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| Title | Overview | Grade | Average Rating |
|---|---|---|---|
| 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 | |
| Letter Writing for Human Rights | Students will be able to identify which human rights are being violated in a given case summary and explain how those rights are being violated. Students will be able to clearly and formally express arguments and concerns regarding human rights violations. This lesson is designed to address two essential questions: What are human rights? How can ordinary people defend human rights? | 10, 11, 12 | |
| Career Options: Which One Is Right For Me? | In their career explorations, students assess the usefulness of a range of resources including print, online, and human sources. They retrieve information from different sources including interviews and workplace observations. Students address the following essential questions throughout the project: What career paths have I explored? Which career appeals most to me and why? How can I find out more about this particular career? How do I know if I am suited for this career? | 11 | |
| Cloning: Should We Be Doing It? | In this project students gather and analyze information on research relating to cloning, identify the positive and negative impacts of cloning, and take an individual stand on how they feel about cloning. Students address the following essential questions: What is happening in genetics research on cloning? Why should we care about this research? How does it affect our lives? How do different stakeholder groups view this research? How do I personally feel about cloning? Why? | 12 | |
| What Were They Thinking Then, What Are We Thinking Now? | In the library students compare primary sources from two time periods relating to an issue in their novel or play. Students compare how the issue was perceived by characters in their work to how it is perceived by individuals today. The essential questions for this lesson are: Have the ideas and perspectives about the main issue of the novel or play changed with time? To what extent has the issue been resolved? | 10 | |
| How to locate and evaluate information, Part III - Internet Sites | 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 | |
| Creating Story Elements Flap Books | Story elements are key parts to every story. Essential questions: What character traits would you use to describe the characters? What key details would you use to describe the setting? What key details would you use to describe major events? | 1 | |
| Discovering Reference Resources | Students will learn what information is included in a variety of reference resources (both print and electronic), and how to use them. The students will complete a task within each of the resources presented. Essential Questions: What are the different formats in which reference information is presented? What are three reference sources you could use when researching an important figure from American History? | 5, 6 | |
| How to locate and evaluate information, Part II - Databases | 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 | |
| Wolves: Using more than one source | This lesson takes place prior to second grade students’ embarking on their science unit about Alaskan animals. They will work in groups of three to answer two questions about wolves. Each member in the group will use one of the three types of sources to answer the two questions. Then, they will share their answers with each other and each group will share a statement of their conclusions. | 2 |