Web+Links+for+Teachers

3/6

Writing and Publishing Portals

 * Carol S. Holzberg, PhD**

Web portals provide convenient 1-stop gateways to special interest topics. If you have an interest or hobby there's probably a "portal" Web site just for you! Typically, portals greet visitors with a comprehensive directory of theme-related resources organized alphabetically by topic. Click a link and the gateway opens onto a digital deli of resource delights. A Search facility lets you track down specifics. In this Web round up, we explore writing and publishing portals for student and teacher authors of all ages and abilities. Novice and accomplished writers interested in knowing more about the dynamics of writing and publishing should make the scene at LitScene. This portal provides access to nearly 3200 theme-based sites offering tips, advice, discussion forums, support communities and just about any resource a writer could need. Get help with publishing, find an agent, locate a competition to show off your best work, or track down a site where you or your students can share the "write" stuff. Writing-Portal.com Directory]]** At this no frills directory of nearly 3000 sites geared to writing and publishing, you'll find a list of resources organized alphabetically into 26 categories. Topical links take you to Web pages with more information about book writing, conferences, contests, creative writing, fiction, non-fiction, screen writing, and help for young writers. Writing genius is 1% inspiration and 99% perspiration. At this portal you can select an editor (based on personal profiles, credentials, number of pages edited and criteria you deem important), then submit your document for editing. The site offers editing services from more than 250 professionals, automating the editing process by providing a virtual gateway to document submission, cost calculations, and editing reports. Be cautious! Large projects can cost a bundle. Offering practical advice to educators who teach literacy, writing and English, **//eTeachers Portal//** also provides space at Kids on the Net where youngsters can go to publish their writing, read book reviews and advice from established authors, and explore stories and poems written by peers. Every creative writing submission is checked and approved by a real live editor before being published. More than just a job-search portal, WorkTree.com offers links to sites with resumé tips and examples in addition to links to sites with help and information on writing cover letters and thank you notes. Learn how to put your best foot forward in a résumé that will help you land that all-important summer job, internship, or teaching position. For writers just starting out and those with gobs of writing experience, this site compiles helpful writing resources. Find information about copywriters, how to write, and technical writing. There are also one-click links to sites with information about hiring an agent. Looking for ways to see the world as you pen your Pulitzer. At this portal for writers who want to travel around the world while promoting their work, you'll find helpful tips about travel writing from folks who write while they travel. There is also information about working, studying and living abroad, general book publishing and marketing information, press trip resources and sample writer's guidelines for travel print and digital magazines. Learn virtually everything there is to know about blog publishing at Google's Blog Publishers directory. By default, Google ranks resource listings in order of their "importance" with higher quality sites appearing near the top of the directory. Alternatively, you can click the "view in Alphabetical Order" link to sort Directory sites alphabetically. A wealth of writing tools and resources greets you at this Web portal designed for both inexperienced and advanced writers. The Paradigm Online Writing Assistant provides writing help in the form of an interactive, menu-driven, everything-you-wanted-to-know free guide to writing. You can explore site resources by choosing a discussion topic of interest (e.g., organizing, revising, editing, documenting sources, and more), reading several brief articles, and completing suggested activities. This commercial site provides Web-based marketing services for publishers, but it has a free tool called EventCaster to help you get the word out about book signings and literary events (e.g., readings). Every week NetRead accepts event information from publishers, bookstores, and other organizations. It then broadcasts that information through cyberspace to hundreds of newspapers and Web sites with online calendars (like Yahoo and Digital City). What a great opportunity to get the word out about new writing from students, teachers and staff! At this directory of worldwide poetry online, there are resources galore! Check out the Beginner's section with information about different types of poetry, styles and themes. Find out about poetry events, courses, competitions, and magazines. Read poet biographies and poems by the featured poets, learn about the poetry publishing world and get help at the "Help Centre." Thinking about having your students start a magazine? To help them with the business of online magazine publishing, have them explore MagazineLaunch for tips on getting started, circulation management, content & design, marketing and publicity. This site has several free information-rich magazine writing and publishing resources.
 * URL:**http://www.techlearning.com/article/4504
 * [|LitScene.com]**
 * [[http://writing-portal.com/portal/directory|
 * [|EditAvenue.com]**
 * [|eTeachers Portal.com]**
 * [|WorkTree.com]**
 * [|Writing Smart]**
 * [|Transitions Abroad]**
 * [|Google Directory: Blog Publishing]**
 * [|My Paradigm: Online Writing Community]**
 * [|NetRead: The Publishing Portal]**
 * [|Inspirational Poetry Online: A Guide to Internet Resources]**
 * [|MagazineLaunch]**

2/27 //from Educators' eZine// Here's another Websites Of The Year list. This one will be highlighting Social Studies (Geography, United States History, World History, Economics, and Government) sites. In order to make the list, these sites have to be accessible and challenging to English Language Learners and native-speakers alike. They must also be able to be used by a teacher who only knows how to email and copy and paste a web address. Since I'm covering such a broad area of topics under the title of "Social Studies," this selection is fairly long. I was only able to get it down to nineteen sites, with a tie for first place. Number eighteen would be a lot higher, but, since it has a history of not being accessible a lot of the time, I'm putting it last on my list. It's the [|Holt, Rinehart Winston Social Studies Home Page]. It has great free online activities to support their textbooks. [|Here] are two [|examples]. Click on any of the textbooks, then click on any of the chapters, and then go to "Interactive Features" to see the best online exercises. The site has been functioning for the past few weeks, so check it out before it stops working again. [|Brainpop] is the seventeenth site. It's one of only two sites I ever recommend that costs money. They have great animated movies and follow-up activities on lots of subjects, including Social Studies. It's worth the cost. They have various services at various prices. It costs us a few hundred dollars a year. Number sixteen is [|DirectGovKids]. It's a very colorful site that, through audio, animation, and text, explains the role of government in the United Kingdom. It's great for students here in the United States who want to learn how another country's government works. The fifteenth-ranked site is the Social Studies page of [|IKnowThat]. Their free map games and quizzes are a hit with both my ESL and mainstream students. Number fourteen is [|Wikijunior's] resources on [|Ancient Civilizations]. It's part of Wikibooks, which is collaboratively developing open source textbooks online. [|Hot Shot Business] is number thirteen. This is a site from Disney where students participate in stimulations of starting businesses. It provides some good basic economics information, and is very well-designed. Number twelve is an activity called [|Consumer Consequences]. It's a pretty sophisticated interactive designed for users to determine their ecological "footprint" and to help them reflect what they could do to reduce it. The Field Museum's site called Maps: [|Finding Our Place In The World] is number eleven. The wonderful online activities it offers are too numerous to mention. Just be sure to explore all the links on its "sidebar." Number ten is the [|Geography Challenge] from a magazine called Mental Floss. It has a series of good map games that are a little more challenging than the ones on IKnowThat. Number nine is called [|Nations Illustrated]. It has over 7,000 photos from all over the world. They're categorized by country, and they're free to use for non-commercial purposes. One of the neat features it has is allowing any photo to easily be made into an E-Card. [|The Zero Footprint Kids Calculator] is eighth on the list. It would be difficult to develop a more accessible web tool for people to figure out their own ecological footprint. Number seven is [|The Traveler IQ Challenge]. This series of geography games is the hardest on my list, and the best. The next site on my list is designed for use by realtors and people looking to purchase or rent an apartment/house. It's also a great research tool for students. [|HotPads] is number six. It allows you to identify cities and neighborhoods on a map, and then lets you choose key demographic data. It then shows the data visually on a shaded map, along with a map key. Number five is [|The Greatest Race On Earth]. It's another very well-designed and thought-out sight that details the specific environmental consequences of many work, transportation, home, and leisure activities. [|Learn About Congress] is a site sponsored by Indiana University and is ranked fourth on my list. It has several videos and animations designed to show how the United States Congress works (or,at least, how it's supposed to work). Number three is an extraordinary research site called [|ZIPskinny]. All you have to do is type in a zip code for anywhere in the United States, and you immediately get information from the 2000 Census, along with a map of the area. Not only that, you can also compare the data with neighboring zip codes. The second-ranked site is [|Awesome Stories]. Awesome Stories has been a great source of information, particularly about history, for students since it began in 1999. It has thousands of very accessible stories about countless subjects. It's also made it on this year's list because it's just started to provide audio narration to its content. And, now, for the site with the number one ranking this year: One is [|HippoCampus]. It has great (and complete) online and accessible textbooks for many subjects, including History and Government. Their resources include extraordinary multimedia presentations.

2/20 These is a mix of sites I've found that are just neat. Enjoy!

The Poetry Foundation, publisher of //Poetry// magazine, is an independent literary organization committed to a vigorous presence for poetry in our culture. It exists to discover and celebrate the best poetry and to place it before the largest possible audience. This website is truly a gem if you love poetry. http://www.poetryfoundation.org/foundation/about.html

[|In the Footsteps of Marco Polo:] Journey with Marco Polo across the Asian continent to the court of Kublai Khan. Use the online Image Explorer to view and compare artwork from the many regions he visited. Listen to his own words describing those places.It's sponsored by the Met and it is just a beautiful journey via the collection of his journeys. Worth the time to look even if you don't teach this. The aim of this [|site] (You Innovate21)is to encourage students to become the innovators of the future. In addition to offering multimedia ways to learn how some innovations have occurred, it also provides three areas - Learning Space, Career Pathway, and Multimedia. Learning Space presents articles from Grolier Online and Science World. Career Pathway walks students through steps to help them identify careers in the science and math fields which might interest them, as well as showing them the steps they'll need to take to get to those careers. The Multimedia section presents sites from the American Museum of Natural History, Tom Snyder Productions, and the Museum of Science to expand students' knowledge and interest. In addition, there are lists of resources from each state, and lesson plans. http://www.youinnovate21.net/

[|Rome Reborn]: What was it like to walk the streets of ancient Rome at the peak of its grandeur and technology? Find out here! Starting with the founding of Rome and moving through its history, the Rome Reborn team has created digital models that illustrate its urban development. Again, a little offbeat, but worth looking at. http://www.romereborn.virginia.edu/ Learn about the [|history of roller coasters] as well as how the laws of physics affect amusement park rides. Site allows users to build their own roller coaster and try it out. I've highlighted this one before and it's still cool. http://www.learner.org/interactives/parkphysics/index.html Students can print out line drawings of people, clothing styles, spiritual deities, places, and animals from around the world to color, to paint, and to use as inspiration. This [|online coloring book] includes different historical periods and cultures and is a good resource for cross-curricular approaches to the study of art and social studies. http://www.techlearning.com/article/15728

Exhibition site about one of the most famous paintings in the collection of the Art Institute of Chicago, [|Seurat and the Making of "La Grande Jatte"] explains Seurat's interest in color and pointillism. You have to go to Exhibitions Themes from the Overview page to see the "meat" of the exhibit. http://www.artic.edu/aic/exhibitions/seurat/seurat_overview.html

2/13 This may look a bit strange but it is a cool way to get kids interested in astronomy so I put it here as opposed to articles. =Young Astronomers Study the Night Sky -- and Collaborate with Peers Online=

Credit: Getty Images
For the first time in human history, more than half of the world's inhabitants live in cities, where they're surrounded by bright lights that obscure their view of the stars. Astronomers worry that this disconnection from the night sky not only diminishes people's appreciation of a valuable natural resource -- one that has inspired scientists and poets alike for millennia -- but also poses health concerns, such as disruption of sleep cycles. To spark public awareness, astronomers and educators came together in 2005 and 2006 to create an international star-hunting project for students, teachers, and the general public known as [|GLOBE at Night] [1]. This year, the annual event takes place March 16-28, the 13 days when the Orion constellation will be visible to naked eyes from almost any location on Earth. "We're hoping that by encouraging children to reconnect with the night skies and learn about light pollution, we're creating citizen scientists who will work to protect this resource," says Connie Walker, senior science-education specialist and astronomer at the [|National Optical Astronomy Observatory] [2] (NOAO), in Tucson, Arizona. "And teachers like GLOBE at Night because it lends itself to cross-curricular learning: geography, history, literature, writing. The possibilities are great." (Check out [|these online resources about astronomy] [3] .) GLOBE at Night is run by the NOAO and the nonprofit organization [|Global Learning and Observations to Benefit the Environment] [4] (GLOBE), an interactive science-based education program with members in 110 countries. The basic project is simple: On clear nights during the specified two-week period, students go outside between 8 p.m. and 10 p.m. local time and find the constellation of Orion, including the three distinctive stars that make up Orion's Belt. They then compare what they saw to eight GLOBE images depicting varying degrees of light pollution, which teachers may [|download free] [5]. Students and others may also use sky-quality meters, which measure the brightness of the night sky. The meters are available for about $120 each from [|the manufacturer] [6] ; deliveries take at least six business days. Back at school, students log on to the GLOBE [|Web site] [4], identify their latitude and longitude, and report their observations. GLOBE compiles the information and produces maps for teachers to use in lessons about population density, light pollution, geography, and related topics. Last year, GLOBE at Night collected more than 6,800 measurements of night-sky brightness from students in 62 countries. Walker and her colleagues anticipate even greater participation this year, the 400th anniversary of Galileo's first peek through his rudimentary telescope. To honor the milestone, the United Nations declared 2009 the International Year of Astronomy, which prompted some school districts to expand their astronomy curricula. Art Klinger, planetarium director for the [|Penn-Harris-Madison School Corporation] [7], in Mishawaka, Indiana, and a colleague designed a series of lessons on topics such as how animal habitats are affected by light pollution and how energy efficiency can be improved with smarter artificial light. After recording their observations, a team of about 70 students from various schools in his district will plot their results on a local map and then present their findings to the school board, along with opportunities for improvement. "I think the board is looking forward to this," Klinger says, "not only because it's a great application of student learning, but also because it's information we can use." In northeastern Connecticut, each fifth-grade class in 36 districts will participate in activities with a counterpart in another state or country. Nancy Magnani, staff developer at the area's regional educational service center, says, "We want these kids to understand that the sky is a resource we all share, so we all share responsibility for protecting it," she says. "I hope our students look up during GLOBE at Night and think, 'I wonder how this looks in Romania or Ohio.'" Data aside, educators and astronomers are hopeful that these young stargazers will ultimately draw the same conclusion about their world: The night sky is an irreplaceable natural resource that's worth protecting. "One day, we might take this data to Congress or to state legislatures to lobby for regulations on artificial light," Walker says. "And then imagine how great these students' impact will be."

