invasive species research, management plan, possibly leading to removal (but only two students involved)

create an assessment for perspective. Provide a paragraph with a character

I'd like to create a unit to study local birds, birds in our neighborhood. I'd like to focus on a different bird each lesson. I'd like to help students identify each bird with physical characteristics, flight patterns and calls. The birds I want to focus on include house finch, red tail hawk, turkey vulture, duck and hummingbird. I'd like students to create a tool to help them locate birds like play binoculars or a device to help them hear birds

I'd like to create a unit to study local birds, birds in our neighborhood. I'd like to focus on a different bird each lesson. I'd like to help students identify each bird with physical characteristics, flight patterns and calls. The birds I want to focus on include house finch, red tail hawk, turkey vulture, duck and hummingbird. I'd like students to create a tool to help them locate birds like play binoculars or a device to help them hear birds

You and your team will teach the second graders about stars by building a model of a constellation, showing how its stars are arranged in the sky. You will use your model to explain why certain stars appear larger than others, and why we see different constellations at different times of the year. Your model must show an accurate representation of the constellation. You must present your model to the second graders, and must explain the story of how the constellation got its name. You and your classmates must arrange the models in the room correctly, to show the locations in order in the night sky. When it is time to make your model, your teacher will explain the constraints of supplies and time.

Football: Movement and Me Intro to Movement: Body awareness, personal space bubbles, and basic running safety. Future Ready Milestones: 1.1: Recognize emotions (fear/excitement).1.3: Acknowledge expectations. Gallup Well-Being Integration: Phy: Daily movement energy.Soc: Greeting classmates.Com: Playing safely in shared spaces.Car: What is a Coach?Fin: Taking care of the ball (value).Content Focus: Partner Play: Rolling/tossing ball to a partner; taking turns. Weekly Focus Areas Week 1: Safety First: Finding your "Home Base" and listening for the whistle. Week 2: Personal Space Bubbles: Running without "popping" a friend's bubble. Week 3: Stop and Go: Developing the "brakes" in our legs to avoid collisions. Week 4: The Football Shape: Holding the ball with two hands like a "diamond." Week 5: Emotional Check-in: Recognizing excitement vs. fear during fast play. Week 6: High Knees and Low Stance: Developing "football feet." Week 7: The Value of the Ball: Learning how to carry it so it doesn't get "hurt." Week 8: Lab/Field Expectations: Practicing the routine of entering the play area. Week 9: Quarter 1 Showcase: The "Safety Runner" Obstacle Course. Well-Being Integration Physical: Channeling daily movement energy into structured play. Social: Practicing friendly greetings with classmates at the start of "practice." Community: Learning to play safely within the shared lines of the field. Career: Introduction to the Coach—the person who leads and keeps us safe. Financial: Understanding the value of materials; treating the football with care so it lasts. Learning Outcome Objectives Students will be able to move through a designated space without making physical contact with others. Students will demonstrate the ability to stop immediately upon hearing a specific signal (whistle/voice). Students will identify at least one emotion they feel when participating in physical "energy" games. Careers Football Coach: Teaches the rules and helps players get better. PE Teacher: Helps students learn how to use their bodies and play together.

create a half day pbl with 3 stations that students have to work their way through in one day. it should focus on space

Organize a local history project, where students research and present the history of their town or city. This will include visits to historical sites and interviews with long-time residents.