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Friday, March 30, 2012

3-31-2012 Cesar Chavez Day

TOP 25 WAYS TO TEACH YOUR STUDENTS ABOUT 
CESAR CHAVEZ DAY

BACKGROUND:
  1. Voice of America
  2. America's Story
  3. The Fight in the Fields Timeline
  4. Watch, Know, Learn Videos
  5. A Biography
  6. Printable Timeline
  7. The Short-handled Hoe
  8. Presidential Proclamation
  9. ABC Person of the Week
  10. Cesar Chavez Reflects on Working Towards Peace
LESSONS:
  1. Teaching Tolerance: Viva La Causa
  2. Cesar Chavez Day Model Curriculum and Resources from California DoE
  3. El Civics Lesson
  4. BrainPop: Cesar Chavez
  5. Harcourt: Cesar Chavez
  6. Cultural Literacy: Cesar Chavez Day
  7. Current Events: Si Se Puede Article
  8. Cesar Chavez: Lessons in Compassion
  9. Reading A-Z
  10. Cesar E. Chavez Campaign: Middle School Toolkit
  11. Scholastic: Honoring Cesar Chavez
  12. Harvesting Hope Teacher's Guide
FOUNDATIONS:
  1. United Farm Workers
  2. Cesar Chavez Foundation
  3. Cesar E. Chavez Institute

3-30-2012 US History to 1620 Online


Teching The Social Studies CCCS
Grades 5-8
American History to 1620
Content Area
Social Studies
RESOURCES
Standard
6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
Era
Three Worlds Meet (Beginnings to 1620)
Grade Level
By the end of grade 8
Content Statement
Strand
CPI#
Cumulative Progress Indicator (CPI)
1. Three Worlds Meet

Indigenous societies in the Western Hemisphere migrated and changed in response to the physical environment and due to their interactions with Europeans.

European exploration expanded global economic and cultural exchange into the Western Hemisphere.
A. Civics, Government, and Human Rights
6.1.8.A.1.a
Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups.
B. Geography, People, and the Environment
6.1.8.B.1.a
Describe migration and settlement patterns of Native American groups, and explain how these patterns affected interactions in different regions of the Western Hemisphere.
6.1.8.B.1.b
Analyze the world in spatial terms, using historical maps to determine what led to the exploration of new water and land routes.
C. Economics, Innovation, and Technology
6.1.8.C.1.a
Evaluate the impact of science, religion, and technology innovations on European exploration.
6.1.8.C.1.b
Explain why individuals and societies trade, how trade functions, and the role of trade during this period.
D. History, Culture, and Perspectives
6.1.8.D.1.a
Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups.
6.1.8.D.1.b
Explain how interactions among African, European, and Native American groups began a cultural transformation.
6.1.8.D.1.c
Evaluate the impact of the Colombian Exchange on ecology, agriculture, and culture from different perspectives.
  1. US History on Shmoop
  2. Lessons on PBS Teachers
  3. Age of Exploration
  4. Native Americans of the Western Hemishpere
  5. Native American
  6. North American Natives
  7. The Cherokee Nation
  8. Up Close with a Zapotec Urn
  9. Inca Investigation
  10. Types of Government
  11. Descriptions of Governments
  12. Political Economy Terms Glossary
  13. Determining Boundaries
  14. Trading Around the World
  15. Comparative Economic Systems
  16. Western Religions
  17. Religion of the Ancient Near East
  18. Ancient Civilizations
  19. Tenets of Major Religions
  20. Human Settlement
  21. Environmental Trends

Thursday, March 29, 2012

3-29-2012 Dependent and Independent Variables

Teching the CCCS for Grade 6 Mathematics
STRAND
CPI
SKILLS
Resources
Expressions & Equations
The goal:
Students will be able to apply and extend previous understandings of arithmetic to algebraic expressions, reason about and solve one-variable equations and inequalities, and represent and analyze quantitative relationships between dependent and independent variables.
More specifically, students will understand the use of variables in mathematical expressions. They write expressions and equations that correspond to given situations, evaluate expressions, and use expressions and formulas to solve problems. Students will understand that expressions in different forms can be equivalent, and they will use the properties of operations to rewrite expressions in equivalent forms. Students will learn that the solutions of an equation are the values of the variables that make the equation true. Students will use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations. Students will construct and analyze tables, such as tables of quantities that are in equivalent ratios, and they use equations (such as 3x = y) to describe relationships between quantities.
Apply and extend previous understandings of arithmetic to algebraic expressions.
  



Write and evaluate numerical expressions involving whole-number exponents.


Write, read, and evaluate expressions in which letters stand for numbers.
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.


Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.


Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

Apply the properties of operations to generate equivalent expressions.
For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).
For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. Reason about and solve one-variable equations and inequalities.

