Included are the support materials for Grade 2 Blended Learning Math - …
Included are the support materials for Grade 2 Blended Learning Math - Unit 6.8: Geometry - Problem Solving: - YouTube video on problem solving using geometric shapes - Manipulatives and Templates to support Unit 6 - Assessment and Evaluation for Unit 6
The purpose of this lesson is to use personal strategies to add …
The purpose of this lesson is to use personal strategies to add and subtract. Included is a YouTube video to support Grade 3 Blended Learning Math - Unit 3.12: Addition and Subtraction - Addition and Subtraction Problems
Use the slippery sidewalks as inspiration to try this practical activity! Students …
Use the slippery sidewalks as inspiration to try this practical activity! Students work collaboratively to design and build a non-slip boot tread that uses friction to prevent slipping on an incline.
All materials are listed and provided including assessment and supporting media.
Here is an interview I did with an elementary student who used …
Here is an interview I did with an elementary student who used the design thinking process at home. He prototyped and developed a product to sell for "Market Day." According to his mother, they redesigned, remade, re-shopped, and then redesigned again. For the Ideate portion of the process, they used the Internet to generate ideas, and then went to buy supplies to prototype their product. I interviewed the student to get a glimpse of what he experienced during the learning process.
In this unit, students learned about the external parts of different animals …
In this unit, students learned about the external parts of different animals that help them meet their needs and survive in their specific environment. These parts help animals see, hear, grasp objects, protect themselves, and move from place to place. Their parts also help them seek, find, and take in food, water and air. The goal of the unit was for students to design and create the “ultimate” animal that can survive in any environment. They used the design thinking process to develop a problem sentence, find a solution to the problem, and prototype their solution. The process involved students asking questions, making observations and gathering information on external animal parts. They used their findings to sketch out possible solutions to their problem sentence. Finally the students created their ultimate animal and proposed their solution to a “zookeeper.”
Special thanks to Nalisha Keshaw, Brianna Bedessem, Ara Cho, and Chris Bernhardi, and the whole 1C class for making this unit possible!
Students are given a biomedical engineering challenge, which they solve while following …
Students are given a biomedical engineering challenge, which they solve while following the steps of the engineering design process. In a design lab environment, student groups design, create and test prototype devices that help people using crutches carry things, such as books and school supplies. The assistive devices must meet a list of constraints, including a device weight limit and minimum load capacity. Students use various hand and power tools to fabricate the devices. They test the practicality of their designs by loading them with objects and then using the modified crutches in the school hallways and classrooms.
This activity was designed for blind learners, but all types of learners …
This activity was designed for blind learners, but all types of learners can use it to understand the design process and produce a design for a product meant to solve a specific problem.
This one-page "Cheat Sheet" puts information about PGs into a sustinct format that …
This one-page "Cheat Sheet" puts information about PGs into a sustinct format that reminds us about:- what personalized goals are and are not- why we should be using PGs- what makes a foundational outcome - characteristics of a good PG- strategies to support achievement of PGs
A process for technical problem solving is introduced and applied to a …
A process for technical problem solving is introduced and applied to a fun demonstration. Given the success with the demo, the iterative nature of the process can be illustrated.
"Humor, goofiness, joy, fun — these were actually vital to developing a …
"Humor, goofiness, joy, fun — these were actually vital to developing a creative classroom culture. When I taught middle school, we had a wordplay wall at the back with ridiculously bad dad jokes (things like “fire drill” and “slow jams” and “graduated cylinder”). We had Easter Eggs hidden throughout the classroom. We had our own version of a Rick Roll. If someone asked you to “share a link,” you had to “Cher a link” instead, sending them to a music video from Cher. "
This excellent resource includes videos, and some reading. It's very engaging - and fun! It's all about bringing joy to your classroom - which happens to spark community, creativity and foster risk taking! Win win win!
Through a series of three lessons, each with its own hands-on activity, …
Through a series of three lessons, each with its own hands-on activity, students are introduced to 1) forces, loads and stress, 2) tensile loads and failure, and 3) torsion on structures—fundamental physics concepts that are critical to understanding the built world. The associated activities engage students through experimenting with hot glue gun sticks to experience tension, compression and torsion; the design of plastic chair webbing strips; and problem-solving to reinforce foam insulation "antenna towers" to withstand specified bending and twisting.
Math Game Time offers a variety of games, videos, and printable worksheets …
Math Game Time offers a variety of games, videos, and printable worksheets tailored for K-6 and middle schoolers to enhance their math skills. With focused videos on specific topics and kid-appropriate games, it's an ideal resource for practicing math skills.
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