This CCSS-based 8th grade lesson, which can be done in two lessons plus flipped classroom practice, helps to reinforce and remediate instruction in punctuation and capitalization with fun technology-based group and pair activities.

STEAMLASS/Super Moon Study The study of this year's second and third super moons can start 11/16 or later and end 12/14. In it students will learn about the closest super moon since 1948. STEAMLASS (STEM plus Art, Language Art, and social studies) by reading information about super moons and answering open-ended questions, participating in activities such as creating a Super Moon Anticipation Calendar to mark off the days to the last super moon and locating places where super moons were photographed using U.S. and world maps. Students will also have a flipped classroom assignment that will require them to create their own simple language using various types of graphics that they display on their own Rosetta Stone and bring to school for other students to try to decipher. Goal: Working together in pairs, groups, and individually, students will learn about Super Moons investigating STEAMLASS concepts. Objective: Students will use mathematical, science, engineering, language arts, history, technology, and observation/photography to study and engage in activities to learn what super moons are, their history, and why they appear in the sky. This unit is for Upper Elementary and Middle School students, but can be adapted for lower and higher grades.

This unit for children in grades 5-7 helps students understand how important it is to support other children whose safety is at risk. Goal: To help students become empathic and able to express empathy by supporting students who are being bullied or feel unsafe by developing strategies to create safe school climates. Objective: Students will increase and/or develop empathy toward peers who are bullied and/or feel unsafe at school through discussion to assess their understanding, awareness, and empathy; interactive role-playing activities; reading and using critical thinking skills to debate whether or not the "safety pin" campaigns are effective in making people that are harassed feel more supported or just another trend that will soon pass; and creating products and activities that go beyond wearing a safety pin that potentially will change the school climate by forming a support network that helps students who are victims of bullies feel safe and empowered. All Graphics Are From Google Images

A.C.T.S. (Assessing Content in Theatrical Scenes) for Zombie Apocalypse Brainiac Smorgasbord Goal Students use theatre to identify scientific concepts Objectives: 1. Students divide into groups of five to read-through and perform scene as readers' theatre. 2. Students complete assessment following their performances, then check answers with script. 3. Students will research science to find the one premise mentioned in the script that is not valid. 4. Student group that identifies the invalid premise first will learn lines and perform the scene as a roving drama group performing in other classes/schools. 5. Student group with the highest scores on the assessment given to each group will understudy the actors while the remaining groups will also go to other classes with to set up the set and props. 6. Students in other classes will complete assessment individually or in groups. 7. Students in other classes will rate performance and scene using a survey. SCRIPT PROPS LIST Pizza box Plastic flower pots Bag of Sand Tealight containers (used) Cheesecloth or thin white or brige scarf Generator Small plastic bottle with yellow water Simulated trap

Goal Students will be able to research facts about rabbits and compare fact with fiction, then use their creativity to create their own bunny stories or plays. Objectives 1. Students will learn that rabbits do not lay eggs, but give birth to living children 2. Students will learn how rabbits became part of Easter traditions. 3. Students will use information gathered to decide if they want to have a rabbit in the classroom. 4. Students will work together in groups to research the following information about caring for rabbits a. What is the best place to house a rabbit? b. What rabbits eat and how much? c. How to breed a bunny and care it's babies. 5. Students will use their creativity to act out or write stories about rabbits 6. Students will use cover illustrations of rabbit stories to create their own. 7. Students will browse the library for stories and/or books for more rabbit stories. The following video can be used to demonstrate how rabbits are born, but it may not be appropriate for some children. Use discretion. Watch "Rabbit giving birth-baby bunnies" on YouTubehttps://youtu.be/9ohMZF5C-i8

Language, Science, Math, and Art Plus Any Other Subjects That Can Be Added to This Fun Unit to Start the School Year Introducing Specific Skills, Collaborating with Peers, Investigating and Researching Online, and Including Family in Creating an Artifact for Display Students will learn how to investigate a topic that involves multiple subject areas and gain understanding about the topic and how the various subjects covered relate to each other.

This science project for students interested in particle physics, specifically the Large Hadron Collider (LHC) at CERN Laboratory in Geneva, Switzerland, can be investigated by one student or a group of independent learners and/or students who need support from expert peers. Although it is an ELA lesson that includes constructing an argument within a formal letter, this is primarily a science project using technology-based learning tools. Teachers' roles are as facilitators and resources of information, but mainly to provide assistance with writing the letters, the major artifact of this project. Letters should present and support an argument, in alignment with CCSS. They should also follow the protocols for well-written formal letters.

The goal of this lesson plan for Christian Schools is for students at all grade levels, 1-12, understand how Biblical figures inspire creation of fictional characters and how these archetypes are depicted in literature. Younger children learn the similarities and differences in the stories of Jesus and Superman. Then students in upper elementary grades learn to identify literary techniques and allusions to characters in a book or movie. Students in middle and high school use these resources to identify archetypes in books and movies about heroic characters.

This Language Arts lesson provides students to 'compare and contrast' individual experiences at a Chili's Restaurant using various parts of speech, Students would then 'compare and contast" the experience two police officers had at a Chili's Restaurant in Kansas City, Kansas, to the experience a disabled vet had at a Chili's Restaurant in Dallas, Texas. Emphasize that the negative experience received more media coverage than the positive one. A good follow up to this Language Arts lesson might be to go to lunch at a nearby Chili's Restaurant with parents and see how many parts of speech could be used to describe the ambience, food, and service.

After watching dozens of adults totally miss the English contribution to this simple little game, I thought this would be a great way to teach students how to recognize the difference between what words describe and what numbers calculate. Toward that end, I created an exercise to show how “English vs Mathematics” solves the puzzle within this game. I’ve also listed activities that can be used at each grade level from PreSchool to grade eight to help students make the distinction between language usage and mathematical language using manipulatables in the lower grades, as well as more intellectual ideas about the differences in language and mathematics which they all unknowingly use every day (another resource to come).