Students will respresent and compare decimals at they collect data.  For part 1 students work with a partner to each take 10 shots at the trash can with wads of paper.  Before shooting students predict how many they will make.  While shooting students record their results with tallies.  Then they write the results as a fraction and as a decimal.  Students create a poster and compare their data.  Then they write to explain the results and prepare to share their results with the class. Part 2 requires students to combine their data with the data of 9 other classmates.  After recording the data, students create a poster with the data and write to explain the results.  Students then share their results with the class.

Through this experience, preservice teachers will learn about and experience the benefits of nature journaling, supports for beginning nature journaling, and how to successfully take children outdoors to learn.

A fun introductory activity to get students thinking about advantages and disadvantages of different types of ownership.

Our goal is for our students to become proficient readers and writers who display agency and independence. This interactive hyperdoc training module, about UDL and Reading Workshop, is designed to help educators develop an ever-growing toolkit of strategies that will remove barriers to learning and create options for how instruction is presented, how students express their ideas, and how we can engage students in their learning.

This resource was created as part of the CESA #1 EL OER Project to help EL students better access social studies curriculum and textbooks related to the US regions. The sort can be used to see if students understand the meanings of key content vocabulary (landforms, landmarks, etc.) and examples of each. It could also be used as an assessment tool (for level 1 & 2 ELs) to see if students can appropriately sort pictures according to the headings. The matching activity can be used to introduce/pre-teach vocabulary related to the US regions.

Lesson objective: Explore the characteristics that define different shapes and the names of those shapes.
Students bring prior knowledge of naming shapes regardless of their orientations or overall size from (K.G.2). This prior knowledge is extended to defining and non-defining attributes as students determine what things are true for all triangles, all squares, etc. A conceptual challenge students may encounter is thinking attributes such as size, color, and orientation are what determine a shape.
The concept is developed through a sorting activity, which encourage students to consider common attributes and predict which shape can be added to a circle based on a defining attribute.
This work helps students deepen their understanding of numbers because shapes can be defined by number of sides, angles, and faces. 
Students engage in Mathematical Practice 3 (Construct viable arguments and critique the reasoning of others) as they use clear definitions with peers and define attributes and provide a viable argument reasoning why a shape lacks specific attributes.

Students explore the concept of fair use, apply it to case studies, and
create an original work of fair use.
Students learn how to judge whether something is protected by fair use
by using the Four Points of Fair Use Student Handout. They
apply the four points of fair use to two case studies, a remixed video and
a mash-up song, to judge whether or not they fall under fair use.
Students then create an original work of fair use by reworking
copyrighted material to create a collage or a remix video.

This unit introduces students to the three types of irony and then builds on that knowledge over the course of multiple sessions. Students watch YouTube videos to categorize information on a graphic organizer, apply the knowledge from those videos to outside examples of irony, read short stories which employ the three types of irony, and ultimately demonstrate their ability to apply irony to our modern world. Over the course of these five days, through the use of effective formative assessments, students are able to move from identification to manipulation of a skill through the scaffolding provided from the teacher and other resources.

Students are encouraged to build conceptual reasoning for multiplying decimals by manipulating an area model.

Students are given a scenario for a lawn care business that is currently struggling. In order to improve the business, students will have to develop a plan that includes new business markets. The scenario can be see in the project description along with the rubric. Students utilize the template to complete and present their projects.

The goal of this assignment is for students to grasp the difference between business to consumer markets and business to business markets.

Raise awareness and increase student understanding of the Americans with Disabilities Act by examining what it is like living with disabilities and the importance of accessibility. This guide measures student writing and addresses the following student goals:
- Students will read articles and discuss the Americans with Disabilities Act (what it is, what it covers, how it became law and how it changed life for Americans with disabilities).
- Students will read and discuss at least one complete novel and various local news articles about living with a disability.
- Students will discuss and reflect on the representation of people with disabilities.

Lesson plan teaches students how to calculate the unemployment rate and the labor force participation rate

This is an introductory unit on coding for students. Students will gain knowledge on how to create a culturally responsive arcade/video game using coding. They will increase their understanding in project building through technology. This unit will involve community and/or Elder connections.
NOTE - As long as the 'Acknowledgement Protocol' is followed to honor the Land and the People where a lesson plan originates, lesson plans appearing on NCCIE.CA may be adapted to different places and different ages of learners.

This presentation was delivered at the December 12, 2023 Virtual Networking for School Librarians session.
It provides background on the purpose and creation of the toolkit, an overview of the Activity Guide and unpacks one learner scenario. All links to the corresponding AASL resources are included. These resources are available to all.

This lesson provides an opportunity for students to apply their knowledge and understanding of adding and subtracting two digit numbers to a mathematical situation. Students are asked to use clue cards to determine how many exercises should be completed

I created this lesson using the place value cards found on Helping With Math, https://www.helpingwithmath.com/printables/flashcards/2nbt3-number-cards01.htm and was used with a tier 3 fourth grade intervention math group to help students understand place value in expanded algorithms for addition. First I asked students to mentally add two three digit numbers that did not include zeros. When students added them by place value I notated it on a white board using expanded form and pointed out how it matched the student's mental strategy. I then gave students additional problems and students used the place value cards to expand the numbers and then wrote the corresponding expanded notation algorithm on whiteboards. Students had a little difficulty using the cards when zeros were in the tens and ones place. We addressed misconceptions with zeros in place values.

This is a rigrious lesson on finding the volume of cones and cylinders.  A student should have a strong understanding of algebra to complete the tasks necessary in this lesson.

Students explore volume by trying to pack a moving truck with boxes of specified sizes.
The lesson is structured in the following way:
* Before the lesson, students attempt the Packing It In task individually. You review their responses and formulate questions that will help them improve their work.
* At the start of the lesson, students read your comments and consider ways to improve their work.
* In pairs or threes, students work together to develop a better solution, producing a poster to show their conclusions and their reasoning.
* Then, in the same small groups, students look at some sample student work showing different approaches to the problem. They evaluate the strategies used and seek to improve the arguments given.
* In a whole-class discussion, students compare different solution methods.
* Finally, students reflect individually on their learning.

Students will have fun collecting data using the Coffee Shop Game. (1st resource)  Then they will take the collected data and enter it on a spreadsheet and review how to graph on google spreadsheets! (2nd resource)  Encourage students to problem solve how to make the best coffee and make the most money.  Collaboration is encouraged!

These lessons will introduce students to the THIEVES strategy for previewing textbooks and non-fiction articles.  The acronym stands for:
T- Title
H - Headings
I - Introduction
E - Every first sentence in a paragraph
V - Visuals and Vocabulary
E - End of chapter questions
S - Summary
Teacher will model, students will practice with a partner and then use the strategy independently.  These short lessons could be applied to any textbook or article in a middle school classroom.