Overview: Students will review how to use Google Docs and type their final draft. Students will also learn how to insert a picture into a Google Document to support their opinion. In addition, students will share their writing using an author’s chair. Student writing will then be hung in the hallway.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. I can write an opinion piece and support my opinion with reasons.

Overview: Students will brainstorm and then choose a topic for their opinion paper. Students will then brainstorm a list of reasons that support their topic.Building Into W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. (I can write opinion pieces and support my opinion with reasons.)W.3.1b: Provide reasons that support the opinion. (I can provide reasons that support the opinion.)

Overview: Students will use the OREO strategy to outline their opinion paper. Outlines will include the students opinion statement, 3 reasons, and an example or detail for each reason.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. (I can write an opinion and support my opinion with reasons.)W.3.1b: Provide reasons that support the opinion. (I can provide reasons tht support my opinion.)

Overview: Students will write the introduction to their opinion paper. Students will choose a strategy to hook their reader and then rewrite their opinion statement as their introduction statement.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. (I can write an opinion piece and support my opinion with reasons.)W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (I can introduce a topic by stating an opinion and suing and organizational structure to list reasons.)

Overview: Students will write the body of their rough draft following their OREO prewriting page and transition words and phrases.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. I can write opinion pieces and support my opinion with reasons.W.3.1b: Provide reasons that support the opinion. I can provide reasons that support the opinion.W.3.1c: Use linking words and phrases (eg. because, therefore, since, for example) to connect opinion and reason. I can use linking words and phrases to connect opinions and reasons.

Overview: Students will use a focused revising choice board to guide peer writing conferences. The teacher and students will use a focused revising choice board to guide teacher writing conferences.W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. I can write an opinion piece and support my opinion with reasons.W.3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.) I can develop and strengthen my writing by planning, revising, and editing with the help of my peers and an adult.

This 3-5 hour lesson through Google's Applied Digital Skills allows students to conduct research while learning about the credibility of sources. The resource includes lesson plans with 4 activities and an assessment rubric.

this is a lesson that incorporates both art and science in which students have to investigate which material best protects construction paper from fading. They will then have to use the results to inform their artistic composition.

Lesson Objective: At the completion of this lesson, students will be able to create a budget to accomplish personal financial goals. Supplies Needed: Student Handout 1 U.S. Saving and Spending Web Quest (found in Task 1 and Task 2) Student Handout 2 Fast-Forward: Life in 10 Years – A Planning Activity (Found in Task 3) Student Handout 3 Personal Finance Public Service Announcement Rubric (found in Task 4) Student Handout 4 FoolProof: Personal Finance Company’s Guide toMonthly Budgeting (Found in Task 5) Student Handout Answer Key 4 FoolProof: Personal Finance Company’s Guide toMonthly Budgeting (Found in Resource Library) Student Handout 5 Personal Finance Decisions (Found in Task 6) Student Handout 6 What’s Your Budget? (Found in Task 7) Student Handout 6 Answer Key  What’s Your Budget? (Found in Resource Library)   References Econedlink: Council for Economic Education. (n.d.). Economic Glossary. Retrieved from http://www.econedlink.org/economic-resources/glossary.php 

Students will practice using the scientific method while learning about decomposition. They will compare different types of garbage by what can decompose and what can't and then go on and design their own experiment testing different variables.

The template is aligned to the Wisconsin Standards for Dance and the Wisconsin Department of Public Instruction Disciplinary Literacy Tools. Dance indicators for each grade band is available within the online resource. Click the link to make a copy and then store and edit on your own device.

Lesson Objective: At the completion of this lesson, students will have a better understanding of how they make informed personal decisions that can affect income generation. Supplies Needed: Student Handout 1 SWOT Analysis for College Choices (2 per student) (found in Task 3) Student Handout 2 Definitions and Risks (found in Task 5) Student Handout Answer Key 2 Definitions and Risks (found in Resource Library) Teacher Resource 1 Five Paragraph Essay Rubric (found in Task 7) Video 1 Laugh and Learn about Personal Finance (3:17) (found in Task 1)  References Econedlink: Council for Economic Education. (n.d.). Economic Glossary. Retrieved from http://www.econedlink.org/economic-resources/glossary.php Laugh and Learn about Personal Finance – InvestorED.ca by GetSmarterAboutMoney.ca. Retrieved from https://www.youtube.com/watch?v=w_mU8VX1Arc MBA dictionary. (n.d.). Retrieved November 15, 2014, from MBAResearch and Curriculum Center 

Aircraft carriers are much shorter than a typical airport runway. How do airplanes manage to gain enough speed for takeoff over such a short distance? A catapult gives them an extra boost! In this lesson, your students will practice engineering design as they build their own paper airplane launchers, while learning about kinetic and potential energy.

