Since 2014, I've been creating innovative curriculum that cuts to the core of how children learn: based in authentic experience, organic discovery, and community learning.
Since 2014, I've been creating innovative curriculum that cuts to the core of how children learn: based in authentic experience, organic discovery, and community learning.
A whole-group mathematical game of bingo involving solutions to multi-step equations. This resource creates the structure for practicing the simplification and solving of linear equations in one-variable and the values of the variables are represented in the numbers placed on the bingo cards. Learners will solve equations independently to mark the correct number on their own card.
WHAT’S INCLUDED
This resource contains:
-> Blank Bingo Board Template
-> 30 Linear Equations with Corresponding Answers
-> Ideas for alternate or extended play
STORY
My competitive students absolutely love bingo. Anytime I can do a review game having to do with bingo they eat it right up. It is fairly simple to make clues and let students choose where they want their numbers.
IMPLEMENTATION
This resource provides blank bingo cards and a set of 30 clues. By printing the templates, you have everything you need to run one game of bingo. Learners fill in their own blank template randomly with any number in the range of 1-30. To play again, simply make a new set of clues or have the learners develop them. This is a great review game.
POSSIBLE EXTENSIONS
Possible extensions included in this file!
MATERIALS/PREREQUISITES
Besides this resource, you may require:
-> A Random Number Generator – links in the file
An independent exploration designed to allow learners the chance to experience the steps an author must go throught to publish their own work. Learners will follow a 10-step process taking them from character development all the way through illustrations and publishing.
WHAT’S INCLUDED
This resource contains:
–> A 10-step process for helping learners develop a short story
–> 5 pages of graphic organizers
STORY
I developed this product when my learners who had been writing short stories since Pre K. I found it interesting that many of them had never made it through the full editing process to publishing. As a way to keep it interesting, I designed a character card graphic organizer in the style of a trading card to help learners visualize and develop their main character. From there I built the entire 10-step process which took my class about 3 weeks to complete.
IMPLEMENTATION
This resource consists of a list of ten steps for teacher implmentation of the writing process. Several optional activities are included as well to differentiate or mix up the time you have. Use the 5 included worksheets and several resources linked in this file to construct a several week writing exploration with your class.
POSSIBLE EXTENSIONS
Show off those stories! Consider arranging time to read the stories to a younger grade level. Learners will gain practice in reading aloud skills and asking questions.
A small-group or independent science project designed to allow learners the chance to investigate the many fields of science. Learners will spend time researching a chosen or assigned field of study and preparing a slide presentation to share the information with the class. During presentations, the rest of the class will take notes on specific aspects of the branches of science being showcased.
WHAT’S INCLUDED
This resource contains:
–> Project Description Worksheet
–> 2-page note taking organizer for presentations
STORY
Before jumping into a wide variety of topics in a school year, I enjoy a beginning-of-year research project into the fields of science. This also allows time for learners to practice research methodology, presentation skills, and note taking.
IMPLEMENTATION
This resource consists mainly of a project description page which, through the teacher’s guidance, can facilitate great conversation about the many branches of science that exist. The research learners will conduct on their specific field of science centers around four main questions as well as a search through the information listed on the US Bureau of Labor Statistics site.
POSSIBLE EXTENSIONS
As you go throughout the year, have learners make connections between the topics they are learning to the fields of science they researched.
A whole-group mathematical exploration of Pascal’s Triangle. This resource creates space for a learning community founded on discourse, theorization, generalization, and justification. Learners are encouraged to bring ideas forward within the conversation and prove or disprove each other’s theories about the patterns they discover within this model. This activity is used best to push learners toward deep, critical thought about a mathematical scenario.
WHAT’S INCLUDED
This resource contains:
-> 1 mathematical scenario
-> Detailed instructions on how to lead students into deep, critical thought about mathematics
-> 7 possible student discoveries with explanations
-> Plenty of possibility for extension, deeper discussion, or lesson ideas
STORY
A lot of my work this school year has led me to really pushing learners outside the usual confines of the worksheet-based industrial model of education. More than ever, I am discovering how to really push my learners to see beyond the obvious: making observations, developing generalizations and justifying their theories. Learning inside my classroom has moved from something I assign to learners to something that my learners explore and discover for themselves. This and my other pattern exploration activities are examples of things I used this year to drive that deep thought.
