## Available Lessons

#### A Lucky Charm Sort

##### Science

Students will sort Lucky Charms based on shapes, using a table to record the answers.

#### Acting Styles and Their Practitioners: Research and Presentation

##### Theater, Technology

The purpose of this project will be for students to research acting styles and their practitioners. Using this research, they will create a video (iMovie or MovieMaker) or traditional presentation (Keynote / PowerPoint) and present this to the class.

#### Alphabet Mystery

##### Technology

In this lesson, the student will prove whether a text is fact or fiction, discuss the main idea in the story Alphabet Mystery by Audrey Wood and complete a snake alphabet worksheet.

#### Apalachee: Point of View Blog

##### Technology

Teacher will read aloud the passage "The Apalachee" as students follow along. After reading they will discuss how the Apalachee lived (i.e., how they obtained food and shelter) and what happened to the Apalachee that led to their elimination. As a class, create a shared writing blog entry from the point of view of a Apalachee Indian. The blog entry should include details about how a Apalachee child spent a day. Within the blog entry the details about how Apalachee lived should be evident. After the whole-class shared writing activity, students will add an entry to the blog from the point of view of a tribe member; students can chose to write from the point of view of a child or adult. Students will also be expected to respond to other students' posts on the blog.

#### Geometry Around Your School

##### Mathematics, Technology

Teacher will read aloud "The Greedy Triangle" by Marilyn Burns. After read aloud the class will create a list of the geometric shapes from the story. Students will add geometric shapes to the list that were not included in the book (e.g., three dimensional objects). Then students will work with a partner to walk around the school campus to find real-life examples of their assigned geometric shape and take digital photographs of the objects. Students will create a class book about the objects and use their digital photographs to illustrate the book.

#### Multi-Media Book Trailers

##### Technology

Students will read a self-selected fiction book independently. After completion of the book, students will create a multi-media book trailer (modeled after a movie trailer) to advertise the book. Students can use presentation software (i.e., Powerpoint, Keynote);

#### Publishing Poetry: Student Vodcast of Original Narrative Poems

##### Technology

The students will create a vodcast of an original poem using video editing software (iMovie or MovieMaker).

#### Push or Pull?

##### Science

It takes energy to change the motion of objects. Energy change is understood by force- a push or pull. Some forces act through physical contact, while others act at a distance. The student will understand what force, push and pull is.

#### Reflective Writing: "How I felt on the first day of school"

##### Health

Students will complete a writing activity based on the prompt: "How I felt on the first day of school" using photos of different emotions.

#### Rock Cycle

##### Science

This is a review lesson on the three different types of rocks. (Metamorphic, Sedimentary, Igneous) Students will compare/contrast two of the three rocks using a Venn Diagram, and answer questions about erosion and weathering.

#### The Calusa: Point of View Blog

##### Technology

Teacher will read aloud the passage "The Calusa: 'The Shell Indians'" as students follow along. After reading they will discuss how the Calusa lived (i.e., how they obtained food and shelter) and what happened to the Calusa that led to their elimination. As a class, create a shared writing blog entry from the point of view of a Calusa Indian. The blog entry should include details about how a Calusa child spent a day. Within the blog entry the details about how Calusa lived should be evident. After the whole-class shared writing activity, students will add an entry to the blog from the point of view of a tribe member; students can chose to write from the point of view of a child or adult. Students will also be expected to respond to other students' posts on the blog.

#### The Tequesta: Point of View Blog

##### Technology

Teacher will read aloud the passage "The Tequesta Indians of Biscayne Bay" as students follow along. After reading they will discuss how the Tequesta lived (i.e., how they obtained food and shelter) and what happened to the Tequesta that led to their elimination. As a class, create a shared writing blog entry from the point of view of a Tequesta Indian. The blog entry should include details about how a Tequesta child spent a day. Within the blog entry the details about how Tequesta lived should be evident. After the whole-class shared writing activity, students will add an entry to the blog from the point of view of a tribe member; students can chose to write from the point of view of a child or adult. Students will also be expected to respond to other students' posts on the blog.

#### The Timucua: Point of View Blog

##### Technology

Teacher will read aloud the passage "The Timucua" as students follow along. After reading they will discuss how the Timucua lived (i.e., how they obtained food and shelter) and what happened to the Timucua that led to their elimination. As a class, create a shared writing blog entry from the point of view of a Timucua Indian. The blog entry should include details about how a Timucua child spent a day. Within the blog entry the details about how Timucua lived should be evident. After the whole-class shared writing activity, students will add an entry to the blog from the point of view of a tribe member; students can chose to write from the point of view of a child or adult. Students will also be expected to respond to other students' posts on the blog.

#### Tulsa Riots of 1921: History Uncovered

##### Technology

Students will perform a webquest on the Tulsa Riots of 1921 and other historic tragedies as well as perform comparisons. Critical thinking will allow students to develop a deeper understanding of tragedies and consider approaches to societal problems through discussion and presentation.

#### Understanding Conservation of Mass in Chemical Reactions

##### Science

Often students cannot understand from chemical formulas how atoms exist in compounds, and how they are rearranged during reaction. Furthermore, the concept of balancing reactions eludes them when they cannot actually see the individual atoms. To illustrate a reaction for them, They are split into groups and given "bingo" type chips of different colors. They then put them into groups as reactants, representing the compounds that enter the reaction. They will then break the bonds of the reactants and attempt to rebond them as products. In most reactions, they will see that without balancing they do not have enough "chips" to complete the reaction. However, if they add more of one or more of the reactants, they can then complete the reaction because they now have enough "chips". They will then transfer findings to a sheet, written as a balanced formula equation.

#### Understanding the Law of Conservation of Mass

##### Science

Using the COW, students will use either the program FRAMES or the flip camera and movie maker (their choice) to animate a chemical reaction in order to illustrate that all atoms involved are present at the beginning and end of the reaction, and that matter is neither created or destroyed.