Lesson Objective: At the completion of this lesson, students will be able to describe and explain how interest rates affect the value of a dollar and how exchange rates affect purchasing value in the global market. Supplies Needed: Lesson Supplies Two different color sheets of paper cut in strips torepresent currency and a bag of candy Student Handout 1 Exchange Rates and Currencies (1 per student) (found in Task 2) Student Handout Answer Key 1 Exchange Rates and Currencies (found in Resource Library) Student Handout 2 Timbuktu Bidding Game - Tally Table (1 per student) (found in Task 4) Student Handout 3 The Timbuktu Bidding Game Analysis (1 per group) (found in Task 5) Student Handout 4 Currency and Exchange Rate Quiz (1 per student) (found in Task 6) Student Handout Answer Key 4 Currency and Exchange Rate Quiz (found in Resource Library) Teacher Resource 1 Big Mac Index Poster (When printing poster, uncheck “fit picture to frame” in the print dialogue box.  Also, print on legal sized paper or larger. Best printed on 11x17 landscape.) (found in Task 3) Video 1 Big Mac Index (1:13) (found in Task 1)   References: Econedlink: Council for Economic Education. (n.d.). Economic Glossary. IMF Center: A public center for economics education. (n.d.). Lessons #1 and 2 focus on the IMF and its role in the global economy. Retrieved from http://www.imf.org/external/np/exr/center/students/hs/think/lesson7.pdf MBA dictionary. (n.d.). Retrieved November 15, 2014, from MBAResearch and Curriculum Center Rinsema, Kate. Alltop: Holy kaw! (n.d.). The big mac index [infographic]. Retrieved from http://holykaw.alltop.com/the-big-mac-index-infographic Travelex: Worldwide money. (n.d.). The Economist: Big mac index. Retrieved from http://www.spring.org.uk/the1sttransportX-Rates. (n.d.). Rates Table. Retrieved from http://www.x-rates.com/table/?from=USD Copyright Permission:Copyright permission has been given for the educational use of the web-based and printed Big Mac Index Chart, contained within this lesson.

EVERFI is a free online learning platform that provides free digital mini-courses to K-12 teachers. You will need to create an account, but then all access is free! This course can be assigned to students to work on individually, and will score assessments. It divides African American History into 4 periods, followed by a summative capstone essay:

1. Slavery Period: Trans-Atlantic Slave Trade, Phyllis Wheatley, Underground Railroad
2. Emancipation & Reconstruction Period: Frederick Douglass, Hiram Revels
3. Jim Crow Period: Tuskegee Institute, W.E.B. Du Bois, Harlem Renaissance
4. Civil Rights Period & Beyond: Brown v. Board of Education, Montgomery Bus Boycott, Freedom Rides,
March on Washington for Jobs and Freedom, Mae Jemison
5. Capstone Essay

Lesson Objective: At the completion of this lesson, students will have an understanding of the economic indicators and their relationship to the business cycle.  Supplies Needed:Student Handout 1Key Terms (1 per student) (found in Task 1)  References: Econedlink: Council for Economic Education. (n.d.). Economic Glossary. Retrieved from http://www.econedlink.org/economic-resources/glossary.phphttp://www.econedlink.org/interactives/index.php?iid=200&type=studentMBA dictionary. (n.d.). Retrieved November 15, 2014, from MBAResearch and Curriculum Center 

Students will be using real-life energy use data to learn how to use spreadsheets and create graphs to better organize and view data. Discussions can then follow to analyze the data and explain the usage. Real rates are then provided, and students can use the electricity consumed data to create a utility bill for the consumer and compare the standard Residential Service charges to if the member were instead billed by the “Time of Use” rate.

In this engaging, interactive strategy, introduce the Bill of Rights, Natural Rights, and other constitutional concepts to your students – as a response to extraterrestrials landing in Oregon!

This lesson has students exploring the consequences of burning fossil fuels: air pollution and the greenhouse effect.

This document is meant to accompany the lessons in the Fountas & Pinnell Phonics/Word Study Resource. This format has helped our district take the lessons and utilize them in a way that connects to our Reader's Workshop framework and has assisted in intervention planning for students needing phonics support.