This is a team-created, standards-based rubric for informative/explanatory analytical writing with "I can" statements as well as space for comments.

This is a team-created, standards-based rubric for narrative writing with "I can" statements as well as space for comments.

30 Second PSA is designed to be a way to assess students on what was learned during their time in Health Class.  Students must put together a 30 second public service announcement about a topic covered in class and may work with another student to do so.  Topics are chosen by having a class discussion about what was covered over the course of the quarter/semester/etc.  Students can use any means they choose to demonstrate their knowledge (video, presentation, rap/poetry, skit, etc.) but it needs to be sussinct and to the point.  

These handouts accompany the 5th Grade Rain Garden Design Challenge Lesson Plan. The handouts give criteria for identifying areas of erosion and non-point source pollution entering waterways on school property, slope and soil suitability criteria for situating the rain garden, and data collection procedures for phosphate testing. The handouts also include guidelines and criteria for the final poster presentation design and Claim-Evidence-Reasoning, as well as rubrics for scoring and guidelines for peer feedback.

This lesson engages 5th grade students in identifying areas of erosion and non-point source pollution entering waterways on school property, making a claim on the most suitable site to locate a rain garden by conducting field tests on slope and soil type, and testing
for the presence of phosphates in waterways on school forest property. Students then compete in a rain garden design challenge using their data to create a poster presentation, including a map and claim evidence reasoning, for the best rain garden design plan, scored using a rubric.

Small group activity for studnets to work together to create and design a dance.  All students will create,

You work for ScienceSpeak, a public relations firm that educates the public about scientific issues. Your company has won a contract with the World Health Organization (WHO) to supply materials for their new multimedia public health campaign about climate change. The WHO is specifically interested in the relationship between climate change and the increasing prevalence of allergies and asthma worldwide.
Your boss calls a meeting to discuss the contract. She gives you a set of Data Tables prepared for you by two expert scientists that summarize recent evidence on the effects of increasing carbon dioxide and temperature on allergenic plants. Your job is to design and produce a communication product such as a brochure, poster, web page, or television program that informs the public about potential links between climate change and allergies.

To assist student in seeing the relationship between source documents and how to interpret information, students will collect examples of source documents.  Once items are collect students will journalize the source documents.  Students will also need to find recent news articles and write a summary of the articles read.

This lesson provides students with opportunities to read closely and have deeper thinking with text.  Students will read Amelia Bedelia by Peggy Parrish.  They will discuss with others text-dependent questions to better understand the character.  With further readings they will be able to Amelia Bedelia's chacter traits and the reactions Mr. and Mrs. Roger have to the same events.  They will generate a trading card for Amelia Bedelia at the conclusion of the lesson.

This is a lesson plan designed to allow students to recall and use the properties of exponents to generate equivalent numeric expressions, identify the appropriate property to use and apply it correctly, and check the numerical value of an expression involving exponents without using a calculator. There is a fun matching activity for students at the end of the lesson to allow students to practice what they have learned and for the teacher to assess their learning by listening to and watching the students work and discuss strategy with each other.

This is a quick way to assess whether or not students can apply the 7 fundamental steps of archery after those steps have been taught and practiced.

This website has National Standard aligned lesson plans, courses art teachers (and others) can take for credit or professional development, and online magazine, videos, and art conferences.  
They cover art: advocacy, assessment, classroom management, creativity, technology, curriculum, differentiation, Instructional strategies, media, techniques, methods, approaches, organization, philosophies, and professional development.

This resource is a great formative assessment to check students ability to source and place events in context.  Using a piece from a 1612 newspaper and a list of four facts from the time period, it asks students to consider why the reliability of the newspaper account may be in question.

This resource is useful as a kinesthetic activity to reinforce the content on nucleic acids.  Students can create a model that shows the three dimensional aspect of DNA and understand the helix shaped molecule and its components.  

These tools were designed to be used by instructional coaches as they support secondary teams in reflecting on instructional units in ELA.  Each tool guides a teaching team through a reflective process that support analysis based upon one of the shifts in the Updated ELA Standards.  The goal is to support gap analysis and alignment to the standards so that all students get access to high quality instruction aligned to the Wisconsin State ELA Standards

This unit plan outlines and provides all resources to study Jack London's Call of the Wild.  Within this resource you will fine detailed daily lesson plans including handouts, discussion questions, and grading rubrics.

