This lesson plan allows students to reflect on and learn about their digital footprint and social media usage.

Selling Candy: Standard 6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

Shapes: Standard 6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

This course is designed to introduce the student to the study of Calculus through concrete applications. Upon successful completion of this course, students will be able to: Define and identify functions; Define and identify the domain, range, and graph of a function; Define and identify one-to-one, onto, and linear functions; Analyze and graph transformations of functions, such as shifts and dilations, and compositions of functions; Characterize, compute, and graph inverse functions; Graph and describe exponential and logarithmic functions; Define and calculate limits and one-sided limits; Identify vertical asymptotes; Define continuity and determine whether a function is continuous; State and apply the Intermediate Value Theorem; State the Squeeze Theorem and use it to calculate limits; Calculate limits at infinity and identify horizontal asymptotes; Calculate limits of rational and radical functions; State the epsilon-delta definition of a limit and use it in simple situations to show a limit exists; Draw a diagram to explain the tangent-line problem; State several different versions of the limit definition of the derivative, and use multiple notations for the derivative; Understand the derivative as a rate of change, and give some examples of its application, such as velocity; Calculate simple derivatives using the limit definition; Use the power, product, quotient, and chain rules to calculate derivatives; Use implicit differentiation to find derivatives; Find derivatives of inverse functions; Find derivatives of trigonometric, exponential, logarithmic, and inverse trigonometric functions; Solve problems involving rectilinear motion using derivatives; Solve problems involving related rates; Define local and absolute extrema; Use critical points to find local extrema; Use the first and second derivative tests to find intervals of increase and decrease and to find information about concavity and inflection points; Sketch functions using information from the first and second derivative tests; Use the first and second derivative tests to solve optimization (maximum/minimum value) problems; State and apply Rolle's Theorem and the Mean Value Theorem; Explain the meaning of linear approximations and differentials with a sketch; Use linear approximation to solve problems in applications; State and apply L'Hopital's Rule for indeterminate forms; Explain Newton's method using an illustration; Execute several steps of Newton's method and use it to approximate solutions to a root-finding problem; Define antiderivatives and the indefinite integral; State the properties of the indefinite integral; Relate the definite integral to the initial value problem and the area problem; Set up and calculate a Riemann sum; Estimate the area under a curve numerically using the Midpoint Rule; State the Fundamental Theorem of Calculus and use it to calculate definite integrals; State and apply basic properties of the definite integral; Use substitution to compute definite integrals. (Mathematics 101; See also: Biology 103, Chemistry 003, Computer Science 103, Economics 103, Mechanical Engineering 001)

Nearpod that encompasses Single form verb conjugations for a Spanish 1 Class. This includes a wide variety of verbs being conjugated in the "yo" (I), "tú" (you), and "él/ella" (he/she) forms. This Nearpod includes study/learning slides, interactive drawing and typing out, and other activities/games.

This video explains how to conduct the sit and reach assessment in PE class.

This lesson is geared towards lower grade intervention and special education students. It is meant to help students understand skip counting to memorize the skip counting pattern for 2's, but also understand how skip counting is done. It could be used prior to teaching multiplication for beginning multiplication concepts, or in conjunction with multiplication fact fluency practice.

This smart goal log will help students learn how to track their daily goals as well as stay motivated while doing it.

So Radical: Standard 8.NS.3 - Understand how to perform operations and simplify radicals with emphasis on square roots.
This formative assessment exemplar was created by a team of Utah educators to be used as a resource in the classroom. It was reviewed for appropriateness by a Bias and Sensitivity/Special Education team and by state mathematics leaders. While no assessment is perfect, it is intended to be used as a formative tool that enables teachers to obtain evidence of student learning, identify assets and gaps in that learning, and adjust instruction for the two dimensions that are important for mathematical learning experiences (i.e., Standards for Mathematical Practice, Major Work of the Grade).

This soccer practice worksheet is a resource for students to see their skill level for different soccer moves like dribbling and passing. Students will learn how to write out affective goals during this exercise.

