This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Oh No! My Sister Wants to Diet!: | Using the case study, “Oh No! My Sister Wants to Diet!” students will work together and focus on researching the question, “How might social media influence our behaviors about health?” Students will synthesize their findings and then develop a multimedia presentation to explain their findings on the influences of social media in their personal lives. |
| My Creative Solution: | Students will use their imagination and creativity to provide solutions to a fictional problem, in this lesson plan. |
| The Cost Of Change: | Using the case study, "The Only Constant Is Change," students will conduct research on famous historical failures throughout history. They will also examine the strategies used to overcome these failures. |
| The Great Seal of the United States: Great Seal Expository Essay: | This is the last of 8 lessons in the text unit series for The Great Seal of the United States by Norman Pearl, focusing on pages 8-19 and 23. In this lesson, students will analyze the symbols used to create the Great Seal and will use the knowledge learned to deepen their understanding of symbols—what they represent and why they are chosen. As a culminating activity, students will develop a personal great seal by writing an expository essay that explains the symbols chosen to represent the country and why.
This ELA/Civics Integrated Text Unit is designed to support students with the integration of civics into the ELA classroom through the reading and studying of Norman Pearl’s book The Great Seal of the United States. Students will identify new vocabulary, describe both Florida and USA seals, as well as the importance of national symbols and their meaning. Using timelines, graphic organizers, worksheets, and other activities, they will connect these symbols to other documents like the Declaration of Independence and the understanding of unalienable rights. Each lesson in this series leads to a culminating activity in which students will use their knowledge and understanding of symbols and relevant details to create their own Great Seal.
This resource uses a book that you will need to obtain before implementing the resource. |
| The Great Seal of the United States: Currency Symbol Scavenger Hunt: | This is lesson 6 in the text unit series for The Great Seal of the United States by Norman Pearl, pages 12-19. Students will analyze the symbols used to create the Great Seal. Students will have a chance to explore artifacts such as the dollar bill, penny, and quarter with a magnifying glass. Students will add to background knowledge by continuing to discover how the Great Seal of the United States was created and what it stands for. Students will also create a great seal using symbols and explain the meanings behind the symbols.
This ELA/Civics Integrated Text Units is designed to support students with the integration of civics into the ELA classroom through the reading and studying of Norman Pearl’s book The Great Seal of the United States. Students will identify new vocabulary, describe both Florida and USA seals, as well as the importance of national symbols and their meaning. Using timelines, graphic organizers, worksheets, and other activities they will connect these symbols to other documents like the Declaration of Independence and the understanding of unalienable rights. Each lesson in this series leads to a culminating activity in which students will use their knowledge and understanding of symbols and relevant details to create their own Great Seal.
This resource uses a book that you will need to obtain before implementing the resource. |
| Shhh! We're Writing the Constitution: National Symbols - The U.S. Constitution: | This is lesson 10 in text unit for Shh! We’re Writing the Constitution by Jean Fritz. After reading the text, this lesson will focus on the central idea that the U.S. Constitution is a recognized symbol of the United States, and details that support the central idea. Students will recognize that the writing and ratification of the U.S. Constitution was necessary for the United States to be a unified country rather than individual states. After reading Shh! We’re Writing the Constitution, students will identify the central idea of the text and specific details that support it using a graphic organizer. The lesson is introduced using fictitious digital media post as a platform to engage students to interact with the content.
This unit will help students understand why and how the Constitution was created, including: the original thirteen colonies and important historical figures present during the creation, the challenges and conflicts that state representatives faced during writing the Constitution, motifs and themes during the “Grand Convention,” and the relationship between state and national constitutions. Lessons will allow students to identify citizens’ civic duties outlined by the Constitution, the relationship between the federal and state Constitutions, and important historical symbols. Each part of the unit will include an in-depth dive into vocabulary and how it applies to the meaning of the text.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| So What? What's the Big Deal about the "Star-Spangled Banner"?: | To understand the overarching themes of freedom and resiliency in the United States of American, students will identify and analyze the figurative language in the poem “Defence of Fort M’Henry” which turned into our National Anthem. After close reading and group consensus conversation, and possible extension exploration & research, a written or digital presentation which demonstrates students understanding of the “Star-Spangled Banner’s” significance as a symbol of the United States will be the resulting work product of this integrated lesson plan. |
| American Symbols: Civics and Coding Part 3: | This is lesson 3 of 3 that will integrate ELA, Civics and Computer Science to create a visual presentation using Block coding with Scratch to demonstrate knowledge of the symbols within the Great Seal of the United States. In this lesson, students will use their template to code a Scratch program that explains the symbolism of the Great Seal of the United States. After developing their block coding, students will use the grading rubric to review for any errors, potential debugging, and suggest changes. |
| Discovering Responsible Decision Making and Goal Creating: | Using the case study, "Doing the Responsible Thing," students will evaluate the importance of making responsible decisions. They will work collaboratively to answer questions prompting their thinking about time management, how decisions can have positive and negative consequences, and how to make responsible decisions. Students will then create a calendar to help Paul from the case study to organize time to accomplish the goals he has for himself. They will then create goals for themselves with steps to help them achieve those goals. |
| American Symbols: Civics and Coding Part 2: | This is lesson 2 of 3 that will integrate ELA, Civics and Computer Science to create a visual presentation using block coding with Scratch to demonstrate knowledge of the symbols within the Great Seal of the United States. In this lesson, students will use their research on the symbolism of the Great Seal to plan out a Scratch program that includes choosing a sprite and writing narration. |
| American Symbols: Civics and Coding Part 1: | This is lesson 1 of 3 that will integrate ELA, Civics, and Computer Science to create a visual presentation using block coding with Scratch to demonstrate knowledge of the symbols within the Great Seal of the United States. This lesson will provide foundational information as students research and organize facts about the symbolism found in the Great Seal of the United States to determine how it illustrates the history of America. |
| Wildlife Refuges: A Project on Research and Reliable Resources: | In this lesson, students will conduct research on the history of wildlife refuges in Costa Rica using a variety of reliable resources. They will collect information in pairs and work collaboratively to compare the information they found on different wildlife refuges to make sure the information is reliable. They will use the information they have found to independently create a brochure to present the information with pictures, graphics, or other multimedia elements to support their details. |
| Superhero Comic Strips: | This is lesson 2 in a series of 3 lessons where students create comic strips using superhero characters. Students plan their comic strips and analyze the importance of setting, characterization, and conflict to the development of the prompt. Students work together to revise their plans and create comic strips that include multimedia elements. |
| Create a Superhero: | In this lesson students will focus on character traits of well-known Superheroes before using character traits to create their own Superhero. They will create a digital version of the superhero highlighting multimedia elements that they will showcase additionally through writing. They will close the lesson by creating a fictional narrative writing piece that stars their Superhero. |
| A Closer Look of the Inner and Outer Planets: | In this lesson, students will research properties of the inner and outer planets in our Solar System. They will organize their research by creating a Solar System poster that displays a comparison between the planets. |