**Hilary Masell Oswald** is a freelance writer in Denver.
[1] http://www.globe.gov/GaN [2] http://www.noao.edu [3] http://www.edutopia.org/astronomy-globe-night-sky-resources [4] http://www.globe.gov [5] http://www.globe.gov/gan [6] http://www.unihedron.com/projects/darksky [7] http://www.lettherebenight.com/index.html Copyright 2008 The George Lucas Educational Foundation
 * Source URL:** http://www.edutopia.org/astronomy-globe-night-sky
 * Links:**

2/6 All about books this week... The books that appear in the list below were selected as outstanding children's science trade books. They were selected by a book review panel appointed by the National Science Teachers Association (NSTA) and assembled in cooperation with the Children's Book Council (CBC). NSTA and CBC have cooperated on this bibliographic project since 1973. From 1973 through 2001, when the list was known as Outstanding Science Trade Books for Children, the books selected were primarily targeted at grades K through 8. Beginning in 2002, the list has been expanded to included high school as well. http://www.nsta.org/publications/ostb/

Help students read more ... and enjoy it. Bring authors into your classroom. //Online. Anytime.// //http://www.teachingbooks.net///

This is a really nice list of books recommended for ESL students. //http://www.amazon.com/books-for-elementary-ESL-students/lm/1PDWRCULWJC8H//

A guide to theme-related bibliographies
For help in locating materials and inspiring readers, some librarians, educators and publishers maintain bibliographies of recommended books. Here are some of the notable booklist sites on the World Wide Web. [|Allen County Public Library Booklists] http://www.acpl.lib.in.us/children/booklist.html A number of unique lists, some annotated. A few of the bibliographies include Cinderella variants, fabric art illustrations, patriotism -- and don't miss the outstanding "Parents' Primer" which includes dozens of lists dealing with sensitive topics. [|BookHive] http://www.bookhive.org/ Maintained by the Public Library of Charlotte-Mecklenburg County, this attractive site recommends books by genre and grade levels. Thoughtful summaries as well as helpful notes are included. [|Boston Public Library: Booklists for Children] http://www.bpl.org/kids/booksmags.htm Annotated lists include trains, multicultural, "If you like... Goosebumps (and others)," international folktales, environmental themes and several standard themes. [|The Bulletin of the Center for Children's Books] http://bccb.lis.uiuc.edu/ See booklists in current issues and archives. Topics have included fractured fairy tales, gross books, back to school, picture trickery (a la Waldo). Unique! [|Carol Hurst's Children's Literature Site] http://www.carolhurst.com/index.html Reviews, curriculum ideas, and - yes - booklists, too. See subject areas and archive of newsletters for bibliographies and activities on such diverse topics as: computation, quilts, time, rivers and specific guides to historical eras. [|Children's Literature Web Guide] [|http://www.acs.ucalgary.ca/~dkbrown/index.html] Links to lists include "brave females", multiracial families, and "fractured" fairy tales. Also includes an extensive listing of best books from a variety of sources. Booklists are just a small portion of this awesome site; a must-visit for anyone interested in children's literature. [|Deschutes Public Library System Booklists] http://www.dpls.lib.or.us/Page.asp?NavID=98 The attractive bibliographies at this site include pictures of each book's cover art, making it useful for readers' advisory: ("I can't remember the name of the book, but I'll know it when I see it"). Some lists you'll find here are : excellent historical fiction offerings, dinosaur stories and books about unusual animals. [|Hewlett-Woodmere Public Library Suggested Reading Lists] http://www.nassaulibrary.org/hewlett/newbooklist.html Many annotated lists; from picture books to young adult novels. Categories are defined by topic and age, for example: "Humorous fiction, Grades 2-4" and "19th Century Fiction, Grades 4-6" [|Lake Oswego Public Library: Booklists for Kids] http://www.ci.oswego.or.us/library/youth/BookLists.htm Thorough bibliographies of realistic fiction, early chapter books, reading aloud recommendations, and more. Some of the lists are annotated. [|Los Angeles Public Library: Recommended Reading] http://www.lapl.org/kidspath/recomendread.html Annotations of common genres (such as adventure, classics, fantasy, real life, etc.) are separated by age level. [|Madison Public Library : Booklists for Children and Teens] http://madison.scls.lib.wi.us/youth/booklists/listindex.html Nicely designed page with lists for toddlers to teens. Of particular interest were unique items such as journeys, sibling rivalry, and gay and lesbian issues. [|Monroe County Public Library: Booklists of Children's Literature] http://www.monroe.lib.in.us/childrens/children_booklists.html Dozens of lists include: making math fun, bedtime stories, grandparents in literature, new babies, early chapter books, pirates, stories based on authors' family memories, predictable books, and fiction series. [|Morton Grove Public Library: Kids' Booklists] http://www.webrary.org/kids/jbibmenu.html More than 20 annotated lists, including standard genres and unique gems such as books about talking animals, young inventors and detectives, ghost stories, autobiographies, and horse stories. [|New York Public Library: Recommended Reading] http://kids.nypl.org/reading/recommended.cfm Lists include 100 favorite books broken down by topic, "100 Picture Books Everyone Should Know," and an especially helpful page listing annotated lists of books on holidays and celebrations, including Women's History Month and Asian-Pacific Heritage Month. [|St. Charles Public Library: Youth Recommended Reading Lists] http://www.st-charles.lib.il.us/youth_services/yrl/ythread.htm A nicely organized layout leads to a wide variety of genre lists. Don't miss the expansive "read-alikes" lists! [|Seattle Public Library: Children's Resource Booklists] http://www.spl.org/default.asp?pageID=audience_children_categorybrowser Some of the annotated booklists at this site focus on multiculturalism - by culture - and such sensitive topics as adoption, death, and bullying.

1/29 Here are some online tools for students that take the confusion out of citing sources:
 * Education blogger David Warlick's [|Citation Machine], which he describes as a tool that will help students, teachers, and researchers learn how to properly "respect other people’s intellectual properties"
 * [|NoodleTools] -- with its wonderfully simple NoodleBib functionality -- which targets grades 1-5 and English as a Second Language students and requires the creation of an account but is free and allows you to save bibliographies as lists
 * [|SourceAid], the tool for professionals that encourages educators to, as the SourceAid Web site states, "invest in the academic integrity of your classroom by providing your students with the best tools to cite properly and avoid plagiarism."
 * [|BibMe], is my personal favorite. You can actually type in the name of the author, it will pull up all his books, you select the right one and it creates the citation.

Copyright (http://users.mhc.edu/facultystaff/awalter/Brim%20site/index.html ) I love this site- it has quick answers for the most frequently asked questions.  We are here to help you deal with copyright issues in your school. North Carolina educator John Brim will share his knowledge of copyright and how it applies to teachers, media technology professionals and students. As educators, we have special ‘fair use’ privileges. Be sure you know what the limitations are and you will be able to make the right decisions. To use this website, click on the Video Chapters on the left side of this page and you will see and hear John Brim on different topics. All videos will open in your default media player. Click on the ‘[|Frequently Asked Questions]’ at the top and John will respond to a number of questions that that are asked by teachers in his visits. //Circular 21// || No more than one copy per student. Usage must be: At the "instance and inspiration of a single teacher" and when the time frame doesn't allow enough time for asking permission. Only for one course in the school. No more than nine instances per class per term (current news publications such as newspapers can be used more often). Don't create anthologies. "Consumables" can't be copied. Don't do it every term (if time allows, seek permission). Can't be directed by "higher authority." Copying can't be substitute for buying. **Copies may be made only from legally acquired originals. ** || //Circular 21// || Same as above. ||
 * Welcome to Copyright for Teachers and School Librarians!**
 * **CLASSROOM COPYRIGHT CHART ** ||
 * ** Medium ** || **What You Can Do** || **According to ** || **The Fine Print** ||
 * **Printed Material ** ||  ||   ||   ||
 * * Poem less than 250 words
 * Excerpt of 250 words from a poem greater than 250 words
 * Articles, stories, or essays less than 2,500 words
 * Excerpt from a longer work (10% of work or 1,000 words, whichever is less--but a minimum of 500 words)
 * One chart, picture, diagram, graph, cartoon or picture per book or per periodical issue
 * Two pages (max) from an illustrated work less than 2,500 words (like childrens books) || Teachers may make multiple copies for classroom use. || United States Copyright Office
 * * A chapter from a book
 * An article from a periodical
 * Short story, short essay, or short poem
 * Chart, graph, diagram, drawing, cartoon, picture from a book, periodical or newspaper || Teachers may make a single copy for teacher use for research or lesson preparation. || United States Copyright Office
 * * Portions of a work
 * An entire work
 * A work if "the existing format in which a work is stored has become obsolete" || A librarian may make up to three copies "solely for the purpose of replacement of a copy...that is damaged, deteriorating, lost or stolen" || Section 108 Copyright Act (1976 ) as amended by the Digital Millenium Copyright Act || The library must first determine that after "reasonable investigation that copy...cannot be obtained at a fair price" or that the format is obsolete. ||
 * **Text for Use in Multimedia Projects ** ||  ||   ||   ||
 * * Same rights as "Printed Material" above || Students may incorporate text in multimedia projects. Teachers may incorporate into multimedia for teaching courses. || //Fair Use Guidelines for Educational Multimedia// || Teachers may use for two years, after that permission is required. Students may keep in portfolio for life. ||
 * **Video ** ||  ||   ||   ||
 * * Videotapes (purchased)
 * Videotape (rented)
 * DVD
 * Laser Discs || Teachers may use these materials in the classroom without restrictions of length, percentage, or multiple use

. May be copied for archival purposes or to replace lost, damaged, or stolen copies. || Section 110 of the Copyright Act || The material must legitimately acquired (a legal copy). It must be used in a classroom or similar place "dedicated to face-to-face instruction". **Not for use as entertainment or reward.** The use should be instructional. The place should be a non-profit educational institution. If replacements are unavailable at a fair price or are available only in obsolete formats (e.g., betamax videos). || World Wide Web || Images may be downloaded for student projects. Sound files may be downloaded for use in projects //(see portion restrictions above)// || //Fair Use Guidelines for Educational Multimedia// & DMCA || Images may **not** be reposted onto the Internet without permission. Sound or music files may not be copied and posted on the Internet without permission. || http://www.ciconline.org/main.cfm || Cable Systems (and their associations) || The guidelines for television programs were defined by Congress before cable television was a factor. Cable programs are not technically covered by the same guidelines as broadcast television. ||
 * **Video ("Motion Media") for Use in Multimedia Projects ** ||  ||   ||   ||
 * * Videotapes
 * DVD
 * Laser Discs
 * QuickTime Movies
 * Encyclopedias (CD ROM) || Students "may use portions of lawfully acquired copyrighted works in their academic multimedia", defined as 10% or three minutes (whichever is less) of "motion media" || //Fair Use Guidelines for Educational Multimedia// || "Proper attribution and credit must be noted for all copyrighted works included in multimedia, including those prepared under fair use."//Tina Ivany, UC San Diego 12/08/95// ||
 * **Video for Integration into Video Projects ** ||  || . ||   ||
 * * Videotapes
 * DVD
 * Laser Discs
 * QuickTime Movies
 * Encyclopedias (CD ROM) || Students "may use portions of lawfully acquired copyrighted works in their academic multimedia" || //Fair Use Guidelines for Educational Multimedia// || The material must legitimately acquired (a legal copy, not bootleg or home recording). ||
 * **Illustrations and Photographs ** ||  ||   ||   ||
 * * Photograph
 * Illustration
 * Collections of photographs
 * Collections of illustrations || Single works may be used in their entirety but not more than 5 images by an artist or photographer. From a collection, not more than 15 images or 10%, whichever is less. || //Fair Use Guidelines for Educational Multimedia// || Older illustrations may be in the public domain, but the collection may be copyrighted. ||
 * **Music for Integration into Multimedia / Video Projects ** ||  ||   ||   ||
 * * Music || Up to 10% of a copyrighted musical composition may be reproduced, performed and displayed as part of a multimedia program produced by an educator or student for educational purposes. || //Fair Use Guidelines for Educational Multimedia// || Some authorities site a maximum length of 30 seconds. //(www.indiana.edu)//, some do not mention a maximum //(Tina Ivany, UCSD, 12/08/95).// See below. ||
 * **Computer Software ** ||  ||   ||   ||
 * * purchased software
 * licensed software || Software may be lent by the library. //Software may be installed at home and at school.//Software may be installed on multiple machines. //Software may be copied for archival use to replace lost, damaged, stolen, copies.//Software can be distributed to users via a network. //Librarians may make archival copies.// || Section 107 and 108 of Copyright Act and subsequent amendments. || Take aggressive action to monitor that copying is not taking place (for retention). //Only one machine at a time may use the program.//The number of machines being used must never exceed the number of licensed. //If unavailable at fair or is an obsolete format.//The number of simultaneous users must not exceed the number of licenses. A network license may be required for multiple users. ||
 * **Internet ** ||  ||   ||   ||
 * Internet connections
 * **Television ** ||  ||   ||   ||
 * * Broadcast (e.g.,ABC,NBC, CBS, UPN, PBS, local television stations)
 * Tapes made from broadcast || Live "off the air" broadcasts may be used for instruction. Tapes made from broadcasts may be used for instruction. || Congress || Things get interesting when you want to retain tapes. **Minimum** rights allow for 10 school days. Enlightened rights holders often allow for much more. PBS series //Reading Rainbow// offers three year retention rights, for example. If you like it enough to keep it more than three years, [|buy it!] ||
 * **Cable Television ** ||  ||   ||   ||
 * * CNN
 * MTV
 * HBO (etc.)
 * Tapes made from cable. || May be used with permission. Many programs may be retained for years --depending on the program. Check with Cable in the Classroom.
 * **<span style="color: rgb(255, 0, 0);">Film or Filmstrip ** || . || . ||  ||
 * * 16 millimeter films
 * filmstrips || "Teachers may duplicate a single copy of a small portion...for teaching purposes" || //Copyright Policy and Guidelines for California's School Districts, California Department of Education// || These must be films or filmstrips that you own. ||

