{"results":"
\n\n
\n
\n
\n
Interactive
\n
\n
\n
\n\"Certainty\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCertainty\n

\n
\n\nFor Students\n\n4th - 6th\n
\n
\n
\nIn this certainty worksheet, students complete multiple choice questions where they fill in the blanks to sentences with the correct word that means certainty. Students complete 20 sentences.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n\n\n\n\n\n\n
1
\n\n\n\n\n\n\n\n1\n\n\n\n\n
\n
\n
\n\"Conclusions:\n\n
\n
\n
\n
\nPearson\n
\n

\nConclusions: Must, Have (Got) To, May, Might, Could, Can't\n

\n
\n\nFor Students\n\n3rd - 8th\n\nStandards\n
\n
\n
\nIs this presentation the perfect addition to a grammar unit? It must be! Learn about drawing conclusions with different levels of certainty, using must, might, could, and can't.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video3:08
\n
\n
\n
\n\"Higgs\n\n
\n
\n
\n
\nMinutePhysics\n
\n

\nHiggs Boson Part III: How to Discover a Particle\n

\n
\n\nFor Students\n\n9th - 12th\n
\n
\n
\nIf you already know that something exists, do you really discover it when you see it for the first time? The final installment in a three-part series of short videos about the Higgs boson differentiates between true discovery and...\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\"Searching\n\n
\n
\n
\n
\nCurated OER\n
\n

\nSearching with Certainty\n

\n
\n\nFor Teachers\n\n6th - 12th\n
\n
\n
\nStudents explore ways to determine credibility in sources of information. In small groups, students develop a thesis question for a research paper, then use three different methods to find Internet sites with credible information.\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\"Odyssey\n\n
\n
\n
\n
\nOdyssey of the Mind\n
\n

\nOdyssey of the Mind Curriculum Activity: Mathematicus Dramaticus\n

\n
\n\nFor Teachers\n\n4th - 6th\n
\n
\n
\nThe best part about this resource is that you've got four wonderful activities to choose from. Each of the projects can work together or on its own to help learners understand the history of math and how it can be seen every day. In...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Instructional Video4:20
\n
\n
\n
\n\"Music\n\n
\n
\n
\n
\nTED-Ed\n
\n

\nMusic and Math: The Genius of Beethoven\n

\n
\n\nFor Students\n\n7th - 12th\n\nStandards\n
\n
\n
\nMath will resonate with your young artists and musicians when they learn that a mathematical formula describes a musical sound that is pleasing to our ears. Beethoven uses the certainty of mathematics to convey emotion and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
AP Test Prep
\n
\n
\n
\n\"2012\n\n
\n
\n
\n
\nCollege Board\n
\n

\n2012 AP® English Language and Composition Free-Response Questions\n

\n
\n\nFor Students\n\n10th - 12th\n\nStandards\n
\n
\n
\nNeither rain nor snow nor heat nor gloom may keep postal workers from delivering the mail, but is their livelihood sustainable? A question about the USPS makes up one of the three items in a series of free-response questions from the...\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\"Marble\n\n
\n
\n
\n
\nCurated OER\n
\n

\nMarble Grab Bag: Certainly? Maybe? Impossible?\n

\n
\n\nFor Teachers\n\n2nd\n
\n
\n
\nSecond graders use a hands-on activity and a data chart to explain the certainty, probability, or impossibility of drawing a particular color of marble from a bag. This lesson comes with an excellent website, and many good worksheets...\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\"Does\n\n
\n
\n
\n
\nCurated OER\n
\n

\nDoes Climate Change Exist? Healthy Skepticism? Debating the Truth, Evidence, and Certainty of Climate Change\n

\n
\n\nFor Teachers\n\n7th - 12th\n
\n
\n
\nPupils study climate change and the arguments of scientists that it exists.  In this climate change activity students complete a class activity and answer questions.  \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\"Creating\n\n
\n
\n
\n
\nCurated OER\n
\n

\nCreating Genetic Counselor Pamphlets\n

\n
\n\nFor Teachers\n\n8th\n
\n
\n
\nThe information included here will guide your students to research a particular genetic disorder and then work in groups to create a pamphlet about the disorder from a genetic counselor's point of view.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Everyday\n\n
\n
\n
\n
\nCurated OER\n
\n

\nEveryday Documents\n

\n
\n\nFor Students\n\n4th - 8th\n
\n
\n
\nAlmost more of a lesson than a instructional activity, this particular resource has learners examine different types of historical documents. There is a historical docment embedded in the instructional activity that learners study, and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Modals\n\n
\n
\n
\n
\nPearson\n
\n

\nModals\n

\n
\n\nFor Teachers\n\n3rd - 8th\n\nStandards\n
\n
\n
\nEver wonder about the future? Now you know how to speculate in a grammatically correct way! Work on modals to speculate about events from the past, present, and future with a helpful and straightforward slideshow presentation.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Assessment
\n
\n
\n
\n\"Mystery\n\n
\n
\n
\n
\nConcord Consortium\n
\n