IMPLEMENTATION
This resource is primarily for the teacher’s eyes only. It gives clear instructions for how to set up a conversation about the mathematics in play in Pascal’s Triangle. While seven expected discoveries are shown, it is certainly not an exhaustive list and it is not meant to be shared directly with learners. As the resource explains, the entire purpose is to have learners make the mathematical discoveries themselves.
POSSIBLE EXTENSIONS
Possible extensions are included in the file! There is always more research or exploration that can be done when we are drawing conclusions about sequences and patterns. Or have learners create their own triangle with numerical patterns.
MATERIALS/PREREQUISITES
Besides this resource, you may require:
-> Time and practice to condition your learners to know what a productive mathematical discussion looks like and sounds like
-> Computer and Internet access
A whole-group scientific exploration of how fingerprinting can be used to identify a subject. This resource offers opportunity for learners to glimpse into the world of forensic science. “Frame” one of your students secretly and let the rest of the class match up the types of fingerprints in this relevant-to-the-real-world activity.
WHAT’S INCLUDED
This resource contains:
–> A one page printable sheet for collecting fingerprints
–> Detailed instructions for setting up and implementing the activity
STORY
Last year, I wanted to expose my students to as many different branches of science as possible. Forensics ended up being a one day unit and this activity was involved!
IMPLEMENTATION
This resource consists mainly of a worksheet that can help students document the fingerprints of their peers as well as teacher instructions for framing one member of the class in the “perfect crime” of your choosing.
POSSIBLE EXTENSIONS
Possible discussion topics to extend the activity are outlined in the file.
MATERIALS/PRE-REQS
Besides this resource, you may require:
–> Tape
–> Several ink pads
A small-group or independent science project designed to allow learners the chance to experience physical science according to their own interests and the household objects they have available to them. Learners will spend time researching a strange phenomenon explainable using physics and preparing a demonstration of the experiment for the class. On presentation day, the class will circulate to watch groups of learners give their demonstrations, make hypotheses about the outcomes, and write the explanation given for the experiments they view.
WHAT’S INCLUDED
This resource contains:
–> Project Description
–> Physics Demo Project Brainstorm
–> Observer Notes Sheet
–> Project Rubric
STORY
Science Fair Projects can often be very time consuming - thinking of a project, designing an experiment, collecting results, gluing things to a board, and bringing it all back to school. I decided this year to simplify the process and let learners work as partners to give a physical science demonstration about how the world works. I had given many demonstrations in class like the classic “egg sucked into a bottle” trick, “pulling the table cloth out from under the dishes” trick and the ever popular “cola sinks, diet cola floats” trick. Learners were fascinated by these demonstrations, and I got the idea to let them come up with their own experiments so we could run our own mini science fair.
IMPLEMENTATION
This resource consists of a project description page which, through the teacher’s guidance, can facilitate great conversation and exploration into many real-world phenomena which seem like “tricks” but can be explained through an understanding of physical science. You have several options for setting up a presentation day which gives opportunity for the whole class to benefit from the science explorations. Overall, this project should take students about one week to research, develop, rehearse, and present their experiments.
POSSIBLE EXTENSIONS
Download this project and let the students teach the science concepts for the day. Invite other classrooms over and have yourself a proper mini-science fair!
A whole-group mathematical exploration of the Multiplication Table / Times Table. This resource creates space for a learning community founded on discourse, theorization, generalization, and justification. Learners are encouraged to bring ideas forward within the conversation and prove or disprove each other’s theories about the patterns they discover within this model. This activity is used best to push learners toward deep, critical thought about a mathematical scenario.
WHAT’S INCLUDED
This resource contains:
-> 1 mathematical scenario
-> Detailed instructions on how to lead students into deep, critical thought about mathematics
-> 7 possible student discoveries with explanations
-> Plenty of possibility for extension, deeper discussion, or lesson ideas
STORY
A lot of my work this school year has led me to really pushing learners outside the usual confines of the worksheet-based industrial model of education. More than ever, I am discovering how to really push my learners to see beyond the obvious: making observations, developing generalizations and justifying their theories. Learning inside my classroom has moved from something I assign to learners to something that my learners explore and discover for themselves. This and my other pattern exploration activities are examples of things I used this year to drive that deep thought.
