Fun video [1:21] hitting the highlights of Jimmy Carter's life and presidency. Student handouts provide text of background essay on Jimmy Carter and supplemental fact sheet to follow along with the video.
60-Second Presidents video [1:20] accompanied by background essay and student fact sheet on the life and presidency of John F. Kennedy.
A look at the life and presidency of Lyndon B. Johnson in a short video [1:19] from the PBS learning series, 60-Second Presidents. Supplemental materials includes fact sheet and background essay provided for students and teachers.
Video [1:15] offers a look at the life and presidency of Richard Nixon. Designed for students in grades 4 and up. Accompanying fact sheet and background essay to support student learning.
Animated video [1:18] on the life and presidency of Ronald Reagan. As part of the PBS learning series on presidents, this site offers supplemental handouts for students.
Video [1:26] highlights on the presidency of Theodore Roosevelt and how he ushered the U.S. into the 20th Century. With background essay on Roosevelt's life and fact sheet with questions pertaining to the video.
Short video [1:14] on President Warren G. Harding. Students can learn about Harding as a person and president. Accompanying student handout for following along with the video and background information text.
60-Second Presidents video [1:22] outlining the policies of the William Howard Taft presidency during the Progressive Era. Includes background essay on Taft and fact sheet for students to use during the video.
60-Second Presidents piece summarizes the presidency of William Mckinley in a lively animated video. [1:16] Includes support materials for students.
60-Second Presidents video [1:19] on the presidency of Woodrow Wilson. Students will learn about the domestic and foreign policies of this two term president. Support material for students included.
Students begin Unit 1 by reading from The Lightning Thief. They analyze how the author develops the point of view of the narrator, and they strategize to determine the meanings of unfamiliar words and phrases, including figurative language. In the second half of Unit 1, students prepare for a Socratic Seminar discussion by analyzing how Percy, the main character in the novel, responds to challenges. They create discussion norms to have a productive text-based discourse about the novel. Theme is also introduced in the second half of the unit, in preparation for Unit 2.
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In Unit 2, students will continue to read excerpts from The Lightning Thief. They will also analyze the Greek myths highlighted in the novel and compare themes and topics in the Greek myths with those evident in The Lightning Thief. In the second half of the unit, students write a literary analysis essay using the Painted Essay® structure comparing and contrasting watching parts of The Lightning Thief movie with reading about the same events in the novel.
In Unit 3, students reimagine a scene from The Lightning Thief, writing themselves into the action as a different demigod from Camp Half-Blood. They research a Greek god of their choosing (or another traditional figure for those who don’t feel comfortable imagining themselves as a child of a Greek god), and use their research to create a new character, the child of that figure. Students develop the attributes of that character and strategically insert the character into a scene from the novel, editing carefully so as not to change the outcome of the story. At the end of the module, students create a presentation outlining their choices and the reasons for their choices for the performance task.
Family facing 6th Grade math unit focusing on area and surface area.
In this unit, students learn to find areas of polygons by decomposing, rearranging, and composing shapes. They learn to understand and use the terms “base” and “height,” and find areas of parallelograms and triangles. Students approximate areas of non-polygonal regions by polygonal regions. They represent polyhedra with nets and find their surface areas.
Student facing 6th Grade math unit focusing on area and surface area.
Why do Greek myths continue to be relevant and popular today? In this module, students meet figures from ancient Greek mythology who are placed in a contemporary setting and evaluate how stories from a different time and place continue to resonate.
Students begin Unit 1 by launching their reading of The Lightning Thief. Students analyze how the author develops the point of view of the narrator, and then strategize to determine the meanings of unfamiliar words and phrases, including figurative language. In the second half of Unit 1, students prepare for a Socratic Seminar discussion by analyzing how Percy, the main character, responds to challenges. They create discussion norms to have productive text-based discourse about the novel. Theme is also introduced in the second half of the unit in preparation for Unit 2.
In Unit 2, students continue to read The Lightning Thief, some parts in class and others for homework. They analyze the Greek myths highlighted in the novel and compare themes and topics in the Greek myths with those evident in The Lightning Thief. In the second half of the unit, students write a literary analysis essay using the Painted Essay® structure, comparing and contrasting the treatment of events in the movie The Lightning Thief with the same events in the novel.
In Unit 3, students reimagine a scene from The Lightning Thief, writing themselves into the action as a different demigod from Camp Half-Blood. They research a Greek god of their choosing (or another traditional figure for those who don’t feel comfortable imagining themselves as a child of a Greek god) and use their research to create a new character, the child of that figure. Students develop the attributes of that character and strategically insert the character into a scene from the novel, editing carefully so as not to change the outcome of the story. At the end of the module, students create a presentation outlining their choices and reasoning for the performance task.
Why do we sometimes see different things when looking at the same object? How does a one-way mirror work? Though most everyone knows that one-way mirrors exist, having students model how they work turns out to be a very effective way to develop their thinking about how visible light travels and how we see images. Initial student models in this 6th grade light and matter science unit reveal a wide variety of ideas and explanations that motivate the unit investigations that help students figure out what is going on and lead them to a deeper understanding of the world around them.
OpenSciEd content is highly rated in EdReports and is aligned to NGSS standards.
Students begin a new anchor text in Unit 1, The Boy Who Harnessed the Wind. This text introduces students to the module topic of critical problems and design solutions by presenting the story of William Kamkwamba, a Malawian boy whose community endures a devastating drought and famine. To address this critical problem, William builds a windmill that produces electricity and helps make his family and community less vulnerable to the consequences of future droughts. Over the course of the unit, students identify the elements of design thinking that guide William in the construction of his windmill, as well as the habits of character (e.g., initiative, perseverance, and compassion) that William demonstrates throughout his many setbacks and restarts. Carefully sequenced tasks throughout Unit 1 invite students to analyze how central ideas are conveyed in each chapter of the text and examine the methods used by the writers to introduce William and develop his character. This work prepares students for the Mid-Unit 1 Assessment.
In the second half of Unit 1, a close read supports students’ comprehension of a supplemental informational text, focusing on central idea and vocabulary. Through two Language Dives, students determine the figurative meaning of language used in the anchor text and use surrounding context as a clue to the meaning of unfamiliar words. As students continue to read The Boy Who Harnessed the Wind, they determine how the textual structure of the chapters helps to convey meaning. They also review principles of effective summary writing. This work prepares students for the end of unit assessment.
At the end of Unit 1, students deepen their understanding of the design thinking process and use a note-catcher to track the steps of William’s design thinking. The unit closes with a text-based discussion that introduces students to the protocol that will be used in the End of Unit 3 Assessment.