LEARN NC: Search results

Making connections between concepts: In The First Year, page 2.3; To help students connect what they're learning, make your expectations clear and ask them what they understand and what isn't working.; By Kristi Johnson Smith.

Reading images: an introduction to visual literacy: Images are all around us, and the ability to interpret them meaningfully is a vital skill for students to learn.; By Melissa Thibault and David Walbert.

Organization: In The five features of effective writing, page 3; Organization, the second Feature of Effective Writing, should be addressed after a writer has established a focus and will help strengthen that focus.; By Kathleen Cali.

Live-at-Home in North Carolina: In this lesson students will examine pictures and documents relating to the Live at Home program started in North Carolina by Governor O. Max Gardner to help North Carolina farmers refocus on food crops rather than cash crops during the Depression. These photographs, from the Green 'N' Growing collection at the North Carolina State University, will help students draw conclusions about the culture of North Carolina in the early 1930s and understand how they overcame the hardships of the Depression.; Format: article (grade 8 Social Studies); By Loretta Wilson.

Preparing English language learners for reading comprehension: In Reading comprehension and English language learners, page 1; Use KWL charts, circle maps and brainstorming webs, and concept maps to prepare English language learners, content-area learners, and all students for reading comprehension.; By Ellen Douglas.

Bulletin boards and other displays: Using your bulletin boards as a teaching tool — not just as decoration.; By Denise Young.

A case study of "A Civil Action": In Bringing current science into the classroom, page 3; This is a short, culminating activity that can be used to assess your students' understanding of the steps needed to determine if a water source is contaminated and how it got that way, and to suggest possible methods of cleanup or remediation. Students review a portion of the film "A Civil Action" and identify the problem and the people involved. Students then take the role of environmental scientist and apply their knowledge of water and hazardous waste contamination to create a plan to help lawyer, Jan Schlichtmann, try the case.; Format: (grade 9–12 Science); By Michele Kloda.

Concept maps: an introduction: Using concept maps can help students make connections among subject areas. This article explains how teachers can use concept maps effectively and provides links to tools for creating them online.; By Bobby Hobgood.

Incorporating oral history into the K–12 curriculum: In Oral history in the classroom, page 3; Oral history techniques for use with students at all levels, from kindergarten through high school.; By Kathryn Walbert.

Real-world approaches to reading: Techniques for providing children with the literacy-rich environment that is crucial to both reading and writing success.; By Alta Allen.

Courses and causes: You don't need special skills, great physical abilities, or a lot of money to participate in environmental workshops — just the interest. Learning opportunities like those discussed in this article can invigorate your teaching, inspire your students, and get you involved in causes outside your school.; Format: article; By Linda Dow.

The secret cultural institution in your school: The school library: A variety of best practices and imaginative ideas that the school librarian can use to create an environment where students fuse together required learning with learning that is driven by individual interest.; By Kim Campbell.

Helping Latino students feel comfortable in your classroom: In Bridging Spanish language barriers in Southern schools, page 2.2; Most Latino students have experiences, family backgrounds, and expectations that conflict with the expectations of the American classroom environment. By understanding the expectations of Latino students and their parents, teachers can help them to succeed.; By Sarah Plastino.

Vietnam: Educator's guide: A guide for K–12 teachers to teaching about Vietnam using LEARN NC's slideshows, with a focus on the question Why should we care about Vietnam?; Format: article/teacher's guide (grade 6–12 Social Studies); By Steve Goldberg.

The student pathfinder: By creating pathfinders, students not only learn to manage time and produce a higher quality research project, but they also develop twenty-first century learning skills.; By Melissa Thibault.

Best practices in school library website design: You're a librarian, not a web designer, but you can have a school library website that meets the needs of students and teachers if you keep it simple, don't take on more than you can manage, and focus on what you know.; Format: article; By David Walbert.

Gridding a site: In Intrigue of the Past, page 2.2; In their study of how to grid a site, students will use a map and the Cartesian coordinate system to establish a grid system over an archaeological site, labeling each grid unit; determine the location of artifacts within each grid unit; and construct a scientific inquiry concerning the location of artifacts on the site.; Format: lesson plan (grade 6–7 Mathematics and Social Studies)

Shifting coastlines: In Intrigue of the Past, page 4.3; In their study of North Carolina's changing coastline during the Paleoindian and Archaic periods, students will determine the positions of the coastline at different times and decide what types of archaeological information has been lost due to rising sea levels.; Format: lesson plan (grade 4 and 8 Science and Social Studies)

A Siouan village: In Intrigue of the Past, page 4.6; In their study of an excavated village site, students will record observations about a site feature and infer how past peoples used individual features and the site as a whole. They will also summarize how archaeologists use observation and inference to determine past lifeways.; Format: lesson plan (grade 4 Social Studies)

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