This multi-disciplinary career exploration unit builds on lesson plans available through the Michigan Agriculture in the Classroom website. Students will spend a week investigating different aspects of agriculture careers, while incorporating skills from math, English, and social studies. The unit culminates in a "Day in the Life" summative writing assignment.

The project is called "Chemistry and Cooking" and it will last about 6 weeks. Students will learn about what matter is, the phases of matter, the difference between physical and chemical properties, as well as physical and chemical changes. The project’s Driving Question, which focuses our work, is “How does an understanding of chemistry impact your cooking?” Students will be involved in hands-on activities and labs that will help them learn the concepts that they will then apply to their final project. The child will work independently on a recipe of their choice to show their understanding of how chemistry impacts cooking.

From the task itself on the Webquest: "Now that our class has completed reading A Christmas Carol, by Charles Dickens, you are going to embark on a journey to ensure that Scrooge does not revert back to his miserly ways. In order to ensure this, you will work both individually and together as a team. Many of the tasks will be completed online, but some involve other skills. Follow these steps and you will help keep Scrooge from ever becoming a misanthrope again!"

These activities include: A Scavenger Hunt that provides links to various sites that enable to students to develop a deeper understanding of Victorian England as the setting of the text; a Holiday Menu (exploring cultural aspects of the holiday); Apology Letters written as Scrooge to various characters); Symbolic Tokens (to enable Scrooge to remember his lessons); all compiled as a group 'gift', which I thought was a wonderful symbol of just exactly what learning is :)

After learning the basics of how to use PowerPoint, students will use the skills learned to create a PowerPoint presentation on a major US city. The students will need to use basic Powerpoint skills such as transitions, animations, word count per slide, title & conclusion slides, and more. 
Students will research a major US city to find basic city facts, three unique restaurants, three hotels (at varying price ranges), and three attractions that visitors to the city may wish to visit.
Each student should choose a different city to avoid duplicate presentations and to provide a unique experience for each student.
Students can then present their PowerPoints to the class. 

As part of a greater classwide congressional simulation, this assessment could be used to guide student research and essay writing.

Students close read biographies of the accused and the accusers and primary source transcripts of the Salem Witch Trials to accompany their reading of The Crucible. By examining the historical documents as well as literature, students grapple with the question of how mass hysteria occurs and what makes historical events worthy of dramatic interpretation. Students read and act out key scenes in the play as they research the historical figures. A final project asks students to come up with an idea for dramatizing a past event and to describe, in writing, why the event would make good drama and how it could be dramatized. A separate blog post entitled "Arthur Miller's The Crucible: Witch Hunting for the Common Core" provides further resources for teachers. http://edsitement.neh.gov/blog/2014/10/28/arthur-millers-crucible-witch-hunting-common-core

Students will use the Hopscotch or Tynker App (either on an iPad or web-based) to create their own video game.  This project is designed for grades 6-8 but could be adopted to other grades.  The project is intended for use after students complete the 20 hour course on introduction to coding on Code.org (https://studio.code.org/s/20-hour)

CodeMonkey is a great way for students to gain a better understanding of how programming works.  It is an engaging platform where programming knowledge is acquired alongside 21st century skills through collaboratively playing and solving puzzles, inventing, creating and sharing.

The lesson helps students understand the background and impact of the Columbian Exchange both now and in the past.

To read a review of standards alignment, go to: https://docs.google.com/document/d/1WFF3rHfOobKe3bBZ8o9_WDJ9FQbT6Wah/edit

In this lesson, students will perform a comparative close reading of select informational texts from the Scottsboro Boys trials alongside sections from To Kill a Mockingbird. Students analyze the two trials and the characters and arguments involved in them to see how fictional “truth” both mirrors and departs from the factual experience that inspired it.