1/22 Foreign Languages this week- This is a great page with lots of free resourrces for teaching pretty much any language you can think of. It might be helpful http://webgerman.com/languages/

1/15 Some great ESL resources <span style="font-family: Arial,Helvetica,sans-serif;">**Learning Resources** English Grammar <span style="font-family: Arial,Helvetica,sans-serif;"> Vocabulary and Idioms <span style="font-family: Arial,Helvetica,sans-serif;"> Reading Activities <span style="font-family: Arial,Helvetica,sans-serif;"> Listening <span style="font-family: Arial,Helvetica,sans-serif;"> Writing <span style="font-family: Arial,Helvetica,sans-serif;"> Other Resources
 * [|A Guide to Grammar Writing]<span style="font-family: Arial,Helvetica,sans-serif;">: sentence level writing skills
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Dave's ESL Grammar Quizzes]: from Dave's ESL café
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Phrasal Verbs]: lists, definitions, & examples
 * [|Self-study Grammar Quizzes]<span style="font-family: Arial,Helvetica,sans-serif;">: articles, prepositions, plurals, dialogues, sentence structure
 * <span style="font-family: Arial,Helvetica,sans-serif;">[| Idiom Quizzes]:learn a new idiom each week
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Vocabulary Quizzes]:assorted vocabulary quizzes
 * [| CNN Newsroom and WorldView for ESL Students]<span style="font-family: Arial,Helvetica,sans-serif;">: news stories with ESL exercises
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Fluency through Fables]: fables for use in reading comprehension
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|ABC News]: chats and audio news live
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|ESL Wonderland]: some thematic listening activities which incorporate native listening materials via RealAudio
 * <span style="font-family: Arial,Helvetica,sans-serif;">[| English Listening Lounge]: listen to real people speaking English
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|National Public Radio]: listen to daily news and commentary
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Science Friday]: weekly radio show on technical topics
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Voice of America]: listen to international news in English and many other languages
 * [|Organizing Compositions]<span style="font-family: Arial,Helvetica,sans-serif;">: structure, organization, parts of a composition
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Writing Den]: writing topics with background information
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Writing Resources]: tips, organization, mechanics, writing process
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Writing Tips]
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Center for Multilingual Multicultural Research]: at the University of Southern California
 * <span style="font-family: Arial,Helvetica,sans-serif;">[| EF Englishtown]: Pen Pals & other great ideas
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|English for those speaking Brazilian Portuguese]: materials in English & Portuguese
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|English Language Tools]: a search for language information
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|Glosario básico inglés-español para usuarios de Internet] : an English-Spanish glossary of Internet and technology terms
 * <span style="font-family: Arial,Helvetica,sans-serif;">[| Online Dictionaries]: for 150 languages
 * <span style="font-family: Arial,Helvetica,sans-serif;">[|The Rice School/La Escuela Rice]

1/8/
 * Classroom Projects Library**

[|**Growing Poems**] through Garden-Inspired Poetry//** [|**Building Soil Nature's Way**] [|**Finding Gathering Saving Seeds**] [|**Growing UP (and around, and down...)**] [|**Creating a Pond Habitat**] [|**Creating Herb Gardens**] [|**Hooked on Hummingbirds**] [|**Inviting Butterflies to the Schoolyard**] [|**Bursting Blooms**] [|**Making Field Journals**] [|**Food and Culture**] [|**Coaxing Flower Bulbs**] [|**Making Weather-Tracking Tools**] [|**An Eye on the Garden**] [|**Dyeing to Find Out**] [|**Preserving Buds and Blooms**] [|**Growing Garden Companions**] [|**Gardening in Containers**] [|**Collecting Plants: A Pressing Project**] [|**Creating a Pollinator Garden**] [|**Feeding the Birds**] [|**Making Paper**] [|**Pondering Plant Coverups**] [|**Preserving the Harvest**]
 * //Cultivating Creativity and Communication Skills
 * //Exploring Decomposition and Soil Health//**
 * //Continuing the Cycle of Life//**
 * //Exploring Plant Growth with Garden Structures//**
 * //Learning with the Liquid of Life//**
 * //Inspiring Aromatic Adventures//**
 * //Invite the dynamos of the bird world into your schoolyard and curriculum//**
 * //Learning Takes Wing//**
 * //Create an Early Spring//**
 * //A Binding Experience//**
 * //Exploring the Flavors of Your Community//**
 * //Learning Blooms Indoors//**
 * //Measuring Changes, Sleuthing Seasons, Testing Lore//**
 * //Using Cameras to Focus Learning//**
 * //Extracting Nature's Colors//**
 * //Drying Summer's Hues//**
 * //Promoting Plant Partnerships//**
 * //Growing in Small and Soilless Spaces//**
 * //Making Herbaria, Field Guides, Gifts//**
 * //Preserving a Precious Partnership//**
 * //Enticing and Observing Feathered Guests//**
 * //Experience the Fiber of Learning//**
 * //Strrrrretching the Growing Season//**
 * //Dry it Out!//**

[|**Creating a Three Sisters Garden**] [|**Native Beauty**]
 * //Discovering a Native Trio//**
 * //Creating a Wildflower Planting//**

12/21 I did a little research on finding sites for students that explain various religious beliefs and this one is pretty good, http://uri.org/kids/world.htm

And lest we forget ALL of the things celebrated during the winter here is an incomplete list from Wikipedia.

Buddhist

 * **[|Bodhi Day]**: [|December 8] - Day of Enlightenment, celebrating the day that the historical Buddha (Shakyamuni or Siddhartha Guatama) experienced enlightenment (also known as Bodhi).

Celtic

 * **[|Samhain]**: [|November 1] - first day of winter in the Celtic calendar (and Celtic New Year's Day)
 * **[|Winter Solstice]**: [|December 21]-[|December 22] - midwinter
 * **[|Imbolc]**: [|February 1] - first day of spring in the Celtic calendar

Chinese

 * **[|Dong zhi]**: [|Winter solstice]
 * **Signature of the [|Constitution of the Republic of China]** ([|Taiwan]): [|December 25] - a secular national holiday, which due to its date is celebrated in some respects like Christmas
 * **[|Chinese New Year]**: (late [|January] - early [|February]) - considered the end of winter in the traditional Chinese calendar

Christian

 * **[|Advent]**: four weeks prior to Christmas.
 * **[|Saint Nicholas]' Day**: [|December 6]
 * **[|Christmas Eve]**: [|December 24]
 * **[|Christmas]**: [|December 25] - Due to a fourth century arrangement to offset the pagan Roman Saturnalia festival, the birth of Jesus is celebrated on December 25..
 * **[|12 Days of Christmas]**: [|December 25] through [|January 6]
 * **[|Saint Stephen]'s Day**: [|December 26]
 * **[|Saint John the Evangelist]'s Day**: [|December 27]
 * **[|Holy Innocents]' Day**: [|December 28]
 * **[|Saint Sylvester]'s Day**: [|December 31]
 * **[|Watch Night]**: [|December 31]
 * **[|Feast of the Circumcision]**: [|January 1]
 * **[|Feast of Fools]**: [|January 1]
 * **[|Saint Basil]'s Day**: [|January 1] (Christian Orthodox) In Greece, traditionally he is the [|Father Christmas] figure.
 * **[|Twelfth Night]**: Epiphany Eve: [|January 5]
 * **[|Epiphany]**: [|January 6]: the arrival of the [|Three Magi].
 * **[|Armenian Apoststolc] [|Christmas]**: [|January 6]
 * **[|Eastern Orthodox] [|Christmas]**: according to the [|Julian Calendar], [|January 7]
 * **[|Candlemas]**: [|February 2]
 * **[|St. Valentine's Day]**: [|February 14]

Germanic

 * **[|Modranect]**: or Mothers' Night, the Saxon winter solstice festival.
 * **[|Yule]**: the Germanic winter solstice festival

Hindu

 * **[|Navratri]**:Nine-day celebration worshipping female divinity, in October or November. Culminates in [|Dussehra].
 * **[|Diwali]**:Known as the Festival of Lights, this Hindu holiday celebrates the victory of good over evil. The five-day festival is marked by ceremonies, fireworks and sweets. Women dress up and decorate their hands with henna tattoos for the melas, or fairs. Many different myths are associated with Diwali, one of which celebrates the return of Lord Rama after a 14-year exile and his defeat of the demon Ravana.
 * **[|Bhaubeej]**

Jewish

 * **[|Hanukkah]**: Starting on 25 [|Kislev] ([|Hebrew]) or various dates in November or December ([|Gregorian]) - eight day festival commemorating the miracle of the oil after the desecration of the Temple by [|Antiochus IV Epiphanes] and his defeat in 165 BCE.
 * **[|Tu Bishvat]**: New Year of the Trees occurring on the 15th of [|Shevat], January or February.
 * **[|Purim]**: Occurring on 14th or 15th day of Adar, late February to March, commemorating the miraculous deliverance and victory of the Jews of the Persian Empire in the events recorded in the [|Book of Esther]

Muslim
//**NOTE:** The Islamic calendar is based on the moon and this festival moves with respect to the solar year. It is, however, falling in the winter in the first decade of the present [21st] Century of the common era.//
 * **[|Eid ul-Adha]**: Starting on the 10th of [|Dhul Hijja], a four day holiday commemorating the Prophet Ibrahim's willingness to sacrifice his son, Ishmael.

Pagan and Neo-Pagan

 * **[|Samhain]**: [|November 1] - first day of winter in the Celtic calendar (and Celtic New Year's Day)
 * **[|Yule]**: (Winter Solstice) - Germanic and Egyptian Pagan festival of the rebirth of the Sun
 * **[|Imbolc]**: (Oimelc) ([|February 1] or [|2]), but traditionally the evening of ([|January 31])[|[][|1][|]]
 * **[|Winter Solstice]**: ([|December 21]) - [|New Age] festival



Persian

 * **[|Sadeh]**: A mid-winter feast to honor fire and to "defeat the forces of darkness, frost and cold". Sadé or Sada (Persian: سده) Jashn-e Sada/Sadé (in Persian: جشن سده), also transliterated as Sadeh, is an ancient Iranian tradition celebrated 50 days before nowrouz. Sadeh in Persian means "hundred" and refers to one hundred days and nights left to the beginning of the new year celebrated at the first day of spring on March 21st each year. Sadeh is a mid winter festival that was celebrated with grandeur and magnificence in ancient Iran. It was a festivity to honor fire and to defeat the forces of darkness, frost, and cold.
 * **[|Yalda]**: The turning point, [|Winter Solstice] (December 21). End of the longest night of the year (Darkness), and beginning of growing of the days (Lights). A celebration of Good over Evil. Shabe Yaldā (Persian: یلدا) or Shabe Chelle (Persian: شب چله) is an Iranian festival originally celebrated on the Northern Hemisphere's longest night of the year, that is, on the eve of the Winter Solstice.
 * **[|Chahar Shanbeh Suri]**: Festival of Fire, Last Wednesday of the Iranian Calendar year. It marks the importance of the light over the darkness, and arrival of spring and revival of nature. Chahārshanbe-Sūri (Persian: چهارشنبه‌سوری), pronounced Chārshanbe-Sūri (Persian: چارشنبه‌سوری) is the ancient Iranian festival dating at least back to 1700 BCE of the early Zoroastrian era.[1] The festival of fire is a prelude to the ancient Norouz festival, which marks the arrival of spring and revival of nature. Chahrshanbeh Soori, is celebrated the last Tuesday night of the year.

Polynesian

 * **[|Matariki]**: ([|Māori] New Year, usually early June) - Rising of the [|Pleiades] star cluster before dawn.

Roman

 * **[|Saturnalia]**: the Roman winter soltice festival
 * **[|Festival of the birth of the Unconquered Sun]**: late Roman Empire - [|December 25]
 * **[|Lupercalia]**, the Roman end-of-winter festival - [|February 15]

Secular

 * **[|Winterval]**: Secular name for winter festivities coined by [|Birmingham] City Council to encompass all holidays being recognized from October to January
 * **[|Sydney Winter Festival]**: Winter Festival recreates the magic of traditional European winter celebrations, including a variety of culinary delights, and first class entertainment on an expansive outdoor screen. From August 1-10th 2008
 * **[|Zamenhof Day]**: ([|December 15]) - Birthday of [|Ludwig Zamenhof], inventor of [|Esperanto]; holiday reunion for Esperantists
 * **[|Winter Solstice], [|Yule]**: ([|December 21] or [|December 22]) (Late June weekend in [|Australia]) - Celebration of the Winter [|Solstice].
 * **[|HumanLight]**: ([|December 23]) - Humanist holiday originated by the New Jersey Humanist Network
 * **[|Chrismukkah]**: Slang term for the amalgam of Christmas and Hanukkah celebrated by religiously mixed families and couples
 * **[|Yuletide]**: ([|December 25]) - Classic and modern, respectively, terms for the social and federal December 25th holiday
 * **[|Boxing Day]**: ([|December 26]) - Gift-giving day after Christmas.
 * **[|Kwanzaa]**: ([|December 26] - [|January 1]) - [|Pan-African] festival
 * **[|Yulefest], [|Midwinter Christmas]** (around late June or July) - Australian New Zealand winter 'Christmas/Yuletide'
 * **[|New Year's Eve]**: ([|December 31]) - Last day of the [|Gregorian year]
 * **[|Hogmanay]**: (Night of [|December 31] - Before dawn of [|January 1]) - Scottish New Years Eve Celebration
 * **[|New Year's Day]**: ([|January 1]) - First day of the Gregorian year
 * **[|Burns Night]**: ([|January 25]) - Birthday of [|Robert Burns]
 * **[|Groundhog Day]**: ([|February 2])
 * **[|Quebec City Winter Carnival]**: (February) - Annual celebration of winter.
 * **[|Fur Rondy]**: (Late February and early March]) - Winter celebration in [|Anchorage, Alaska]
 * **[|Festival du Voyageur]**: February winter celebration of the fur trade in [|Winnipeg], [|Manitoba].

