This project is a reflection to action tool based on the work of Muhammad (2020) in her book, "Cultivating Genius for Culturally and Historically Relevant Literacy." This tool contains a reflective chart that assesses the impact of each of Muhammad's pursuits including identity, skills, intelligence, criticality, and joy in relation to university, departmental, and course procedures and curriculum. Specific improvements are suggested to cultivate genius in each pursuit in both the Early Childhood STEM Math Methods and Early Childhood Science and Environment Methods courses. As a result of the reflective process, a notable course improvement discovered relates to culturally-responsive children's literature. This tool includes a plan of action to acquire new Math, STEM, Science, and Environment children's literature that is culturally-responsive, to add a unit topic related to questioning strategies that cultivate genius, and a modified STEM Literacy project. This tool includes a sample project revision as well as suggested culturally-responsive children's literature in each STEM and Environmental Education area.

This project was created as part of the 2023 Teacher Educator Network for Environmental Education Summit.

In this unit, students integrate their understanding of skip counting by 5s and 10s to support telling and writing time to the nearest five minutes. They expand their prior knowledge of telling time to the nearest half hour, hour, and counting by tens to include counting by fives. Applying the knowledge of counting by fives and tens to the clock equips students to be successful in the real-life situation of telling time.

This resource allows students to build conceptual relationships between two-dimensional shapes and three-dimensional figures by means of nets. Students cut different nets and identify and describe the corresponding figures. Students realize and understand why surface areas are measured in square units, and volume is measured in cubic units.

Mathematical goals
This lesson unit is intended to help you assess how well students are able to understand what the different algebraic forms of a quadratic function reveal about the properties of its graphical representation. In particular, the lesson will help you identify and help students who have the following difficulties:
Understanding how the factored form of the function can identify a graph's roots.Understanding how the completed square form of the function can identify a graph's maximum or minimum point.Understanding how the standard form of the function can identify a graph's intercept.

Before the lesson, students work individually on an assessment task that is designed to reveal their current understandings and difficulties. You then review their work and create questions for students to answer in order to improve their solutions.After a whole-class interactive introduction, students work in pairs on a collaborative discussion task in which they match quadratic graphs to their algebraic representation. As they do this, they begin to link different algebraic forms of a quadratic function to particular properties of its graph.At the end of the lesson there is a whole-class discussion.In a follow-up lesson students attempt to improve their original response to the assessment task.
Materials required
Each individual student will need two copies of the Quadratic Functions assessment task and a mini-whiteboard, pen, and eraser.Each pair of students will need Domino Cards 1 and Domino Cards 2, cut into ten ‘dominoes'.
Time needed
15 minutes before the lesson, a 95-minute lesson (or two shorter lessons), and 10 minutes in a follow-up lesson. Timings are approximate and will depend on the needs of the class.

This comprehensive lesson plan taps on students' conceptual understanding of the area model, order of operations, and whole-number exponents to explore and solve a card-matching task. Students will need to match a set of compound rectangles to numerical expression that will give the area for the figure. Students will need to utilize the distributive and commutative properties to solve the task. Aside from the expressions and equations standard, this resource can be used as a geometry/measurement task as well. This lesson plan contemplates individual and group activities producing student engagement.

CESA#1 EL OER Project

This presentation provides an outline for students to write a short informative essay about one state in the United States.

CESA #1 EL OER Project
Resource to introduce the short story, Possibility of Evil and teach character development.

CESA #1 EL OER Project

Resource to teach vocabulary and make real world connections to The Lottery.

Riding at a Constant Speed focuses primarily on application of ratio and rate reasoning to solve problems. The problem presents Lin riding a bike at a constant speed: 20 miles in 150 minutes. The resource uses students' apply their initial understanding of ratios and rates to solve a real-life problem. The task uses friendly numbers so students can easily develop different solution strategies (unit rate, double number line, table, graph) to solve the problem. While the resource does not explicitly mention it, this task has potential to discuss the different representations and have students make connections among them.