This research article provides the details of a current immunotherapy study performed by scientists at MIT. Immunotherapy is a relatively new and very promising cancer treatment that is now a focus of many cancer research labs. The article discusses what immunotherapy is, how T cell activation works, and how the treatment has eliminated some tumors in mice. As an interactive activity, students can practice making annotations in the margins of the article to check for understanding. Overall, students who read and dissect this article are learning how to comprehend complex biomedical research studies. As a supplemental activity, teachers can distribute the worksheet quiz posted in WISELearn. This set of questions (true/false, fill in the blank, multiple choice, short answer) assesses the students' comprehension levels of the current MIT immunotherapy research. An answer key is provided. The skills learned from investigating this article can hopefully be used to investigate other current biomedical research for human diseases and disorders.

This lesson would be a great tool to use for a online literacy course and even a business law. Cyberbullying and the Law reviews hypothetical scenarios with online bullying as well as goes over every Province and Territories law regarding bullying. Even though this lesson is developed for Canadian laws, it can easily be translated to fit into the United States laws.

In this lesson, students will engage in an interactive activity that will enhance their understanding of story structure and story elements. After the teacher models the process of developing a plot, students work in cooperative groups to create semi-impromptu skits. Paper bags containing five unique props are distributed to each group; these props provide the impetus for the development of creative skits. Students then use online tools to outline the story elements in their skits. The lesson also promotes listening skills and critical thinking as students view other groups' performances and determine the conflict and resolution of each.

This resource provides a checklist to use as a guide when selecting digital tools and an evaluation rubric to be filled out to determine the educational effectiveness of the tool once its been introduced into the curriculum.

This is the world's largest site for arts integration and STEAM in K-12 education. Contains standards-aligned lesson plans, free printables, online courses, certification and conferences for professional development credit. They cover arts integration, advocacy, research, assessment, classroom management, curriculum, organization, PBL and the arts and classroom strategies.

Included in this site is a complete lesson on writing with exponential notation. The lesson includes an introduction activity and discovery, practice, and an exit ticket along with suggestions for the teacher to use throughout the lesson. Students will use integer exponents and discover when to use parentheses for their bases. You will need to insert parentheses where necessary before delivering the lesson or using the worksheet since they are missing around fractions and negative bases if they haven't been fixed by the time you visit their lesson site.

The overview for this lesson is for students to work together in peer review utilizing the strategy of warm and cool feedback based on the sixt traits of writing.  After this lesson, students will take the feedback that they have given to each other and revise their essay, specifically revising to show growth on the goals that they made over the course of this lesson.

A family of free, online social-studies courses, OER Project curricula are adaptable to a variety of local curricular standards. OER Project teachers also gain access to professional-development opportunities and a community of teachers, scholars, and learning experts.

The Gen i Revolution consists of sixteen interactive missions in which students complete a variety of activities to help the learn important personal finance concepts.

Global business research project for students to research the business atmosphere of another country including their economy, statistics, finances, business cultures, government, business etiquette, and societal customs.  This research would help the student determine if expanding a business opportunity into the country would be a viable option.  Students will create a presentation to share their findings in an oral presentation using a multimedia tool of their choice.  A presentation grading rubric that also evaluates the content of the presentation is included.

This lesson will allow students to think about and understand the route that a food service product takes in order to get to the customer from start (customer ordering) to finish (delivery to customer). Students will also brainstorm and research the different departments/specific careers that are needed in order to accomplish this goal of food service distribution. ServSafe will also be explored since we are discussing products that are food related.

Digital Literacy and Responsibility. The student will learn new skills for using technology in productive, creative, and responsible ways. They will use the skills to help themselves and others in their world to make good decisions about technology. (Description taken from site, retrieved on May,3, 2016)

This Check Your Readiness Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized to determine levels of prerequisite skills when beginning a new unit and allow for placement of interventions.

This End of Unit Assessment Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized for students to track progress towards proficiency on each of the grade level standards.

This End of Unit Assessment Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized for students to track progress towards proficiency on each of the grade level standards.

This End of Unit Assessment Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized for students to track progress towards proficiency on each of the grade level standards.

This End of Unit Assessment Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized for students to track progress towards proficiency on each of the grade level standards.

This End of Unit Assessment Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized for students to track progress towards proficiency on each of the grade level standards.

This End of Unit Assessment Rubric is used in conjunction with the Illustrative Mathematics Curriculum. It breaks down each question by identifying the Essential Standard associated and then defining what an Advanced, Proficient, Basic or Below Basic student response would entail. This rubric can then be utilized for students to track progress towards proficiency on each of the grade level standards.

