Create a final lesson about miscommunication in the workplace and when differences can't be resolved

In 3rd grade Social Studies, we began the year by exploring the city of Los Angeles—its landmarks, landforms, history, and diverse communities. Building on our understanding of the city’s geography and early history, students will begin a project centered on the indigenous peoples who lived in the area prior to Spanish colonization. Specifically, students will create individual dioramas depicting aspects of daily life for native tribes such as the Gabrielino (Tongva) and the Chumash. The project will highlight how these communities lived in harmony with the natural environment, using its resources thoughtfully and sustainably.

integrate writing into our social studies unit of the chumash tribes specifically focusing on the following standards 3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places, and environments in a spatial context. 1. Identify geographical features in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes). 2. Trace the ways in which people have used the resources of the local region and modified the physical environment (e.g., a dam constructed upstream changed a river or coastline). 3.2 Students describe the American Indian nations in their local region long ago and in the recent past. 1. Describe national identities, religious beliefs, customs, and various folklore traditions. 2. Discuss the ways in which physical geography, including climate, influenced how the local Indian nations adapted to their natural environment (e.g., how they obtained food, clothing, tools). 3. Describe the economy and systems of government, particularly those with tribal constitutions, and their relationship to federal and state governments. 4. Discuss the interaction of new settlers with the already established Indians of the region.

Reading Of Mice and Men and ending with a socratic seminar

I want to create a unit in which students design self-propelled cars and they try to complete a challenge with them. The unit is not about collisions and momentum and it is also not about gravity and non contact forces. Skip that content. The students are in conceptual physics and are on 9th grade. The project should be simple with not too much writing and keeping the math simple. I want them to have a simple introduction to the unit, then a chance to measure forces and learn how to draw force diagrams. I want them to identify balanced vs unbalanced as they add positive and negative numbers to find net force. Then I want them to connect this to Newton’s first law and acceleration, and to the equation for newtons 2 law. I want them to have a chance to practice averaging, making a graph, and using the f=ma equation. After this content, I want to give them time two plan their car, two days to build (with criteria and constraints for the goal), and a chance to conduct some preliminary tests. Then I want them to get feedback using post it notes. Then they will revise their car and collect final measurements. They will put together a portfolio and we will also have a final competition. The cars along with certain info will be displayed in a school display case

2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow

I am a 3rd grade special education teacher. Create a project about fractions. Make activities engaging, and include collaboration. Include hands on activities. Differentiate activities.