IMPLEMENTATION
This resource is primarily for the teacher’s eyes only. It gives clear instructions for how to set up a conversation about the mathematics in play in the Multiplication Table. While seven expected discoveries are shown, it is certainly not an exhaustive list and it is not meant to be shared directly with learners. As the resource explains, the entire purpose is to have learners make the mathematical discoveries themselves.
It makes the most sense to bring in this activity before students are formally familiar with multiplication and the structure of the table. Even so, this model differs slightly from the traditional layout and display allowing for the focus to be on finding patterns than recalling “how the times tables work.”
POSSIBLE EXTENSIONS
Possible extensions are included in the file! There is always more research or exploration that can be done when we are drawing conclusions about sequences and patterns.
MATERIALS/PREREQUISITES
Besides this resource, you may require:
-> Time and practice to condition your learners to know what a productive mathematical discussion looks like and sounds like
-> Computer and Internet access
A whole-group mathematical exploration of the Hundred Chart from https://mathforlove.com. This resource creates space for a learning community founded on discourse, theorization, generalization, and justification. Learners are encouraged to bring ideas forward within the conversation and prove or disprove each other’s theories about the patterns they discover within this model. This activity is used best to push learners toward deep, critical thought about a mathematical scenario.
WHAT’S INCLUDED
This resource contains:
-> 1 mathematical scenario
-> Detailed instructions on how to lead students into deep, critical thought about mathematics
-> 7 possible student discoveries with explanations
-> Plenty of possibility for extension, deeper discussion, or lesson ideas
STORY
A lot of my work this school year has led me to really pushing learners outside the usual confines of the worksheet-based industrial model of education. More than ever, I am discovering how to really push my learners to see beyond the obvious: making observations, developing generalizations and justifying their theories. Learning inside my classroom has moved from something I assign to learners to something that my learners explore and discover for themselves. This and my other pattern exploration activities are examples of things I used this year to drive that deep thought.
IMPLEMENTATION
This resource is primarily for the teacher’s eyes only. It gives clear instructions for how to set up a conversation about the mathematics in play in this very special Hundred Chart. While seven expected discoveries are shown, it is certainly not an exhaustive list and it is not meant to be shared directly with learners. As the resource explains, the entire purpose is to have learners make the mathematical discoveries themselves.
POSSIBLE EXTENSIONS
Possible extensions are included in the file! There is always more research or exploration that can be done when we are drawing conclusions about sequences and patterns. Or have learners create their hundred chart with numerical patterns.
MATERIALS/PREREQUISITES
Besides this resource, you may require:
-> Time and practice to condition your learners to know what a productive mathematical discussion looks like and sounds like
-> Computer and Internet access
A small-group or independent mathematical exploration of the fundamentals of Algebra. This resource creates space for learners to explore the various representations of a situation in the context of Algebra. This activity is used best to offer plenty of practice for learners in order to naturally strengthen the connection between words, graphs, tables and equations within algebraic problems. This will help to strengthen their understanding of and ability to find equations in single variable, proportional relationship word problems.
WHAT’S INCLUDED
This resource contains:
-> A 1-page graphic organizer
-> 16 various practice problems
-> A template page for creating your own
-> An assignable Easel activity
STORY
Over a few years, I noticed that learners have particular difficulty in bridging the gap between reading a word problem and figuring out the algebraic equation to represent it in the years before Pre-Algebra. I decided that, to match the superhero theme of my classroom, I would attempt to teach Algebra with a metaphorical team of four heroes: words, graphs, tables, and equations.
IMPLEMENTATION
This resource provides sixteen different Algebraic situations and plenty of practice of the concepts. It should be used only after you have had time to teach additive and multiplicative proportional relationships with specific emphasis on writing equations for them.
POSSIBLE EXTENSIONS
Continue your student’s exploration of equation and graph correlation with my Equation Graphing Math Challenge product.
MATERIALS/PREREQUISITES
Besides this resource, you may require:
-> Extra Paper or additional problems
A whole-group mathematical exploration of Sierpinski’s Triangle. This resource creates space for a learning community founded on discourse, theorization, generalization, and justification. Learners are encouraged to bring ideas forward within the conversation and prove or disprove each other’s theories about the patterns they discover within this model. This activity is used best to push learners toward deep, critical thought about a mathematical scenario.
