Create a PBL project for beginner language learners centered around a unit describing participating in sports, activities, hobbies and places in the neighborhood. This is a project that should last 2 to 3 weeks and is a co-taught multi-disciplinary class Spanish and art class. The art subject matter could be defining and practicing the 7 elements of art.

Create a PBL project for beginner language learners centered around a unit describing participating in sports, activities, hobbies and places in the neighborhood. This is a project that should last 2 to 3 weeks and is a co-taught multi-disciplinary class Spanish and art class. The art subject matter could be defining and practicing the 7 elements of art.

Create a unit-long investigation of division, including multidigit division with whole numbers and decimals, and fraction division. While students have already worked with these operations they will be introduced some new strategies, including the use of partial quotients and equivalent ratios. Division and rate should be linked. These contexts, in turn, promote new ways of thinking about division. Students should be provided with many oppor- tunities to review and extend their strategies for solving contextual and noncontextual problems involving multidigit and fraction division. There should be a consistent focus on making sense of the contexts in the division problems. Students will also review effects of multiplying and dividing whole numbers and decimals by powers of 10. This should include: use of whole-number exponents to denote the powers of 10, looking closely at the patterns in the value of the digits and the placement of the decimal point when multiplying or dividing by powers of 10. Students will then apply these understandings to multiplying decimals and share strategies for estimating the results of decimal multiplication and division. Additionally, they should use familiar models — including ratio tables, open arrays, and division notation — to find the answers with accuracy and understanding.

Ask questions about motion Plan an investigation Test different pushes and pulls Observe what happens Compare results (hard/soft, direction) Share what they notice Pushes and pulls make things move The strength of a push or pull changes motion (harder/softer) The direction of a push or pull changes motion (which way it goes) Motion can change: speed (faster/slower) direction (straight, turn, stop) Cause and effect Test a design (ramp, path, structure) Observe results Organize data (before/after, drawings) Compare outcomes Decide if it worked Explain why Pushes and pulls can be used to solve problems Motion can be changed to: go faster/slower change direction Tools and structures control motion Cause and effect

Create a PBL project for beginner language learners centered around a unit describing participating in sports, activities, hobbies and places in the neighborhood. This is a project that should last 2 to 3 weeks and is a co-taught multi-disciplinary class Spanish and art class. The art subject matter could be defining and practicing the 7 elements of art.

Practice

Vermicomposting with Our Worm Farm

Create a classroom flower garden to learn about plant life cycles and sustainable practices, integrating environmental science and social studies. Students will be responsible for planting, maintaining, and harvesting.