The skills required to read a passage are listed in the top right corner of the passage. Words to preview and differentiation suggestions are also provided for the teacher.

Rockets need a lot of thrust to get into space. In this lesson, students learn how rocket thrust is generated with propellant. The two types of propellants are discussed and relation to their use on rockets is investigated. Students learn why engineers need to know the different properties of propellants.

3, 2, 1... Blast off! Students learn new vocabulary by taking a virtual field trip to the moon, read-alouds, creating a picture dictionary, and completing a final writing activity.

Students are introduced to our Sun as they explore its composition, what is happening inside it, its relationship to our planet (our energy source), and the ways engineers help us learn about it.

Included are the support materials for Grade 2 Blended Learning Math - Unit 1 Lesson 1 - Numbers to 100:

YouTube video on counting by 1's, 2's, 5's and 10's to 100.
Manipulatives and Templates to support Lesson 1
Assessment and Evaluation for Unit 1

This document explores a starting point, goal, suggested 21st century skills or competencies, suggestions and conditions for PBL, inquiry based learning, design thinking, case based learning and project based learning.

Over the past several years that I have taught Science 9, I always assigned a major
independent project to cover the outcomes in the Exploring Our Universe unit. Since this
unit is a favorite with my students, I began to integrate some instructional pieces above and
beyond their major projects, and ended up with a loose version of a blended learning unit.
Unlike the other units in Science 9, Exploring Our Universe lends itself well to blended
learning as the content can be easily comprehended by most students without lecture-style
teaching. Instead, students are provided with a range of instructional experiences, which
include small group work, computer-based learning, individual work areas, and teacherlead
small groups. Students have a choice for most activities, which means all the outcomes
will be covered, but the depth and areas of focus will vary from student to student. All
activities are self-pacing, and will receive either a formative or summative assessment
throughout the unit. As you will see, some activities work well as for both small group work
and individual work areas. We use Pearson Saskatchewan Science 9 as a textbook for this
unit

This tutorial will show you how to use UFLI's blending board with your students.

The UFLI Blending Board is a tool used in literacy instruction to help learners practice blending sounds together to form words. It typically consists of a surface with letters or letter combinations, allowing learners to visually and kinesthetically engage with the sounds and improve their reading skills.

Be sure to watch the tutorial to learn more about how to use the blending board if needed.

Students use a text set to increase understanding of content area material and demonstrate what they have learned by writing an original piece that blends together narrative and expository elements.

To prepare for literature circles featuring historical novels, students research the decades of the 1930s to the 1990s and share their information using Prezi, a web application for creating multimedia presentations.

"This is one of those rare games that reinforces both the skill of multiplication and the visual model that makes sense of it. Blockout can be played competitively or collaboratively, and is a wonderful game to introduce or reinforce the concepts behind multiplication."

You can download the PDF or play virtually

In this task, output is given from a computer-generated simulation, generating size-100 samples of data from an assumed school population of 2000 students under hypotheses about the true distribution of yes/no voters.

Make the most of your students' diverse ability levels and experience with a prewriting activity in which they describe an abstract idea using blogging and photographs that they have taken.

Your blog project is intended to serve several purposes and fill many objectives:

Purposes:

To express your personal responses to projects and learning that occurs throughout the course
To make connections between classroom learning and your own experiences
To reflect on learning opportunities in the classroom
To share your ideas and thoughts an audience – peers, parents, community (local/global)
To share your voice about issues and topics related to this course
To link to websites and sources with related materials
Objectives:

Share and present ideas
Make connections
Reflect on learning
Demonstrate respectful communication in an online environment

We used blogging for many assignments, journals, and in place of exit slips often. We started out with familiarizing ourselves with how to log in and create posts. Our earliest posts were very basic, starting with introducing ourselves and writing about our likes, dislikes, what we did on the weekend, etc. Students were asked to create responses about a novel study we had done, The Mouse and the Motorcycle. I created prompts and had students submit their posts. After finishing the novel, we watched the video and then posted a compare/contrast assignment on the blog. We also used the "Piracy Pirates" game at mediasmarts and blogged about 3 things we learned and the connections we made between online privacy/safety and our own experiences. Students were always encouraged to make quality comments to their peers after posting.

Students work together to create their own utopias, using blogs as the primary source of publication.

Students will make a proportional model of blood out of red gelatin, a plastic bag, and rice. They will learn about the different components that make up blood and will investigate what happens when the arteries and veins experience buildup from cholesterol. They will then work in pairs to brainstorm ways to clean our clogged arteries.

Students are introduced to the circulatory system with an emphasis on the blood clotting process, including coagulation and the formation and degradation of polymers through their underlying atomic properties. They learn about the medical emergency of strokes the loss of brain function commonly due to blood clots including various causes and the different effects depending on the brain location, as well as blood clot removal devices designed by biomedical engineers.