This course is designed to provide teachers with the skills and competencies needed to both incorporate information and communications technology (ICT) in their teaching as well as to use it for their professional development.

The course covers a wide range of thematic areas, from basic computer use and maintenance (including hardware, software, applications and troubleshooting) through to internet, email, and social media in the educational context. Through the course, teachers will develop the skills to understand, evaluate and operationalize ICT within the context of related national educational policies, integrate ICT in education from a pedagogical perspective, manage learners’ project-based learning (PBL) activities in a technology-enhanced environment and even integrate ICT into the curriculum.

In this project, students perform a viewshed analysis to determine the visual impact of a wind farm with four large turbines in a study area in England. A viewshed is the area visible from a specific vantage point. Viewshed analysis shows areas where observers can see an object or objects, or conversely, areas that can be seen from those objects. Although a complete wind farm analysis would examine other factors as well, these lessons focus on the visual impact assessment portion of the analysis. Students assess the visual impacts of building the wind farm by generating maps of zones of theoretical visibility under various assumptions.

Flipgrid is a fantastic FREE Tool where students can create a video presence to support collaboration and their learning. Students will use FlipGrid to share information on any given topic of your choice. It is a platform where they can communicate ideas and eventually collaborate with others.

On the third Monday of January, Americans celebrate the life and achievement of one of our most respected citizens -- Martin Luther King, Jr.

Lucy belonged to genus Australopithecus and the species afarensis, but she also belonged to the the hominid family (hominidae) to which humans belong. Although humans are of the family hominidae, we are not of Lucy's genus or species. We are Homo sapiens. How then, can Lucy be our ancient ancestor if we belong to a different genus and species? It's because humans and Lucy share a taxonomy up to the point of genus and species; there are many shared characteristics, but there are differences and these differences place humans in our own genus and species.

View the ISTE Standards for students, which many states are adopting, on their website.

This film features a book of essays and photographs by eleventh grade students at High Tech High of famous and little-known heroes who inspired the student authors, paired with black & white self-portraits. It demonstrates the power of publishing a real book for a real audience—raising the stakes for students for the quality of their individual and collaborative work, putting literacy standards in service of creating work of meaning and value.

In this project, students identify areas at highest risk of flooding and landslides during a major rain event. They first explore the region's dramatic geography and identify how the most flood-prone areas correspond with large population centers. Then, they determine where landslides are most likely to occur and summarize the population in these at-risk areas. Overall, students get a picture of the dangers faced in Boulder County and the costs associated with rebuilding in the wake of catastrophe.

Identifying Media Bias in News Sources through activites using relevant news sources to answer the following essential question:Why is this important and relevant today?Students are engaging with a growing number of news sources and must develop skills to interpret what they see and hear.Media tells stories with viewpoints and biases that shape our worldviews.Students must become critical consumers of media which is essential for being an informed citizen.

Every media source has a story to tell--a driving purpose. The media that people consume largely shapes their world views. The US public is becoming more divided partially due to the consumption of increasingly biased news. As a critical consumer of media, It is important to be able to separate fact from opinion. In this unit, adapted from the high school version, students will become critical consumers of news, by identifying media bias in order to become better informed citizens.  NOTE: This unit has been adapted for use at the middle school level from the resource Identifying Media Bias in News Sources by Sandra Stroup, Sally Drendel, Greg Saum, and Heidi Morris.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Life, liberty and the pursuit of happiness simply did not seem consistent with the practice of chattel slavery. How could a group of people feel so passionate about these unalienable rights, yet maintain the brutal practice of human bondage? Somehow slavery would manage to survive the revolutionary era, but great changes were brought to this peculiar institution nevertheless.

The Inca called their empire Tahuantinsuyu, or Land of the Four Quarters. It stretched 2,500 miles from Quito, Ecuador, to beyond Santiago, Chile. Within its domain were rich coastal settlements, high mountain valleys, rain-drenched tropical forests and the driest of deserts. The Inca controlled perhaps 10 million people, speaking a hundred different tongues. It was the largest empire on earth at the time. Yet when Pizarro executed its last emperor, Atahualpa, the Inca Empire was only 50 years old.

This resource includes multiple lesson plans developed by Washington State teacher John Zingale and can be taught as part of in-person, hybrid, or remote instructional settings. The core content areas include social studies, civics, and media literacy and are designed for use with students in grades 6-12. Additional integrations include ELA, world languages, mathematics, physical education and science. These lessons integrate both state and national civics instruction using project-based and collaborative learning strategies. Features of these lessons include:student researchcollaborative learningdigital learning strategieslateral readingdesign and creation of infographicsTo support these lessons, additional resources are provided to help educators and families with understanding and teaching information and media literacy to young people. Resources include:introductions to media literacyeducator guidesparent guidesstudent learning standards

Learning to Share Information (5 days)
1.Today we are going to start a research project on Greek gods. We started reading A True Book: Ancient Greece in shared reading today. One of the things that was really important to the ancient Greeks was religion. They believed in many gods and they believed that their gods looked and acted like humans, but had incredible powers and lived forever.
2. Yesterday you chose which god you were going to be an expert on. I have the list up here. Also, you started to research and write notes on your graphic organizer. I showed you how to make sections to take notes in and how to add more to each section as you read through different sources.
3. For the past two days, you have been working hard to gather information about your gods. All of you have several sections filled in. Some of those sections have lots of information and some of those sections only have one or two facts. Today we are going to talk about deciding which information to keep and which information to get rid of.
4. Yesterday you worked on choosing information to share in your infographic. Today you will need to begin planning how you will want your infographic to look.
5. Yesterday you used your graphic organizer to plan your infographic. Today you can start making your infographic.
Sharing

This Roadmap is an Informational Text Writing Unit. The unit begins with explaining what non fiction text is, the features of it, and how to write each section within it. Once the student has their first draft they begin with revision. They must prove the existence of certain features within their writing. The writing partner will also have the opportunity to evaluate their work. The partners for organization and ideas, sentence level revision, and editing for capitalization and spelling.

WEEK 9, DAY 1
Learning about Informative Writing
WEEK 9, DAY 2
Learning to Evaluate Informative/ Writing
WEEK 9, DAY 3
Learning to Write Informative Pieces
WEEK 9, DAY 4
Learning to Write Informative Pieces
WEEK 9, DAY 5
Learning to Write Informative Pieces

15.616 is an introduction to business law which covers the fundamentals, including contracts, liability, regulation, employment, and corporations, with an in-depth treatment of the legal issues relating to breakthrough technologies, including the legal framework of R&D, the commercialization of new high-technology products in start-ups and mature companies, and the liability and regulatory implications of new products and innovative business models. There is extensive attention to national and international intellectual property protection and strategies. Examples are drawn from many industries, including information technology, communications, and life sciences.

In this unit, second graders learn about insects and the impact insects have on the natural world. Building on what students learned in Unit 1 about habitats, they will explore how different insects rely on the environment, or habitat in which they live, for survival. Through this exploration, students will learn the unique characteristics of insects, how insects can be both beneficial and destructive, and the stages of an insect’s life cycle. By the end of the unit, students will have a deeper understanding of and appreciation for the beauty of the insect world.

This unit is comprised of predominantly shared reading experiences to help students practice different reading strategies and skills. Building on unit one, students will continue to be inquisitive, active consumers of texts by asking and answering questions, and they will continue to deepen their understanding of the role text features and illustrations play in helping a reader better understand the content of a text. Students will also begin to explore the connections between scientific ideas and concepts using cause-and-effect language and will continue to strengthen their habits of discussion as they debate and analyze key ideas of the unit.