Fairy Tales: 5/4 Fitness Fantasy Game Like it or not, Pokémon Go has gotten children and adults away from their computers, playing video games and off their couches, watching TV while surfing social media. People of all ages are walking, riding bikes, and probably skate boarding around towns and cities, as well as college campuses, searching for the popular little creatures to capture in their cell phones. The downside - distracted players not watching where they're going and risking accidents, predatory attacks, and the zombie-like throngs walking the street - has put a damper on this internationally popular game. However, this curriculum reflects the influence of the upside of Pokémpn Go: getting people moving. Physical fitness has become a real health concern in the digital age with people of all ages playing video games for hours on end with little or no physical movement except to click a mouse or work the controls on a game console. Physical Education is not provided in many schools at a time when it's needed most. This unit that spans all grades (older children involved in the activities can also work with younger children as coaches and mentors) uses familiar fairy tales that are reflected in the various fitness activities inspired by these age-old stories that most children have either read (or heard as bedtime stories) or seen in movies. Note: Older children can also create their own games based on Super Heroes in comic books and/ or movies. Since most schools do not have the tech tools to make this a digital game like Pokémon Go, 5/4 Fitness activities use available or inexpensive materials (some of which schools may have in the supply room). A few purchases will have to be made for things like plastic and actual eggs, apples, climbing ropes, etc. Safety concerns should be observed at all times. Older students may also need to wear protective gear to avoid scrapping knees and elbows, as well as helmets, for some activities. Students' medical needs and limitations must also be taken into consideration for some activities, such as five minutes lying in a "coffin," running with a pea in each shoe, or running in only one shoe, etc. There are also bonus rounds for students to play to earn extra points or break a tie. Points can be traded for Golden Coins that can be used to purchase free time. Information about the games will be posted on social media (Facebook). If enough schools get involved, sponsors will be added to provide schools with the highest scores at the end of the school year a chance to win tech tools like laptops, tablets, smart boards, cells, etc. This would allow the game to be supported by technology to keep track of points earned, interact with players from other schools, provide videos of games and players, etc.

BULLIES (Better Use of Language Labeling Individuals to Enrich Socialization) is a unit to be used across grade levels that assists students in examining language used and social interactions experienced during bullying incidents. Labels are given to individuals involved in bullying scenarios and real-life incidents. These labels include 'bullies,' 'bullying victims,' 'witnesses to bullying,' 'teachers,' and 'parents.' However, instead of just labeling those involved actively or inactively during bullying incidents, this unit will help students identify which label applies in various scenarios and explore how the social behavior of each individual in specific scenarios can be changed to prevent bullying. There is also an easy to facilitate assessment teachers can use to determine which of the labels fits each student after participation in the unit's activities. NOTE: the assessment may also be used as a pre- and post- test of each student's possible role in a past, present, or future bullying incident. Although the main purpose of the assessment is to determine if students meet the goal and objectives of the unit, the three-question multiple choice assessment could be used in a number of ways; including: assessing students after a bullying incident to determine the states of mind of students involved in a bullying incident; and/or to assess school staff and/or parents' attitudes regarding bullying.

TES the largest network of teachers in the world Geneva Chapman Resources News Blendspace Let Girls Learn STEM: Elementary Science Geneva Chapman As part of the U.S. government's commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This program will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and every American can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR GIRLS' SCHOOLS AND AFTER SCHOOL PROGRAMS FOR GIRLS Let Girls Learn STEM: Mathematics Goal: Students will use mathematics to learn skills for a variety of fields, starting with culinary arts. Objectives: 1. Students will understand mathematical concepts related to culinary arts including: measuring, time, volume, temperature, portions, and ratios. 2. Students will be able to calculate equivalent fractions, temperature in relation to time, and amounts needed for various dishes. 3. Students will learn the above skills to follow and create recipes. Link to videos: http://www.foodnetwork.com/shows/chopped/chopped-full-episodes.html

As part of the U.S. government's commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This programme will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and every American can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR SCHOOLS FOR GIRLS AND OTHER EDUCATIONAL PROGRAMS SPECIFICALLY FOR GIRLS Goal: Students will learn how to develop an hypothesis and create an engineering investigation to solve a hypothetical problem. Objectives: 1. Students working in one of two groups will follow the steps in engineering design/experimentation to create an hypothesis regarding the use of limestone vs. concrete to create blocks to be used in building miniature pyramids. 2. After learning how to mix limestone or concrete (depending on group), students working with either limestone or concrete will follow the steps in engineering design. 3. Students will build miniature pyramids using either limestone or concrete. 4. Students will test their pyramids' ability to withstand strong winds, sandstorms, and torrential rains using simulation. 5. Students will determine whether concrete or limestone were most likely used to build the Egyptian pyramids by using both to create mini-blocks and using them to create pyramids. 6. Students will record results using charts and anecdotal records. 7. Students will complete engineering a solution by working as a class by designing and building a prototype pyramid that can withstand salt water and aquatic conditions for the future scenario.