This lesson will help your students to learn about key figures in U.S. history and the events or symbols associated with that figure. This is part of the new Utah State Social Studies Standards.

In this project, students will use knowledge of electricity and electromagnetism to collaboratively design and test a model of a magnetic recycling sorter. They will evaluate the performance of their models and propose further modifications based on the output of their magnetic device measured in mT using a Vernier probe. They will also physically test their magnets on a model of a conveyor belt containing recyclable items. Students will track their data from both tests, with the ultimate goal of creating the strongest and most effective magnet with given materials. Finally, students will present their findings and proposed final design to peers and community partners involved in the recycling industry. The entire process takes about 6 weeks. The unit is a great fit for standards within energy and engineering & design.

This lesson comes towards the end of a Spanish 1 unit that includes "gustar" verbs plus a list of unconjugated verbs. It also includes the vocabulary within asking and answering "with whom, when, where, and why" with it's accompanying prepositions. "Yo quiero" and "Yo voy a" are introduced and a project is given to practice those two phrases along with reinforcing the previously mentioned content. Apple products must be available to the students to accomplish the project as well as by the teacher using Keynote. Citation for preview image included:"Machu Picchu." CultureGrams Online Edition, ProQuest, 2004, online.culturegrams.com/gallery/?id=24&cid=125&type=World. Accessed 25 May 2022. 

This is a lesson plan geared towards middle and high school students in a Spanish 2 class. Specifically, the concepts covered in this lesson plan include "places" vocabulary and "we form" verb conjugations grammar. Core Standards covered:Learning Indicator NM.IC.7 c. I can tell about places I know.Learning Indicator IL.PS.2 b. I can tell what I want to do each day.

This activity is to assess whether Spanish 2 students have mastered the reflexive verbs which describe a daily routine for getting ready for the day. Students have been taught the verbs' meanings and how to conjugate them. Students have practiced writing, speaking and listening to these reflexive verbs for two weeks.The World Language Standard for Spanish 2 I would use is NH.PC.3 ¨I can present on familiar and everyday topics using simple sentences most of the time.¨ 

This is a final project for a Spanish 3 face-to-face class. Students will learn about basic filmmaking skills and will use what they have learned about the preterite and imperfect tenses to tell a story in a short film, documentary or PSA.    Image used: Youth filmmaking class by Dougnamy1Creative Commons Attribution-Share Alike 3.0From Wikimedia Commons jpg

Students will learn about the Spanish-speaking countries and their capitals. They will also choose one of those countries and find pictures that represent some of the culture found there. They will use Adobe Express to either make a Webpage or video that shows the pictures that they have chosen to present to the class as well as cite the openly licensed images they found. Lesson plan image fomr BASHO and FRIENDS videohttps://www.youtube.com/watch?v=2ETVGEDEipk

This lesson aligns with the Words Their Way for Within Word Pattern Spellers sort 19. This is an interactive Keynote presentation to introduce the spelling sort to your group/class. Students will then have an interactive experience sorting their words in a Keynote file where they will drag and drop their words in the correct column, read & record their words, and submit it for review. Photo Attribution: https://www.flickr.com/photos/kathycassidy/8041410440  (CC BY-NC-SA 2.0)

Spent challenges players to survive the struggle of low-income living. Developed by McKinney to raise money for Urban Ministries of Durham, the game has become a hit in financial literacy classrooms.

I have used this website while teaching Strand 6 Standard 1 of Exploring Business and Marketing. https://www.uen.org/core/core.do?courseNum=520111
Strand 6
Employability - students will develop and demonstrate the necessary skills to gain and keep employment.

Standard 1
Job Skills - Students will develop skills to gain employment.

Students will explore communication and interviewing skills:
Appropriate dress
Hygiene
Facial expressions and posture
Prepare for interview questions (STAR method)
Effective ways to communicate (phone, email, text, in-person)
Human resources and employee rights.
Discrimination laws
Minimum wage