| 3/2/2017 3:46 PM | The unit is focused on Art History during the 20th century to allow students an opportunity to research, use technology, and use critical and creative thinking skills related to the century of art reformation. | | Beth Mustin CBU - 20th Century Art History.docx | Arts/Engineering, Miscellaneous | 20th Century Art History by B. Mustin | |
| 12/3/2014 1:44 PM | This unit presents the ideas of how architecture is influenced by culture leading to distinct styles of architecture; the whimsical side of roadside architecture (novelty architecture); knowledge of “the Father of American Architecture”, Frank Lloyd Wright, and how his style of architecture influenced America’s architecture; and, how math and patterns are related to architecture. | | Architecture-pmizell.pdf | Arts/Engineering | Architecture (5) | |
| 10/28/2014 3:26 PM | This unit is designed to broaden students’ thinking and to provide them with several interesting chemistry-related activities and challenges. Students begin to think about the structure of matter and how this structure can lead to a better understanding of interesting phenomena in nature and science. This unit sets the stage for future scientific investigations. It also teaches students to consider values and character both in their own lives and in the lives of others while using the judicial process. The trial uses a creative and challenging process that requires teamwork.
| | CThompsonCSI.pdf | Science | Crime Lab Chemistry-Are You an ACE Detective? (3-5) | |
| 11/5/2014 10:49 AM | The topic of Economy is vague for most elementary school students. When students focus on their own consumption and those of their families, the ideas and concepts become clearer. The Taco Activity from Legacy's Environmental Education guides is included. | | MeltonCultureShock.pdf | Social Studies | Culture Shock (3-5) | |
| 10/28/2014 3:37 PM | This unit takes students on a series of problem-based explorations of changing economies in developed and under-developed countries. They begin with learning how to manage personal finances in the smaller, more personal picture, then spiral upward through simulations that facilitate understanding of the interrelatedness of how national economic stability, wealth, and the balance of power may be interrelated. | | Economics_Unit_7.pdf | Social Studies | Economically Speaking: It’s a Small World (7) | |
| 12/19/2014 8:40 AM | Essential Understandings (EUs) that can be used to develop concept-based curriculum units based on environmental topics. | | EnvironmentalEUs.pdf | Essential Understandings | Environmental Essential Understandings | |
| 12/19/2014 8:46 AM | Broad Essential Understandings (EUs) that can be used to develop most concept-based curriculum units. | | BroadConcepts.pdf | Essential Understandings | Essential Understandings | |
| 10/30/2014 6:50 AM | Change is inevitable in all aspects of life. The science of chemistry creates varied changes resulting in
outcomes that can affect all living and non-living organisms. It is important to understand the role that chemistry plays in
the changes that occur which affect all matter. | | BSandsChemistry.pdf | Science | Experience Chemistry! (5-6) | |
| 10/30/2014 6:49 AM | When you hear the term “gifted,” what is the first thing that comes to mind? Giftedness can mean many things to different people - parents, teachers, or students. One of the common gripes among gifted learners is not knowing what gifted means and how to adapt and succeed in school with their differences. The goal of this unit is for gifted learners to discover the positive and negative consequences of being identified gifted and how to enhance their relationships with others, including both those who are identified gifted and those who are not. | | Chappell_Warner_IDENTITY.pdf | Affective, Literature/Language Arts | Gifted-My Identity Matters (3-6) | |
| 10/28/2014 3:35 PM | This economics unit was written through the lens of global economic interdependence. Students will identify and assess upward, downward, and sideways trending stocks in all three markets (American, Asian, European) and will identify similarities and differences between the three. They will understand that we can no longer separate ourselves from the rest of the world since we are all so interdependent. | | Economics_Unit_6-8.pdf | Social Studies | Who Wants to Be A Millionaire? (Bulls, Bears, and Bills, Oh My!) (6-8)- | |
