Please make a unit for 4th grade science about earth's features and processes. Make this unit with lessons that are once a week for 1 hour and incorporate GLAD pictorial strategy of a topographical California map that includes the 4 regions, with rock formation, erosion, and volcanos on the pictorial. Also incorporate a GLAD CCD vocabulary chart. Include lessons on Ashfall fossil beds and how they changed over time, and the prehistorical animals that died.

help with creating an authentic project for a Humanities class that covers WWI through Cold War

A unit project for 4th grade Earth's systems and processes that is interdisciplinary with informative writing

a choice board for interdisciplinary projects for 4-ESS1 Earth’s Place in the Universe, 4-ESS2 Earth’s Systems, HSS-4.1 Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. and informational writing

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