WHAT’S INCLUDED
This resource contains:
-> 1 mathematical scenario
-> Detailed instructions on how to lead students into deep, critical thought about mathematics
-> 7 possible student discoveries with explanations
-> Plenty of possibility for extension, deeper discussion, or lesson ideas
STORY
A lot of my work this school year has led me to really pushing learners outside the usual confines of the worksheet-based industrial model of education. More than ever, I am discovering how to really push my learners to see beyond the obvious: making observations, developing generalizations and justifying their theories. Learning inside my classroom has moved from something I assign to learners to something that my learners explore and discover for themselves. This and my other pattern exploration activities are examples of things I used this year to drive that deep thought.
IMPLEMENTATION
This resource is primarily for the teacher’s eyes only. It gives clear instructions for how to set up a conversation about the mathematics in play in Sierpinski’s Triangle. While seven expected discoveries are shown, it is certainly not an exhaustive list and it is not meant to be shared directly with learners. As the resource explains, the entire purpose is to have learners make the mathematical discoveries themselves.
POSSIBLE EXTENSIONS
Possible extensions are included in the file! There is always more research or exploration that can be done when we are drawing conclusions about sequences and patterns. Or have learners create their own shape with fractional pieces.
MATERIALS/PREREQUISITES
Besides this resource, you may require:
-> Time and practice to condition your learners to know what a productive mathematical discussion looks like and sounds like
-> Computer and Internet access
A whole-group mathematical exploration of a Magic Square. This resource creates space for a learning community founded on discourse, theorization, generalization, and justification. Learners are encouraged to bring ideas forward within the conversation and prove or disprove each other’s theories about the patterns they discover within this model. This activity is used best to push learners toward deep, critical thought about a mathematical scenario.
WHAT’S INCLUDED
This resource contains:
-> 1 mathematical scenario
-> Detailed instructions on how to lead students into deep, critical thought about mathematics
-> 7 possible student discoveries with explanations
-> Plenty of possibility for extension, deeper discussion, or lesson ideas
STORY
A lot of my work this school year has led me to really pushing learners outside the usual confines of the worksheet-based, industrial model of education. More than ever, I am discovering how to really push my learners to see beyond the obvious: making observations, developing generalizations and justifying their theories. Learning inside my classroom has moved from something I assign to learners to something that my learners explore and discover for themselves. This and my other pattern exploration activities are examples of things I used this year to drive that deep thought.
IMPLEMENTATION
This resource is primarily for the teacher’s eyes only. It gives clear instructions for how to set up a conversation about the mathematics in play in a Magic Square. While seven expected discoveries are shown, it is certainly not an exhaustive list and it is not meant to be shared directly with learners. As the resource explains, the entire purpose is to have learners make the mathematical discoveries themselves.
POSSIBLE EXTENSIONS
Possible extensions are included in the file! There is always more research or exploration that can be done when we are drawing conclusions about sequences and patterns.
MATERIALS/PREREQUISITES
Besides this resource, you may require:
-> Time and practice to condition your learners to know what a productive mathematical discussion looks like and sounds like
-> Computer and Internet access
An independent and whole-group exploration of phenomenon related to how the Sun, Moon, and Earth interact using the scientific method. This resource touches on some key topics of early astronomy instruction: the Earth’s rotation, the Earth’s revolution around the Sun, moon phases, tides, eclipses, and the uneven heating of the Earth’s surface.
WHAT’S INCLUDED
This resource contains:
–> 2 pages of rich, scientific questions related to the Sun, moon, and Earth
–> Teacher guide for implementation with plenty of links to other exciting resources about Space
–> Answer Key with explanations, sample diagrams, other resources, and digging deeper questions
STORY
I created an astronomy unit around the same time that my learners were also exploring the scientific method. As a way to reinforce the connection between the two, I developed this activity which prompts students to hypothesize about 6 key Earth-related questions.
IMPLEMENTATION
This resource consists mainly of a worksheet which, through the teacher’s guidance, can facilitate deep conversation about how the heavenly bodies of our Solar System interact. The exploration begins with an independent task; learners will hypothesize about why certain phenomena occur, like “how do night and day occur?” or “what causes seasons?” Then a whole-group discussion brings about the variety of postulates in the room. Learners should be encouraged to model their thinking to their peers with a globe and a flashlight. The learning community then comes to an agreement on their collective theory of why a certain phenomenon happens. Then, after a little exploration together of the provided resources, learners are able to synthesize what they discovered through a drawing and explanation of their own.
POSSIBLE EXTENSIONS
This file includes multiple links to deeper questions about the universe or interesting developments in our understanding of Space.
