Acting as civil engineers hired by the U.S. Department of Transportation to research how to best use piezoelectric materials to detect road damage, student groups are challenged to independently create their own experiment procedures, working with given materials and tools. The general approach is that they set up model roads using rubber mats to simulate asphalt and piezoelectric transducers to simulate the in-ground road sensors. They drop heavy bolts at various locations on the “road,” collecting data and then analyzing the voltage changes across the piezoelectric transducers caused by the vibrations of the bolt hitting the rubber. After making notches in the rubber “road” to simulate cracks and potholes, they collect more data to see if the piezo elements detect the damage. Students write up their research and conclusions as if presenting evidence to USDOT officials about how the voltage changes across the piezo elements can be used to indicate road damage and extrapolated to determine when roads need maintenance service.

The purpose of this task is to help students see that when you have a context that can be modeled with a ratio and associated unit rate, there is almost always another ratio with its associated unit rate (the only exception is when one of the quantities is zero), and to encourage students to flexibly choose either unit rate depending on the question at hand.

This is a template younger students can learn to share their learning style, MI, group style etc after completing their inventories.
This can be edited to suit your needs!

1. What type of source is it?
2. Who authored/created it? 3. When was it created?
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This short video and interactive assessment activity is designed to teach third graders about prime factorization.

The grade 6 students completed their unit of study on principles of flight. As an end of unit project, they were asked to create a working prototype of a flying object. The students were given a couple of examples from the textbook (page 208 & 213) of objects they could create. These examples were given to encourage the students to think of ideas and gear them on the right track. Therefore, they were asked not to use these examples (although the students that had trouble thinking of their own project were able to use them). As a class, we agreed upon the required performance criteria. The students were then given a handout to fill in as they built their prototype. This handout was to be handed in once the project was completed. An assessment rubric was also given. The students were asked to write a paragraph on each of the assessment rubric categories, explaining how their prototype met that particular category. Next the students were given a few classes to work on their prototype. Once completed, the students were asked to give a presentation where they would describe their project and demonstrate it. The project was assessed using the criteria set out by the students and the rubrics in the teacher’s guide.

From UFLI - "An irregular word is one that cannot be readily decoded because either:
o it includes grapheme-phoneme correspondences that are unique to that word or a few words (permanently irregular words), or
o the student has not yet learned all the grapheme-phoneme correspondences in the word (temporarily irregular words).

Contrary to popular belief, students should not be taught to memorize irregular words by sight. In most irregular words, only one or two letters do not conform to their usual sound correspondence. This means that most irregular words are at least partially decodable. Rather than relying on visual memorization, instruction in irregular words should promote students’ orthographic mapping. This means that the focus should be on connecting the letters in the word to the sounds they represent, even if the correspondence is an unusual one. To teach new irregular words, you should guide your students in
identifying the irregular part of the word—the letter or letters that don’t follow regular phonetic rules. These are the parts of irregular words that must be learned “by heart.”

There are a wide variety of printables available on this site. They are organized by grade and subject area. (Age, 5-16 years old)

There are resources for:
*21st Century Skills (problem solving, critical thinking, , goal setting, etc.)
*Math (fluency, problem solving)
*Literacy & Spelling (writing activities, vocabulary builders, grammar, Readiwriter, etc.)
*Choice Boards & more

Once you select a resource, you will be prompted to provide your information in order to download it.

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

This activity was designed for blind learners, but all types of learners can use it to understand how to create a print through letterpress printing.

This is a super simple printmaking project for kids. Students cut shapes out of craft foam to glue onto cardboard, creating their own unique collagraph.

In this resource, the authors describe how to use scratch foam to create easy printmaking projects for kids.

Use a simple set of geometric blocks and paint to create a Paul Klee-inspired piece.

Rainbow anything is beautiful but these leaf prints combine the colors of the rainbow with the delicate details of leaves for a finished product you just want to keep looking at!

In this lesson, the authors describe how to use washable markers and Styrofoam trays to create unique "prints."

In this lesson, students paint plastic bags, create an image or a pattern in the paint, then "stamp" it onto a fresh piece of paper.

With Canadians of all ages spending more time online, it’s important for children to know that some information is better kept private. Privacy Pirates, an interactive game, introduces children to the concept of online privacy and comes with an overview of related issues and suggested extension activities for educators.