Slavic

 * [|Karachun] - the ancient Slavs polytheistic winter solstice festival



Fictional

 * **[|Festivus]**: [|December 23] - quirky holiday invented on the television show [|Seinfeld]
 * **Festival of the Bells**: Midwinter celebration in //[|Fraggle Rock]//, also mentioned in //[|A Muppet Family Christmas]//.
 * **[|Decemberween]**: [|December 25] - A holiday in the [|Homestar Runner] universe, occurring 55 days after [|Halloween].
 * **[|Hogswatchnight]**: [|December 32] - New Year's Eve/Christmas in [|Terry Pratchett]'s //[|Discworld]// novels (plays on Hogmanay, Watch Night, and "hogwash")
 * **Winterfair**: from the [|Vorkosigan Saga] of [|Lois McMaster Bujold]; a Barrayarran cultural holiday
 * **[|Chrismukkah]**: the modern-day merging of the holidays of Christianity's Christmas and Judaism's Hanukkah.
 * **[|Chrismahanukwanzakah]**: the modern-day merging of the holidays of Christianity's Christmas, Judaism's Hanukkah, and the African-American holiday of Kwanzaa.
 * **Hedgehog Day**: [|February 2] - supposed archaic European version of Groundhog Day, dating back to Roman times.
 * **Wintersday**: The annual winter holiday in the MMORPG [|Guild Wars]. This holiday is based on Christmas and Yule and one can get neat hats.
 * **Starlight Celebration**: The annual winter holiday based on Christmas/Yule/winter solstice in the MMORPG Final Fantasy XI (aka [|FFXI]). Players can collect various holiday equipment, Mog house furnishings, fireworks, and food.
 * **[|Shoe] Giving**: - quirky holiday famously invented on the show [|Hyperdrive (TV series)]
 * **Freezingman**: - [|January 11]- A [|Burning Man] inspired event held in Colorado as a Winter Arts and Music Festival [|http://www.coloradofreezingman.com] http://tribes.tribe.net/freezingman
 * **Couch Burning**: June 21 ([|Southern hemisphere] [|Winter Solstice]) - A couch is burnt on a bonfire on the 21st of June, inspired by the Burning Man festival and conducted by [|CouchSurfers].
 * **Noob Day**: December 26 - The day following Christmas when all the people who received online games as gifts go online for the first time and are killed off or mocked by veterans.
 * **Feast of Winter Veil**: December 15 to January 2 - holiday in the MMORPG [|World of Warcraft]. This holiday is based on Christmas. Cities are decorated with christmas lights and a tree with presents. Also special quests, items and snowballs are available. It features 'Greatfather Winter' which is modeled after [Santa Claus]. [|[1]] [|[2]]

I hope you all have a wonderful holiday. I might have complained in the past about the holidays starting too early and too much commercialism, but I'll tell you, when you're somewhere where there is absolutely no recognition of the season, you really miss it. However you celebrate this time of the year, enjoy!

12/14 I admit this is a little different this week. In my new role. I am involved with P-12 schools that are PYP, MYP and IB curriculum which is, as you know, quite different than what we normally see. I find myself looking for different types of resources, but I think you will find them valuable as well. I hope you enjoy them.

Seven Successful PBL Projects
In March 2005 High Tech High received a $250,000 grant from the California Department of Education to disseminate project-based learning methods to teachers in non-charter public schools. As part of the project, High Tech High teachers have documented successful projects to share with collaborating teachers from local districts and across the HTH network. The current volume presents the fruits of these labors. The aim is simple: to offer practitioners useful, easily adaptable models of real projects. [|Read more...]
 * [|This New House]
 * [|Millionaire]
 * [|San Diego Field Guide]
 * [|Urban Art]
 * [|Vietnam Project]
 * [|Drug Project]
 * [|Machines]

11/21 [|Earth Processes] [|Earth Structure] [|Earth's History] [|Earth, Moon and Sun] [|Solar System] ||  || [|Diversity of Life] [|Ecology] [|Evolution] [|Heredity and Genetics] [|Human Body] ||  || [|Energy] [|Heat and Thermodynamics] [|Interactions of Matter] [|Light and Optics] [|Measurement] [|Motion and Forces] [|States of Matter] [|Structure and Properties of Matter] [|Vibration and Waves] ||  || [|Historical Perspectives] [|Science and Society] [|Science as a Career] [|The Scientific Process] ||  ||
 * <span class="topic_title">Earth and Space Science <span class="view_all"> ([|view all]) || [|Astronomy]
 * <span class="topic_title">Life Sciences <span class="view_all"> ([|view all]) || [|Cells]
 * <span class="topic_title">Mathematics <span class="view_all"> ([|view all]) ||  ||   ||
 * <span class="topic_title">Physical Sciences <span class="view_all"> ([|view all]) || [|Electricity and Magnetism]
 * <span class="topic_title">The Nature of Science <span class="view_all"> ([|view all]) || [|Cultural Perspectives]

11/14 [|The Newseum]. Today's children will enter an adult world in which global thinking will be critical to their success. The Newseum, by providing Internet access to the front pages of some 500 daily newspapers and close to 300 Sunday papers from around the world, can go a long way in helping you support their development into knowledgeable global citizens. Through these actual front pages, you and your students can see what is so important in Birmingham, Alabama, or Sydney, Australia, that it appears above the fold on the front page. Now, that is news! [|National Library of Virtual Manipulatives]. At this Utah State University site, in direct support of all K-12 teachers and learners, you'll find all the usual manipulatives, plus a few others -- including geoboards, tangrams, pattern blocks, algebra tiles, balances, fractal visualizations, and polygons. You'll be amazed at how real these feel and act as you manipulate them with a mouse. Each one of these tools includes complete directions on their use, as well as activities and a direct link to the Web page of the National Council on Teachers of Mathematics that lists the standards each tool supports. [|4Teachers.org]. This site, supported by ALTEC (the Advanced Learning Technologies project, at the University of Kansas Center for Research on Learning), provides some of the very best free online tools and resources. From customizable rubrics and checklists for project-based learning to online quizzes, calendars, and more, these tools are all teacher focused and fill-in-the-blanks easy to use. The [|Gene Scene] and the [|Genetic Science Learning Center]. Genetics, and what our new knowledge in this field makes possible, will change the world. But if you rely exclusively on textbooks as an information resource on this rapidly evolving topic, you and your students will be years behind the curve in obtaining news about current discoveries and technologies. These Web sites, sponsored respectively by the American Museum of Natural History and the University of Utah, include ideas for hands-on things to do at home, including extracting DNA from common foods with a blender. The Gene Scene is designed for elementary school students, and the GSLC is targeted at teens. [|ePals Classroom Exchange]. This commercial Web site markets email solutions for students, as well as Internet filtering products, to schools. But it also provides a clearinghouse through which teachers from around the world can establish email connections for their classrooms. Teachers might want to join supported projects offered on the Web site, but the greatest strength of ePals is its ability and willingness to support the efforts of a class to become part of the global conversation. [|Journey North]. Journey North, sponsored by Annenberg Media and highlighted in a GLEF video segment, is a Web-based project appropriate for grades K-12. Following the migrations of various species through student's reported observations, Journey North is building an international database on this vital topic. There is plenty of support for teachers, encouraging all to share their ideas and experiences so that folks new to the project can make it an effective experience for their students. [|Global Schoolhouse]. Part of GlobalSchoolNet, this is the original virtual meeting place where educators, students, parents, and community members can collaborate, interact, develop, publish, and discover learning resources. Here, you will find Web-based, teacher-created projects you and your students can join. Or, if you are ready, you can post your own project idea and see who in the world would like to join in.

11/7 Another basic resource we have is Montage. Library Video Company is the leading distributor of educational video, DVD and audiobook to schools and public libraries nationwide. The company stocks over 18,000 titles covering a diverse range of topics for all ages and grade levels. Each program has been carefully reviewed and selected for content that is appropriate for the classroom and public library setting. Simply type in your 3 letter school identifier,example CED, followed my the word "montage" to access fabulous video content for your classroom. The list below is an example of a search for plant reproduction.



10/31 This week we again focus on a general resources, [|United Streaming]. **Discovery Education** provides engaging digital resources to schools and homes with the goal of making educators more effective, increasing student achievement, and connecting classrooms and families to a world of learning.

Discovery Education is a division of Discovery Communications, LLC the leading global nonfiction media company. The leader in digital video-based learning, Discovery Education produces and distributes high-quality digital resources in easy-to-use formats in all core-curricular subject areas. Discovery Education is committed to creating scientifically proven, standards-based digital resources for teachers, students, and parents that make a positive impact on student learning. I did a search on volcanoes for grade 4 and came up with over 40 videos. I am highlighting just one of thrse ofering so you can see that it's not just video, but quizzes, blackline masters, teaching guides and a host of other support material.



10/24 Okay, again, back to basics this week. If you haven't checked out [|AOL@ school] you're missing some fine resources, vetted by teachers and aligned to standards. The new home for the site is located at http://www.nea.org/classroom/index.htmlx and it is sponsored by the NEA. The site is easy to use and has portalsfor teachers that contain different types of things. I grabbed the following resources on elections for you just as an example.

Election Lesson Plans & Resources
> Children are visual by nature, and the humor and empathy created in comic strips naturally lend themselves to a child's understanding of the world. Why not take advantage of that natural attraction to cartoons in your classroom? > Grades 6-12 learn about the upcoming election by playing the roles of candidate, campaign manager, and journalist. > Adapt the standard Lincoln-Douglas debate format plus ten strategies for engaging students in debate! > Students write help wanted ads that describe the position of president of the United States. > Students imagine they are president of the United States for one day! What would they do? What would their day be like? > Students study the section of the Constitution that refers to the executive branch and write a proposal for a new power for the president of the United States.
 * Six lessons for all ages cover a variety of subject while helping students understand the job of President, how elections work, and how campaigns are run.**
 * 1) [|**Use Editorial Cartoons to Teach About Elections**]
 * 1) [|**Meet the Press**]
 * 1) [|**Stage a Debate: A Primer for Teachers**]
 * 1) [|**Help Wanted: President of the United States**]
 * 1) [|**President for a Day**]
 * 1) [|**Presidential Powers**]

Related Resources
> Find dozens of lesson plans for elementary and secondary students, plus a curriculum guide to help you discover the power of social media while promoting your students' civic engagement, and web-based tools that invite your students to share their opinions, track candidates and explore issues. > This feature presentation for teachers provides an investigation of the election processes through use of primary sources from the American Memory collections. You'll find resources on the requirements for candidacy and how candidates sway voters; who is eligible to vote and how these qualifications have changed over time; the nature of political parties and how they play into the election process; how elections work; and, what role campaign issues play in elections and how they change over time. > In addition to classroom activities about voting and elections, students also explore the right to vote, democracy and active citizenship. Students learn about democracy through a combination of classroom activities, an authentic voting experience and family dialogue. > This national-voter education program for students and their parents gives young Americans the chance to make their voices heard in the electoral process. It will take place this year on October 30. > Here are some great free tools you can use to engage your students in exploring the candidates and issues before they cast their votes in the Mock Election. > This nonpartisan resource provides information about elections at the federal and state levels. Students will find background information on individual candidates, and their voting records and positions, plus information on interest group ratings of elected officials, state ballot measures in the upcoming elections, and links to information on campaign finances. > OpenSecrets.org is your nonpartisan guide to money?s influence on U.S. elections and public policy. Whether you?re a voter, journalist, activist, student or interested citizen, use our free site to shine light on your government. Count cash and make change. > > > 10/17 Once again, back to the curriculum page. One of the more overlooked general resources is the [|Knowledge Network Explorer]. The [|Knowledge Network Explorer] (KNE) began in 1992 in response to the needs of California teachers, librarians, and students. Faced with a daunting array of technologies and the overwhelming need to train students and staff in the use of technology, the Knowledge Network Explorer developed new services for schools, libraries, and community colleges. [|Wired Learning in the Classroom and Library]: lessons, activities, tools, and resources developed by our team of librarians and teachers, all of whom are experienced instructional designers and web developers. This area is a must-see for teachers and librarians! > > 10/10 --
 * [|Access, Analyze, Act: A Blueprint for 21st Century Civic Engagement] | PBS
 * [|Elections... the American Way] | Library of Congress
 * [|Kids Voting USA]
 * [|National Student-Parent Mock Election]
 * [|Elections Tools for Teachers] | Google
 * [|Project Vote Smart]
 * [|OpenSecrets.org]
 * In the Spotlight for October *

- Linking to Current Events - Upcoming Conferences - Connect Learning with Special Days o National Poetry Day o World Mental Health Day o Universal Music Day o Columbus Day o Mole Day o National Newspaper Week o National Metric Week


 * LINKING TO CURRENT EVENTS *

Upcoming Presidential Election

This year's presidential election, scheduled for Tuesday November 4, is considered crucial for many reasons, including the current economic crisis, the war in Iraq, and the fact that the United States is now bound to have either its first African American president or female vice president.

Over the coming month, make use of the following series with programs designed to enhance understanding of the U.S. political system:

> Democracy in America <[|http://www.learner.org/resources/series72.html]> -- multiple relevant programs

> The Constitution: That Delicate Balance <[|http://www.learner.org/resources/series72.html]> -- multiple relevant programs

> America's History in the Making <[|http://www.learner.org/channel/courses/amerhistory/]> -- See units 5, 13, and 18; other programs may also be of interest

> A Biography of America <[|http://www.learner.org/biographyofamerica/]> -- See Program 5

> The Western Tradition <[|http://www.learner.org/resources/series58.html]> -- See Program 38

> Making Civics Real: A Workshop for Teachers <[|http://www.learner.org/channel/workshops/civics/]> -- See Workshop 2

--- Space Craftings

A couple of spacecraft events are scheduled for October. NASA's MESSENGER will be making another flyby of Mercury October 6, with the aim of becoming the first spacecraft to orbit Mercury. Meanwhile, India's first lunar orbiter, Chandrayaan-1, is getting ready for a launch tentatively scheduled for the second half of this month. A final spacewalking mission of the Space Shuttle Atlantis to service the Hubble Telescope, originally planned for October, has been postponed until 2009.

