This lesson plan was designed to aid in teaching second grade students science standard 2.2.2.Standard: Plan and carry out an investigation of the structure and function of plant and animal parts in different habitats. Emphasize how different plants and animals have different structures to survive in their habitat. Examples could include the shallow roots of a cactus in the desert or the seasonal changes in the fur coat of a wolf. (LS1.A, LS4.A, LS4.D)Students will demonstrate their knowledge of this standard by creating a Keynote presentation about a specific species using the Apple Keynote app. Photo by Becca on Unsplash

Provides a set of categorized questions that can be chosen from to create student interest surveys.

The lesson is meant to provide educators with how to instruct high school students about netiquette within the online classroom setting.  

This is a brief lesson plan for the writing process using an end of year presentation project about making summer plans. Students will need access to a device. 

Summer Reading: Standard 8.EE.6 (Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y=mx for a line through the origin and the equation y=mx+b for a line intercepting the vertical axis at b.)
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).

Swimming Pool: Standard 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
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 is a lesson plan about solving systems of linear inequalities. Students will be creating a digital story to answer the question.

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This image shows the shadow of a patio table. The shadow is right beneath the table, indicating that the time of day is around noon.

This lesson can be broken up into smaller lessons to help young or special education learners begin to comprehend how stories work and what is being taught in them. Overall, the lesson should take about an hour. 

For this project, Students will be asked to instruct, inform, or teach others about a topic by making an instructional video.   

This one week lesson plan outlines daily activities for a lesson using Adobe Spark to create a final digital telling of student's narrative stories they wrote in class. This lesson adds a technical element to the overall lesson and works as an assessment of storytelling digitally and otherwise. 

Temperature Changes: Standard 6.NS.7 Understand ordering and absolute value of rational numbers.
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).

Temperatures in Miami & Fairbanks: Standard 6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values.
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).