This is a resource published by Kids Discover.  This resource can be used to teach a lesson on metamorphosis. This 10-page packet will help you get started on a metamorphosis lesson, and includes beautiful color photographs, an infographic about the life cycle of a caterpillar/butterfly, and a 5-questions quiz with answer key.

This is an activity for students to demonstrate how an animal or insect can disperse seeds or pollinate a plant by creating a model. 

This is a worksheet dealing with moles, molar mass and Avagardro's number.  The students must show their work when working out the problem.

This lesson gives background to the rise of the National-Socialist German Workers' Party Party (Nazi Party) and in particular to their annexation of Austria through a powerpoint.  It then asks students to analyze three primary source documents to act as evidence in answering an historical question: How did the Nazi party convince 99% of Germans to vote in favor of the annexation of Austria?  Student then write a short argument based on their understanding of the texts and visuals.

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.   

This interactive online tool will quiz your students on naming/identifying notes.  It is customizable so you can use treble, bass, grand, alto, or tenor clefs.  Great for practice and reinforcing knowledge.

This teaching guide from the OER Project outlines their courses, PD, and other resources.

The OER Project is a coalition of educators and historians committed to boosting student engagement and achievement through transformational social studies programs. By empowering classroom teachers with better curricula, content, and a vibrant community, we deliver more compelling, impactful, and usable histories. “OER” stands for open educational resources. When you grab a free worksheet off Pinterest for your tenth graders, that’s an OER resource. We recognize the value of OER resources, but want to go beyond the typical content repository approach—we aim to improve OER by providing coherency, support, and community.

Currently, the OER Project offers two courses—Big History Project (BHP) and World History Project (WHP)—both of which are completely free, online, and adaptable to different standards and classroom needs. Unlike textbooks, lesson websites, and other commercial products, everything has been purposely built to truly empower teachers and leave traditional history courses in—sorry for the pun—the past. We also offer short, standalone courses for those who want to try the OER Project approach, but aren’t yet ready to take on a full history course. Our current standalone options include Project X, a course that uses data to explore historical trends to help make predictions about the future; Project Score, a course that uses writing tools and the use of Score, a free, online essay-scoring service to help support student writing; and Climate Project, an evidence-based overview of the global carbon problem that culminates in students developing a plan of action they can implement locally

This resource is a lesson plan for teaching students the order of operations in math. It starts with a pre-activity where students come up with examples of things that have to be done in a particular order such as baking a cake. Then there are 9 activties, both group and individual, that can be conducted to introduce and reinforce the orders of operations. The lesson also includes ideas for assessment.

Which piece of paper has a greater area? This 3 Act Task by Graham Fletcher begins with a short portion of a video. A sheet of paper is cut apart leaving the center piece and an outer border piece. First students make observations and estimates to begin determining which piece of paper has a greater area. Students can then use images of the original paper and the middle cut piece of paper along with a measuring tool with square units to determine the area of the pieces. Students are estimating, measuring, multiplying, adding, and subtracting to determine the area of each piece of paper.

This may be used as a way of having students present in a persuasive, true-to-life format.  It can be used as a business education/marketing format, as well as a way of having students persuade an audience through both speaking and using visual aids.

With this resource, students will identify elements of setting development within multiple texts as well as recognize picture books as model texts that exemplify multiple literary elements. The lesson has a writing component where students apply the elements of setting development to revisions of their own writing.

This is a high school geometry task that has students physically construct the point equidistant from three non-collinear points and to identify why the construction works.  This construction motivates the notion of a triangle inscribed into a circle and why that particular construction might be useful.

This task is a procedures with connections task, of high cognitive demand.  The procedure is not specified for students but there is largely only one way of folding the paper to be able to identify the intersection point.  The high cognitive demand comes from students having to explain why the construction works and why only two creases are necessary.  This gets at both the meaning and motivation for the construction and the notion of efficiency in having a canonical construction for a circle that inscribes a triangle given three non-collinear points that can form a triangle.

This task could also be used as an assessment task after students learn the construction, although the explanations that may be given by students are more likely to focus on the construction procedures in this particular case.

This task addresses the Pivotal Understanding of equivalence, because it focuses on generating a geometric construction procedure that determines a point equidistant from three non-collinear points.  Equivalence is evident in at least two ways.  First, the distance from the target point to each of the source points is equal.  Second, the construction produces equivalent results (inscribed triangle within a circle given three points) each time.

This is a project to be completed as part of a pricing unit in an introduction to business or introductions to marketing course.

This is a project for students to complete at the end of our product/service planning unit.

Stanford History Education Group's lesson on Puritans provides students with a background lecture on the Puritans (one of the group's who settled the 13 British colonies).  It then asks students, through reading two primary sources from the Puritans, to assess their motivations for settling in the Americas based on the historical question: Were the Puritans selfish or selfless (in their motivation)? This lesson asks students to engage in historical empathy and understand the purpose behind historical actions as historians would.

This resource can be modified and used for students to request a re-assessment on a specific target.

Non-fiction passage and paired question set that describes the life and contributions of the Marquis de Lafayette during the American Revolution. Question set assesses students' levels of reading comprehension and ability to use content specific vocabulary. Aligned to the Common Core Anchor Standards.

Students will use the conflict video to activate prior knoweldge and review the key ideas of different types of conflict. 
Having read the text "The Outsiders" Students will be required to demonstrate their knowledge of the types of conflict through a multiple choice assessment.

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.