This short video and interactive assessment activity is designed to give fifth graders an overview of quadrilaterals.
This art history video discussion examines Fra Angelico's "The Annunciation", c. 1438-47, fresco, 230 x 321 cm (Convent of San Marco, Florence).
This art history video discussion examines Fra Angelico's "The Annunciation and Life of the Virgin" (in the predella), c. 1426, tempera on wood, 194 x 194 cm (Museo del Prado, Madrid).
This art history video discussion examines Fra Filippo Lippi's "Madonna and Child with two Angels", c. 1460-1465, tempera on panel, 95 x 63.5 cm (Galleria degli Uffizi, Florence).
This art history video discussion examines Fra Filippo Lippi's "Madonna and Child", c. 1440, tempera on panel, 79 x 51.1 cm / 31-1/8 x 20-1/8 inches (National Gallery of Art, Washington).
This short video and interactive assessment activity is designed to teach fifth graders about the conversion of fractions to decimals.
This short video and interactive assessment activity is designed to teach fifth graders about fractions with common denominators - word problems.
This art history video discussion examines Jean-Honore Fragonard's "The Progress of Love: The Meeting", 1771-1773, oil on canvas, 317.5 x 243.8 cm (The Frick Collection, New York).
This art history video discussion examines Jean-Honore Fragonard's "The Swing", oil on canvas, 1767 (Wallace Collection, London).
This art history video discussion examines Frank Lloyd Wright's Solomon R. Guggenheim Museum, New York City, 1942-1959.
This art history video discussion examines the Painting Techniques of Franz Kline: The Chief Abstract Expressionist New York The Museum of Modern Art, October 3, 2--April 11, 2011.
This video lesson is an example of ''teaching for understanding'' in lieu of providing students with formulas for determining the height of a dropped (or projected) object at any time during its fall. The concept presented here of creating a chart to organize and analyze data collected in a simple experiment is broadly useful. During the classroom breaks in this video, students will enjoy timing objects in free fall and balls rolling down ramps as a way of learning how to carefully conduct experiments and analyze the results. The beauty of this lesson is the simplicity of using only the time it takes for an object dropped from a measured height to strike the ground. There are no math prerequisites for this lesson and no needed supplies, other than a blackboard and chalk. It can be completed in one 50-60-minute classroom period.
This art history video discussion examines Frida Kahlo's "Frieda and Diego Rivera"‚ 1931, oil on canvas, 39-3/8 x 31 inches or 100.01 x 78.74 cm (San Francisco Museum of Modern Art). Painted in San Francisco during the artist's first trip outside of Mexico. She accompanied her husband Diego Rivera who was painting in the United States and would, at the end of the year, be the subject of a retrospecive at The Museum of Modern Art in New York.
This art history video discussion examines Caspar David Friedrich's "Abbey among Oak Trees", 1809 or 1810, oil on canvas, 110.4 x 171 cm (Alte Nationalgalerie, Berlin).
This art history video discussion examines Caspar David Friedrich's "Monk by the Sea", 1808 or 1810, oil on canvas, 110 x 171.5 cm (Alte Nationalgalerie, Staatliche Museen zu Berlin).
This art history video discussion examines Caspar David Friedrich's "Solitary Tree (or Lone Tree)", 1822, oil on canvas, 55 x 71 cm (Alte Nationalgalerie, Berlin).
This art history video discussion examines Caspar David Friedrich's "Woman at a Window", 1822, oil on canvas, 44 x 73 cm (Alte Nationalgalerie, Berlin).
This lesson focuses on the biggest problem faced by any young programmer - i.e. the LOGIC BUILDING required while solving a particular problem. With programming, the solution to a particular problem lies in the head, but one is unable to convert it into a computer program. This is because the thought processes of a human are much faster than the sense of observation. If this thought process could be slowed down, logic to solve a programming problem could be found very easily. This lesson focuses on converting this psychological thought process in a step-by -step logic fashion that a computer program can understand. This lesson is recorded in a kitchen where the basic programming concepts are taught by giving examples from the process of making a mango milk shake. This lesson teaches the 4 following techniques: 1) Swapping two variables by swapping a glass of milk with a glass of crushed ice; 2) Finding max from an array by finding the biggest mango; 3) Sorting an array by arranging the jars; and 4) Understanding the concept of a function, parameters and return type by comparing it with the blender/juicer. The lesson targets those students who know the syntax of programming in any language (C or GWBASIC preferred), but are unable to build the logic for a program. It can be taught in a class of 45 to 50 minutes.
This lesson is also available in Mandarin Chinese.
This art history video discussion examines Henry Fuseli's "Titania and Bottom", c. 1790, oil on canvas, 2172 x 2756 mm (Tate Britain, London).
This video lesson has the goal of introducing students to galaxies as large collections of gravitationally bound stars. It explores the amount of matter needed for a star to remain bound and then brings in the idea of Dark Matter, a new kind of matter that does not interact with light. It is best if students have had some high school level mechanics, ideally Newton's laws, orbital motion and centripetal force. The teacher guide segment has a derivation of centripetal acceleration. This lesson should be mostly accessible to students with no physics background. The video portion of this lesson runs about 30 minutes, and the questions and demonstrations will give a total activity time of about an hour if the materials are all at hand and the students work quickly. However, 1 1/2 hours is a more comfortable amount of time. There are several demonstrations that can be carried out using string, ten or so balls of a few inches in diameter, a stopwatch or clock with a sweep second hand and some tape. The demonstrations are best done outside, but can also be carried out in a gymnasium or other large room. If the materials or space are not available, there are videos of the demonstrations in the module and these may be used.