Students can improve their grammar and writing skills and teachers can instantly differentiate using an adaptive platform. This website allows students and teachers to track progress toward mastery of Common Core and state standards.

 

This interactive online tool will quiz your students on naming/identifying notes.  It is customizable so you can use treble, bass, grand, alto, or tenor clefs.  Great for practice and reinforcing knowledge.

This teaching guide from the OER Project outlines their courses, PD, and other resources.

The OER Project is a coalition of educators and historians committed to boosting student engagement and achievement through transformational social studies programs. By empowering classroom teachers with better curricula, content, and a vibrant community, we deliver more compelling, impactful, and usable histories. “OER” stands for open educational resources. When you grab a free worksheet off Pinterest for your tenth graders, that’s an OER resource. We recognize the value of OER resources, but want to go beyond the typical content repository approach—we aim to improve OER by providing coherency, support, and community.

Currently, the OER Project offers two courses—Big History Project (BHP) and World History Project (WHP)—both of which are completely free, online, and adaptable to different standards and classroom needs. Unlike textbooks, lesson websites, and other commercial products, everything has been purposely built to truly empower teachers and leave traditional history courses in—sorry for the pun—the past. We also offer short, standalone courses for those who want to try the OER Project approach, but aren’t yet ready to take on a full history course. Our current standalone options include Project X, a course that uses data to explore historical trends to help make predictions about the future; Project Score, a course that uses writing tools and the use of Score, a free, online essay-scoring service to help support student writing; and Climate Project, an evidence-based overview of the global carbon problem that culminates in students developing a plan of action they can implement locally

This is an activity for Spanish 3, which is linked as a resource in Oconomowoc High School's Teacher Resource Guide. In this activity, students investigate their individual career interests, in preparation for their summative assessment (a student-generated career fair) in a unit on Careers / Professions. In the activity, students explore aspects of a chosen career, such as education needed, necessary experience, the importance of being bilingual in the chosen profession, etc.

OpenSciEd 8.1: Contact Forces Quizziz: is an interactve formative assessment for teachers to use with students to guage understanding of lesson 12: How do we sense different textures? 

This Quizziz covers content from the Open Sci Ed 8.1 unit: Contact Forces, lesson 13 on how bike helmets protect our brains.  

OpenSciEd 8.2 Lesson 2 Quizziz: How do insects make sounds? Link to interactive classroom learning and formative assessment. 

OpenSciEd 8.2: Sound Waves, Lesson 3 Quizziz on sound vibrations of Big Ben. Read the following two articles to explore how scientists are using lasers to detect vibrations, then answer the questions to help you connect their work to ours.  

This website provides a model human body for students to explore organ systems, along with a mind map activity. By using the model human body, students can visualize each organ system, explore how the organ systems overlap, and learn the function and parts. Afterwards, students can be placed into groups and given 6 prompts that describe organ systems working together - each prompt corresponds to one box on the mind map. This collaborative exercise can be used as a formative assessment to ensure that students understand how organ systems work together. This website comes with teacher tips, teacher notes, learning objectives, and suggested times. For a potential supplemental activity, teachers can print the body system diagrams on overhead transparency sheets. Teachers can make several sets of transparencies and hand them to students working in small groups. It would be like a mini "See Through Sally" for each group.

In this lesson students will interpret diagrams that describe the process of photosynthesis, examine the ingredients and products of photosynthesis and to identify producers and consumers in the food web.

This activity asks students to explore cubes with dimensions 1x1x1 up to 4x4x4.  Each cube is painted on all six faces and students are asked to determine how many 1x1x1 cubes have zero painted faces, one painted face, two painted faces and three painted faces.  This activiy requires students to consider volume vs. surface area and also offers students the opportunity to predict and make genrealizations using patterns that are noticed.

Which piece of paper has a greater area? This 3 Act Task by Graham Fletcher begins with a short portion of a video. A sheet of paper is cut apart leaving the center piece and an outer border piece. First students make observations and estimates to begin determining which piece of paper has a greater area. Students can then use images of the original paper and the middle cut piece of paper along with a measuring tool with square units to determine the area of the pieces. Students are estimating, measuring, multiplying, adding, and subtracting to determine the area of each piece of paper.

Big Ideas: A fraction represents the division of a whole into equal shares. The denominator is represented by the number of segments on a number line between two whole numbers.
This lesson builds on students' work with partitioning area models of wholes into equal shares. This task requires students to recognize whether number lines were partitioned correctly, justify their reasoning, and partition number lines on their own. Students will be building the foundations of fraction sense on a number line by representing, partitioning, and labeling equal shares. The mathematical concepts in this lesson build toward students' future work with composing, decomposing, and identifying specific fractions on number lines as well as future work with comparing and equivalent fractions.
Vocabulary: number line, line segments, fraction, numerator, denominator, halves, thirds, fourths, sixths, eighths

A teacher uses peer feedback as a formative assessment in writing for kindergartners. They learn about areas of improvement within their writing from their peers and go back and make the revisions.

Overview:
People are products. Therefore, it is to your benefit to think about what you want to achieve in this lifetime. Do you want a college education? Do you want to get married? Do you want to have children? Do you want to stay in Wisconsin Rapids? Do you want to be famous, rich, giving, happy, etc…? What kind of career will you have? What are some dreams for your future? One way of setting goals and achieving them is to have them written down or to analyze those who have had the greatest impact on your life.

Assignment:
Students are to write a one page tribute about themselves or someone important to them. A tribute is a speech or writing in commendation of the character or services of a person.

This task provides students an opportunity to solve problems examining the aspect ratio of various sizes of photographs.

This blended lesson plan guides students as they discover how to compare and contrast the physical and chemical properties of matter.  The lesson includes a podcast with study guide and vocabulary sheets to be used as a flipped lesson.  It also includes an interactive "thinglink", as well as an interactive "Wizer Sheet".  There is also a hands on lab.  A Google Form assessment is also included.

This is a high school geometry task that has students physically construct the point equidistant from three non-collinear points and to identify why the construction works.  This construction motivates the notion of a triangle inscribed into a circle and why that particular construction might be useful.

This task is a procedures with connections task, of high cognitive demand.  The procedure is not specified for students but there is largely only one way of folding the paper to be able to identify the intersection point.  The high cognitive demand comes from students having to explain why the construction works and why only two creases are necessary.  This gets at both the meaning and motivation for the construction and the notion of efficiency in having a canonical construction for a circle that inscribes a triangle given three non-collinear points that can form a triangle.

This task could also be used as an assessment task after students learn the construction, although the explanations that may be given by students are more likely to focus on the construction procedures in this particular case.

This task addresses the Pivotal Understanding of equivalence, because it focuses on generating a geometric construction procedure that determines a point equidistant from three non-collinear points.  Equivalence is evident in at least two ways.  First, the distance from the target point to each of the source points is equal.  Second, the construction produces equivalent results (inscribed triangle within a circle given three points) each time.