Wednesday, March 28, 2012

3-28-2012 One Variable Equations and Inequalities

Teching the CCCS for Grade 6 Mathematics

STRAND
CPI
SKILLS
Resources
Expressions & Equations
The goal:
Students will be able to apply and extend previous understandings of arithmetic to algebraic expressions, reason about and solve one-variable equations and inequalities, and represent and analyze quantitative relationships between dependent and independent variables.
More specifically, students will understand the use of variables in mathematical expressions. They write expressions and equations that correspond to given situations, evaluate expressions, and use expressions and formulas to solve problems. Students will understand that expressions in different forms can be equivalent, and they will use the properties of operations to rewrite expressions in equivalent forms. Students will learn that the solutions of an equation are the values of the variables that make the equation true. Students will use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations. Students will construct and analyze tables, such as tables of quantities that are in equivalent ratios, and they use equations (such as 3x = y) to describe relationships between quantities.
Reason about and solve one-variable equations and inequalities.

Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
1 Step Equations (add and subtract)
1 Step Equations (divide)

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

Solve real-world and mathematical problems by writing and solving equations of the form x + p = q andpx = q for cases in which pq and xare all nonnegative rational numbers.

Write an inequality of the form x > cor x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x< c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

Tuesday, March 27, 2012

3-27-2012 6th Grade Algebraic Expressions


Teching the CCCS for Grade 6 Mathematics
STRAND
CPI
SKILLS
Resources
Expressions & Equations
The goal:
Students will be able to apply and extend previous understandings of arithmetic to algebraic expressions, reason about and solve one-variable equations and inequalities, and represent and analyze quantitative relationships between dependent and independent variables.
More specifically, students will understand the use of variables in mathematical expressions. They write expressions and equations that correspond to given situations, evaluate expressions, and use expressions and formulas to solve problems. Students will understand that expressions in different forms can be equivalent, and they will use the properties of operations to rewrite expressions in equivalent forms. Students will learn that the solutions of an equation are the values of the variables that make the equation true. Students will use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations. Students will construct and analyze tables, such as tables of quantities that are in equivalent ratios, and they use equations (such as 3x = y) to describe relationships between quantities.
Apply and extend previous understandings of arithmetic to algebraic expressions.
  



Write and evaluate numerical expressions involving whole-number exponents.


Write, read, and evaluate expressions in which letters stand for numbers.
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y.


Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.


Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.

Apply the properties of operations to generate equivalent expressions.
For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them).
For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. Reason about and solve one-variable equations and inequalities.


Please share your own favorite ways to tech algebra!

Monday, March 26, 2012

3-26-2012 We're All in Motion - CCCS for Science


5.2 Physical Science: All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for making sense of phenomena in physical, living, and Earth systems science.


E. Forces and Motion :  It takes energy to change the motion of objects. The energy change is understood in terms of forces.



By the end of grade
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
RESOURCES 
6
An object’s position can be described by locating the object relative to other objects or a background. The description of an object’s motion from one observer’s view may be different from that reported from a different observer’s view.
5.2.6.E.1
Model and explain how the description of an object’s motion from one observer’s view may be different from a different observer’s view.
  1. Forces and Motion
  2. Forces in Action
  3. The Forces Lab
  4. NOVA Physics and Math
  5. Free Online Physics
  6. Loads Lab
  7. Friction
  8. Friction 2.02
  9. Magnets and Springs
  10. Forces
  11. BrainPop Forces and Motion
  12. Gravity Force Lab
  13. The Gravity of the Situation
  14. Acceleration
  15. Lift
  16. The Ramp
  17. Inventor's Toolbox
  18. Simple Machines
  19. Simple Machines
  20. Robot Factory
  21. The Compound Machine
  22. Forces at Work
  23. John Travoltage
  24. Shoot a Cannonball into Orbit
  25. FOSS Force and Motion
  26. Pulleys and Levers Machine
  27. ESPNs Sports Science
  28.  The Science of Football
  29. Exploratorium Sports Science
  30. Newton's 2nd Law & Khan Academy

6
Magnetic, electrical, and gravitational forces can act at a distance.
5.2.6.E.2
Describe the force between two magnets as the distance between them is changed.
6
Friction is a force that acts to slow or stop the motion of objects.
5.2.6.E.3
Demonstrate and explain the frictional force acting on an object with the use of a physical model.
6
Sinking and floating can be predicted using forces that depend on the relative densities of objects and materials.
5.2.6.E.4
Predict if an object will sink or float using evidence and reasoning.
8
An object is in motion when its position is changing. The speed of an object is defined by how far it travels divided by the amount of time it took to travel that far.
5.2.8.E.1
Calculate the speed of an object when given distance and time.
8
Forces have magnitude and direction. Forces can be added. The net force on an object is the sum of all the forces acting on the object. An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion at constant velocity will continue at the same velocity unless acted on by an unbalanced force.
5.2.8.E.2
Compare the motion of an object acted on by balanced forces with the motion of an object acted on by unbalanced forces in a given specific scenario.