In honor of African-American History Month, Gettysburg University in Pennsylvania is sponsoring a production of flow theater's iconic choreopoem, "Our Young Black Men Are Dying and Nobody Seems to Care," written by my late brother in 1983. First performed at the Castillo Theatre in New York''s Theatre District in 1990, this series of vignettes addressing the violent deaths of black youth has been staged across the nation in colleges and universities, as well as other venues. I am offering this series of five units based on the themes presented in OYBMADANSTC free of charge to high school and college/university teachers. These materials are also suitable for advanced middle school students. The subjects addressed include history, civics, English and composition, and social problems. One of the units includes research projects specifically for students interested in service careers. These materials will be offered free of charge through March 2016. (c) 2016, Geneva J. Chapman. All rights reserved.

In honor of African-American History Month, Gettysburg University in Pennsylvania is sponsoring a production of flow theater's iconic choreopoem, "Our Young Black Men Are Dying and Nobody Seems to Care," written by my late brother in 1983. First performed at the Castillo Theatre in New York''s Theatre District in 1990, this series of vignettes addressing the violent deaths of black youth has been staged across the nation in colleges and universities, as well as other venues. I am offering this series of five units based on the themes presented in OYBMADANSTC free of charge to high school and college/university teachers. These materials are also suitable for advanced middle school students. The subjects addressed include history, civics, English and composition, and social problems. One of the units includes research projects specifically for students interested in service careers. These materials will be offered free of charge through March 2016. (c) 2016, Geneva J. Chapman. All rights reserved.

In honor of African-American History Month, Gettysburg University in Pennsylvania is sponsoring a production of flow theater's iconic choreopoem, "Our Young Black Men Are Dying and Nobody Seems to Care," written by my late brother in 1983. First performed at the Castillo Theatre in New York''s Theatre District in 1990, this series of vignettes addressing the violent deaths of black youth has been staged across the nation in colleges and universities, as well as other venues. I am offering this series of five units based on the themes presented in OYBMADANSTC free of charge to high school and college/university teachers. These materials are also suitable for advanced middle school students. The subjects addressed include history, civics, English and composition, and social problems. One of the units includes research projects specifically for students interested in service careers. These materials will be offered free of charge through March 2016. (c) 2016, Geneva J. Chapman. All rights reserved.

In honor of African-American History Month, Gettysburg University in Pennsylvania is sponsoring a production of flow theater's iconic choreopoem, "Our Young Black Men Are Dying and Nobody Seems to Care," written by my late brother in 1983. First performed at the Castillo Theatre in New York''s Theatre District in 1990, this series of vignettes addressing the violent deaths of black youth has been staged across the nation in colleges and universities, as well as other venues. I am offering this series of five units based on the themes presented in OYBMADANSTC free of charge to high school and college/university teachers. These materials are also suitable for advanced middle school students. The subjects addressed include history, civics, English and composition, and social problems. One of the units includes research projects specifically for students interested in service careers. These materials will be offered free of charge through March 2016. (c) 2016, Geneva J. Chapman. All rights reserved.

In honor of African-American History Month, Gettysburg University in Pennsylvania is sponsoring a production of flow theater's iconic choreopoem, "Our Young Black Men Are Dying and Nobody Seems to Care," written by my late brother in 1983. First performed at the Castillo Theatre in New York''s Theatre District in 1990, this series of vignettes addressing the violent deaths of black youth has been staged across the nation in colleges and universities, as well as other venues. I am offering this series of five units based on the themes presented in OYBMADANSTC free of charge to high school and college/university teachers. These materials are also suitable for advanced middle school students. The subjects addressed include history, civics, English and composition, and social problems. One of the units includes research projects specifically for students interested in service careers. These materials will be offered free of charge through March 2016. (c) 2016, Geneva J. Chapman. All rights reserved.

As part of the U.S. government's commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This programme will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and every American can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR SCHOOLS FOR GIRLS AND OTHER EDUCATIONAL PROGRAMMES SPECIFICALLY FOR GIRLS Let Girls Learn STEM: Technology From Ancient Technology to the Technology of the Future Goal: Students will learn that technologies have been developed throughout history and that ancient technologies influenced present ones Objective: Students will learn about ancient technologies, how they created present technologies, the impact of technology on humans and how we live, and develop their own 22nd century technology design and prototype. This lesson is for students in middle grades and students with learning disabilities in higher grades. Outcomes: 1. Students will understand how ancient technologies influence present technologies 2. Students will identify modern technologies that developed from ancient ones. 3. Students will design and create an artefact of a future technology.

