Students in Grades 5/6 create novel studies that can then be done with Grades 1/2.

This is a fantastic assignment, and if you have access to iPads or other devices it can be done easily using the "Book Creator" app. Students should write a rough draft first, and start by sequencing the ten most important events of the play (all of the details are included in the assignment below). When the books are done, the students should take them to classes with younger children and share them. These books can be very impressive and you may want to feature them in the school library.

In this activity, students construct their own pinhole camera to observe the behavior of light.

Students learn about the role engineers and mathematicians play in developing the perfect bungee cord length by simulating and experimenting with bungee jumping using washers and rubber bands. Working as if they are engineers for a (hypothetical) amusement park, students are challenged to develop a show-stopping bungee jumping ride that is safe. To do this, they must find the maximum length of the bungee cord that permits jumpers (such as brave Washy!) to get as close to the ground as possible without going "splat"! This requires them to learn about force and displacement and run an experiment. Student teams collect and plot displacement data and calculate the slope, linear equation of the line of best fit and spring constant using Hooke's law. Students make hypotheses, interpret scatter plots looking for correlations, and consider possible sources of error. An activity worksheet, pre/post quizzes and a PowerPoint® presentation are included.

By signing up with your email address and clicking the yellow subscribe button, you will receive this great design thinking project that your students will love! It is part of a design thinking toolkit and includes a free design thinking project, an eBook, and a suite of assessments. You will also receive a weekly email with free, members-only access to the latest blog posts, videos, podcasts and resources to help you boost creativity and spark innovation in your classroom.

This is a good assignment for younger students, or students that struggle with large amounts of writing. Students create a 3D cube and each side of the cube contains information about the play. This can be a smaller cube or a really big one! It is all up to you and your students. There is a template included below as well to give you the general idea of what they could look like. (If anyone makes a better template, I'd love to see it! I think they should be bigger than this for sure.)

Social and emotional skills development is quickly taking center stage alongside cognitive skills, technical skills, and content knowledge in both the classroom and the workforce. Use this path to learn the fundamentals of how technology helps support social emotional learning in the classroom. Creating a strong community begins with mindfulness. It continues by supporting students through the use of social emotional learning techniques. Flipgrid helps engage students in meaningful ways through reflection activities. Lastly, we tie it all together by empowering educators in the hybrid classroom environment.
The course offers an overview of now various Microsoft products can assist teachers in developing social and emotional skills in their students: Minecraft, Teams, Flipgrid, Sway, OneNote, Reflect.

"ThingLink is an award-winning education technology platform that makes it easy to augment images, videos, and virtual tours with additional information and links. Over 4 million teachers and students use ThingLink for creating accessible, visual learning experiences in the cloud."

Outcome: CR3.2 Respond to arts expressions that use the environment (natural, constructed, imagined) as inspiration. Indicator: E. Create an arts expression in response to, or in the same style as, a professional artists and identify connections to the original work. Assessment: For this lesson I used formative assessment. I was able to observe students strategies when completing their art work and assess them based on their knowledge of what they were producing. 1) Can the student identify the different textures within the original artwork. 2) Can the student use this knowledge to recreate these textures within their response to the original. 3) Can the student make comparisons and connections with their own response and the original art work. Based on this formative assessment I was able to supplement for students that were lacking the above criteria. I was able to put them into small groups so they were able to collaborate with each other and follow a direct step by step process to complete the artwork. Within the groups we discussed each step and identified the above criteria together.

This lesson introduces the concept of Ňglance mediaÓ through an analysis of billboards. Students apply design concepts by creating a slide presentation to accompany an existing historical speech.

This activity allows students to connect stories and myths they read to actual objects they make by hand. Each product (canoe) varied based on the students’ interpretation of the instructions/pattern of canoe building. Supporting this, students viewed a Birch Bark harvest video.

I decided that we would collaborate and think creatively in our own classroom. We brainstormed on the SMART board and created KWL charts about each organ: the brain, the heart, and the lungs. From there I decided to use a board game as their assessment. Together again we created a SMART board list of what things needed to be included in a board game. After that I printed off the list and they had to fill it out. Once they had filled out all of the required areas they were allowed to start creating their board games. They used items from both school and home to develop their board games. We have a class set of laptops so they we eager to use those to type out instructions and rules. Once we were all finished our games we set out to play them. The students assessed each other’s games based on a 5 point rubric. They had a blast and learned a lot too!

Students view examples of blogs, learn the basic elements of blog creation, and then create a blog from the perspective of a fictional character.

Students work together to create classroom rules by brainstorming why they are at school and what they need while they are there.

Students create poetry collections with the theme of ńgetting to know each other.î They study and then write a variety of forms of poetry to include in their collections.

Students interview family members, and then create graphic family timelines based on important and memorable family events.

The students will be able to identify food groups and healthy food options.

Students explore the motivation behind charactersŐ actions in "To Kill A Mockingbird" by creating psychological profiles for characters from the novel.

This series of activities is designed to teach research strategies. Students use KWL charts to guide their inquiry and publish their results in a collaborative question and answer book.