linear inequalities and systems equations with real world applications of interest to teenagers from various backgrounds (mostly from Latin America, the Middle East and Southeast Asia) who are learning English and algebra 1 Integrate problems from Illustrative Math Algebra 1, Unit 4 to support the math learning in the project. Also integrate the HELLO principles from the Internationals Network for Public Schools and use the Gold Star PBL principles as well. Break down the introductory lesson to scaffold and give students some possible examples of linear inequalities and systems of equations in the real world

I need a project for Unit 5 in IM (Functions)

graphing linear equations

📌 Sample Standards-Driven Evidence ✨ IT Basics Evidence: Students present real-world AI/ML use cases and impacts (e.g., recommendation systems, automated decision tools). 🧠 Programming/ML Concepts Target: Use algorithmic logic to explain how a basic ML model is trained and used to make predictions. Evidence: Students create a simple classification demonstration (e.g., decision tree or linear regression visualization). ⚖️ Ethics & Society Target: Evaluate ethical challenges related to AI decisions and propose strategies to mitigate bias and protect privacy. Evidence: Written/visual case study analysis. 🛠️ Instructional & Assessment Strategies Hands-on tools: Low-code ML simulators (e.g., Scratch + ML extensions, Google Teachable Machine) Data activities: Explore datasets with simple visualization tools Ethics deep dive: Real case studies and debate formats Project-based learning: Mini-studio applying core concepts

Create a project for kindergarten that is focused around soccer and includes the following: Learning Outcome Objectives Students will be able to demonstrate body control by dribbling a soccer ball within a defined personal space without using their hands. Students will identify and label their emotions (happy, frustrated, excited) during skill practice. Students will exhibit personal responsibility by retrieving and returning their specific soccer ball and equipment designated for the lesson. Students will distinguish between "needs" (shoes, ball) and "wants" regarding soccer participation. Students will explore the following careers: Professional Athlete: Someone who practices every day to grow their skills. Personal Trainer: A person who helps others understand how their body moves.

I want to design a project about the rocky shore that incorporates NGSS standards. It will blend math, science, and literacy, with students working together in groups to explore key concepts. My students love Pokémon this year. We want to visit the Birch Aquarium.

model of the solar system, keplers laws, how the solar system was formed, explain how earths motions affects the seasons, layers of the sun,

I want to create an interdisciplinary course- 10th grade ELA and 10th grade digital arts (with some studio components). Here is the ELA curriculum map: Brian Pavone Writer’s Craft Winter 2025 Course Details Next Gen Standards 9-10R1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. (RI&RL) 9-10R2: Determine one or more themes or central ideas in a text and analyze its development, including how it emerges and is shaped and refined by specific details; objectively and accurately summarize a text. (RI&RL) 9-10R6: Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements and devices). (RI&RL) 9-10W1:Write arguments to support claims that analyze substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 9-10W5: Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply the grade 9/10 Reading Standards to both literary and informational text, where applicable. 9-10SL1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on complex topics, texts, and issues; express ideas clearly and persuasively, and build on those of others. Essential Questions ● How do we define and measure intelligence? What are the different types of intelligence? ● Does intelligence increase happiness? Does it improve a person’s worth/quality of life? Is it valued by society? ● How are roles of power defined in a relationship? How does intelligence impact power? ● How does society impact individuals? What are the ethics of making decisions about another’s life? ● How does an author use language to establish characters? What strategies do authors use to impact readers? ● How can stories serve as tools to better understand the issues in our society, and in our past? ● Does our past define us? How much can a person change their identity? How does dignity affect identity? ● How do ideas of freedom differ for different people? Do our circumstances define our limits? Content Flowers for Algernon - Daniel Keyes (Films are available for both texts, if there’s time) Of Mice and Men - John Steinbeck Knowledge Identify textual evidence Identify what text says implicitly/explicitly Identify themes in a text Identify how authors employ point of view, perspective and purpose in writing Understand how to use close reading strategies to deepen understanding. Skills Analyze textual evidence Make logical inferences Examine and analyze relationships between characters. Develop questions for deeper understanding Express ideas clearly in writing and orally Drafting and revising a response using textual evidence. Assessment Informal: Small group discussions Notebook Responses Annotations Practice Handouts Formal: Full class discussions Paragraph Responses Final Essay FINAL PROJECT The Final Project will be a multi-paragraph essay in which the students choose one of the class texts to explore the relationship between intelligence and quality of life. In the digital arts class, students will learn different tools in Adobe Photoshop, create a double exposure, a billboard combining text and visuals, and explore different tools in the program. The students will end class with a website- a digital portfolio- of all of their work. Each day, I want students to briefly analyze a work of art from a different artist (can be digital artists OR other types of artists) as a do now activity.