{"results":"
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Palm\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPalm use in Chemistry\n

\n
\n\nFor Teachers\n\n7th - 12th\n
\n
\n
\nStudents use a Palm loaded with chemistry software to assist them in gaining information presented in a instructional activity about basic chemistry principles. They perform a basic chemistry demonstration for their class using...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Palm\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPalm use in Botany\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nPupils use a Palm loaded with botany software to assist them in deciding if items are produced from trees. They identify local deciduous and coniferous trees.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Ruler\n\n
\n
\n
\n
\nCurated OER\n
\n

\nRuler and Magnifying Fun\n

\n
\n\nFor Teachers\n\n1st\n
\n
\n
\nFirst graders investigate objects using rulers and magnifying glasses. They record their observations using a data-recording sheet and write a characteristic for each item they observe. They use the ruler to solve math problems.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Finding\n\n
\n
\n
\n
\nCurated OER\n
\n

\nFinding Caterpillars\n

\n
\n\nFor Teachers\n\n4th - 6th\n
\n
\n
\nStudents examine how animals protect themselves from predators and camouflage themselves. They participate in a simulation in which they locate red and green yarn \"caterpillars,\" organize their data, and generate a bar graph using...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Living\n\n
\n
\n
\n
\nCurated OER\n
\n

\nLiving and Non-Living\n

\n
\n\nFor Teachers\n\n4th\n
\n
\n
\nFourth graders are divided into small groups and collect 4 objects from the playground. They take 5 to 10 minutes to classify their groups and discuss their findings including the terms \"living\" and \"non-living\". As a class they discuss...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Plant\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPlant Classification\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents share with the class how they think plants are classified and are assessed on their prior knowledge. They use a packet to complete throughout the week at their own pace, which includes various activities to familiarize...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Probability\n\n
\n
\n
\n
\nCurated OER\n
\n

\nProbability Activity\n

\n
\n\nFor Teachers\n\n8th - 9th\n
\n
\n
\nLearners differentiate between theoretical and experimental probability. In this probability lesson, students create a puzzle and calculate the probability of an event occurring. They use problems dealing real life scenarios.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Exploring\n\n
\n
\n
\n
\nCurated OER\n
\n

\nExploring Limu Diversity\n

\n
\n\nFor Teachers\n\n4th - 6th\n
\n
\n
\nStudents explore limu diversity. In this ocean ecosystem lesson, students classify limu according to its physical properties. Students work in small groups to generate scientific observations and sort limu by characteristics.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Six\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSix Blind Men and the Elephant: perception\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nStudents read the book Six Blind Men and the Elephant, and discuss what perception is and what it can mean when you cannot really see. In this perception lesson plan, studetns participate in a skit and watch a video.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"What\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWhat Is Self-Esteem?\n

\n
\n\nFor Teachers\n\n4th - 12th\n
\n
\n
\nYoung scholars use a Venn diagram to differentiate between traits of low self-esteem and high self-esteem. They use a continuum to decide where their self-esteem is on a daily basis noting changes.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Differences\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDifferences\n

\n
\n\nFor Teachers\n\nK - 2nd\n
\n
\n
\nStudents observe and compare a variety of living things and pictures of living things to note their similarities and differences.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Potato\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPotato Chip Classification\n

\n
\n\nFor Teachers\n\n5th - 8th\n
\n
\n
\nStudents classify specimens by observable characteristics. By classifying potato chips, they are introduced to the dichotomous key for identifying plant and animal specimens.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Planning\n\n
\n
\n
\n
\nCurated OER\n
\n

\nPlanning a Party\n

\n
\n\nFor Teachers\n\n8th - 12th\n
\n
\n
\nStudents, in groups, plan a theme party. They design their own invitations, budget materials needed and demonstrate good use of time, money, and resources.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Weather\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWeather Forecasting Unit\n

\n
\n\nFor Teachers\n\n6th - 8th\n
\n
\n
\nMiddle schoolers study weather concepts, mapping, characteristics in this series of lessons.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Summer:\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSummer: Getting the Bugs Out\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nStudents study biodiversity while examining insects. They research insects that already exist and how they adapt to their environment.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Lesson Plan
\n
\n
\n
\n\"Sometimes\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSometimes and All the Time Foods\n

\n
\n\nFor Teachers\n\nK - 2nd\n
\n
\n
\nStudents recognize a wide variety of fruit and have a greater understanding about the importance of fruit in their diet, and determine that some fruits' skins are edible and others are not.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}