Inspire young readers with this printable biography of Helen Keller. Including a timeline, glossary, and realistic illustrations with supporting captions, this is a great resource for not only teaching children about this amazing For Teachers K - 5th. What on earth is that jar for? It was an ancient incense burner used by the Maya, that was inspired by the myth of the sun god. Young analysts hear the story of the Mayan sun god, analyze the story through the artistry in the jar, and In Guatemala, around AD , a vase was created.
This vase is the inspiration for a instructional activity that incorporates expressive language skills, writing skills, and social studies. Children analyze the images on the vase and For Students 9th - 12th. What would you name a swimming humanoid robot? Scientists went with the swumanoid. Video focuses on how scientists use animals and nature for inspiration in designing robots.
It covers jumping, camouflage, flying, and more. For Students 11th - 12th. Even cartoonists can take inspiration from the masters. Learners will learn about Fuseli's The Nightmare and compare it to the cartoon it inspired. They'll analyze the cartoon in relation to the original piece as well as the political For Teachers 6th - 8th. There's nothing like a provocative image to inspire a creative writing session. In the language arts lesson presented here, middle schoolers bring in digital photos of scary objects, such as a big spider, or a hornet's nest.
The pictures Begin your course with an engaging video that inspires viewers to "dream big, work hard, and stay humble," even at a young age. Incorporating a variety of examples from United States history and popular culture, educator Brad Meltzer For Teachers 2nd - 12th. What inspires furniture designers? As learners of all ages view examples of woodworking used in French and American furniture, they discuss woodworkers' techniques and inspirations.
For Teachers 9th - 11th. Students explore atomic structure. They observe a video on atomic structure and complete a Venn diagram on the parts of the atom. Students create their own graphic organizer on the parts of the atom using Inspiration software. Third graders use a computer software entitled, Inspiration, in order to create a map or web of what Lewis and Clark should have packed for their journey west.
They are given the expectations of the teacher and a scoring guide is Sixth graders compare and contrast Hinduism and Buddhism. In this ancient India lesson, 6th graders use Inspiration software to create graphic organizers that show the similarities and differences between Hinduism and Buddhism. Third graders organize information about the three types of matter and to reinforce concepts learned in the matter unit of the science curriculum. They use Inspiration software to create a concept map of the three types of matter.
For Teachers 4th - 6th. Students research and report on aspects of kites including: history, types, building and flying kites. They use Inspiration Software as a graphic organizer. They use gathered research to complete informational booklets. For Students 9th - 12th. He introduces an astounding software that serves as a For Teachers 9th - 12th.
Use mother nature as the inspiration. Young scholars learn to appreciate the design aspects of nature in a guided activity. After finding natural examples of different design aspects, they create their own unique designs using nature as For Teachers K - 12th Standards. New Review Solar art inspires!
Scholars study planetary geology with an artistic analysis. Pupils view a PowerPoint presentation on the solar system and space exploration and then try their hand at planetary image analysis using art techniques.
Students research elements on interactive Internet periodic tables, take notes using Inspiration software, and write descriptive paragraphs with graphics. They create presentations. Students map the ideas, people, and beliefs of a period of history. Turn the words around a bit, and you will transform each into a goal for a child to work toward.
Sam cooperates consistently with others becomes Sam needs to cooperate more consistently with others, and Sally uses vivid language in writing may instead read With practice, Sally will learn to use vivid language in her writing. Make Jan seeks new challenges into a request for parental support by changing it to read Please encourage Jan to seek new challenges.
Whether you are tweaking statements from this page or creating original ones, check out our Report Card Thesaurus [see bottom of the page] that contains a list of appropriate adjectives and adverbs. There you will find the right words to keep your comments fresh and accurate. We have organized our report card comments by category. Read the entire list or click one of the category links below to jump to that list.
Behavior The student: cooperates consistently with the teacher and other students. Character The student: shows respect for teachers and peers. Group Work The student: offers constructive suggestions to peers to enhance their work. Interests and Talents The student: has a well-developed sense of humor. Participation The student: listens attentively to the responses of others. Social Skills The student: makes friends quickly in the classroom.
Time Management The student: tackles classroom assignments, tasks, and group work in an organized manner. Work Habits The student: is a conscientious, hard-working student. Student Certificates!
Recognize positive attitudes and achievements with personalized student award certificates! Report Card Thesaurus Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards? Go beyond the stale and repetitive With this list, your notes will always be creative and unique. Adjectives attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique Adverbs always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly.
Objectives Students will learn about changes that occurred in the New World and Old World as a result of early exploration. Older students only. Besides strange people and animals, they were exposed to many foods that were unknown in the Old World. In this lesson, you might post an outline map of the continents on a bulletin board.
On the bulletin board, draw an arrow from the New World the Americas to the Old World Europe, Asia, Africa and post around it drawings or images from magazines or clip art of products discovered in the New World and taken back to the Old World. You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it. Adapt the Lesson for Younger Students Younger students will not have the ability to research foods that originated in the New and Old World.
You might adapt the lesson by sharing some of the food items in the Food Lists section below. Have students collect or draw pictures of those items for the bulletin board display. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example.
There are many varieties of beans, some with New World origins and others with their origins in the Old World. In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World.
Students might create a special question mark symbol to post next to any item for which contradictory sources can be found Note: The Food Timeline is a resource that documents many Old World products.
This resource sets up a number of contradictions. For example: Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities.
Foods That Originated in the Old World: apples, bananas, beans some varieties , beets, broccoli, carrots, cattle beef , cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey honey bees , lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.
Extension Activities Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place foreign if possible, domestic if not. Labels from those products will be sufficient, especially if the products are in breakable containers.
Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item. Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify.
Assessment Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World.
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