the GeoSleuth murder mystery photo. You should not, however, give students a definitive answer to the mystery. That's part of the nature of science -- there is never a right answer. There is only a "best answer," meaning one that is most consistent with the observations and most likely to be true. Different scientists often disagree about which answer is best, even when looking at the same data. This is because data are often incomplete or have large uncertainty.
Homework/Exension
Students can write their own murder mystery, carefully trying to integrate clues that will give the reader evidence of the sequence of events leading up to the murder.
This image can be used in numerous ways. Consider printing in color and laminating for students to use with dry erase markers. Students can work in small groups to play ¿Quién soy yo? (Who am I?). Students can choose one character and their partner can ask them questions to try and narrow down who their partners identity is. As the student gets answers to their questions they can cross out any images that could not be their partner. Partners play until the student is able to guess the right person.
Teacher can review a series of question starters to help students think about what types of questions are appropriate to ask. Students can also be encouraged to answer their questions with the correct gender and number in order to help their partner determine who they are.
The pair that guess each others image in the fewest questions can "win".
Example)
¿ Llevas lentes?
¿ Eres joven o viejo?
¿ Eres pelirrojo?
¿ Te gusta el color rojo?
¿ Eres canoso?
This activity is designed to help students understand the classification system of stars on the H-R diagram. This activity will practice graphing skills and interpretation skills. Students will be able to answer attached questions regarding the H-R diagram.
This activity is designed to help students understand the classification system of stars on the H-R diagram. This activity will practice graphing skills and interpretation skills. Students will be able to answer attached questions regarding the H-R diagram.
This resource is a quick reference guide for students as they develop body paragraphs in response to persuasive writing tasks, such as the Writing SOL Short Paper. The resource includes various strategies that students can use for elaborating on ideas and exemplar paragraphs based on a released SOL prompt.
This resource is a quick reference guide for students as they use effective conclusion strategies while crafting essays in response to persuasive writing tasks, such as the Writing SOL Short Paper. The resource includes various strategies that students can deploy when concluding an essay and an exemplar paragraph based on a released SOL prompt.
This resource is a quick reference guide for students as they craft effective introduction paragraphs in response to persuasive writing tasks, such as the Writing SOL Short Paper. The resource includes essential components, stylistic options, guiding questions, and an exemplar paragraph based on a released SOL prompt.
This resource is a quick reference guide for students as they craft effective introduction paragraphs in response to persuasive writing tasks, such as the Writing SOL Short Paper. The resource includes essential components, stylistic options, guiding questions, and an exemplar paragraph based on a released SOL prompt.
This resource is a quick reference guide for students as they craft effective introduction paragraphs in response to persuasive writing tasks, such as the Writing SOL Short Paper. The resource includes essential components, stylistic options, guiding questions, and an exemplar paragraph based on a released SOL prompt.