Fifth graders brainstorm topics related to theme in order to see how they relate to each other. Each student will contribute concepts and details, and identify relationships between these to create a word web.

Fifth graders identify, describe, and classify lines, line segments, rays, and angles. When given a diagram of a line, they classify the line as perpendicular, parallel, intersecting, vertical, horizontal, and/or diagonal.

Fifth graders add, subtract, multiply and divide whole numbers. While receiving coaching and praise from his/her partner, each student will multiply whole numbers (three digits by two digits).

Fifth graders describe the lunar cycle. develop an understanding of the order and phases of the moon. Each student in a team contributes orally in order to make a line up of the moon phases in order.

Fifth graders apply the Five Themes of Geography as they relate to the U.S., the world, and specific places in United States history. They recognize and label geographical locations on a map of the United States.

Fifth graders demonstrate reading and active listening by examining story elements. Working in teams, each student will develop and demonstrate an understanding of story elements by answering questions related to a given story.

Students identify different rainforest animals and present facts about them.

Students examine the differences between real and make believe dinosaurs, and identify survival techniques utilized by dinosaurs. They create dioramas illustrating dinosaurs using survival techniques.

Young scholars create paper beads from colorful paper recycled from catalogs, magazines, brochures, colored paper scraps, wrapping paper, and junk mail. Students create a colorful necklace from their beads.

In this crossword puzzle learning exercise, students read the clues about North Carolina and use the words in the word bank to complete the puzzle. 9

Students compose a visual representation of the food chain cycle using Inspiration educational software.

Students are given a list of idioms by their teacher. Each student creates a Kid Pix document, chooses one of the idioms then uses the tools and stamps to portray their idiom. All of the student's creations go into a slide show.

Students discuss a chapter from the book, The Phantom Toll Booth. They choose a common object and attempt to examine it from a different point of view. Using Kid Pix, students create a slide show for each line of their poem.

Second graders explore organizing data to make it useful for interpreting picture graphs and bar graphs. They use Graphers software to create a pictograph and a bar graph.

First graders use organized data to construct real object graphs, picture graphs, and bar-type graphs.

First graders create a three page booklet about Fiesta. They use Kid Works 2 to create a project with illustrations and text.

Students record observations about parts of plants including leaves, roots, stems, and flowers. They use Kid Pix to draw a picture of a plant and to label the parts of the plant.

Pupils create a 5 page My 5 Senses book. They type 1 sense on each page and select 4 corresponding pictures to go with the sense.

Students use Inspiration to create a time line which represents the evolution of transportation which has changed the way we travel.

Students listen for the purpose of following directions and use the strategy of drawing to comprehend a story read aloud.

Students discuss the concept behind "Buy Nothing Day". They practice reading articles and viewing pictures related to the event. They practice using new vocabulary as well.

Sixth graders explore the basic units and prefixes of the metric system. They select a fairy tale or nursery rhyme to revise and rewrite with blanks where the metric system terminology can be inserted. Students, following given...

Students generate a gift list for their family members making sure the costs remain under budget. They research the cost of items on the internet, calculate sales tax, and determine the total cost for all of the gifts.

Eighth graders study about precipitation and graph the information. They look for patterns in a scatter graph and make inferences based on what they see. They need to see a relationship between location and the amount of precipitation.