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Unit Plan
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\n\"No\n\n
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\nCommunity Foundation of Western Nevada\n
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\nNo Bullying Allowed\n

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\n\nFor Teachers\n\nK - 6th\n\nStandards\n
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\nThrough discussion, role play, read-alouds, writing, and more, scholars explore the concept of bullying and practice having courage while responsibly reporting unfriendly behavior. Friendship and respect are practiced and...\n
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Unit Plan
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\n\"The\n\n
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\nPACER Center\n
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\nThe Peer Advocacy Guide\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nTeasing, mocking, and disrespect can be the hallmarks in the life of those with disabilities. Disrupt the cycle of abuse with a toolkit designed to turn peers into advocates for all those who are bullied. Everything needed to create a...\n
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Lesson Plan
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\n\"Schools\n\n
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\nCurated OER\n
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\nSchools Around the World\n

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\n\nFor Teachers\n\nK - 5th\n
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\nStudents discover how schools around the world are the same and different. In this international school lesson, students learn about different types of schools from all around the world and the items and activities within these schools....\n
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Lesson Plan
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\n\"The\n\n
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\nCurated OER\n
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\nThe Eighty Yard Run\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners read and explore the themes of the book The Eighty Yard Run. In this literature lesson plan, students discuss their observations and predictions. Learners develop their own story which is similar to that of The Eighty Yard Run.\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Family: Louisiana Family Folklore\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents develop family folklore portfolios, , such as collecting family expressions, foods, or songs. They view themselves and family members as important tradition bearers, and families will deepen their understanding of the...\n
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Lesson Plan
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\n\"Prime\n\n
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\nCurated OER\n
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\nPrime Factors\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders review the concept of prime factorization. Then, they use the rules for divisibility and other notions to find the prime factorization of unfamiliar numbers. They solve problems in a whole class setting.\n
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\n\"Laser,\n\n
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\nCurated OER\n
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\nLaser, and Pagers, and Cells - Oh My!\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars explore the use of various new handheld electronic devices in schools, and assess the appropriate use of each. They present research to school administrators for possible use in the development of new school policies.\n
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\n\"Polite\n\n
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\nCurated OER\n
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\nPolite Listeners and Traffic Rules\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudents consider the necessity of rules. In this citizenship lesson, students consider the reasons for rules and they complete traffic light activities.\n
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Lesson Plan
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\n\"Taking\n\n
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\nCurated OER\n
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\nTaking a Stand on Bullying\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers stand up against bullying in a character-building lesson. After discussing historical figures who became advocates in times of adversity, they brainstorm ways to end bullying at their own school, and use a formal letter...\n
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\n\"Cultural\n\n
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\nCurated OER\n
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\nCultural Exchange (Alaska)\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nLearners explore the culture of Alaska. They identify the geographic location of Tlingit Indians. Students compare/contrast the culture of the Europeans and Tlingits. Learners complete selected reading worksheets and provide alternative...\n
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Lesson Plan
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\n\"Mapping\n\n
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\nCurated OER\n
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\nMapping the Village\n

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\n\nFor Teachers\n\nK - 12th\n
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\nStudents measure, weigh, and document the amount of trash and garbage generated by the school for one day. They brainstorm solutions for trash in the area and assist with the school-wide recycle program.\n
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\n\"Quiz\n\n
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\nCurated OER\n
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\nQuiz the Biz\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents research their town's economy and quality of life. Using a variety of data, such as interviewing the local chamber of commerce or speaking with the business editor of your town newspaper, students come up with a report card for...\n
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\n\"Building\n\n
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\nCurated OER\n
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\nBuilding Successful Parent-Teacher Rapport\n

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\n\nFor Teachers\n\n12th - Higher Ed\n
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\nStudents discuss the importance of having a strong parent-teacher relationship. They brainstorm ways to build and strengthen the relationship with their child's teacher. Groups of students role play the different methods of...\n
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Lesson Plan
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\n\"Create\n\n
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\nCurated OER\n
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\nCreate Your Own Florida Murals\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nYoung scholars study a mural that represents life in Florida. They choose one portion of the mural and redraw it showing what the character in that portion would be doing next. (Is the person headed to the beach? Where the bird fly next?...\n
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Lesson Plan
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\n\"Taking\n\n
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\nCurated OER\n
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\nTaking the Human Rights Temperatutre of Your School\n

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\n\nFor Teachers\n\n6th - Higher Ed\n
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\nStudents evaluate their school's human rights climate using criteria derived from the Universal Declaration of Human Rights. They discuss the results and develop a plan of action to begin addressing the problems they find.\n
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Lesson Plan
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\n\"Taking\n\n
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\nCurated OER\n
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\nTaking the Human Rights Temperature of Your School\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nHigh schoolers evaluate their school's human rights climate. They administer a survey, participate in discussion groups and consider the human rights enjoyed by various groups including subgroups of gender, race and sexual orientation.\n
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Professional Doc
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\nAdLit\n
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\n\nFor Teachers\n\n1st - 9th\n
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\nWalk into any truly excellent school and you can feel it almost immediately - a calm, orderly atmosphere that hums with an exciting, vibrant sense of purposefulness. This is a positive school culture, the kind that improves educational...\n
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Article
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\n\"Ad\n\n
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\nAdLit\n
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\nAd lit.org: Developing a Positive School Climate\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nWhat is meant by \"school climate\", and how can you assess the climate at your school? Read on for helpful definitions, assessment ideas, tools, and resources.\n
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Professional Doc
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\n\"Center\n\n
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\nAmerican Institutes for Research\n
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\nCenter on Response to Intervention: Fidelity to Enhance Program Implementation\n

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\n\nFor Teachers\n\nK - 1st\n
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\nThis training module describes (1) considerations for evaluating fidelity across the essential components of RTI, (2) discusses options for measuring fidelity, (3) provides examples of measurement tools, and (4) suggestions to improve...\n
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Lesson Plan
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\n\"Uen:\n\n
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\nUtah Education Network\n
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\nUen: A Cinderella Story (Grade 2)\n

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\n\nFor Teachers\n\n2nd\n
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\nCreate a venn diagram to look at similarities and differences of their own school cultures.\n
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Activity
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\n\"American\n\n
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\nUniversity of Groningen\n
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\nAmerican History: Outlines: Colonial Period Society\n

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\n\nFor Students\n\n9th - 10th\n
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\nThis site provides an explanation of the influence of the frontier on the landed gentry and the role of education in the society.\n
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Article
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\n\"Reading\n\n
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\nInternational Reading Association\n
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\nReading Online: A Friendly, Welcoming Attitude Toward Change\n

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\n\nFor Teachers\n\nPre-K - 1st\n
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\nResearch and ideas about developing a climate that welcomes change.\n
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\n\"El\n\n
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\nEL Education\n
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\nEl Education: What Matters to Me\n

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\n\nFor Students\n\n5th - 7th\n\nStandards\n
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\nAn online book entitled What Matters To Me: On the Minds and Through the Eyes of Middle School Students by sixth grade students at Duggan Middle School in Springfield, Massachusetts. The book contains personal essays and self-portraits...\n
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\n\"Ad\n\n
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\nAdLit\n
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\nAd lit.org: What Do We Know About Who Drops Out and Why?\n

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\n\nFor Teachers\n\n9th - 10th\n
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\nStudents decide to drop out for many reasons. This overview classifies the reasons as either status (e.g., age, socioeconomic status, geographic region or mobility) or alterable (e.g., grades, disruptive behaviors, school climate,...\n
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\n\nGet Free Access\n\nSee Review\n
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