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- Cypress-gum swamp community
- In Wetlands of the coastal plains, page 13
- When we talk about cypress-gum swamps, we talk mostly about the two dominant trees because often they make up almost all of the plants that live in the community. Most commonly the understory and herb layers of this community are poorly developed because of...
- By Dirk Frankenberg.
- Dune restoration
- In Large sand volume barrier islands: Environmental processes and development risks, page 16
- Figure 15 shows the seaward dune on Bogue Banks in the aftermath of Hurricane Fran and the winter storms of 1998. As we saw on Bear Island, there is no level of sand volume or vegetation coverage sufficient to render seaward dunes immune from storm erosion....
- By Dirk Frankenberg.
- Alternative discussion formats
- Class discussions often take one of two forms — either question-and-answer sessions, in which the teacher throws out questions and students answer them, or debates. Both of these formats are useful, but adding a few more ideas to your teaching repertoire can make for more variety in the classroom and provide more opportunities for engaging discussions. This edition explains how to manage dicussions in the form of a public relations campaign, a trial, a talk show, or the design of monuments, memorials, and museum exhibits.
- Format: series (multiple pages)
- Alternative discussion formats: The talk show
- In Alternative discussion formats, page 2
- The talk show is a format with which students are already familiar, and it provides the structure for a great discussion.
- By Kathryn Walbert.
- The three “R's” of conservation
- The conservation of our resources is in the hands of every individual. Students need to learn the effect of recycling, reusing, and reducing has on our environment and what they can do.
- Format: lesson plan (grade 9–12 Science)
- By Mark Clinkscales and Carrie Palmer.
- Do you know your body?
- Students learn to identify different body parts and how they move. They explore moving and using these parts in general and personal space.
- Format: lesson plan (grade K Healthful Living)
- By Bill Knight.
- Similes
- "The Talking Eggs" by Robert San Souci is used to introduce and illustrate an author's use of language to paint a picture in the reader's mind. Students will draw a picture to show what this author meant, create similes to describe themselves, and finally use a simile in their next story in Writer's Workshop.
- Format: lesson plan (grade 1–2 English Language Arts)
- By jennifer lettieri.
- Butterfly cycle
- Students will understand the life cycle of the butterfly and create various art activities that would model metamorphosis.
- Format: lesson plan (grade 1–2 Visual Arts Education, English Language Arts, and Science)
- By Becky Woolard.
- Three Cool Kids
- After reading Three Cool Kids by Rebecca Emberley, students will discuss literary elements: characters, setting, problem and solution. The teacher will record using the Inspiration software what students say, making a web that shows the different elements of the story.
- Format: lesson plan (grade 1 English Language Arts)
- By Genevieve Kiser.
- "So what?" details
- Students will learn that adding details to a piece of writing doesn't make it better if the details are "So What?" details. Details and elaboration should be related to the main idea and should move the story along in an interesting manner.
- Format: lesson plan (grade 3–5 English Language Arts)
- By DPI Writing Strategies.
- Setting the tone
- Building a student-centered classroom culture starts on the first day of the school year.
- By Victoria Lunetta.
- The Birchbark House
- This study guide was created by a group of third grade enrichment students. They were planning to read this book but could find no published guide to go with it. They decided to create their own as they read.
- Format: lesson plan (grade 3 English Language Arts)
- By Carolyn Ridgway.
- Maya Angelou: Study and response to "Still I Rise"
- Students read biographical information on Maya Angelou and her poem, "Still I Rise." Students identify support and elaboration in poem, then respond by either writing a letter to the author or his/her own poem in response.
- Format: lesson plan (grade 8 English Language Arts)
- By Barbara Groome and Jo Peterson Gibbs.
- To market we will go
- In a market simulation, students will experience the roles of producers and consumers. The crafts in this market may be easily tied in with winter multicultural holidays (Christmas, Kwaanza, Hanukkah, Hmong New Year, Las Posadas, etc.) Students can purchase gifts for their family members at the market.
- Format: lesson plan (grade 2 English Language Development and Social Studies)
- By Ellen Douglas and Melissa Park.
- Inside, outside, and all around
- Students will distinguish between perimeter, area, and volume. They will use tangrams and graph paper to create two-dimensional figures that will be measured for area and perimeter. By creating layers of centimeter cubes, the students will explore the concept of volume.
- Format: lesson plan (grade 4–5 Mathematics)
- By Angeli Jarman.
- Using percent of change to measure NC growth
- Students will work in small groups to use the internet to gather data on the population growth for each of the 100 counties in NC from 1992 to 1995. From this data students will find the percent of increase/decrease for the counties they have been assigned. As a follow-up, the students will enter their data into a computer spreadsheet and from that spreadsheet, produce graphs of the information.
- Format: lesson plan (grade 8 Computer/Technology Skills, Mathematics, and Social Studies)
- By Wanda Washburn.
- Edmund Fanning reports to Governor Tryon
- In Revolutionary North Carolina, page 1.5
- Letter from Edmund Fanning to Governor William Tryon, April 23, 1768, reporting on the activities of the Regulators. Shows how the Regulators were seen by colonial leaders. Includes historical commentary.
- Format: letter
- Reading picture books
- Two strategies for helping children understand a story through illustrations.
- By Melissa Thibault.
- Creating community in the classroom: Part 1 (setting goals )
- This series of lessons is designed to help develop a sense of classroom community. Group goal-setting, brainstorming, peer feedback, group decision-making, positive reinforcement, and positive peer pressure are used to create a safe, supportive environment for learning in the classroom.
In Part 1, students are introduced to the goal-setting process. They will practice the first step of the process as they set individual and class behavioral goals. - Format: lesson plan (grade 1–8 Guidance)
- By Pat Nystrom.
- Float, sink, flink!
- In this lesson, students will learn to make things flink, meaning they neither float to the top nor sink to the bottom of a fluid. They will discover that whether an object floats or sinks depends not only on the properties of the object itself, but also on the properties of the fluid (either gas or liquid) in which it is situated.
- Format: lesson plan (grade 2 Science)
- By Erin Denniston.
