Search: 60 minutes, Combination
10 results
Results
| Title | Overview | Grade | Average Rating |
|---|---|---|---|
| South America: Geography's Effect on People's Lifestyle and Work | The essential questions are: What are landforms? Which landforms do we find in South American countries? How do landforms determine how people live and work in South American countries? | 3 | |
| Children in Japan and Hawaii: How Are We Alike and Different | The essential questions for this unit are: How are children in Japan like us in Hawaii? How are children in Japan different from us in Hawaii? | 1 | |
| Building a Greener Community | Students delve into different areas of community life and the importance of using existing resources in effective and efficient ways. They also consider alternatives to creating greener environments that may be innovative approaches. In their investigations, they address the following essential questions: What does greening a community involve? How green is our community at this time? How can we build a greener community? | 8 | |
| What Makes A Snack Healthy? | Students are concerned about obesity and healthy eating habits. They want to know if all popular snacks are bad for you and how to determine the nutritional value of various snacks. They tackle the following essential questions in their study: What snacks do we like to eat? What’s in our snacks? How healthy are the snacks? What snacks might be healthier? | 5 | |
| Find the Figurative Language | Fifth grade students identify figurative language and demonstrate their meaning in a multimedia project. Essential questions are: What is figurative language? How does it enhance our understanding and our enjoyment of reading? | 5 | |
| Check it out... nonfiction can be fun! | During this unit, the students cultivate their own curiosity as they explore a broad range of nonfiction topics and learn about interesting ways information can be communicated in nonfiction. They immerse themselves in various topics of interest to them and then select one of those topics to research with a partner in depth. Partners then write, revise, and publish an informational piece about that topic to share with the class. | 5 | |
| Earth Day Project | Students will be using both research skills and technology to propose an Earth Day project to the school principal. Students will answer the essential question "How will our project benefit our environment?" Once students have answered this question, teams will design a poster to be used as part of the presentation. Students will then vote on which poster to use in the proposal to the principal. Students aim to have the project approved. | 1 | |
| Vegetables | The students will have a question and access information to answer it. The students will present the answer to the class using a presentation paper. Essential questions: What is a vegetable? Where do you find information? How do you record needed information? How would you best design a presentation paper? | K | |
| Asking research questions | What makes a good research question? We will be exploring the difference between fact-based questions or "closed" questions and questions that require making inferences and synthesizing information or "open" questions. We will discuss why open questions make better research questions. | 5, 6 | |
| Animal Research Project | The lesson is designed to teach students how to use the BIG6 graphic organizer so they will have a systematic way to approach research papers. The students will then have to look-up a book on the subject and retrieve the book form the shelf to show they can use the library online catalog system. A review on accessing databases from the school lab and home will be done. Student will choose topic. | 7 |