MATERIALS/PRE-REQS
Besides this resource, you may require:
–> Computers with internet access
–> A Globe (or something to model the Earth like a basketball)
–> A Flashlight (or a light to model the sun - must be bright & direct enough to cast shadows)
–> A “Moon” (something relative to the size of your “Earth” to model the moon like a tennis ball)
A small- and whole-group exploration geared toward creating a to-scale model of the solar system that fits within the walls of a classroom. By leveraging their understanding of ratios and scale factors, learners can scale down the actual distances between planets and the diameters of those planets to a reasonable size for display from the ceiling.
WHAT’S INCLUDED
This resource contains:
–> Step-by-step instructions for accurately scaling down the diameters of the planets and distances from the Sun
–> Teacher guide for strategic implementation in the classroom, leaning on the learners to provide the mathematical reasoning for building accurate models
STORY
In an effort to create a fun, visual representation of the Solar System during my astronomy unit, I came up with this activity. Instead of just being another art project, I decided to have learners flex their mathematical reasoning muscles to discover scale factors.
IMPLEMENTATION
This resource consists mainly of an activity which, through the teacher’s guidance, can facilitate great conversation about the connections between proportional reasoning and a scale model of the Solar System. Using two separate scale factors, learners will create a model with scaled planet diameters and distances from the Sun. With this, you will be able to create an accurate model for drawing deeper conclusions together in class.
POSSIBLE EXTENSIONS
There is always more research or exploration that can be done about the things scientists have discovered in our Solar System.
MATERIALS/PRE-REQS
Besides this resource, you may require:
–> Computers with internet access
–> Meter or yard stick
–> Construction, butcher, or printer paper for creating planets
A whole-group mathematical exploration of the Fibonacci Spiral. This resource creates space for a learning community founded on discourse, theorization, generalization, and justification. Learners are encouraged to bring ideas forward within the conversation and prove or disprove each other’s theories about the patterns they discover within this model. This activity is used best to push learners toward deep, critical thought about a mathematical scenario.
WHAT’S INCLUDED
This resource contains:
–> 1 mathematical scenario
–> Detailed instructions on how to lead students into deep, critical thought about mathematics
–> 7 possible student discoveries with explanations
–> Plenty of possibility for extension, deeper discussion, or lesson ideas
STORY
A lot of my work this school year has led me to really pushing learners outside the usual confines of the worksheet-based industrial model of education. More than ever, I am discovering how to really push my learners to see beyond the obvious: making observations, developing generalizations and justifying their theories. Learning inside my classroom has moved from something I assign to learners to something that my learners explore and discover for themselves. This and my other pattern exploration activities are examples of things I used this year to drive that deep thought.
IMPLEMENTATION
This resource is primarily for the teacher’s eyes only. It gives clear instructions for how to set up a conversation about the mathematics in play in the Fibonacci Spiral. While seven expected discoveries are shown, it is certainly not an exhaustive list and it is not meant to be shared directly with learners. As the resource explains, the entire purpose is to have learners make the mathematical discoveries themselves.
POSSIBLE EXTENSIONS
Possible extensions are included in the file! There is always more research or exploration that can be done when we are drawing conclusions about sequences and patterns.
MATERIALS/PREREQUISITES
Besides this resource, you may require:
–> Time and practice to condition your learners to know what a productive mathematical discussion looks like and sounds like
–> Computer and Internet access
A small-group or independent, scientific exploration of purpose and prevalence of simple machines in our daily lives. This resource offers opportunity for learners to experience brainstorm items that contain the six simple machines in four different areas of a home. Then, they will examine everyday household items that contain 2 or 3 simple machines considering the purpose of how these systems assist our lives.
WHAT’S INCLUDED
This resource contains:
–> 2 different activities exploring simple and compound machines
–> Possible answers are included for both activities
STORY
After watching Bill Nye’s episode about simple machines, my students were interested in exploring more on the topic. Our discussion also moved into the realm of compound machines. The next day, I created for them this activity and we had a group competition to see who could name the most household items containing simple machines.
IMPLEMENTATION
This resource consists mainly of a worksheet that can help students navigate an exploration of simple and compound machines in their homes and at school. Choose to frame this as an independent or small group activity for learners to extend their understanding of the six simple machines. In any case, push learners to continue inquiring about how science is used to make our lives easier - specifically within systems.
