An article based on data and evidence that includes charts and information that can be analyzed statistically by students.
Using a word/letter finder children will identify and differentiate letters and words. This is a beginning of the year Kindergarten activity.
This collection from NRICH provides activities to help learners think and work like a mathematician. Tasks have students exploring, questioning, working systematically, visualizing, conjecturing, explaining, generalizing and justifying. Activities are organized under specific strategies and processes.
This collection from NRICH provides activities to help learners think and work like a mathematician. Tasks have students exploring, questioning, working systematically, visualizing, conjecturing, explaining, generalizing and justifying. Activities are listed under strategies and processes.
Some kids and teens, and even adults, worry they will forget stories and memories about the person in their lives who died. Beads can help symbolize and remind us of these special memories. Create a beaded memory bracelet with beads that mean something to you or to the person who died. You can also draw pictures or write stories about the memories you think of when you look at each bead. Make a bracelet for yourself or a family member, or download and print this activity sheet to decorate a bracelet using crayons or markers.
In this creative thinking activity students must determine how many combinations can be made when putting three beads into bags. To complete the activity students must create their own recording system to make sure they are not repeating solutions and they have found all possible solutions. Included in this resource are teacher’s notes with suggestions for introducing the activity, discussion questions, support suggestions, and a printable version.
Third Grade science unit about inherited traits with a focus on birds.
The student will learn about Ute culture by investigating the Bear Dance tradition.
This Nature video segment focuses on the four foods most important to the grizzly bears' survival, and it describes the threats to the supply of each of them.
Students will use predicting, questioning, commenting, and connecting to the text as strategies while they read. They will also practice retelling the story to a partner to demonstrate comprehension. This detailed lesson plan is based on the "Bear and Deer" story booklet adapted by Merry Adams; Cultural Consultants: Genevieve Fields and Chrissandra Murphy. The Native American Indian Literacy Project was made possible by funds from the Utah State Office of Education (USOE). It is a joint effort of the USOE and San Juan School District Media Center. Lesson Plan Author: Patricia Helquist
Children find favorite words, phrases, and sentences from familiar stories. Working together, they combine their words and phrases to create a poem. The poem is then shared as performance poetry.
Activities help students learn to keep a journal.
In this video segment from Nature, learn about the problems bears are creating on ranch land surrounding Yellowstone National Park.
In this lesson plan, students will create a digital story that answers the question: "Who should own Bears Ears?" Students will use a case study from the Utah History textbook as research to make their argument, and use tools such as Google Slides and Screencast O Matic to create their digital story.UT Standard 1.5:Students will describe the cultural change and continuity of at least one of Utah’s current sovereign nations as it has responded to changing political, social, and economic forces. Students will use a variety of resources that may include written primary and secondary sources, oral histories, photographs, artifacts, and art. (economics, civics)
This Nature video segment explores how the relationship between humans and grizzly bears has changed over the course of American History, and it describes the closing of the Yellowstone National Park garbage dumps in the 1970s.
Learn about the precautions humans must take in the face of a growing grizzly bear population in this video from Nature.
"A lot of people thought we were an overnight sensation," says The Beatles' Paul McCartney in The Beatles: Eight Days a Week “The Touring Years," "but they were wrong." Indeed, though to many fans The Beatles seem to have been a big bang, bursting from Liverpudlian obscurity to international stardom with their 1963 debut album Please Please Me, quite the opposite is true. Between 1960-63, The Beatles worked. They were, after all, young men from the working classes of Liverpool, a city still recovering from World War II. They worked to earn money for basic necessities, playing pub sets both day and night and performing lengthy residencies in Hamburg, Germany, one of which included a stretch of 104 consecutive shows. They worked on repertoire, learning dozens of "cover" songs spanning several genres. They worked on their group sound, playing several sets a night and fine tuning the skills that helped them "hold" audiences at the dance floor, even those who may not have come specifically to see them.
In this lesson, students learn about the impact of The Beatles on their teenage audience, particularly in relation to the group's image as a "rock band."
Essential Question: How did The Beatles establish a new paradigm for the image of "the star," and how did that image support their global success?
