6346+FREE+Technology+Resources

9/14 - 1 Student Resource JC || Natural Selection-Interactive Simulation[] ||  || 8.11CExplore how short and long-term environmental changes affect organisms and traits in subsequent populations 7. 11C identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding || Students explore natural selection by controlling the environment and causing mutations in bunnies || If you have an interactive board or a mimeo device, this simulation can become very interactive and engaging for students. You have different groups of students choose different variables to manipulate. Students can make predictions and justify their predictions before doing the simulation. || If you are projecting it on the board, not all students get to participate in manipulating the variables. If every student has a computer it can also be difficult for the teacher to assess student understanding unless you have someting prepared for them to fill out while they do the simulation. || 9/21 - 2 Teacher Resource || [|http://www.sascurriculumpathways.com] || All math standards, some have more resources available than others. || All science standards, some have more resources available than others. || This website has resources for middle and high school. It is not specific to math and science, you can search other subjects, language arts, social studies, or spanish. The resources are interactive. In order to use any f the resources you first have to set up an account || I have only used the science resources and they are great. They are interactive and easy to search since they are coded by the new science standards. The graphics are great. If you have trouble with your browser working, there is a systems check tab in the top right corner that makes it easy to make sure you have everything updated. || You have to make sure you are using a supported browser, google chrome will not work. I found that the new internet explorer browser works well. It may frustrate you if your browser is not supported ...use internet explorer, it will be well worth your time to give this site a try. || I.D a tree walk "How can I identify a tree" ||  || 7.11A examine organisms or their structures such as insects or leaves and use dichotomous keys for identification || Students will observe leaves, branches, and fruit, and use a dichotomous key to identify a tree from its parts || Students can choose the narrarated or non narrated version. It exposes students to different kinds of leaves. It also provides the students with an example leaf, a real picture, and a description of the leaf. || It has on screen text and also aurally narrates the text which can cause a cognitive load || Student Resource || [] ||  || 7.12D Differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole. || Virtual lab. Students label the parts of each cell. They complete a journal entry of 5 questions. Students also fill in a table where they choose which cell has which structure. || Students can print their results and turn them in to the teacher. || It contains some structures that go beyond the organelles stated in the TEK || powerpoint game templates. || Can use the games for review or evaluation of different math concepts || Can use the games for review or evaluation of different science concepts || You can download the templates and add in your questions. Some of the templates include: Bingo, jeopardy, are you smarter than a fifth grader, wheel of fortune, who wants to be a millionaire, twenty questions, hollywood squares... || The games can be very engaging for students making your reviews fun. The website also gives some suggestions on how to use some of the templates. || You have to provide the questions. || Forces and Motion Chutes and Ladder Game ||  || 8.6A demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion; 8.6B differentiate between speed, velocity, and acceleration; and 8.6C investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches. || Students play an interactive version of chutes and ladders to review the TEKS that fall under the topic of Force and Motion. Students "roll" a dice and get the opportunity to answer questions testing their knowledge. For each question correct they get to roll again. After answering a few questions wrong they cant play the game anymore...they will have to restart the game. || Questions are short and to the point. The questions span the TEKS 8.6A-C. Fun game and students have to keep restarting the game to answer the same questions in order to get far in the game. Simple || Monitoring student performance. You may have to create a handout of the questions for the students to turn in to you so that you can see how far they got. Also most of the questions are recall || Newton's Laws of Motion Interactive ||  || 8.6C investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches. || Students go through a series of simulations narrarated by Isaac Newton. There is a simulation for each of Newton's laws. || The simulations are very simple and easy to understand. There is also a quiz at the end to check student understanding of the examples given. || It would be best to have a computer for every student. Teacher may have to type out the quiz questions on a word document to have the students turn something in to show what they understood. || 1 - Student Resource JC || [|www.decimalsquares.com] || 6.1 (B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals; 6.2 (B) use addition and subtraction to solve problems involving fractions and decimals; ||  || Students play really cool decimal games like decimal darts to reinforce skills with decimals. || These games are great to engage the whole class or to have at a computer station for kids to play after they have finished their work. || Some of the games are for various grades so you will need to specific about what ones you want the kids to play. || 2 - Student Resource || Circle Tool for Radius, Circumference, Area Relationship [] || 6.6 (C) describe the relationship between radius, diameter, and circumference of a circle. ||  || This tool takes the student through discovering the relationship of Pi using the radius, diameter, circumference, and area of a circle. || It progresses through three stages of discovery. Stage 1 is the basic relationship of the radius and diamter to circumference, Stage 2 graphs the relationships and Stage 3 is practice with application problems. || In Stage 3, the probelms are randomly selcted and sometimes reappear one after the other. Students could get frustrated with this. || 3 - Student Resource || [] Integers Jeopardy Games || 7.2 (C) use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; ||  || This is a jeopardy game that reviews adding, subtracting, multiplying and dividing integers. There can be up to four groups playing at once. || The probelms are straingt forward yet comprehensive. This could be used immedicately after teachign for a great assessment of learning. || I think the kids would need some sort of buzzer system to be able to respond first. Perhaps multiple mice or mboi pads could be used to respond. I think it has great potential. || 4 - Student Resource || [] - reviewing factor trees and GCF/LCM || 6.1 (D) write prime factorizations using exponents; ||  || This is a website that allows kids to practice prime factorization and using it to find the GCF and LCM of a number. || If the students input an incorrect number it will give them a hint to help them understand what to input. If thery get it right they will hear The numbers are challenging and will force the students to use divisibility rules. || There is no teach piece to it. It's strictly for review or for use wtih teacher explanaition. I think it's great. || 1 - Teacher Resource || [|www.nctm.org] - illuminations || All grade levels, all TEKS ||  || Lots of lessons that have real world application and usually a java app to go with it. || Very user friendly and a great way to extend for those kids who already know what you are about to teach. || Written to National Standards, so Texas teachers can consider using lessons one grade below what they teach. || 2 - Teacher Resource || [] || 6th grade and 7th grade math TEKS - all ||  || This is a site full of assessment items on just about every topic we teach. A teacher could put a student on this for quick review or something to do when they are finished early. || User friendly and allows students to learn from examples on the page. The problems get progressively harder as they ansewr correctly. || There are no levels. All students have to attempt even the easy questions before they move on to the hard ones. || Mouse Mischeif || Its a tool for Power Point, not really for lesson planning. ||  || Mouse Mischief is an add on for Power Point that allows up to nine wrieless mice to be used at once. There are many lesson examples for how to use it in the classroom. || It allows multiple groups to have input during a lesson all at the same time. || You will have to have the wireless mice and router for it to work, but they are cheap. This looks like a low cost way to engage kids. || 9/14 JC || [] ||  || __112.19.B.07.8.A__ - predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes; || Students are able to build and prepare a community to be able to withstand the impact of a natural disaster. || The ability to be creative and build their own city based on their understanding of how catastrophic events impact areas. || Learning how to use the program takes some time; the shortest scenarios are about 25 minutes long. || JC || http://nlvm.usu.edu/en/nav/category_g_2_t_1.html || **7.2A Represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers** ||  || Students can use multiple "virtual" manipulative tools to explore fraction multiplication & division. I use "Fraction Bars" and "Fractions - Rectangle Multiplication" to supplement teaching with Cuisinaire rods and drawing pictures to understand the concepts. || *Students can access at home & practice Student Resource 2 || http://www.free-training-tutorial.com/negative-numbers-games.html || ** 6.1A ** Compare and order non-negative rational numbers Second game is for more advanced operations with integers. You "race" a boat. Helps to focus on integer operations. || Fun, easy to learn games to practice arranging integers in ascending order. The screen display (for the ball game) forces you to focus. || Unfortunately, focuses (really) only on skill building. I have yet to find very concrete/conceptual examples. I would go to NLVM for integers with models (my last post) to show concrete examples. But if you just want to practice skill of ordering integers or basic operations (they even have some order of operations)...Lots to look at here folks. || http://www.free-training-tutorial.com/order-of-operations-games.html || 6.2E & 7.2E Simplify numerical expressions involving order