This is a 3 act lesson by Dan Meyer.  In this lesson students ask and answer, "How long does it take the sink to fill up?", after viewing a video of a leaky fauct.

This lesson has been designed by the United States Environmental Protection Agency (EPA) as a teaching aid on the topic of weather. This lesson discusses the four seasons and weather patterns that correspond to seasons.

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Students will explore estimation of length.
K student will use the non standard unit (ladybugs) to measure the length of something longer than the given unit (e.g., their workspace).
There are suggestions to vary the lesson for each grade level (K-2).
There are other related resources linked within this lesson.

This website is perfect for teaching the difference between legal and ethical behaviors. First, the website provides a brief description about the difference between legal and ethical behaviors. The rest of the website provides interactive activities for students to become familiar with the content. I would recommend just the two exercises titled “the difference” and “legal or ethical” since those are most related to our topic. Students can complete these exercises individually, and then as a collaborative activity, students can discuss their answers with a partner. The goal of this activity is for students to be able to distinguish between legal behavior and ethical behavior, provide examples of the two, and explain the differences.

This is a guided packet used with my Yearbook Publication class.  It was designed to specifically meet standard RI.11-12.8, which is asking for students to read, understand, and evaluate legal reasoning used in US Supreme Court cases.  The cases students are required to look at in this packet are cases specifically related to student journalism and student press rights ( and ).  It is used as a guided Internet search to supplement the information presented in the journalism textbook.

Legends and tall tales are stories filled with unbelievable events or exaggerations that explain a person’s character or how something came to be. In this project, students will write and produce their own animated tall tale about a historical figure or location.

"However [political parties] may now and then answer popular ends, they are likely in the course of time and things, to become potent engines, by which cunning, ambitious, and unprincipled men will be enabled to subvert the power of the people and to usurp for themselves the reins of government, destroying afterwards the very engines which have lifted them to unjust dominion."

—President George Washington, Farewell Address, 1796.

Fear of factionalism and political parties was deeply rooted in Anglo-American political culture before the American Revolution. Leaders such as George Washington and Thomas Jefferson hoped their new government, founded on the Constitution, would be motivated instead by a common intent, a unity. Though dominant, these sentiments were not held by all Americans. A delegate to the Massachusetts ratifying convention, for example, asserted that “competition of interest…between those persons who are in and those who are out office, will ever form one important check to the abuse of power in our representatives.” (Quoted in Hofstader, p. 36) Hamilton argued from a slightly different perspective in Federalist #70: “In the legislature, promptitude of decision is oftener an evil than a benefit. The differences of opinion, and the jarrings of parties in that department of the government, though they may sometimes obstruct salutary plans, yet often promote deliberation and circumspection, and serve to check excesses in the majority.”

Political parties did form in the United States and had their beginnings in Washington's cabinet. Jefferson, who resigned as Washington's Secretary of State in 1793, and James Madison, who first began to oppose the policies of Alexander Hamilton while a member of the House of Representatives, soon united, as Jefferson wrote in his will, "in the same principles and pursuits of what [they] deemed for the greatest good of our country" (on the Thomas Jefferson Digital Archive, a link from the EDSITEment-reviewed website The American President). Together, they were central to the creation of the first political party in the United States. In the meantime, those who supported Hamilton began to organize their own party, thus leading to the establishment of a two-party system.
What are the chief characteristics of political opposition in a democracy?
What are the essential elements of an organized political party?
Are political parties necessary for the advancement of democracy?
Analyze the factors that to the development of the Federalists and Democratic-Republicans.
Evaluate the immediate effect of the establishment of political parties in the U.S.

At the time the Founders were shaping the future of a new country, John Adams suggested the President should be addressed as “His Excellency.” Happily, others recognized that such a title was inappropriate. Though the proper form of address represents only a small detail, defining everything about the Presidency was central to the idea of America that was a work-in-progress when the nation was young.
How was the role of "President" defined in the Articles of Confederation?
What were the weaknesses in the Articles of Confederation regarding the role of the President?
Describe the role of "President of the United States in Congress Assembled" under the Articles of Confederation.
Explain how the President was elected.

This lesson and its accompanying seven-minute video introduce students to a professional fact-checker, who describes the methods and processes he employs to verify information that appears in news stories. The video explains which claims can be fact-checked, and why some sources are more reliable than others. How do fact-checkers engage in analysis of contemporary and historical claims? How do we distinguish between “bad facts” and “bad narratives” when critiquing media sources? Examine the tools that fact-checkers use to identify and interrogate claims, and put those skills into practice.

Lesson plan explores how the U.S. Federal government spends tax monies by using actual U.S. government data

Since 1999, Concordia College & University® of Delaware has made it possible for adult learners to finish their college degree online, in one day, while continuing with their daily lives. Life experience degrees are designed for adult learners who exhibit core competencies of knowledge, skill and experience in some field of interest.

As COVID-19 forces education at all levels online, employers are seeing a significant jump in the number of job applicants who have earned or completed a degree online.

Standards-Based activities for HS-LS1-1. How DNA codes for protein.

Standards-based activities for HS-LS1-2. Biological levels of organization & complexity.

Standards-based activities for HS-LS1-4. Process and end result of mitosis and meiosis.

Standards-based activities for HS-LS-5. Process of photosynthesis.

This website by Maryville University teaches life stages throughout development. The website provides details about the 8 stages of human development through text and a diagram. As an interactive activity, students should make a chart to organize the 8 stages of development. In the chart, students should include the name of the stage, how people act during that stage, and some drawings and captions to help with memory. The goal of this activity is for students to be able to explain what each stage of development looks like and how people act during that stage.

How big is big and how small is small? In this activity, students examine scale using an interactive that models the size of the universe from Eiffel Tower to the building blocks of matter. Each step taken in the animations connects the size of common objects with wavelength of light and powers of 10.

How much shorter is Lil' Sister than Big Sister? This 3 Act Task by Graham Fletcher begins with picture of two sisters standing back to back. First students make observations and estimates to begin determine how much shorter the little sister is to the bigger sister. Students can then use images of each sister along with a measuring tool of interlocking cubes to determine the height of each sister. Lastly, students will find the difference between the girls' two heights. Students are estimating, measuring, adding, and subtracting to determine how much shorter the little sister is than the big sister.

Website description: What keeps government from having too much power? Students learn about the limited power of government in this lesson, which outlines five basic limits on government. They analyze the true story of former Peruvian president Alberto Fujimori, in which many of those limits disappeared, and they evaluate fictional cases of governments with limits missing. The concepts in this lesson prepare students to understand why the U.S. Constitution is structured the way it is.