> For ideas on teaching younger students, see Essential Science for Teachers: Earth and Space Science <[|http://www.learner.org/channel/courses/essential/earthspace/]> Sessions 7 and 8, "Our Nearest Neighbor: The Moon" and "Order Out of Chaos: Our Solar System."

> Earth Revealed <[|http://www.learner.org/resources/series78.html]> Program 2, "The Restless Planet," looks at our solar system and the origins of Earth.

> The Mechanical Universe...and Beyond <[|http://www.learner.org/resources/series42.html]> looks at the forces inherent in planetary motion.

> Planet Earth <[|http://www.learner.org/resources/series49.html]> Program 4, "Tales From Other Worlds," offers gripping footage of outer space.

--- The Bank Bailout

With the major bank failures and a bailout pending in Congress, you may find the following resources helpful if you plan to discuss the topic with your students.

> Economics USA <[|http://www.learner.org/resources/series79.html]> looks at critical issues in U.S. economics, with programs including The Banking System, The Federal Reserve, Stabilization Policy, Exchange Rates. The program "Reducing Poverty" looks at policies enacted under FDR during The Great Depression.

> Explore many topics in global economics with vivid examples -- from hyperinflation in Argentina to petrodollar recycling in the 1970s to "shock therapy" in Poland -- in Inside the Global Economy <[|http://www.learner.org/resources/series86.html]>.

> High school teachers can benefit from the lessons featured in The Economics Classroom: A Workshop for Grade 9-12 Teachers <[|http://www.learner.org/channel/workshops/economics/]>. Programs relevant to the current crisis include "The Government's Hand," "The Building Blocks of Macroeconomics," and "Monetary and Fiscal Policy." Click on each title under Workshop Descriptions for links to Video on Demand.

Use our VIDEO ON DEMAND feature to view programs FREE OF CHARGE. To get started, go to <[|http://www.learner.org/resources/browse.html]>.

10/3 Again these resources are linked on our online curriculum page but you have to go there and take a look. These resources are from the [|US Department of Education] and sorted by subject and type of resource. For instance, I chose language arts and then American Literature and then WHITMAN came up with these great resources(I only gave you the first 10) ... recounts what happened at this plantation overlooking Fredericksburg, Virginia. The house served as a headquarters and communications center for generals and commanders. When General ... || || ... examines the "sense of place" evoked by landscapes described in the works of Walt <span style="color: rgb(94, 101, 105);">**Whitman**, Mark Twain, Jack Kerouac, John Steinbeck, and other American ... || || ... examines 18 historical American songs and poems. Organized by time periods and considered from historical perspectives, songs and poems include Bonny Barbara Allan, Yankee ... || || ... provides 10 videos, as well as essays and lessons, to help students explore the power of language and build reading and writing skills. The ... || || ... is a virtual tour of <span style="color: rgb(94, 101, 105);">**Whitman** 's life tracing the 40-year history of his famous masterpiece, from when it was first published (1855) to the ... || || ... features <span style="color: rgb(94, 101, 105);">**Whitman** 's poetry and prose, including his manuscripts, notebooks, and letters. It contains a searchable database of digitized images of original documents, transcriptions of ... || || ... offers materials for teaching about the Civil War. It includes recruitment posters, sketches, photos, a prison camp newspaper, and letters Walt <span style="color: rgb(94, 101, 105);">**Whitman** wrote to ... || || ... is a collection of resources about poetry, literature, and writers -- William Blake, Stephen Crane, Mark Twain, Walt <span style="color: rgb(94, 101, 105);">**Whitman**, Langston Hughes, Zora Neale Hurston, ... || || ... features four Walt <span style="color: rgb(94, 101, 105);">**Whitman** notebooks that disappeared from the Library of Congress in 1942 and that were subsequently returned in 1995. Images of the ... || || ... is a lesson plan in which students create their own multi-media epic poems about the year 1900. Walt <span style="color: rgb(94, 101, 105);">**Whitman** s "Song of Myself" and Hart ... ||
 * **1.** || [|**Chatham Plantation: Witness to the Civil War**]
 * [[image:http://www.free.ed.gov/images/transp.gif width="607" height="16"]] ||
 * **2.** || [|**Language of the Land: Journeys Into Literary America**]
 * [[image:http://www.free.ed.gov/images/transp.gif width="607" height="16"]] ||
 * **3.** || [|**Lyrical Legacy: 400 Years of American Song and Poetry**]
 * [[image:http://www.free.ed.gov/images/transp.gif width="607" height="16"]] ||
 * **4.** || [|**Poetry Everywhere**]
 * [[image:http://www.free.ed.gov/images/transp.gif width="607" height="16"]] ||
 * **5.** || [|**Revising Himself: Walt Whitman and Leaves of Grass**]
 * [[image:http://www.free.ed.gov/images/transp.gif width="607" height="16"]] ||
 * **6.** || [|**Walt Whitman Hypertext Archive**]
 * [[image:http://www.free.ed.gov/images/transp.gif width="607" height="16"]] ||
 * **7.** || [|**Civil War Treasures from the New York Historical Society**]
 * [[image:http://www.free.ed.gov/images/transp.gif width="607" height="16"]] ||
 * **8.** || [|**Literature and Poetry Community Center**]
 * [[image:http://www.free.ed.gov/images/transp.gif width="607" height="16"]] ||
 * **9.** || [|**Poet At Work: Recovered Notebooks from Walt Whitman**]
 * [[image:http://www.free.ed.gov/images/transp.gif width="607" height="16"]] ||
 * **10.** || [|**1900 America: Historical Voices, Poetic Visions**]

9/26 These resources are all linked to our curricular resource page but I'm going to highlight them one per week. Today's links go to [|Marco Polo], a Thinkfinity consortium partner. Whether you are an educator, student, parent, or work in an afterschool program, we had you in mind when we designed this website. You'll find a wealth of free top-quality, exciting and engaging educational resources that support the skills we all need for success in the 21st century. You can trust that Thinkfinity offers reliable and leading-edge content provided by our [|partners] - the premier education experts and organizations in the field of education. [|**Educators will find...**] [|**Students will find...**] [|**Parents will find...**] [|**Afterschool Volunteers and managers will find...**] In other words, if you're ready to make learning more exciting, and effective you've come to the right place. Jump right in and look around. You'll be amazed at the choices open to you.
 * engaging, standards-based lessons on every topic
 * information specific to grade levels and learning styles
 * new teaching strategies to use inside and outside the classroom
 * fascinating facts about everything from art to zoology
 * interactive games and tools
 * the materials you want right at your fingertips
 * resources to strengthen problem-solving, creativity and critical thinking skills
 * homework help
 * interactive games and activities that make learning fun
 * free resources for all types of learners
 * effective program strategies and assessment tools
 * opportunities for professional development

9/19 Today I am focusing on a resource bank that I think a lot of you may know about in general but not specifically. The site is our very own [|www.georgiastandards.org]. Now you do have to jump through some hoops for some resources, like creating an account, but many of them are absolutely free and readily available. I am only going to give you a flyover view in today's newsletter, but this should be enough to tweak your interest.

The first hot spot is for Math I folks, the [|Learning Village for GaDOE Mathematics Frameworks]This site is in alignment to the GPS for Math I and has been designed to achieve a balance among concepts, skills, and problem solving. The resources stress rigorous concept development, present realistic and relevant tasks, and keep a strong emphasis on computational skills.

I did a search for grade 6 on the key word ration and I found all of this. Imagine what you can find on a site geared to your curriculum and already vetted by educators. Give it a whirl today. Search Results
 * Results Found: 67**

Click on resource name to view details.
 * || [|Ratios and Proportions] ||
 * Students will learn the concept and property of ratios and proportions, and practice their mathematics skills on ratios and proportions. ||  ||
 * || [|The Golden Ratio] ||
 * In this lesson, one of a multi-part unit from Illuminations, students learn about ratios, including the Golden Ratio a ratio of length to width that can be found in art, architecture, and nature. Students examine different ratios to determine whether the Golden Ratio can be found in the human body. ||  ||
 * || [|Go with Green Rectangles] ||
 * This is the third in a sequence of lessons designed for students to understand ratio, proportion, scale factor, and similarity using perimeter and area of various rectangular shapes. Students manipulate 2-dimensional rectangles to focus on the relationship between the scale factor and ratio of perimeters of similar rectangles, and the relationship between scale factor and ratio of areas of similar rectangles. ||  ||
 * || [|A Sandwich Study] ||
 * Hands on activity to help students understand the concept of ratio. ||  ||
 * || [|C/N Ratio] ||
 * This resource helps you calculate the carbon-to-nitrogen ratio (C/N) of your compost heap. ||  ||
 * || [|Does More Wins Mean More Fans at the Ballpark?] ||
 * Lesson plans to calculate win to attendance ratios at baseball games. ||  ||
 * || [|Livelyhood - Planet Work: Fair Trade Prices] ||
 * Students compare fair trade prices and open market prices by calculating percent difference and ratios. ||  ||
 * || [|My Room] ||
 * The objective of this lesson is to create a scale drawing using ratios. ||  ||
 * || [|Practice Test - Proportions] ||
 * Quizzes about rate, ratio, proportions, and related problem solving are provided. ||  ||
 * || [|The Aspect Ratio of Wings] ||
 * In these activities, students explore aspect ratio, lift, and drag. ||  ||
 * || [|Fractions, Percentages and Ratios Activity] ||
 * Students will use beads and pennies in an activity that teaches percents, decimals and ratios.
 * || [|Does More Wins Mean More Fans at the Ballpark?] ||
 * Lesson plans to calculate win to attendance ratios at baseball games. ||  ||
 * || [|Livelyhood - Planet Work: Fair Trade Prices] ||
 * Students compare fair trade prices and open market prices by calculating percent difference and ratios. ||  ||
 * || [|My Room] ||
 * The objective of this lesson is to create a scale drawing using ratios. ||  ||
 * || [|Practice Test - Proportions] ||
 * Quizzes about rate, ratio, proportions, and related problem solving are provided. ||  ||
 * || [|The Aspect Ratio of Wings] ||
 * In these activities, students explore aspect ratio, lift, and drag. ||  ||
 * || [|Fractions, Percentages and Ratios Activity] ||
 * Students will use beads and pennies in an activity that teaches percents, decimals and ratios.
 * || [|My Room] ||
 * The objective of this lesson is to create a scale drawing using ratios. ||  ||
 * || [|Practice Test - Proportions] ||
 * Quizzes about rate, ratio, proportions, and related problem solving are provided. ||  ||
 * || [|The Aspect Ratio of Wings] ||
 * In these activities, students explore aspect ratio, lift, and drag. ||  ||
 * || [|Fractions, Percentages and Ratios Activity] ||
 * Students will use beads and pennies in an activity that teaches percents, decimals and ratios.
 * || [|The Aspect Ratio of Wings] ||
 * In these activities, students explore aspect ratio, lift, and drag. ||  ||
 * || [|Fractions, Percentages and Ratios Activity] ||
 * Students will use beads and pennies in an activity that teaches percents, decimals and ratios.
 * In these activities, students explore aspect ratio, lift, and drag. ||  ||
 * || [|Fractions, Percentages and Ratios Activity] ||
 * Students will use beads and pennies in an activity that teaches percents, decimals and ratios.
 * || [|Fractions, Percentages and Ratios Activity] ||
 * Students will use beads and pennies in an activity that teaches percents, decimals and ratios.
 * Students will use beads and pennies in an activity that teaches percents, decimals and ratios.

More specifically, students will be able to: 1) Rename ratios, decimals, and fractions as percents.

2) Change ratios into percents.

3) Weigh items on a scale.

4) Multiply decimals.

5) Use math skills to solve problems.

