A choice board of The Resource Advocate Collaborative Mural/Art Installation Must visually contrast healthy vs. impacted ecosystems and use artistic elements to symbolize tides/seasons and geology. The Digital Storyteller Digital Storytelling Video (incl. Simulation) Must feature a self-created narrated digital simulation demonstrating the cause of tides and clearly link its science to the resource solution. The Geological Engineer 3D Interactive Model Must include a labeled cross-section of Earth's layers and an interactive mechanism demonstrating a geological process (e.g., plate movement or rock formation). That cover these teks S.6.9.A model and illustrate how the tilted Earth revolves around the Sun, causing changes in seasons; and S.6.9.B describe and predict how the positions of the Earth, Sun, and Moon cause daily, spring, and neap cycles of ocean tides due to gravitational forces. S.6.10.A differentiate between the biosphere, hydrosphere, atmosphere, and geosphere and identify components of each system; S.6.10.B model and describe the layers of Earth, including the inner core, outer core, mantle, and crust; and S.6.10.C describe how metamorphic, igneous, and sedimentary rocks form and change through geologic processes in the rock cycle. S.6.11 Earth and space. The student understands how resources are managed. The student is expected to: S.6.11.B explain how conservation, increased efficiency, and technology can help manage air, water, soil, and energy resources. Keep in mind students are from Grantham Academy Aldine ISD Houston, TX

You will be given a Continent and you get to choose a Country on that Continent that you need to research and present (Using Google Slides). You will be collecting/finding facts about your country. Facts should include: three famous landmarks, the capital city, three types of animals that live in the country and the habitat of the animals in which they live, type of food people eat, language(s) of the people, type of economy and five other important things (cool things) about the country. geography of country including illustrations of land and water religions (faiths) of the people Please include text (words) as well as illustrations (pictures). On one of the slides include a map of your country. On one of your slides, include the flag of your country. On one of your slides, include the president (leader) of the country, including his/her picture and facts about him/her. Sources page - accurate sources of where you found your info. Google, Wikipedia and ChatGTP are not acceptable sources. So, to simplify for you, please include the following slides in your presentation: Text & illustrations Cover Page w/ Country & your name (10 pts) Three famous landmarks (images) (15 pts) Capital City - w/ population of country and population of capital city (include pictures) (10 pts) 3 types of Animals in country and their Habitat (illustrations) (15 pts) Predominant religions (faiths) of the country (10 pts) Most common foods the people eat and/or foods country is famous for (include pictures of foods) (15 pts) Languages of the people (10 pts) Type of government and economy of the country (Traditional, Market, Command, Mixed, etc.) (10 pts) Five important (cool) things about the country (include images) (25 pts) Geography and Map of the country and border countries in that area of the world (10 pts) President (Leader) of the country (image) and facts about him/her (10 pts) Flag of the country (picture) (10 pts) Sources page (Google, Wikipedia and ChatGPT are NOT acceptable sources) (10 pts) Presentation (40 pts)

45 minute lesson plan for CAASPP ELA test prep

We want a project that is about students learning about unhoused where students will collect foods for a food pantry. Our school name is Oak Ridge. This project is about solidarity

Students will engage in a trade simulation to learn about trade during the time of the Silk Road. There will be 73 students, and each student will have a role.

Create a project from this unit that can be on-going throughout the unit.

Students are going to be completing an investigation for a debate over Empress Wu, China's only female empress. Students will be debating and answering the supporting question, "Empress Wu: Progressive Leader or Cruel Tyrant?" On day one, Students will look over a background essay about Empress Wu and answer questions relating to the text. Students will then participate in a think-pair-share activity to state what they like/dislike about her. Students will then break down the supporting question and participate a pre-bucketing activity to gather potential reasons for their thesis. Students will then work in pairs for two days in order to analyze their documents to gain more understanding about who Empress Wu was. On the third day, students will work individually to create their debate essay. Students on the fourth and final day will get a chance to debate with one another.

I want to design a professional learning experience for high school teachers that support their ability to design a inquiry or problem/project based unit for their students.