POSSIBLE EXTENSIONS
After completing this activity with your class, you can also have students think of an item and let classmates guess which simple machines can be found in it. In class, this was my lead up to conversations about potential and kinetic energy. In that unit, we had students build Rube Goldberg machines, and this knowledge was very helpful in the successful creation of those machines.
MATERIALS/PRE-REQS
Besides this resource, you may require:
–> Some knowledge of simple machines
–> Sample simple / compound machines for students to consider
A whole-group mathematical exploration of a Modular Arithmetic Model. This resource creates space for a learning community founded on discourse, theorization, generalization, and justification. Learners are encouraged to bring ideas forward within the conversation and prove or disprove each other’s theories about the patterns they discover within this model. This activity is used best to push learners toward deep, critical thought about a mathematical scenario.
WHAT’S INCLUDED
This resource contains:
–> 1 mathematical scenario
–> Detailed instructions on how to lead students into deep, critical thought about mathematics
–> 7 possible student discoveries with explanations
–> Plenty of possibility for extension, deeper discussion, or lesson ideas
STORY
A lot of my work this school year has led me to really pushing learners outside the usual confines of the worksheet-based industrial model of education. More than ever, I am discovering how to really push my learners to see beyond the obvious: making observations, developing generalizations and justifying their theories. Learning inside my classroom has moved from something I assign to learners to something that my learners explore and discover for themselves. This and my other pattern exploration activities are examples of things I used this year to drive that deep thought.
IMPLEMENTATION
This resource is primarily for the teacher’s eyes only. It gives clear instructions for how to set up a conversation about the mathematics in play in this Modular Arithmetic Model. While seven expected discoveries are shown, it is certainly not an exhaustive list and it is not meant to be shared directly with learners. As the resource explains, the entire purpose is to have learners make the mathematical discoveries themselves.
POSSIBLE EXTENSIONS
Possible extensions are included in the file! There is always more research or exploration that can be done when we are drawing conclusions about sequences and patterns. Or have learners create their own circular model with numerical patterns.
MATERIALS/PREREQUISITES
Besides this resource, you may require:
–> Time and practice to condition your learners to know what a productive mathematical discussion looks like and sounds like
–> Computer and Internet access
A small- or whole-group science experiment designed to allow learners the chance to craft their own experiment following the Scientific Method. The experiment begins with watching an old M&M commercial stating the oldest and perhaps most popular M&M slogan, “Melts in your mouth, not in your hand.” Learners will decide on the variables and conditions of the experiment before conducting it and gathering data. They will leverage their own creativity in the specific design of their experiment and conduct it themselves in tandem with the other groups in the class.
WHAT’S INCLUDED
This resource contains:
–> Experiment Walkthrough and Notes
–> Experiment Handout
STORY
This experiment came about when I wanted a way to highlight the Scientific Method and independent and dependent variables with very few materials. A usual class favorite, this experiment has repeat value over many years. Plus, allowing learners to both design the experiment and base it off of M&Ms boasts great engagement.
IMPLEMENTATION
This resource consists mainly of an experiment which, through the teacher’s guidance, can facilitate great conversation about conducting experiments, the importance of variables, the importance of establishing a control, and much more. You can begin the experiment with several included discussion starters for introducing the exploration. Then, the class will gather their ideas and set out designing experiments, conducting them, and compiling data. When finished, a larger conversation can be had reflecting on the M&M slogan and the validity of the experiments just carried out. Specific examples from my classroom for each step of the experiment’s implementation have been included for reference.
POSSIBLE EXTENSIONS
After completing the experiment, you could discuss how scientists have to repeat experiments to make sure the results are valid. Have a discussion about what could be done differently. Or, dive in head first with the entire Chemistry Science Unit Plan (coming soon to TES).
A small-group or independent mathematical list of graphing challenges using linear equations. This resource gives learners opportunities to push their understanding of how the coordinate plane works and how the equations we write can manipulate the lines graphed upon that plane. Learners will explore the importance of slope, how that can affect perpendicular and parallel lines, and what is required to draw a line through a specific point.
WHAT’S INCLUDED
This resource contains:
-> Instructions for implementation
-> 1-page of exploration
-> Suggestions for best practices of instruction
STORY
After my students got a basic understanding of how the coordinate plane works, memorized vocabulary like origin and quadrant, and leaned what a y = x + 1 graph looked like, they were hungry for more. Then this activity was born to challenge them and give them more exposure to graphs. Challenge your students to push their understanding of how equations work and start some good algebra classroom discussions before they even hit their first algebra course.