This website provides information regarding the indicators of intellectual, emotional, social, and physical health. A description of the indicators of health in each of these areas is provided, along with tips on how to reach optimal wellness. The website is very clear and informative to educate students regarding dimensions of health, how to recognize intellectual/emotional/social/physical health, and how to achieve wellness. As a supplemental activity to check for understanding, teachers can distribute the worksheet quiz linked in WISELearn. The worksheet provides 8 scenarios, and students must identify if the scenario describes physical, emotional, social, or intellectual indicators of health. The student must also identify if the patient is in good or poor health in that dimension. An answer key is provided on WISELearn.

This link has a teacher guide, 3 student graphing activity sheets, rubric and a complete description of the activities related to climate change and invasive species.

This webfolio is a follow-up assignment to an Honors English unit on Things Fall Apart by Chinua Achiebe. In this webfolio, students will take on the role of social scientists interested in learning more about the life of Africans in different parts of the continent. They will each have different aspects of African culture and life to research.The webfolio format emphasizes the power of teamwork and the Internet to learn all about an area of Africa. Each team will learn about one region of the continent, and then they will come together to get a better understanding of Africa as a whole by participating in and observing classroom presentations. The culminating project combines individual research and informational genre format into a first-person travel diary, imagining an actual trip through each region of Africa.

This is a differentiated grading scale that could be used to grade keyboarding timed tests. It allows students to be graded based on where they currently are with their skills. It also promotes students to have a growth mindset and they get rewarded with "leveling up" as they get better at typing.

Students are demonstrating an understanding of healthy relationships, dating, and life related to your knowledge and experiences of Human Growth and Development.  This is a great way for you to help loved ones understand the best advice on being young and smart in relationships.  Tell a personal story, help your younger sibling make healthy choices in relationships for a variety of reasons, and make it interesting! (However, they do not "have" to give this to their sibling or a younger family member - it is their choice)

This module provides an overview of Grafton School District's secondary math curriculum selection process.

These rubrics can be used when students are working in literature circle groups to assess their collaboration and public speaking skills. There is one rubric for the teacher to assess student preparedness and contribution to the group as well as speaking and listening skills. Another rubric has been adapted to allow for students to peer-assess and self-assess at the end of a literature circle cycle. The rubrics provide clear expectations for group collaboration aligned to the Common Core State Standards for Speaking & Listening. 

MBA Research State's Connection is a teacher resource portal full of information, tools, content, and resources. These materials are customized for you as a Wisconsin teacher. Access our course guides, program of study kits, ethical case studies, rubrics, project management tools, action briefs, bookmarks, and so much more.

This is a project that the students can create either manually or using an online MEME generator.  By completing this project students demonstrate their understanding of the course content by applying it to their MEME.  Students have fun creating this and can make it personal or goofy.  (I did my car for my example) 

The Spooner Leadership Team did a crosswalk between the Math Practice Standards and the NCTM Math Teaching Practices to create a Math Classroom Observation Rubric. This can be used to plan and observe effective math lessons.

Teachinghistory.org (National History Education Clearinghouse) offers resources to teachers in multiple ways.  Three sections outline teaching materials, history content, and best practices in teaching history.  There are links for elementary, middle, and high school teachers, with everything from complete lesson plans to general outlines of historical events and skills.  You can also access research on the state of history education in the country, as well as a blog and the teachinghistory.org community.  

Students will use a pully system (one provided by teacher or created from VEX equipment if have it available) to measure components and identify relationships between the three components of Newton's 2nd Law (force, mass, acceleration).  In this lesson, students will change either mass or force to calculate acceleration of a cart over a specific distance.  Students will be able to identify the relationship between force and acceleration for Part A of the activity and then the relationship between mass and acceleration for Part B.  In Part A of the activity, students will change the force pulling on the cart and keep the mass of the cart the same to calculate acceleration.  In Part B of the activity, students will change the mass of the cart and keep the pulling force the same to calculate acceleration.  Students will gather their data and constuct a graph representing the data gathered and identifying the relationship between acceleration and mass or force.  I have added the component that once all data is gathered from the experiment, students will write and document their results in a full lab report.