\nMystery Dice\n

\n
\n\nFor Students\n\n7th - 12th\n\nStandards\n
\n
\n
\nDice aren't typically mysterious devices, but these dice are anything but typical. Scholars try to come up with dice that match given information on the relative frequency when they roll them a certain number of times. They must then...\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\"The\n\n
\n
\n
\n
\nCurated OER\n
\n

\nThe Red Badge of Courage: A New Kind of Realism\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nIs it possible to tell a true war story? Tim O’Brien says that fiction is for “getting at the truth when the truth isn’t sufficient for the truth.” To get at the truth about war, class members examine primary source materials from the...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"Modals\n\n
\n
\n
\n
\nCurated OER\n
\n

\nModals and Their Meaning in Context\n

\n
\n\nFor Students\n\n5th - Higher Ed\n
\n
\n
\nBy focusing on an oil-related theme, learners answer questions using context clues. They assign meaning to each highlighted modal in an example sentence from a word bank of choices. (Examples of meaning choices include impossibility...\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\"Accuracy\n\n
\n
\n
\n
\nIllustrative Mathematics\n
\n

\nAccuracy of Carbon 14 Dating II\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nThe scientific issue of carbon-14 dating and exponential decay gets a statistics-based treatment in this problem. The class starts with a basic investigation of carbon content, but then branches out to questions of accuracy and...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
PPT
\n
\n
\n
\n\"Scientific\n\n
\n
\n
\n
\nNormal Community High School\n
\n

\nScientific Measurement\n

\n
\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
\n
\n
\nPupils learn everything from how to take scientific measurements, to accuracy/precision, to density and a plethora of topics from a presentation on the metric system.\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\"An\n\n
\n
\n
\n
\nPenguin Books\n
\n

\nAn Educator's Guide to Matched by Ally Condie\n

\n
\n\nFor Teachers\n\n7th - 10th\n\nStandards\n
\n
\n
\nEven supposed Utopian societies have their flaws. Using an educator's guide, individuals explore the society Ally Condie creates in Matched. Reflective writing prompts double as discussion questions and cover key themes in the novel, as...\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\"Tiger-Tiger,\n\n
\n
\n
\n
\nTeaching Children Philosophy\n
\n

\nTiger-Tiger, is it True?\n

\n
\n\nFor Teachers\n\nPre-K - 5th\n\nStandards\n
\n
\n
\nScholars take part in a philosophical discussion about truth, thoughts, and feelings following a reading of Tiger-Tiger is it True? by Byron Katie and Hans Wilhelm. \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\"Jamestown\n\n
\n
\n
\n
\nCurated OER\n
\n

\nJamestown in Context: The Colonization of North America\n

\n
\n\nFor Teachers\n\n8th - 11th\n
\n
\n
\nStudents analyze the significance of Jamestown in the broader picture of colonization and analyze a historical document to determine the effects of previous explorations on the expectations of the Jamestown colonizers\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\"Orienteering\n\n
\n
\n
\n
\nCurated OER\n
\n

\nOrienteering - Lesson 8 - Map and Compass\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nPut your students' orienteering skills together. Reading a compass and reading a map. In this assignment the class will use their compass and the map scale to determine the distance of a given route.  If they finish their...\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\"Modern\n\n
\n
\n
\n
\nCurated OER\n
\n

\nModern Physics, New Phenomena\n

\n
\n\nFor Teachers\n\n9th - 12th\n
\n
\n
\nIn this physics worksheet, young scholars examine some of the historical theories of physics through the completion of 11 questions.\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Interactive
\n
\n
\n
\n\"Word\n\n
\n
\n
\n
\nCurated OER\n
\n

\nWord Roots 1: DICT, VENT, DUCT Intermediate Level Synonym or Antonym Word Puzzle\n

\n
\n\nFor Students\n\n8th - 12th\n
\n
\n
\nIs your class struggling with synonyms and antonyms? This resource asks learners to identify a synonym and an antonym for six given words. There are various scaffolds in place for pupils including: a word bank, information on word roots,...\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n
\n\n
\n
\n
\n
Worksheet
\n
\n
\n
\n\"http://autoenglish.org/gr.may3.pdf\n\n
\n
\n
\n
\nCurated OER\n
\n

\nhttp://autoenglish.org/gr.may3.pdf\n

\n
\n\nFor Students\n\n4th - 8th\n
\n
\n
\nModal verbs of probability express what could or may happen. The class will look at 15 sentences and then choose which verb of probability fits best in each phrase. Then they write four phrases using accurate verbs in the present tense....\n
\n
\n
\n\nGet Free Access\n\nSee Review\n
\n
\n
\n
\n\n
\n\n\n","pagination":"
\n
\n
\n"}