||  ||
 * || [|Similar Figures] ||
 * **Similar Figures** is part of a collection of tasks found in the unit entitled, **//The Scale Factor.// Similar Figures** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, students explain the following relationships: the ratios between the sides of two similar figures, the ratios between the perimeters of two similar figures, and the ratios between the areas of two similar figures. ||  ||
 * || [|All About Ratios] ||
 * Students can make visual ratio comparisons using this Web resource. Excellent site for teaching and reviewing ratios. ||  ||
 * || [|Learning about Ratios: A Sandwich Study] ||
 * The purpose of this activity is to provide students with a concrete introduction to the concept of ratios by making peanut butter and jelly sandwiches. Ratios can be a difficult idea for elementary students to grasp. Spending time manipulating real objects provides a tangible reference when later dealing with the concept .. in either an abstract or practical fashion. ||  ||
 * || [|Measuring Up] ||
 * This is a nine lesson unit that explores the concepts of proportional reasoning, ratio, and indirect measurement. Students engage in a variety of activities that involve taking their own measurements, exploring different ratios, and examining similar figures. Students convert measurements into customary and metric units. These activities immerse students in problem solving, reasoning, and making connections to real-life situations. ||  ||
 * || [|The Living Edens - Madagascar: Wings and Other Things] ||
 * Students use known measurements about a bird's wingspan to estimate the bird's length and construct proportional ratios. Students apply what they've learned by determining ratios between their armspan and height, entering this information in a computer spreadsheet application, and analyzing the data for variance, average, and comparing different groups (boys and girls, for example). ||  ||
 * || [|Fractions, Decimals, Ratios, and Percents] ||
 * In this sixth grade math unit students use fractions, decimals and percents interchangeably, order and compare rational numbers, operate with decimals, fractions and percents, and use ratios to compare quantities and solve problems. ||  ||
 * || [|Fractions, Decimals, Ratios, and Percents] ||
 * In this sixth grade math unit students use fractions, decimals and percents interchangeably, order and compare rational numbers, operate with decimals, fractions and percents, and use ratios to compare quantities and solve problems. ||  ||
 * || [|Similar Figures] ||
 * In this Teaching Activity #2 of 3 in the “Understanding Plane Figures” Unit, students use photographs to use ratios to change the dimensions of pictures’ frames.
 * || [|Measuring Up] ||
 * This is a nine lesson unit that explores the concepts of proportional reasoning, ratio, and indirect measurement. Students engage in a variety of activities that involve taking their own measurements, exploring different ratios, and examining similar figures. Students convert measurements into customary and metric units. These activities immerse students in problem solving, reasoning, and making connections to real-life situations. ||  ||
 * || [|The Living Edens - Madagascar: Wings and Other Things] ||
 * Students use known measurements about a bird's wingspan to estimate the bird's length and construct proportional ratios. Students apply what they've learned by determining ratios between their armspan and height, entering this information in a computer spreadsheet application, and analyzing the data for variance, average, and comparing different groups (boys and girls, for example). ||  ||
 * || [|Fractions, Decimals, Ratios, and Percents] ||
 * In this sixth grade math unit students use fractions, decimals and percents interchangeably, order and compare rational numbers, operate with decimals, fractions and percents, and use ratios to compare quantities and solve problems. ||  ||
 * || [|Fractions, Decimals, Ratios, and Percents] ||
 * In this sixth grade math unit students use fractions, decimals and percents interchangeably, order and compare rational numbers, operate with decimals, fractions and percents, and use ratios to compare quantities and solve problems. ||  ||
 * || [|Similar Figures] ||
 * In this Teaching Activity #2 of 3 in the “Understanding Plane Figures” Unit, students use photographs to use ratios to change the dimensions of pictures’ frames.
 * || [|Fractions, Decimals, Ratios, and Percents] ||
 * In this sixth grade math unit students use fractions, decimals and percents interchangeably, order and compare rational numbers, operate with decimals, fractions and percents, and use ratios to compare quantities and solve problems. ||  ||
 * || [|Fractions, Decimals, Ratios, and Percents] ||
 * In this sixth grade math unit students use fractions, decimals and percents interchangeably, order and compare rational numbers, operate with decimals, fractions and percents, and use ratios to compare quantities and solve problems. ||  ||
 * || [|Similar Figures] ||
 * In this Teaching Activity #2 of 3 in the “Understanding Plane Figures” Unit, students use photographs to use ratios to change the dimensions of pictures’ frames.
 * || [|Fractions, Decimals, Ratios, and Percents] ||
 * In this sixth grade math unit students use fractions, decimals and percents interchangeably, order and compare rational numbers, operate with decimals, fractions and percents, and use ratios to compare quantities and solve problems. ||  ||
 * || [|Similar Figures] ||
 * In this Teaching Activity #2 of 3 in the “Understanding Plane Figures” Unit, students use photographs to use ratios to change the dimensions of pictures’ frames.
 * || [|Similar Figures] ||
 * In this Teaching Activity #2 of 3 in the “Understanding Plane Figures” Unit, students use photographs to use ratios to change the dimensions of pictures’ frames.
 * || [|Similar Figures] ||
 * In this Teaching Activity #2 of 3 in the “Understanding Plane Figures” Unit, students use photographs to use ratios to change the dimensions of pictures’ frames.
 * In this Teaching Activity #2 of 3 in the “Understanding Plane Figures” Unit, students use photographs to use ratios to change the dimensions of pictures’ frames.

** ||  || ||   ||
 * || [|The Scale Factor] ||
 * In this sixth grade unit students investigate the history of commonly used units of measure, determine appropriate units of measure for length and area, create scale drawings, and use ratios, proportions, and scale factors to compare similar figures and solve problems. ||  ||
 * || [|The Scale Factor] ||
 * In this sixth grade unit students investigate the history of commonly used units of measure, determine appropriate units of measure for length and area, create scale drawings, and use ratios, proportions, and scale factors to compare similar figures and solve problems. ||  ||
 * || [|Analyzing Numeric and Geometric Patterns of Paper Pool] ||
 * The interactive paper pool game in this i-Math investigation provides an opportunity for students to further develop their understanding of ratio, proportion and least common multiple. In this investigation, students are asked to play a game called Paper Pool. Students are asked to predict at which corner (pocket) the ball will stop, number of bounces, and the length of the path for a cue ball on rectangular pool tables of different sizes. i-Math Investigations are online, interactive, multimedia math investigations designed to inspire and teach. ||  ||
 * || [|Analyzing Numeric and Geometric Patterns of Paper Pool] ||
 * The interactive paper pool game in this i-Math investigation provides an opportunity for students to further develop their understanding of ratio, proportion and least common multiple. In this investigation, students are asked to play a game called Paper Pool. Students are asked to predict at which corner (pocket) the ball will stop, number of bounces, and the length of the path for a cue ball on rectangular pool tables of different sizes. i-Math Investigations are online, interactive, multimedia math investigations designed to inspire and teach. ||  ||
 * || [|Analyzing Numeric and Geometric Patterns of Paper Pool] ||
 * The interactive paper pool game in this i-Math investigation provides an opportunity for students to further develop their understanding of ratio, proportion and least common multiple. In this investigation, students are asked to play a game called Paper Pool. Students are asked to predict at which corner (pocket) the ball will stop, number of bounces, and the length of the path for a cue ball on rectangular pool tables of different sizes. i-Math Investigations are online, interactive, multimedia math investigations designed to inspire and teach. ||  ||
 * || [|Basics of the Proportion] ||
 * A proportion is a special form of an algebra equation. It is used to compare two ratios or make equivalent fractions. This Web site will walk students through a step-by-step process for solving proportions. ||  ||
 * || [|Blue Squares and Beyond] ||
 * This is lesson one of a four unit entitled, **//Linking Length, Perimeter, Area, and Volume//** . This lesson invites students to manipulate two rectangles to create examples of similarity and to study the effects on area ratios. Students sketch similar figures, verify proportionality, and apply these concepts to structures in their world. ||  ||
 * || [|Building a Soda Bottle Bioreactor] ||
 * Soda bottle bioreactors are designed to be used as tools for composting research. They are small and inexpensive enough to enable students to design and carry out individualized research projects, comparing variables such as reactor design, moisture content, and nutrient ratios of mixtures to be composted. ||  ||
 * || [|Buying My First Car] ||
 * SCORE lesson plan on buying a car that uses percentages, ratios, increase and decrease of quantities. Handy clicks to on-line databases such as car buying guides, maintenance guides, financing, and insurance. ||  ||
 * || [|Different Way of Measuring, A] ||
 * Students determine the area of a dime using a method similar to one used by nuclear physicists to determine the cross-sectional area of a nucleus. When working with atoms, scientists sometimes have to invent new ways of doing simple things. For instance, scientists can't use a ruler to measure the size of an atom's nucleus. This activity shows how ratios can be used to calculate the area covered by an object. Includes sample answers and answer keys. ||  ||
 * || [|Earth's Interior and Plate Tectonics Theory] ||
 * Using an egg to represent our planet Earth, this demonstration can give students a clearer understanding of the ratio and proportion of the Earthâ??s crust, mantle, and core. Students will be introduced to the scientific theory of plate tectonics. ||  ||
 * || [|Expressing Ratios as Percents] ||
 * This course focuses on arithmetic and the numbers and operations typically included in the middle school math curriculum. Each topic is presented within a motivational context that demonstrates how mathematical issues arise out of real-life situations. Within these contexts, students learn finding the percent represented by the ratio of a part and a whole and expressing a decimal as a percent. ||  ||
 * || [|Finding Percents of a Whole] ||
 * This course focuses on arithmetic and the numbers and operations typically included in the middle school math curriculum. Each topic is presented within a motivational context that demonstrates how mathematical issues arise out of real-life situations. Within these contexts, students learn finding the part given the percent and the whole and finding the percent represented by the ratio of a part and a whole. ||  ||
 * || [|Getting the Right Mix Calculations for Thermophilic Composting] ||
 * One of the first tasks in developing a successful composting program is getting the right combination of ingredients. Two parameters are particularly important in this regard: moisture content and the carbon to nitrogen (C/N) ratio. ||  ||
 * || [|Houghton-Mifflin Math Steps Level 6] ||
 * This resource links to 6 lesson plans for grade 6 students. The lessons focus on proportions, fractions, negative numbers, percents, rates and ratios, central tendency, and different types of linear equations. ||  ||
 * || [|Jazz - Jazz and Math: The Beat Goes On] ||
 * Students in grades 6-9 use their heartbeats as a basis for finding beats per minute and then relate this concept to tempos from various selections of music in the PBS JAZZ documentary to develop a better understanding of the concept of rates (ratio). ||  ||
 * || [|Learning about ratios: A sandwich study.] ||
 * Ratios can be a difficult idea for elementary students to grasp. Spending time manipulating """"real"""" objects provides a tangible reference when later dealing with the concept .. in either an abstract or practical fashion. ||  ||
 * || [|Lewis and Clark Classroom Resources] ||
 * Interdisciplinary unit about the explorations of Lewis and Clark. Math lessons use estimation, graphing, ratio, proportion, and measurement to gather data about the journey. ||  ||
 * || [|Pizza Your Way] ||
 * Students will be able to use real life situations not only to add, subtract, multiply, and divide decimals but to use percents and ratios. May be adapted for use without internet. Internet connection. ||  ||
 * || [|Population Ratios] ||
 * An interdisciplinary project (mathematics, social studies) where students choose a county in the United States, use ratios, and convert the statistics into meaningful numbers. ||  ||
 * || [|Proportions] ||
 * Find important background information on teaching proportions using ratios to compare two quantities. Directions for introducing and developing the concept are included, along with a worksheet for students to use. ||  ||
 * || [|Solving the Moisture and Carbon-Nitrogen Equations Simultaneously] ||
 * In high school algebra we learn that for any number of independent equations we can usually solve for that same number of unknowns. In this case we have two equations (one for moisture and one for the carbon-nitrogen ratio), and we can solve them for any two unknowns. ||  ||
 * || [|The Case of the Virtual Pet 2000] ||
 * Online math mystery. Students use fractions, ratios, and proportions to solve the mystery. Submit solution online. ||  ||
 * || [|Visual Model of the Planet Earth] ||
 * A simulation is the best way to approximate an actual experience. When an event is fun and interesting the material is usually retained longer. This lesson provides a concrete example of the limited size of the land surface we share with the Earth's other inhabitants and a visual representation of the Earth's inner sections. The learner will be able to identify the crust, mantle, and core of the Earth and be able to give an approximate ratio and proportion of usable land surface. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Discovering Pi] ||
 * ** Discovering Pi ** is part of a collection of tasks found in the unit entitled, //**Circles and Graphs. Discovering Pi**// represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. Students work in groups to take and record measurements from circles of varying sizes. Students measure the circumference and the diameter of each circle and then examine the ratio of these two lengths. The measurements are recorded in a table. In the third column of the table, students express the ratio, represented by C/d, as a fraction and then as a decimal. Finally, students use a calculator to calculate the decimal value.
 * || [|Finding Percents of a Whole] ||
 * This course focuses on arithmetic and the numbers and operations typically included in the middle school math curriculum. Each topic is presented within a motivational context that demonstrates how mathematical issues arise out of real-life situations. Within these contexts, students learn finding the part given the percent and the whole and finding the percent represented by the ratio of a part and a whole. ||  ||
 * || [|Getting the Right Mix Calculations for Thermophilic Composting] ||
 * One of the first tasks in developing a successful composting program is getting the right combination of ingredients. Two parameters are particularly important in this regard: moisture content and the carbon to nitrogen (C/N) ratio. ||  ||
 * || [|Houghton-Mifflin Math Steps Level 6] ||
 * This resource links to 6 lesson plans for grade 6 students. The lessons focus on proportions, fractions, negative numbers, percents, rates and ratios, central tendency, and different types of linear equations. ||  ||
 * || [|Jazz - Jazz and Math: The Beat Goes On] ||
 * Students in grades 6-9 use their heartbeats as a basis for finding beats per minute and then relate this concept to tempos from various selections of music in the PBS JAZZ documentary to develop a better understanding of the concept of rates (ratio). ||  ||
 * || [|Learning about ratios: A sandwich study.] ||
 * Ratios can be a difficult idea for elementary students to grasp. Spending time manipulating """"real"""" objects provides a tangible reference when later dealing with the concept .. in either an abstract or practical fashion. ||  ||
 * || [|Lewis and Clark Classroom Resources] ||
 * Interdisciplinary unit about the explorations of Lewis and Clark. Math lessons use estimation, graphing, ratio, proportion, and measurement to gather data about the journey. ||  ||
 * || [|Pizza Your Way] ||
 * Students will be able to use real life situations not only to add, subtract, multiply, and divide decimals but to use percents and ratios. May be adapted for use without internet. Internet connection. ||  ||
 * || [|Population Ratios] ||
 * An interdisciplinary project (mathematics, social studies) where students choose a county in the United States, use ratios, and convert the statistics into meaningful numbers. ||  ||
 * || [|Proportions] ||
 * Find important background information on teaching proportions using ratios to compare two quantities. Directions for introducing and developing the concept are included, along with a worksheet for students to use. ||  ||
 * || [|Solving the Moisture and Carbon-Nitrogen Equations Simultaneously] ||
 * In high school algebra we learn that for any number of independent equations we can usually solve for that same number of unknowns. In this case we have two equations (one for moisture and one for the carbon-nitrogen ratio), and we can solve them for any two unknowns. ||  ||
 * || [|The Case of the Virtual Pet 2000] ||
 * Online math mystery. Students use fractions, ratios, and proportions to solve the mystery. Submit solution online. ||  ||
 * || [|Visual Model of the Planet Earth] ||
 * A simulation is the best way to approximate an actual experience. When an event is fun and interesting the material is usually retained longer. This lesson provides a concrete example of the limited size of the land surface we share with the Earth's other inhabitants and a visual representation of the Earth's inner sections. The learner will be able to identify the crust, mantle, and core of the Earth and be able to give an approximate ratio and proportion of usable land surface. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Discovering Pi] ||
 * ** Discovering Pi ** is part of a collection of tasks found in the unit entitled, //**Circles and Graphs. Discovering Pi**// represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. Students work in groups to take and record measurements from circles of varying sizes. Students measure the circumference and the diameter of each circle and then examine the ratio of these two lengths. The measurements are recorded in a table. In the third column of the table, students express the ratio, represented by C/d, as a fraction and then as a decimal. Finally, students use a calculator to calculate the decimal value.
 * || [|Proportions] ||
 * Find important background information on teaching proportions using ratios to compare two quantities. Directions for introducing and developing the concept are included, along with a worksheet for students to use. ||  ||
 * || [|Solving the Moisture and Carbon-Nitrogen Equations Simultaneously] ||
 * In high school algebra we learn that for any number of independent equations we can usually solve for that same number of unknowns. In this case we have two equations (one for moisture and one for the carbon-nitrogen ratio), and we can solve them for any two unknowns. ||  ||
 * || [|The Case of the Virtual Pet 2000] ||
 * Online math mystery. Students use fractions, ratios, and proportions to solve the mystery. Submit solution online. ||  ||
 * || [|Visual Model of the Planet Earth] ||
 * A simulation is the best way to approximate an actual experience. When an event is fun and interesting the material is usually retained longer. This lesson provides a concrete example of the limited size of the land surface we share with the Earth's other inhabitants and a visual representation of the Earth's inner sections. The learner will be able to identify the crust, mantle, and core of the Earth and be able to give an approximate ratio and proportion of usable land surface. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Discovering Pi] ||
 * ** Discovering Pi ** is part of a collection of tasks found in the unit entitled, //**Circles and Graphs. Discovering Pi**// represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. Students work in groups to take and record measurements from circles of varying sizes. Students measure the circumference and the diameter of each circle and then examine the ratio of these two lengths. The measurements are recorded in a table. In the third column of the table, students express the ratio, represented by C/d, as a fraction and then as a decimal. Finally, students use a calculator to calculate the decimal value.
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Discovering Pi] ||
 * ** Discovering Pi ** is part of a collection of tasks found in the unit entitled, //**Circles and Graphs. Discovering Pi**// represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. Students work in groups to take and record measurements from circles of varying sizes. Students measure the circumference and the diameter of each circle and then examine the ratio of these two lengths. The measurements are recorded in a table. In the third column of the table, students express the ratio, represented by C/d, as a fraction and then as a decimal. Finally, students use a calculator to calculate the decimal value.
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Discovering Pi] ||
 * ** Discovering Pi ** is part of a collection of tasks found in the unit entitled, //**Circles and Graphs. Discovering Pi**// represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. Students work in groups to take and record measurements from circles of varying sizes. Students measure the circumference and the diameter of each circle and then examine the ratio of these two lengths. The measurements are recorded in a table. In the third column of the table, students express the ratio, represented by C/d, as a fraction and then as a decimal. Finally, students use a calculator to calculate the decimal value.
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Which Store Should We Go To?] ||
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Discovering Pi] ||
 * ** Discovering Pi ** is part of a collection of tasks found in the unit entitled, //**Circles and Graphs. Discovering Pi**// represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. Students work in groups to take and record measurements from circles of varying sizes. Students measure the circumference and the diameter of each circle and then examine the ratio of these two lengths. The measurements are recorded in a table. In the third column of the table, students express the ratio, represented by C/d, as a fraction and then as a decimal. Finally, students use a calculator to calculate the decimal value.
 * Students use ads from local stores to set up ratios to find unit rates to determine which product is the best buy. Lesson Plan. ||  ||
 * || [|Discovering Pi] ||
 * ** Discovering Pi ** is part of a collection of tasks found in the unit entitled, //**Circles and Graphs. Discovering Pi**// represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. Students work in groups to take and record measurements from circles of varying sizes. Students measure the circumference and the diameter of each circle and then examine the ratio of these two lengths. The measurements are recorded in a table. In the third column of the table, students express the ratio, represented by C/d, as a fraction and then as a decimal. Finally, students use a calculator to calculate the decimal value.
 * || [|Discovering Pi] ||
 * ** Discovering Pi ** is part of a collection of tasks found in the unit entitled, //**Circles and Graphs. Discovering Pi**// represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. Students work in groups to take and record measurements from circles of varying sizes. Students measure the circumference and the diameter of each circle and then examine the ratio of these two lengths. The measurements are recorded in a table. In the third column of the table, students express the ratio, represented by C/d, as a fraction and then as a decimal. Finally, students use a calculator to calculate the decimal value.
 * ** Discovering Pi ** is part of a collection of tasks found in the unit entitled, //**Circles and Graphs. Discovering Pi**// represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. Students work in groups to take and record measurements from circles of varying sizes. Students measure the circumference and the diameter of each circle and then examine the ratio of these two lengths. The measurements are recorded in a table. In the third column of the table, students express the ratio, represented by C/d, as a fraction and then as a decimal. Finally, students use a calculator to calculate the decimal value.
 * || [|Calculating theoretical and experimental probability] ||
 * This unit is designed to afford students the opportunity to calculate theoretical and experimental probability. It will also raise student awareness of the real-world uses for probability. The plan can be adapted to include curriculum compacting, technology integration, and acceleration.
 * || [|Calculating theoretical and experimental probability] ||
 * This unit is designed to afford students the opportunity to calculate theoretical and experimental probability. It will also raise student awareness of the real-world uses for probability. The plan can be adapted to include curriculum compacting, technology integration, and acceleration.
 * This unit is designed to afford students the opportunity to calculate theoretical and experimental probability. It will also raise student awareness of the real-world uses for probability. The plan can be adapted to include curriculum compacting, technology integration, and acceleration.