As part of the U.S. government’s commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This programme will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and every American can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR SCHOOLS FOR GIRLS AND OTHER EDUCATIONAL PROGRAMMES SPECIFICALLY FOR GIRLS Let Girls Learn STEM: Technology From Ancient Technology to the Technology of the Future Goal: Students will learn that technologies have been developed throughout history and that ancient technologies influenced present ones Objective: Students will learn about ancient technologies, how they created present technologies, the impact of technology on humans and how we live, and develop their own 22nd century technology design and prototype. FOR GIRLS’ SCHOOLS OR SCHOOL PROGRAMS FOR GIRLS This lesson is for students in middle grades and students with learning disabilities in higher grades. Outcomes: 1. Students will understand how ancient technologies influence present technologies 2. Students will identify modern technologies that developed from ancient ones. 3. Students will design and create an artefact of a future technology.

As part of the U.S. government's commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This programme will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and everyone can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR SCHOOLS FOR GIRLS AND OTHER EDUCATIONAL PROGRAMMES SPECIFICALLY FOR GIRLS Let Girls Learn STEM: Elementary Science States of Matter: This science lesson is for young students and older students with learning disabilities. Ice, Water, and Steam Goal: Students will learn about the states of matter through observation and engagement. Objective: Students will physically interact with matter at three different states - solid, liquid, and gas - by identifying snow or ice as a solid, water from melted snow or ice as a liquid, and steam from melted snow or ice as a gas. Outcomes: 1. Student provide information to create a concept map on a white board or other display area showing the three states of matter, using the students’ pictures and/or photographs, and images from the video. 2. Students work collaboratively in small groups or pairs using their collective pictures/photos showing the states of matter to create a “states of matter” timeline. 3. Students make their own picture or video books referring to the concept map and their group discussion timeline.

As part of the U.S. government's commitment to Let Girls Learn, First Lady Michelle Obama and the Peace Corps have formed a powerful collaboration to expand access to education for adolescent girls around the world. Educating girls is essential to healthy and thriving communities but, globally, 62 million girls are not in school, and barriers to adolescent girls completing school are particularly significant. In some countries, fewer than 10% of teenage girls complete secondary school. This program will address that challenge by empowering local leaders to put lasting solutions in place. Peace Corps Volunteers who live and work at the grassroots level will serve as catalysts of community-led change, and every American can get involved and make a difference. https://letgirlslearn.peacecorps.gov/ FOR GIRLS' SCHOOLS AND AFTER SCHOOL PROGRAMS FOR GIRLS Let Girls Learn STEM: Elementary Science States of Matter: This science lesson is for young students and older students with special needs. Ice, Water, and Steam Goal: Students will learn about the states of matter through observation and engagement. Objective: Students will physically interact with matter at three different states - solid, liquid, and gas - by identifying snow or ice as a solid, water from melted snow or ice as a liquid, and steam from melted snow or ice as a gas. Outcomes: 1. Student provide information to create a concept map on a white board or other display area showing the three states of matter, using the students’ pictures and/or photographs, and images from the video. 2. Students work collaboratively in small groups or pairs using their collective pictures/photos showing the states of matter to create a “states of matter” timeline. 3. Students make their own picture or video books referring to the concept map and their group discussion timeline.

Goal: Connect typical students with students with special needs as coding mentors during Hour of Code initiative. Objectives: 1. Typical students will assist students with special needs to learn a simple coding game as a code mentor. 2. Students with special needs will be introduced to code by a mentor. 3. Students will decide after activity if they want to continue collaboration. Technology tool: Lightbot. ISTE Standards NETS - are included

This PBL project-based unit continues where "When We Couldn't Drink the Water," a unit based on the 2014 Toledo Water Crisis, stopped. WWCDTW reflected all that happened in Ohio's fourth largest city the first weekend in August just weeks before the start of the 2014-2015 school year. This project seeks a solution that will prevent a future water crisis like the one in Toledo. Based on scientific principles and concepts, this project involves students in collaborative research, investigation and experimentation to help them understand processes like algal blooming, denitrification, and bioreactors. Students will be emerged in the ongoing struggle for water quality in the Great Lakes , the cycle of denitrifcation, beaver dam-building, and bioreactors designing and construction. Students with advanced scientific skills and/or gifted students will have differentiation, as well as will students with special needs. Assessments are imbedded. There is also a pretest to assess prior knowledge. A Hands-On Biochemistry PBL Project Goal Students will engage in a PBL project to find a way to keep the algal blooms resulting from the nitrogen in agricultural run-off from farms into the Great Lakes in collaboration with other schools, studying the 2014 Toledo Water Crisis and researching, investigating, and experimenting to find solutions that can be shared through a variety of digital formats. Toledo Water Crisis http://voicethread.com/share/7306686

