This video segment from The Human Spark features a discussion about how human thought differs from that of chimpanzees.

Spurred by the spectacle of a circus tent outside his Oakland apartment, a disabled filmmaker launches into a meditative journey exploring the history of freakdom, vision, and (in)visibility. Shot from director Reid Davenport's physical perspective - mounted to his wheelchair or handheld - I Didn't See You There serves as a clear rebuke to the norm of disabled people being seen and not heard.

A Goodrich Elementary School second-grade teacher discusses the challenges of personalizing learning for a large group of students and shares her early success in increasing reading engagement and achievement.

This set of Google Slides is an example of how the Illustrative Mathematics curriculum was implemented during distance learning with Google Slides and Screencastify.

This set of Google Slides is an example of how the Illustrative Mathematics curriculum was implemented during distance learning with Google Slides and Screencastify.

This set of Google Slides is an example of how the Illustrative Mathematics curriculum was implemented during distance learning with Google Slides and Screencastify.

This WebQuest has students explore immigration and why people "came to America". It also has students look at what it means to be a citizen, what the requirements are, and the process of naturalization that new citizens take part it.

Instructor Notes: Teachers can assign this content to their students in iCivics account and then Clicking the Assign button on this activity. Teachers will then have the option to add a Class into iCivics OR Sync a roster from Google Classroom. This will allow teachers to see student's responses. There are also Downloadable Resources available to support this learning activity.

This downloadable PDF contains terminology and notes for Immunology 513-115 authored by Bridget K. O'Connell MS, MLS (ASCP) at Chippewa Valley Technical College.  Any questions about content should be directed to the author, not the posting editor (CVTC Library). 

In this lesson, students will reinforce the importance of giving clear instructions to a partner for a desired outcome or result, similar to what is needed in a real world work environment, when instructions or notes need to be communicated in person to or left in written form for a co-worker who may be on a different shift and need to complete a project. In the real world, if instructions are not clear, machines or entire assembly lines may be down for a period of time which causes the company to lose money.
This lesson will be used in conjunction with Code.org's Course D (2019) curriculum (https://studio.code.org/s/coursed-2019) after the initial lesson called Graph Paper Programming - https://curriculum.code.org/csf-19/coursed/1/. In this lesson, students will use what they just learned about programming, sequencing, and algorithms (set of instructions) and take it a step further by communicating instructions for navigating through a series of steps to a partner who either has their eyes closed (or is wearing a blindfold) from a starting to finishing point, while picking up small blocks (or something similar) along the way.

"The Right Question Institute’s “Why Vote?” Tool is used to foster a strong sense of urgency to vote. Voting is framed as a self-advocacy role students can and will want to play. Whether students can or cannot yet vote, they will:

Understand the connection between specific public services they rely on or issues they care about and the role of elected officials
Name for themselves the importance of voting
Ask questions using the Question Formulation Technique (QFT)
Explore ways (in addition to voting) that people can take action and advocate for public services they rely on or issues they care about
This lesson plan is designed to bring elements of the ‘Why Vote’ Tool into the classroom and can be used in remote, hybrid, or fully in person settings."

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.

FREE to access discussion forums, events, professional development, and more digital content. Learn to create your own digital learning experiences using NASA visualizations and connect with educators.

Students will explore the features of an insect and was as the various roles different insects play within the environment. Students will also learn about the stages of metamorphosis.

You've seen the hit television crime drama, CSI: Crime Scene Investigation. Now you can play the role of crime scene investigator at this traveling exhibit, supported by a grant from NSF to the Fort Worth Museum of Science and History. You will learn scientific principles and real investigative techniques as you try to solve a crime scene mystery.

This lesson is designed to follow the Getting Started With SAEs lesson. The objective is to move students from starting their SAE project to developing the next level of skills and competencies in the intermediate level of performance indicators. The students will continue to work on their Foundational SAE project based on their career interest, but research topics at the intermediate level. The teacher may choose to only use the Foundational SAE project or they can also include an immersion SAE project that students keep track of their time, income and expenses over the course of the class. The students will participate in weekly assignments for their Foundational SAE and if they are completing an immersion SAE they will keep track of their hours each week. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students.

In this lesson, students will engage in a follow-up activity after reading the book The Outsiders.

This webquest has students explore the process of a trial, explains the difference between civil and criminal and the differece between trial and appellate court. This webquest will pose questions, problems, or scenarios and then provide students with a web link or resource to explore to compose their response.

Instructor Notes: Teachers can assign this content to their students in iCivics account and then Clicking the Assign button on this activity. Teachers will then have the option to add a Class into iCivics OR Sync a roster from Google Classroom. This will allow teachers to see student's responses. There are also Downloadable Resources available to support this learning activity.

This lesson conveys core information about why air quality is important and how engineers tackle complex environmental problems—providing a foundation for the subsequent five activities. Students learn the basics about the structure of the Earth’s atmosphere, the types of pollutants that are present in the atmosphere (primary, secondary, gas-phase compounds, particulate matter), and the importance of air quality research. They are also introduced to some engineering concepts such as how air quality measurements are made and how control technologies work. A PowerPoint® presentation, teacher slide notes, blank vocabulary list, post-lecture quiz, homework handout, and a pre-unit STEM survey are provided. This lesson and its five associated activities are intended to prepare and guide students to take on their own research projects.

This resource consists of 6 lessons for grades 4-6 to teach the introduction to students about ecosystem services. These 6 lessons consist of webquests, assessments, readings, and Bingo! These lessons are for inside and outside of the classroom.

This lesson is designed to help students move from their Foundational SAE to an Immersion SAE. The students will continue to work on their Foundational SAE project based on their career interest, but they will also be introduced to Immersion SAEs. The teacher may choose to only use the Foundational SAE project to get started, but they should work toward helping their students move their SAE project to include one or more Immersion SAE projects. The students will participate in weekly Immersion SAE record keeping. Starting SAE projects in the classroom should be simple for the teacher and students. Minimum expectations that can still produce success for all students would be tracking 1-hour of SAE time per week, exploring one career topic per week, and recording one financial entry per month. A final report or project at the end of the class would also be a minimum expectation for all students. Over time the students expectations for their Immersion SAE projects can be expanded to include more record keeping and financial entries.