Rename Fractions Greater Than 1 as Mixed Numbers

The unit that I am attaching is from a different curriculum. I would like to do something more engaging and original. I would like it to be a PBL unit. I would like to spend appx 3.5 - 4 weeks for inquiry and instruction. When the unit is done, I would spend a 5th week with students creating a project. I would like the 4th week (or at least the 2nd half of the 4th week) to be a a time for students to begin a culminating project for students, a demonstration of learning. (the project would be a 5th week in this unit but could and preferably would start half way through the 4th week) I would also like a provocation activity for the beginning of the unit: This could be an art project, a video + discussion, a challenge, etc. It could even be a combination of things. I would like this unit to have a central idea and an essential question (like an IB Unit). Ideally the essential question and central idea will tie into the culminating project at the end. We would also be open to a writing portion. It could be opinion or narrative. The writing could be a part of the end project or a part of the learning/inquiry. For the end of unit demonstration of learning, I would like it to be unique and engaging. I am not looking for students to create a project where they all look the same (like a poster or diagram) I am even open to there being some sort of choice/menu for the kids. Weather the choice is the topic of the project or the medium - I am open to options. Overall, I would like less traditional outcome. We will do this cross-disciplinarily , so we will it should include options for reading, discussion, writing, critical thinking, all while encompassing this STEAM topic. Additionally I am interested in options for a field trip (in the San Diego, CA area).

The unit that I am attaching is from a different curriculum. I would like to do something more engaging and original. I would like it to be a PBL unit. I would like to spend appx 3.5 - 4 weeks for inquiry and instruction. When the unit is done, I would spend a 5th week with students creating a project. I would like the 4th week (or at least the 2nd half of the 4th week) to be a a time for students to begin a culminating project for students, a demonstration of learning. (the project would be a 5th week in this unit but could and preferably would start half way through the 4th week) I would also like a provocation activity for the beginning of the unit: This could be an art project, a video + discussion, a challenge, etc. It could even be a combination of things. I would like this unit to have a central idea and an essential question (like an IB Unit). Ideally the essential question and central idea will tie into the culminating project at the end. We would also be open to a writing portion. It could be opinion or narrative. The writing could be a part of the end project or a part of the learning/inquiry. For the end of unit demonstration of learning, I would like it to be unique and engaging. I am not looking for students to create a project where they all look the same (like a poster or diagram) I am even open to there being some sort of choice/menu for the kids. Weather the choice is the topic of the project or the medium - I am open to options. Overall, I would like less traditional outcome. We will do this cross-disciplinarily , so we will it should include options for reading, discussion, writing, critical thinking, all while encompassing this STEAM topic. Additionally I am interested in options for a field trip (in the San Diego, CA area).

What makes a home (or a building strong

Digital Footprint

8.6A explain by modeling how matter is classified as elements, compounds, homogeneous mixtures, or heterogeneous mixtures. 8.6B use the periodic table to identify the atoms involved in chemical reactions. 8.6E investigate how mass is conserved in chemical reactions and relate conservation of mass to the rearrangement of atoms using chemical equations, including photosynthesis. 8.6C describe the properties of cohesion, adhesion, and surface tension in water and relate to observable phenomena such as the formation of droplets, transport in plants, and insects walking on water. 8.6D Compare and contrast the properties of acids and bases, including pH relative to water.

I need an essay on how learning how to train horses is important if you want your own business and what it looks like