Students analyze, synthesize, and use the elements of various US cultural folk tales to describe the elements of fiction in general and in folk tales specifically.

Students define what a cloud is and what fog is. After a lecture/demo, students participate in an experiment on how clouds and fog are formed. In pairs, they perform the experiment a second time, record their results and present to the...

Third graders gain an understanding of estimation as an educated guess. They explore measuring and how looking at various object size and shape can help form ones guess towards estimation. They use dinosaurs for an estimation activity.

Students make storyboards and take photographs for slides to illustrate stories or "how to" demonstrations and write and recorded scripts to accompany their slides.

Students discover the process of writing,. including the different steps to be taken in accomplishing the writing process to come up with the final published pieces.

Students write stories, take photographs, and put together two newspapers-?Que Tal? in Spanish for Spanish I and II students and ?Para Ninos? in English for first through fourth graders.

Students explore their role as food preparation specialists in the prevention of foodborne illness.

Students practice plotting functions on the Cartesian coordinate plane, see several categories of functions, including lines and parabolas, and read a graph, answering questions about the situation described by the graph

Students write the steps needed to germinate bean seeds, make predictions and observations and keep an experience journal and complete a chart.

Students share verbally at least one thing that makes them unique, observe, compare and record their fingerprints, classify which of the basic fingerprints resemble their own and share their findings.

Fourth graders make Explorer Trading Cards. They work with a partner and research information about the explorers.

Eighth graders research and discuss the early explorers, why countries sent out explorers, where they explored, and what their cultural contributions are to our US culture today.

Students discover characteristics of each of the three states of matter: solid, liquid and gas.

Students use books and an art activity to study the stages of a frog's life cycle. After listening to a book about frogs, students engage in a fun art activity. When finished, students work is displayed as a pond on the bulletin board.

Sixth graders read and discuss the book, The Diary of A Young Girl, by Anne Frank, analyzing the autobiographical writing style of journal writing. They write their personal thoughts, feelings, and experiences of their own daily...

Students approach a familiar story (Goldilocks and the Three Bears) from the perspective of a newspaper reporter. They apply the 5 W's + 1 H (Who, What, When, Where, Why and How).

Students read the story by Tandy Braid to explain the concepts of tattling and reporting, then discussing the difference between them. They play a game to determine if something is a tattle or report.

Students learn the technology of kite making and how to make a kite and fly a kite.

Students learn something about the ways that sanitation technology has helped people. They do this by examining the history of sanitation in the context of disease outbreaks and comparing the quality of life in those times to that of today.

Pupils are introduced to the different climates and vegetation of Africa, and compare them to similar climatic regions found in the United States.

Students count, record, and calculate money. They save, as well as to explain the value of jobs and working hard.

Students are introduced to Africa. The purpose of this instructional activity is to find out what students all ready know about the continent of Africa, and what students are interested in learning more about. They focus on the physical...

First graders, after reading Corduroy, relate Corduroy's emotions to their own emotions in a 'feelings chart'. They relate feelings of friendship, acceptance and belonging.

First graders, after reading The Very Hungry Caterpillar, place the story in its correct order of sequence. They place any set of events (situation) in their correct order.