In this video we show you how to connect Spider's motors to his tap light base. Created by Karl Wendt.

Learn how a family farm in Wisconsin functions and how it is impacted by climate change in this multimedia video produced by the Wisconsin Educational Communications Board.

In this video segment adapted from NOVA: Becoming Human, learn how the analysis of rock layers and ocean sediments supports the theory that rapid climate change may have jump-started human evolution two million years ago.

This lesson is the first of six in a series of close read-alouds for the text Stone Girl, Bone Girl. In this lesson, students are introduced to Mary Anning, the real-life fossil hunter. Students use the content knowledge to kick-start their study on paleontologists and fossils. This close read-aloud provides in-depth practice on multiple literacy skills, including retelling a story and identifying characters' responses to events.
During the close read-aloud, students practice looking closely at pictures and word choices when examining small sections of the text read aloud. Close read-alouds by definition are with complex texts, so the Close Read-aloud Guide provides intentional questions to help students with comprehension. For additional information on close read-alouds, see the Teaching Notes in Module 1, Unit 1, Lesson 6.
This lesson introduces students to selected response questions (SRQs). Students are introduced to multiple strategies to help them answer an SRQ in preparation for the Unit 1 Assessment. In this and future modules, students will practice these types of questions in preparation for assessments in third grade and beyond.
In the Closing, students revisit perseverance, a habit of character, and learn about a new habit of character, initiative. Students identify these two habits of character while participating in the close read-aloud of Stone Girl, Bone Girl. Students also see a more personal application while talking about new challenges in the classroom, such as SRQs.

RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
SL.2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
L.2.4b: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

In the Opening, students review these habits of character: perseverance and initiative. Having a strong understanding of these habits of character is important because students use that understanding and apply it to situations presented by the main character of the close read-aloud.
This is the third of six lessons in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students learn about character responses and begin a chart to track Mary Anning's responses to challenges in her life. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
In Work Time B, students practice retelling the beginning of the book (pages 1-8) to build mastery toward SL.2.2, RL.2.2, and RL.2.5. Students move from orally retelling the story to writing the retelling. Students repeat this process a few times before completing a chart for this story and the Unit 1 Assessment text.

Students begin to create their "Curiosity Museum," a collection of fossils and captions about them. This activity is meant to build engagement in the topic and deepen student exposure to fossils. Consider inviting students to bring in pictures or artifacts related to fossils to store in the museum (see the In Advance section for preparation).
This is the second of six lessons in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students read the first two pages closely to understand the characters and setting. Students participate in several vocabulary exercises to understand the imagery created by the text. (RL.2.1, RL.2.2, RL.2.5, RL.2.7)
During the close read, students participate in a Language Dive conversation that guides them through the meaning of a sentence from Stone Girl, Bone Girl. The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. The sentence is compelling because it uses the quantifier few to signal one challenge in the main character's life. Students then apply their understanding of the structure and meaning of this sentence when retelling the first section of the book, in preparation for the Unit 1 Assessment. Invite students to discuss each chunk briefly, but slow down to focus on the highlighted structure had few friends.
Students are introduced to retelling in Work Time B, when they practice retelling the first section of the book to build mastery toward RL.2.2, RL.2.5, and SL.2.2. Because the speaking and listening standard is so closely linked to these reading standards, it has been included on the checklist for assessing students in this unit. Students continue to practice retelling in preparation for the Unit 1 Assessment.

This is the fourth of six lessons in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students listen to a series of important events in the book, including meeting the Philpot sisters, exploring the Philpot sisters' house, and Pepper's death. Students also Language Dive to better understand fossils and retelling past events. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
During the close read-aloud, students participate in a Language Dive conversation that guides them through the meaning of a sentence from Stone Girl, Bone Girl. The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. The sentence was chosen for its use of regular and irregular past tense verbs and for its connection to current and future content. Students then apply their understanding of the structure and meaning of this sentence when thinking about the Unit 1 guiding question, "What do paleontologists do?" and in retelling using regular and irregular past tense verbs in preparation for the Unit 1 Assessment. Invite students to discuss each chunk briefly, but slow down to focus on the highlighted structure that the fossils were the remains.
In Work Time B, students practice orally retelling a portion of the middle of the book to build mastery toward SL.2.2, RL.2.2, and RL.2.5. Students continue to practice retelling in preparation for the Unit 1 Assessment.
In Work Time C, students complete written answers after listening to a portion of the text read aloud. The writing focuses on an event (Pepper's death) and Mother's response to that event (selling their goods). This writing exercise reinforces student understanding of character response in a text. (W.2.8)

This is the final lesson in a series of close read-alouds of the text Stone Girl, Bone Girl. In this lesson, students listen to how Mary found her biggest fossil and became a famous fossil hunter. (RL.2.1, RL.2.2, RL.2.3, RL.2.5, RL.2.7)
Students participate in two culminating tasks for the read-aloud: How Mary uses a habit of character to respond to challenge and a written retelling of the beginning, middle and end of Stone Girl, Bone Girl. These activities provide important data on student progress toward the standards being assessed in the Unit 1 Assessment. The unit assessment takes place in Lessons 8-9 to monitor students' ability to independently retell important events in a story and identify a character's response to an event. (W.2.8, SL.2.2)
In the Closing, students revisit one of the Unit 1 guiding questions: How does a character respond to major events? After working closely with this focus question in the close read-aloud, students can apply their ideas to future work and texts read in class during the module.

In complete dominance, only one allele in the genotype is seen in the phenotype. In codominance, both alleles in the genotype are seen in the phenotype. In incomplete dominance, a mixture of the alleles in the genotype is seen in the phenotype.

In this activity, students use the virtual lab to prepare a sucrose solution for a soda recipe. They next calculate the concentration of their solution in terms of molarity, percent mass and density.

Introduction to collateralized debt obligations (to be listen to after series on mortgage-backed securities. Created by Sal Khan.

How CDOs can give different investors different levels of risk and returns with the same underlying assets. Created by Sal Khan.

How symbolic language drives collective learning and how this is one of the truly differentiating aspects of human beings relative to the rest of the animal kingdom. Created by Sal Khan.

How symbolic language drives collective learning and how this is one of the truly differentiating aspects of human beings relative to the rest of the animal kingdom. Created by Sal Khan.

This video from NASA describes the detailed computer modeling used to predict that colliding neutron stars can produce gamma-ray bursts similar to those associated with black holes.