This series of classroom activities were written to support educators who use the 2022 video series "Elections 101" from the Wisconsin Elections Commission (WEC).

"The Right ID for Me" helps students answer the question "What forms of ID are acceptable for voting in Wisconsin, and how can they be obtained?". Teachers will use two of the videos from the WEC ("Elections Overview" and "Election Security") to research the requirements for the forms that can be used as acceptable ID to vote in Wisconsin.

Welcome to the URF Academy, a free resource for educators who seek to encourage and inspire the next generation of game designers.

Our Game Design Curriculum is our way to share our love for and knowledge of games to students everywhere. We designed it with accessibility top of mind—any teacher with access to the internet and a printer should be able to teach students how to design a fun game.

In our six-module curriculum, we outline the principles of game design using a simple framework and explore concepts through engaging workshops and activities. Students will learn about the language and theory necessary to engage deeply with games and ultimately collaborate in groups to design a paper prototype of a multiplayer game.

History: In 2016, a group of Rioters launched URF Academy, an interactive game design workshop for high school students at our headquarters in Los Angeles. URF Academy’s goals were to teach local students about fundamental concepts in game design and showcase the breadth of careers in the gaming industry.

After hosting more than 500 students over the course of two years, we expanded URF to several regional offices, including St. Louis, Dublin, Sydney, São Paulo, and Mexico City. Simultaneously, we began co-developing a free, online curriculum with two veteran computer science and game design educators to empower teachers to provide high quality game design instruction to high school students around the world.

This google slide presentation describes a numeracy routine for kindergarten use during the second quarter. The routine involves sequencing various representations of numbers on a clothesline. Printable materials are included.

This task is a great task to use as a wrap up of the Ratios and Proportion skills taught in the seventh grade math standards. I have used this as a small group task in my classroom after I have covered Rates, Unit Rates, Proportional Relationships, Constant of Proportionality, Constant Rate of Change, etc.

This task highlights student understanding of what proportional and non-proportional relationships are and the differences. It also does a great job of showing if students understand the connection between Unit Rate, Constant of Proportionality, and Constant Rate of Change. You are also able to identify their deep understanding of the relationship of using the Constant of Proportionality in a linear relationship in the y=kx format, where k is the Constant of Proportionality.

I do not give any instruction to this task. I just give them a overview and read the initial introduction of the task and what they need to accomplish. Then as they work, I circulate to the groups questioning rather than answering.

After groups have finished the task, (30 minutes) We go through it together and they explain their thinking and why they did what they did and how they arrived at their answer. I then have the other groups ask clarifying questions beginning with "I wonder.." of "I noticed....." This then allows their peers critique the reasoning of others and justify their thinking.

These activities using the "Rock, Paper, Scissors" game encourages students to use tree diagrams to determine the probabilities used to decide if two versions of this game are fair. Students work collaboratively, draw and analyze their results while using fractions, decimals and percents representations. The difference between theoretical and experimental probability will be discovered.

This task is intended as a classroom activity. Students pool the results of many repetitions of the random phenomenon (rolling dice) and compare their results to the theoretical expectation they develop by considering all possible outcomes of rolling two dice. This gives them a concrete example of what we mean by long term relative frequency.

This video teaches students to identify roots, prefixes, and suffixes in words related to healthcare. The speaker first explains what is a root, prefix, and suffix. Then, the speaker provides common root words in medicine, along with images that can help students make connections to remember this information. Next, the speaker highlights common prefixes and suffixes in medicine, including ones that relate to size, rate, location, tests/procedures, and medical issues. At the end of the video, a list of sample problems is provided. This is great to use for a formative assessment to check for understanding.

This activity talks about distances around a circle and through the diameter, comparing them; which is shorter?
It can be a simple one or expanded to be quite complex.

Students define the rule of law and then role play to discover what life would be without it. Analysis between the rule of law and founding documents will illustrate the factors and how they affect daily life.

Personal Finance course FREE teacher resources and trial access to online course solution as well as a correlation to WI state standards.

SBE Newsletter sample and announcements sample.  This would be used to promote sales for the SBE.