Students will know that theoretical probablitiy is determined by the number of times a desired outcome is produced, divided by the total number of possible outcomes. For example, the theoretical probability of tossing a coin and having it land on heads (the desired outcome), divided by the total number of possible incomes (two--heads or tails), can be expressed as a fraction (1/2), a decimal (.5), a percent (50%), or a ratio (1:2). Students will demonstrate this knowledge by answering random questions that are posed by the teacher. For example: What is the theoretical probability of rolling a 3 on a die? (answer: 1:6) What is the theoretical probability of rolling an even number on a die? (answer 3:6, which simplifies to 1:2) ||  ||
 * || [|Free Throws] ||
 * ** Free Throws ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Free Throws** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performace Task students use fractions students to describe the minimum number of free throws a person needs to make in order to have a better throw percentage than other players. ||  ||
 * || [|M6N1 Numbers and Operations] ||
 * This unit focuses on the four arithmetic operations as related to positive rational numbers and will use these concepts to solve problems. Topics and acivities included are to help students apply factors and multiply factors and multiples, prime factorizations, greatest common factor and least common multiple. Addition, subtraction, multuplication and division of fractions are covered as well as percentages.
 * ** Free Throws ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Free Throws** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performace Task students use fractions students to describe the minimum number of free throws a person needs to make in order to have a better throw percentage than other players. ||  ||
 * || [|M6N1 Numbers and Operations] ||
 * This unit focuses on the four arithmetic operations as related to positive rational numbers and will use these concepts to solve problems. Topics and acivities included are to help students apply factors and multiply factors and multiples, prime factorizations, greatest common factor and least common multiple. Addition, subtraction, multuplication and division of fractions are covered as well as percentages.
 * || [|M6N1 Numbers and Operations] ||
 * This unit focuses on the four arithmetic operations as related to positive rational numbers and will use these concepts to solve problems. Topics and acivities included are to help students apply factors and multiply factors and multiples, prime factorizations, greatest common factor and least common multiple. Addition, subtraction, multuplication and division of fractions are covered as well as percentages.
 * This unit focuses on the four arithmetic operations as related to positive rational numbers and will use these concepts to solve problems. Topics and acivities included are to help students apply factors and multiply factors and multiples, prime factorizations, greatest common factor and least common multiple. Addition, subtraction, multuplication and division of fractions are covered as well as percentages.

This unit includes the following teaching activites:

1) Fraction Conversion Bingo (1655) 2) Fraction Review Game (1656) 3) Fractions, Equivalent Fractions and Decimals (1659) 4) Fraction Sandwich Activity (1658) 5) Fractions, Percentages and Ratios Activity (1431) ||  ||
 * || [|Rolling Dice] ||
 * Rolling Dice is one of several tasks that represent the depth, rigor and complexity expected of sixth grade students to demonstrate their level of understanding of the concepts incorporated in the Games of Chance unit. In Rolling Dice, students:
 * || [|Rolling Dice] ||
 * Rolling Dice is one of several tasks that represent the depth, rigor and complexity expected of sixth grade students to demonstrate their level of understanding of the concepts incorporated in the Games of Chance unit. In Rolling Dice, students:
 * Rolling Dice is one of several tasks that represent the depth, rigor and complexity expected of sixth grade students to demonstrate their level of understanding of the concepts incorporated in the Games of Chance unit. In Rolling Dice, students:

