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| Title | Overview | Grade | Average Rating |
|---|---|---|---|
| Read Around Ball for Fantasy and Science Fiction | In the first part of this lesson, the students review the concept of "genre," discuss the major characteristics of the Fantasy and Science Fiction genres and subgenres and explore their similarities and differences. The next segment of the lesson is a “Read Around Ball,” in which students move from table to table for a read around, where each student spends 30 seconds with each book, recording their favorite book in their “dance cards.” | 4, 5, 6, 7, 8 | |
| 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 | |
| Dr. Seuss and Read Across America | The essential question, What important facts about Dr. Seuss influenced the Read Across America movement in America? This lesson is designed to teach students to analyze the life and works of Dr. Seuss and to infer why he was important to the Read Across America movement. Students will use note taking skills to write their paragraph from reliable, teacher selected sources. | 5, 6 | |
| Comparing Data | Tenth grade students in algebra class examine and manipulate various types of graphs to determine the appropriateness of different graphs in relation to the data. | 10 | |
| Food Webs | As a connection to a unit on ecology, fourth grade students are given the opportunity to create multimedia projects in which they use digital images and text to illustrate food webs. The essential question is: How do food webs work? | 4 | |
| How to locate and evaluate information, Part I - Online Catalog | Students will be able to select and cite credible information for their English II research paper Students self-select their topic of past, present, and future, e.g. television, cell phones, immigration, capital punishment. This gives the student an opportunity to use prior and background knowledge as context for new learning. | 10 | |
| Simple Machines | Students will use five pre-selected websites to define types of simple machines and gather examples. They will evaluate the websites as part of this lesson to determine which provided the best information, was easiest to navigate, and most understandable. Following this lesson, students will create a scavenger hunt and video to teach other students about simple machines. | 5 | |
| Finding Your Way Using QR Codes | While designed to be an introduction to the library resources for new students, it is also a review of prior instruction, such as using an index and table of contents, finding various types of books in the library, using online databases, and finding books using the computer catalog. English content: Use of resources. EQ: How can I efficiently use the resources in the library to find the information I need for my assignment? | 9 | |
| Idea-Noun Definition: Source Searching | This lesson is designed to teach students the location and how to access their sources. This lesson falls under step three in the Big6 Research Process. Students will review the various sources available to them and the specifics for access and searching within those sources. Students will find three sources related to their research task (selected idea-noun) and cite them correctly. Essential Question: How does this source change/support/influence your definition of _____ (student's idea-noun focus)? | 11, 12 | |
| Zoo Animal Experts | Essential Question(s): Where can I learn more about zoo animals? How can I get information beyond just information text? The essential element of this project was 1.) students would learn about an animal they will find at the zoo and 2.) students would learn how to get information from photographs and beginning non-fiction text. | K |