IMPLEMENTATION
This resource provides a page of graphing challenges which can be achieved only through equations of lines that learners test and confirm. It’s implementation has a variety of possibilities. This activity can be a great intro to a further discussion on point-slope and slope-intercept form. It could be used as extra practice, an extension, or even as a small group differentiated instruction activity. More information to implement the activity in the file.
POSSIBLE EXTENSIONS
Continue your student’s exploration of how words, equations, tables, and graphs are related with The Fantastic Four of Algebra Exploration.
MATERIALS/PREREQUISITES
Besides this resource, you may require:
-> Computers with Internet accessibility
A small- or whole-group science experiment designed to guide learners in calculating the molarity (concentration) of a solute in a solvent. Learners will use formulas and unit conversions to calculate and observe how the concentration of a solution can be affected by changing either the amount of solute, the solvent, or both. In addition to some meaningful mathematics, this experiment takes learners through the process of accurate measurement, molarity calculation, and data collection. In the end, learners will have created 4 different solutions of varied sugar concentrations to be compared by taste and molarity (in moles per liter).
Please note: This experiment was originally designed for a unit plan in a gifted grade six classroom. As such, it contains some challenging concepts and calculations. However, the experiment is well written and with proper scaffolding, is easily appropriate for any middle school classroom.
WHAT’S INCLUDED
This resource contains:
–> Science Education Best Practices
–> 6-page Fully-Outlined Experiment Student Packet
–> Experiment Answer Key
STORY
During the planning of my grade six chemistry unit plan, I was looking for an idea for a full lab experiment. While we didn’t have access to an actual lab or chemicals, it was challenging to come up with something viable, until we started looking at the molecule sucrose – then it hit me. So I developed this experiment to look specifically at solutions of Kool Aid and sugar.
This experiment introduces my learners to the larger world of molarity including touching on Avogadro’s number, finding the molecular weight of a molecule, and tasting for themselves what “double the concentration” or “supersaturation” actually means.
IMPLEMENTATION
This resource consists mainly of an experiment which, through the teacher’s guidance, can facilitate great conversation about concentration, solutions, calculating molarity and supersaturation. You can begin the experiment by watching a video or reading an article explaining the “mole” and its application in Chemistry. Then, using the molecular weight of specific elements and an example of how to calculate molarity, learners will create a control and three different concentrations of the sugar and Kool Aid solution. Once all the mathematics is complete, learners will collect qualitative data, tasting the solutions to compare them. When finished, a few questions will guide their thinking and could stimulate a group conversation to make larger connections.
POSSIBLE EXTENSIONS
After completing the experiment, you could discuss how scientists have to repeat experiments to make sure the results are valid. Have a discussion about what could be done differently. Or, dive in head first with the entire Chemistry Science Unit Plan.
A small-group or independent mathematical exploration of expressing a number as an additive series of unit fractions. This resource creates space for learners to explore the history behind computing parts of a whole as well as the challenge around being as efficient as possible in discovering these series of unit fractions. Learners will identify patterns, draw inferences, and build their number reasoning skills.
WHAT’S INCLUDED
This resource contains:
-> 4 pages of fraction pattern exploration
-> 4 pages of hints and answer keys
-> An assignable Easel activity
STORY
I stumbled across this story of Egyptian fractions when I was looking for supplementary resources during my addition of fractions unit in grade 5. I really liked the challenge that discovering the patterns naturally encouraged, so I developed an exploration which turned into several days of great conversation, inquiry, and discovery for my students. It was a worthwhile bunny trail from our regular curriculum as it helped many students build a foundation for understanding operations with fractions and why we might need to do it in the first place.
IMPLEMENTATION
This resource provides a four-page worksheet chocked full of ideas about the history and methodology of ways to split up a total. As such, there are many possibilities for implementation. Use this worksheet as an independent, standalone activity to extend learning for some students. Allow learners to partner or group up to take on the challenges together or lead the entire class in an exploration of fractions by introducing the ideas organically.
POSSIBLE EXTENSIONS
Ideas for extension are included in the resource.
MATERIALS/PREREQUISITES
Besides this resource, you may require:
-> Plenty of time and space to explore these ideas
-> More research on Egyptian fractions (optional websites included)