· predict the probability of a given event through trials and/or simulations; · determine the theoretical probability of a simple event; · represent probability using a ratio; · distinguish between theoretical and experimental probability; and · recognize that as the number of trials gets larger, the experimental probability of an event approaches the theoretical probability of that event. ||  || ||   || ||   || a)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> What percentage of students at your school prefers ice cream over cake? b)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> At your school, are those preferring ice cream more likely to be boys or girls? c)<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> At your school, are girls more likely to choose ice cream over cake than boys are? ||  ||
 * || [|Lewis and Clark - Lesson 10] ||
 * In this lesson, students will have the opportunity to: 1. Measure length and width of leaf samples to the nearest millimeter. 2. Measure the circumference of trees. 3. Calculate the diameter of the same trees. 4. Calculate the height of the trees using ratio and proportion. It is recommended that one to two 45-minute class periods be scheduled to complete the entire lesson. ||  ||
 * || [|UBUYACAR- 6-8 Communication] ||
 * This problem-based learning activity is from the Maricopa Center for Learning and Instruction. This activity promotes the teacher's role as a facilitator of learning rather than a giver of information. Students work in groups to answer the question, "What should your annual salary be to afford the car you want?" Students use information about debt to income ratio, car costs, loan payments, and so forth that they retrieve from the Web, new-vehicle pricing reports, other blue book publications, tips for car financing, monthly payment tables, and auto magazines. In addition to all the factors involved in choosing a new car, they must also research what it takes to qualify for a loan and consider the long-term costs, such as maintenance and trade-in value. The directions for the project are quite extensive, including tips for the teacher, tips on problem-solving, good questions to ask, background information, and guides for assessing both individual and group performance. The context should prove motivating for students to work together to build their skills in calculating, particularly with decimals and percents. ||  ||
 * || [|Dividing Rational Numbers] ||
 * ** Dividing Rational Numbers ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Dividing Rational Numbers** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, t he students write a set of directions for a younger student explaining how to divide 1½ (one and one-half) by 0.25. Students use a diagram and a written explanation showing why you divide these numbers the way you do. ||  ||
 * || [|Dividing Rational Numbers- Part II] ||
 * ** Dividing Rational Numbers- Part II ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Dividing Rational Numbers- Part II** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, students divide two fraction numbers without using a calculator. Then, using the relationship between multiplication and division, students write a multiplication statement that proves the answer is correct. Lastly, students create a word problem. ||  ||
 * || [|Multiplying and Dividing] ||
 * ** Multiplying and Dividing ** is part of a collection of tasks found in the unit entitled, //**Fractions, Decimals, Ratios, and Percents. Multiplying and Dividing**// represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s tudents use multiplying and dividing fractions to solve simple "real" life area problems using cookies, poster boards, and birdseed. ||  ||
 * || [|Reaching the Goal] ||
 * ** Reaching the Goal ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Reaching the Goal** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, studen ts are asked to represent the amount of money they have earned as a fraction, as a decimal, as a percent, and as a dollar amount. Their answers are drawn from a chart showing how close they are to earning their goal. In addition, students must show how they know that the //fraction//, the //percent//, the //decimal//, and the //dollar amount// answers are equivalent in this situation, which 3 of the amounts are //always// equivalent to each other, and why they are equivalent. Finally, students show which amount(s) are //not always// equivalent to the others and explain why not? ||  ||
 * || [|Reading Circle Graphs] ||
 * ** Reading Circle Graphs ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Reading Circle Graphs** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s tudents read a circle graph and compare the different ways that electricity is produced in the United States. Then, they add the fractional parts and explain why their answer is 1, or why their answer is not 1. Finally, students explain what percent of a whole the answer represents.
 * ** Dividing Rational Numbers ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Dividing Rational Numbers** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, t he students write a set of directions for a younger student explaining how to divide 1½ (one and one-half) by 0.25. Students use a diagram and a written explanation showing why you divide these numbers the way you do. ||  ||
 * || [|Dividing Rational Numbers- Part II] ||
 * ** Dividing Rational Numbers- Part II ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Dividing Rational Numbers- Part II** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, students divide two fraction numbers without using a calculator. Then, using the relationship between multiplication and division, students write a multiplication statement that proves the answer is correct. Lastly, students create a word problem. ||  ||
 * || [|Multiplying and Dividing] ||
 * ** Multiplying and Dividing ** is part of a collection of tasks found in the unit entitled, //**Fractions, Decimals, Ratios, and Percents. Multiplying and Dividing**// represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s tudents use multiplying and dividing fractions to solve simple "real" life area problems using cookies, poster boards, and birdseed. ||  ||
 * || [|Reaching the Goal] ||
 * ** Reaching the Goal ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Reaching the Goal** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, studen ts are asked to represent the amount of money they have earned as a fraction, as a decimal, as a percent, and as a dollar amount. Their answers are drawn from a chart showing how close they are to earning their goal. In addition, students must show how they know that the //fraction//, the //percent//, the //decimal//, and the //dollar amount// answers are equivalent in this situation, which 3 of the amounts are //always// equivalent to each other, and why they are equivalent. Finally, students show which amount(s) are //not always// equivalent to the others and explain why not? ||  ||
 * || [|Reading Circle Graphs] ||
 * ** Reading Circle Graphs ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Reading Circle Graphs** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s tudents read a circle graph and compare the different ways that electricity is produced in the United States. Then, they add the fractional parts and explain why their answer is 1, or why their answer is not 1. Finally, students explain what percent of a whole the answer represents.
 * || [|Multiplying and Dividing] ||
 * ** Multiplying and Dividing ** is part of a collection of tasks found in the unit entitled, //**Fractions, Decimals, Ratios, and Percents. Multiplying and Dividing**// represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s tudents use multiplying and dividing fractions to solve simple "real" life area problems using cookies, poster boards, and birdseed. ||  ||
 * || [|Reaching the Goal] ||
 * ** Reaching the Goal ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Reaching the Goal** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, studen ts are asked to represent the amount of money they have earned as a fraction, as a decimal, as a percent, and as a dollar amount. Their answers are drawn from a chart showing how close they are to earning their goal. In addition, students must show how they know that the //fraction//, the //percent//, the //decimal//, and the //dollar amount// answers are equivalent in this situation, which 3 of the amounts are //always// equivalent to each other, and why they are equivalent. Finally, students show which amount(s) are //not always// equivalent to the others and explain why not? ||  ||
 * || [|Reading Circle Graphs] ||
 * ** Reading Circle Graphs ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Reading Circle Graphs** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s tudents read a circle graph and compare the different ways that electricity is produced in the United States. Then, they add the fractional parts and explain why their answer is 1, or why their answer is not 1. Finally, students explain what percent of a whole the answer represents.
 * ** Reaching the Goal ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Reaching the Goal** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, studen ts are asked to represent the amount of money they have earned as a fraction, as a decimal, as a percent, and as a dollar amount. Their answers are drawn from a chart showing how close they are to earning their goal. In addition, students must show how they know that the //fraction//, the //percent//, the //decimal//, and the //dollar amount// answers are equivalent in this situation, which 3 of the amounts are //always// equivalent to each other, and why they are equivalent. Finally, students show which amount(s) are //not always// equivalent to the others and explain why not? ||  ||
 * || [|Reading Circle Graphs] ||
 * ** Reading Circle Graphs ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Reading Circle Graphs** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s tudents read a circle graph and compare the different ways that electricity is produced in the United States. Then, they add the fractional parts and explain why their answer is 1, or why their answer is not 1. Finally, students explain what percent of a whole the answer represents.
 * || [|Reading Circle Graphs] ||
 * ** Reading Circle Graphs ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Reading Circle Graphs** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s tudents read a circle graph and compare the different ways that electricity is produced in the United States. Then, they add the fractional parts and explain why their answer is 1, or why their answer is not 1. Finally, students explain what percent of a whole the answer represents.
 * ** Reading Circle Graphs ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Reading Circle Graphs** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s tudents read a circle graph and compare the different ways that electricity is produced in the United States. Then, they add the fractional parts and explain why their answer is 1, or why their answer is not 1. Finally, students explain what percent of a whole the answer represents.
 * || [|Representing Rational Numbers on the Number Line] ||
 * ** Representing Rational Numbers on the Number Line ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Representing Rational Numbers on the Number Line** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s tudents draw a number line in which 0, 1, 1/5 (one-fifth), and 1/4 (one-fourth) are marked, and choose one fraction, one decimal, and one percent that are between 1/5 (one-fifth) and 1/4 (one-fourth) on the number line. Then, students make sure none of their answers is equivalent to any of the other answers. Finally they explain how they know each of their answers is between 1/5 (one-fifth) and 1/4 (one-fourth). ||  ||
 * || [|Show What We Know] ||
 * In this culminating sixth grade math unit, students can show that they have mastered proficiency in all areas of the Georgia Performance Standards for sixth grade mathematics. The suggested project should demonstrate that students have a complete understanding of the four arithmetic operations as they relate to positive rational numbers; are able to convert between and compute with different forms of rational numbers; understand the concept of ratio and solve problems using proportional reasoning; understand and use both line and rotational symmetry; determine both the surface area and volume of solid figures; use variables to represent unknown quantities in formulae; are able to evaluate algebraic expressions and solve equations; utilize data to make predictions; and can determine the probability of a given event.
 * ** Representing Rational Numbers on the Number Line ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios, and Percents.// Representing Rational Numbers on the Number Line** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s tudents draw a number line in which 0, 1, 1/5 (one-fifth), and 1/4 (one-fourth) are marked, and choose one fraction, one decimal, and one percent that are between 1/5 (one-fifth) and 1/4 (one-fourth) on the number line. Then, students make sure none of their answers is equivalent to any of the other answers. Finally they explain how they know each of their answers is between 1/5 (one-fifth) and 1/4 (one-fourth). ||  ||
 * || [|Show What We Know] ||
 * In this culminating sixth grade math unit, students can show that they have mastered proficiency in all areas of the Georgia Performance Standards for sixth grade mathematics. The suggested project should demonstrate that students have a complete understanding of the four arithmetic operations as they relate to positive rational numbers; are able to convert between and compute with different forms of rational numbers; understand the concept of ratio and solve problems using proportional reasoning; understand and use both line and rotational symmetry; determine both the surface area and volume of solid figures; use variables to represent unknown quantities in formulae; are able to evaluate algebraic expressions and solve equations; utilize data to make predictions; and can determine the probability of a given event.
 * || [|Show What We Know] ||
 * In this culminating sixth grade math unit, students can show that they have mastered proficiency in all areas of the Georgia Performance Standards for sixth grade mathematics. The suggested project should demonstrate that students have a complete understanding of the four arithmetic operations as they relate to positive rational numbers; are able to convert between and compute with different forms of rational numbers; understand the concept of ratio and solve problems using proportional reasoning; understand and use both line and rotational symmetry; determine both the surface area and volume of solid figures; use variables to represent unknown quantities in formulae; are able to evaluate algebraic expressions and solve equations; utilize data to make predictions; and can determine the probability of a given event.
 * In this culminating sixth grade math unit, students can show that they have mastered proficiency in all areas of the Georgia Performance Standards for sixth grade mathematics. The suggested project should demonstrate that students have a complete understanding of the four arithmetic operations as they relate to positive rational numbers; are able to convert between and compute with different forms of rational numbers; understand the concept of ratio and solve problems using proportional reasoning; understand and use both line and rotational symmetry; determine both the surface area and volume of solid figures; use variables to represent unknown quantities in formulae; are able to evaluate algebraic expressions and solve equations; utilize data to make predictions; and can determine the probability of a given event.
 * || [|Lissajous Lab] ||
 * Lissajous (pronounced LEE-suh-zhoo) figures were discovered by the French physicist Jules Antoine Lissajous. He would use sounds of different frequencies to vibrate a mirror. A beam of light reflected from the mirror would trace patterns which depended on the frequencies of the sounds. Lissajous' setup was similar to the apparatus which is used today to project laser light shows. Before the days of digital frequency meters and phase-locked loops, Lissajous figures were used to determine the frequencies of sounds or radio signals. A signal of known frequency was applied to the horizontal axis of an oscilloscope, and the signal to be measured was applied to the vertical axis. The resulting pattern was a function of the ratio of the two frequencies. Lissajous figures often appeared as props in science fiction movies made during the 1950's. One of the best examples can be found in the opening sequence of The Outer Limits TV series. ("Do not attempt to adjust your picture--we are controlling the transmission.") The pattern of criss-cross lines is actually a Lissajous figure. The Lissajous Lab provides you with a virtual oscilloscope which you can use to generate these patterns. (You will control the horizontal. You will control the vertical.) The applet also allows you to apply a signal to modulate the hue of the trace, so you can create colorful designs. ||  ||
 * || [|PBS Winter Games Cyberschool - Go Figure: A Fun Approach to Olympic Figure Skating Overview] ||
 * In this Challenge, students will explore mathematical concepts by building a model of the White Ring Arena in Nagano and investigating how the skaters cut figures into the ice. They also learn about the "moves" that skaters are required to perform. Scoring of figure skating events are also discussed. Learning objectives for this Challenge are as follows. Students will be able to: 1. Use the Internet to collect data necessary to complete the tasks. 2. Calculate the perimeter and area of selected geometric figures. 3. Use ratios and proportions to solve problems. 4. Calculate the value of pi. 5. Use a compass. 6. Apply the definitions of circumference, diameter, and radius of a circle. 7. Distinguish between planar curves, simple curves, closed curves, and concave and convex figures. 8. Collect scoring data and represent it graphically. 9. Create a simple tessellation. 10. Estimate the area and perimeter of irregular shapes. ||  ||
 * || [|PBS Winter Games Cyberschool - Snowboarding! Join the U.S. Team Overview] ||
 * During the course of this Challenge, students will learn to make weather predictions and observations, research the cost of snowboarding equipment, and use their math skills to plot the course of a Giant Slalom snowboarding event. Learning objectives for this Challenge are as follows. Students will be able to: 1. Represent quantities as fractions and as percentages. 2. Use a rule and protractor to measure. 3. Solve a simple equation in the form of a proportion. 4. Recognize ratios and proportions. 5. Plot a set of ordered pairs on the Cartesian coordinate grid. 6. Recognize the distinction between rational and irrational numbers. 7. Use the distance formula. 8. Use a spreadsheet to perform calculations in the distance formula. 9. Calculate mean, variance, and standard deviation. ||  ||
 * || [|Ice Cream or Cake] ||
 * ** Ice Cream or Cake ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios and Percents..// Ice Cream or Cake** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s students survey all the students at their school to find out whether they like ice cream or cake better as a dessert. Then, students record the results in a contingency table. Using their results, students answer the following questions:
 * || [|PBS Winter Games Cyberschool - Go Figure: A Fun Approach to Olympic Figure Skating Overview] ||
 * In this Challenge, students will explore mathematical concepts by building a model of the White Ring Arena in Nagano and investigating how the skaters cut figures into the ice. They also learn about the "moves" that skaters are required to perform. Scoring of figure skating events are also discussed. Learning objectives for this Challenge are as follows. Students will be able to: 1. Use the Internet to collect data necessary to complete the tasks. 2. Calculate the perimeter and area of selected geometric figures. 3. Use ratios and proportions to solve problems. 4. Calculate the value of pi. 5. Use a compass. 6. Apply the definitions of circumference, diameter, and radius of a circle. 7. Distinguish between planar curves, simple curves, closed curves, and concave and convex figures. 8. Collect scoring data and represent it graphically. 9. Create a simple tessellation. 10. Estimate the area and perimeter of irregular shapes. ||  ||
 * || [|PBS Winter Games Cyberschool - Snowboarding! Join the U.S. Team Overview] ||
 * During the course of this Challenge, students will learn to make weather predictions and observations, research the cost of snowboarding equipment, and use their math skills to plot the course of a Giant Slalom snowboarding event. Learning objectives for this Challenge are as follows. Students will be able to: 1. Represent quantities as fractions and as percentages. 2. Use a rule and protractor to measure. 3. Solve a simple equation in the form of a proportion. 4. Recognize ratios and proportions. 5. Plot a set of ordered pairs on the Cartesian coordinate grid. 6. Recognize the distinction between rational and irrational numbers. 7. Use the distance formula. 8. Use a spreadsheet to perform calculations in the distance formula. 9. Calculate mean, variance, and standard deviation. ||  ||
 * || [|Ice Cream or Cake] ||
 * ** Ice Cream or Cake ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios and Percents..// Ice Cream or Cake** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s students survey all the students at their school to find out whether they like ice cream or cake better as a dessert. Then, students record the results in a contingency table. Using their results, students answer the following questions:
 * During the course of this Challenge, students will learn to make weather predictions and observations, research the cost of snowboarding equipment, and use their math skills to plot the course of a Giant Slalom snowboarding event. Learning objectives for this Challenge are as follows. Students will be able to: 1. Represent quantities as fractions and as percentages. 2. Use a rule and protractor to measure. 3. Solve a simple equation in the form of a proportion. 4. Recognize ratios and proportions. 5. Plot a set of ordered pairs on the Cartesian coordinate grid. 6. Recognize the distinction between rational and irrational numbers. 7. Use the distance formula. 8. Use a spreadsheet to perform calculations in the distance formula. 9. Calculate mean, variance, and standard deviation. ||  ||
 * || [|Ice Cream or Cake] ||
 * ** Ice Cream or Cake ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios and Percents..// Ice Cream or Cake** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s students survey all the students at their school to find out whether they like ice cream or cake better as a dessert. Then, students record the results in a contingency table. Using their results, students answer the following questions:
 * || [|Ice Cream or Cake] ||
 * ** Ice Cream or Cake ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios and Percents..// Ice Cream or Cake** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s students survey all the students at their school to find out whether they like ice cream or cake better as a dessert. Then, students record the results in a contingency table. Using their results, students answer the following questions:
 * ** Ice Cream or Cake ** is part of a collection of tasks found in the unit entitled, **//Fractions, Decimals, Ratios and Percents..// Ice Cream or Cake** represents the level of depth, rigor and complexity expected of all sixth grade students to demonstrate evidence of learning. In this Performance Task, s students survey all the students at their school to find out whether they like ice cream or cake better as a dessert. Then, students record the results in a contingency table. Using their results, students answer the following questions:

9/12 We have some great resources available to you at your fingertips. We are updating the links as we speak. They may be found by a search on our website for curricular websites.

9/5 This is a great place to shop for new places on the net. We had this resource for several years and had to give it up due to financial constraints but it is now a part of our resource bank again. We are still working out some issues regarding IP addresses so that you won't have to actually log in while at school so be patient with us.
 * Did You Know...that NetTrekker has returned? **

For those of you who don't remember when we had it or have never used it before NetTrekker is an online database of over 300,000 websites which are aligned to standards and vetted by educators. You can search by keyword, subject, grade and most importantly, by reading level. It's a great tool and we will be offering trainings at your buildings as soon as we can. Here are a couple of highlights.

...Hotmath.com resources are now available to all subscribers from 5 a.m. to 5 p.m. local time Monday - Friday, and available as a content upgrade for 24/7 access?

Hotmath.com delivers: Check out these free resources by clicking Hotmath.com in the More Resources area just under Standards.
 * Valuable step-by-step solutions for the homework problems from over 250 textbooks in grades 6 through 12
 * Math Video Lessons for Pre-Algebra, Geometry, and Algebra 1
 * Practice tests and math lessons
 * Graphing calculator tutorials and practice problems
 * Math games and math learning activities

...900 SMART resources are now available in netTrekker d.i.?