This is a great assignment if you are trying to tap into …
This is a great assignment if you are trying to tap into procedural knowledge. You can provide a few choices for the manual or let students select their own. Some examples may be How to Graduate Hogwarts, How to Rule the World, How to Stay Calm in Any Situation - any theme related to the novel that students have read!
"Developed by Smiling Mind psychologists in collaboration with Dulux colour experts and …
"Developed by Smiling Mind psychologists in collaboration with Dulux colour experts and Aussie educators, this Toolkit is a guidebook to help whole-school communities imagine and create healthier places to live, play, work and learn."
This is one of my new favourite activities, because it really gets …
This is one of my new favourite activities, because it really gets students thinking, and it has them referencing the script as well as using their own knowledge and preferences. In the version of the assignment below, the students were asked to select 10 songs (you can of course adjust this number) and for each song they had to provide the title, artist, mood of the song, reference the act and scene the character would listen to it with a page number, and defend why the song is a good choice for that character at that point in the play/novel.
This is a fantastic assignment, and if you have access to iPads …
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.
Students learn about the role engineers and mathematicians play in developing the …
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 …
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 …
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.)
Students create a class alphabet book or "ABCDarium," a book that uses …
Students create a class alphabet book or "ABCDarium," a book that uses images of animals or objects to illustrate each letter of the alphabet. The book is in the style of a medieval illuminated manuscript and incorporates both art and writing. Students decorate large uppercase letters of the alphabet and draw an original picture to illustrate each letter.
Meeting your new Open Authoring resource tool! This short video walks you …
Meeting your new Open Authoring resource tool! This short video walks you through how to create a resource with the new tool and compares this new tool to the old options.
Social and emotional skills development is quickly taking center stage alongside cognitive …
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 …
"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, …
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 …
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 …
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 …
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!
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