Search: 05, Lesson in a unit
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| Title | Overview | Grade | Average Rating |
|---|---|---|---|
| George Washington: Was he a responsible family man as well as a great leader? | As a team effort, students will write a letter of recommendation to the editor of a local newspaper supporting the idea that George Washington was a good father and a great leader of our country. Essential Questions: What are primary sources? How could George Washington be a good father if he had no children of his own? Was George Washington a great leader? Why did he deserve to have a place on Mt. Rushmore? | 3, 4, 5 | |
| Web Evaluation | As part of the English Language Arts curriculum, students research a person who has made a significant contribution to society. A variety of sources are required including a web site, which should be evaluated. Essential questions for this lesson are: What significant contribution has this person made to society and how has it affected me? What similarities and differences do I have with this person? | 6 | |
| Adelina's Whales and The Big 6 research process | Students will record relevant ("treasure")information from the PBS video: Saving the Ocean: Destination Baja, on their video note-taking template (Step 4- Use of Information). They will then synthesize their notes from the video and the website to answer the Essential Question: How is the Mayoral family helping to preserve the gray whales’ habitat at San Laguna Ignacio? (Step 5- Synthesis)on the Essential Question template. | 4 | |
| Taking Action for Human Rights 2: Plan | How can ordinary people defend human rights? Students will research and develop an action plan regarding a contemporary human rights violation. Students will gain hands-on experience in grassroots activism which will inform and inspire human rights activism later in life. *Lesson two of four.* | 10, 11, 12 | |
| Taking Action for Human Rights 4: Evaluate | How can ordinary people defend human rights? Students will research and develop an action plan regarding a contemporary human rights violation. Students will gain hands-on experience in grassroots activism which will inform and inspire human rights activism later in life. *Lesson four of four.* | 10, 11, 12 | |
| Taking Action for Human Rights 3: Do | How can ordinary people defend human rights? Students will research and develop an action plan regarding a contemporary human rights violation. Students will gain hands-on experience in grassroots activism which will inform and inspire human rights activism later in life. *Lesson three of four.* | 10, 11, 12 | |
| Examining World Cultures Through Their Folktales | Juniors and seniors in a world literature class examine world cultures through the lens of a culture’s folktales. The essential question is: How do folktales reflect a country’s culture? In particular, the students (1) analyze how folktales convey a society’s morals and values, and (2) apply their knowledge by creating a literary piece in the folktale genre that reflects aspects of the culture. | 11, 12 | |
| Alternative Energy Sources | As part of a science unit on conservation, sixth grade students will research alternative energy sources and communicate their knowledge by participating in a panel discussion on mock alternative energy solutions. An essential question framing their inquiry is: Which alternative energy sources will sustain a healthier and cleaner environment? | 6 | |
| Global Warming Portfolio Project | Eighth grade students will synthesize learning in Science, Mathematics and Language Arts to present accurate, relevant, authoritative and current information about global warming using digital tools and information processing strategies. The essential questions are: Has the climate of our world changed in the last fifty years because of human activity? How can you justify your response? | 8 | |
| Poems: What They Look and Sound Like | The essential questions are: What do poems look and sound like? What are some forms of poetry? What is the connection between music and poetry? | 2 |