This history unit follows Harris Stone's advice and takes students on virtual tours of national landmarks and attractions, provoking curiosity and inspiring students to learn the history of each architectural site. From the website: Virtual Tour of 15 Historic Places: Take a Virtual Tour of Colonial Williamsburg Colonial Williamsburg – Take a virtual tour of Colonial Williamsburg. Select a location on the map to read a description, watch a video, see a timeline, or look at pictures. Additionally, various teacher resources, such as lesson plans and pre-visit activities, are available to enhance your class’s learning experience. Gettysburg – Take an interactive battlefield tour of Gettysburg. View 21 battlefield panoramas! Mount Vernon Mansion – Take a virtual tour of the estate of Mount Vernon. Not only will you experience 360 degree views of each room, but you can also select objects in the room to learn more of their history. White House – Take an interactive tour inside the White House. Select rooms to view pictures and descriptions. You can also explore the White House at home by watching the Inside the White House video series or the Google Art project. Take a virtual tour of the Supreme Court Take a virtual tour of the Supreme Court Supreme Court Building – Stand on First Street in front of the Supreme Court Building. Select statues or the portico frieze to view details and learn of their symbolism. Take virtual tours the Great Room, the courtroom, and see the chambers of the Justices. Library of Congress– View photos of the Thomas Jefferson building and details of the interior and exterior. Descriptions accompany each photograph for further information. United States Botanic Garden – Tour the United States Botanic Garden before you visit Washington D.C. Explore 360 degree views of 9 locations at the botanic garden, including the jungle, orchid, and desert rooms. It’s feels like you are there! Smithsonian Museum of Natural History – View panoramas inside the Smithsonian Museum of Natural History. Take virtual tours room-by-room of the whole museum. United States Mint – This slideshow of the coin-making process provides an overview of how the United States designs and manufactures coins. Facilities in Philadelphia and Denver are featured. The Kennedy Center – Get a glimpse of the awe of the Kennedy Center on this virtual tour. Descriptions are included for each room and terrace. Freedom in America – A partnership between the National Park Foundation and Ball State University, Freedom in America is an electronic field trip where students and teachers can explore the American search for freedom. Meet characters throughout history as you play a virtual board game and watch interactive webisodes. The site is divided into a student and teacher sections.

This short guide shows teachers how to use Duolingo to increase their students' Spanish vocabulary and usage. Students can download the free app on their laptops, tablets, or cells. The app is easy to use and engages students with its colorful content. The interactive drills include verbal, visual, and auditory items and require students to use both reading and writing skills. Self-assessment is built in, allowing students to repeat items using various approaches and learning material for multiple intelligencies. Repeated content and assessment help conceptualize content and remember related vocabulary and usage. This guide also includes a link to a VoiceThread that provides more ideas for individualizing and differentiating Spanish learning.

This hands-on activity allows students at all grade levels and abilities to explore concepts of buoyancy by attempting to submerge a small object in a water bottle. Discovery should be supported by guided inquiry and open-ended questions to scaffold understanding and learning. Once the students are done exploring and sharing their discoveries, reflecting on what they learned and asking questions about what they did not learn, a video showing how the experiment works will be shown and students will get an opportunity to view it. There is also a detailed explanation of this experiment and a diagram illustrating how to conduct it for further study of the scientific concepts involved. Additional video links showing how to build a submarine in Minecraft and similar videos are also included for older and/or more advanced/tech savvy students. Technology needed include a whiteboard, students cell phones for taking videos and sharing them using the KlipMix app, as well as Skype if collaborating with another class. Performance assessments are embedded in the activities in the form of reviews and using inquiry and open-ended questions to assess understanding.

Students are asked to study nature after synthesizing information and making inferences comparing and contrasting, completing a study of a website on biomimcry, and choosing a journal with direction in which to record their study of a natural phenomena. Students are assessed with a test on biomimcry and given performance assessments based on their nature journals and a video or audio presentation of their study. The unit ends with students completing an extended KWL chart for guided inqury, reflecting on what they've learned and how to use this information after watching a video of a student-produced reflective tool, and scoring the class, teacher, and peers on participatory and collabrative behavior. Part 1 and Part 2 can be taught separately, but should be taught in succession if taught together. NOTE: I created this unit for a graduate school course and got an A grade. This unit was 20% of my final grade.

Standards-based unit focusing on how observing nature has influenced technology development and solve a problem related to natural phenomena. Students are encouraged to create projects to solve a problem in nature or design technology based on their observations of natural phenomena. A number of technologies are used, students are taught how to locate and use online information in inquiry project and/of problem based activities, and embedded performance-based formative assessments, as well as summative assessments of prior and acquired knowledge are included.