of operations and exponents ||  || This game is like "Who wants to be a millionaire?" It allows 1 or 2 players to play. As the questions increase in $$$ they get harder. There are 3 "life lines" just like in the real game. The second link includes two games from a site I've already listed. One of them is really good because it goes step by step through the operations with the students. If they answer incorrectly, it prompts them to re-look at the expression. || Visually appealing. The questions provide multiple choice responses. Students would still need to write down the questions and work out expressions. The second link really allows the student to think about each operation that comes "next" and doesn't bog them down into the actual mathematical computations (first game out of two). The second game on the second link requires the students to solve the expressions. || The first site doesn't show the students the step by step requirements to get an answer correct. If answered incorrectly, it simply tells them they are wrong and the correct answer. Both of the sites are "timed" which may create stress in answering "in time" - but the students have a quite a bit of time to finish. || Student Resource 4 || http://www.mathplayground.com/AlgebraEquations.html || 7.5A Use concrete and pictorial models to solve equations and use symbols to record the actions. ||  || This site allows you to choose between one step or two step problems that you get to solve by using picture models on an actual balance. As the students manipulate the pieces, the balance moves. In order to solve for the variable, the students have to get the balance back in balance. || Easy to use. Generates equations for the students. Guided practice shows up in text box at bottom of the screen and students get to click through going step by step. As the manipulatives are moved, the symbols that represent them show up on either side of the scale. || The text box directions walk you through the “practice” problems. But, the words are not easily seen and you have to click the down-arrow bar to see all of the directions. (That took me awhile to figure out.) This would be something I would model to the whole class first (how to work through the simulations)…but then afterward, I think it would be great for the students to get practice. Again, the “cues” given are not very noticeable. || Needs better "cueing" cues. Sometimes it is hard to figure out how to use the manipulative. || examples on this site. I would go to NLVM for integers with models (my last post) to show concrete examples. But if you just want to practice skill of ordering integers or basic operations (they even have some order of operations)...Lots to look at here folks. || Schroen 9/14 JC || Eyes on the Solar System [] || 8.4 Patterns, relationships, and algebraic thinking. The student makes connections among various representations of a numerical relationship. The student is expected to generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal || 8.8 Earth and space. The student knows characteristics of the universe. || "Eyes on the Solar System" is a 3-D environment full of real NASA mission data. Explore the cosmos from your computer. Hop on an asteroid. Fly with NASA's Voyager 2 spacecraft. See the entire solar system moving in real time. It's up to you. You control space and time. || Allows students to manipulate data from real missions. Very life-like. || Needs a 3D plug in, but not completely necessary for operation of program. || (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. description). || 8.6 Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to: (A) demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion; (B) differentiate between speed, velocity, and acceleration; and (C) investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches. || Uses games and graphics to explain Newton's Laws. || Variety of activities are presented. || There is no teacher link for the quiz. || 9/28 || [|ttp://ww.kineticcity.com/] || 3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships. (4) Patterns, relationships, and algebraic thinking. The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes. || (4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. (5) Matter and energy. The student knows the differences between elements and compounds. (6) Matter and energy. The student knows matter has physical properties that can be used for classification. (8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. (11) Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. (12) Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. || Students practice foundations of the TEKS through various games. The program keeps track of quiz responses and scores. || Many TEKS are addressed in this website. Broad view creates a "one stop shop." || No way to link up to student scores. || 10/5 || Toon Doo [] || All || All || Students can utilize this website to create a cartoon of vitually anything. They neat thing is that they don't have to be artisitic to make this happen, because the program does it for you. By creating a cartoon of the concept, they are displaying a deep knowledge of whatever it is you are teaching them at the time. || Can be utilized for vitually any concept being taught at any grade level or subject. || Sometimes it is hard to format the bubbles, but after some practice it gets easier. || 10/12 || Science (and more) to Music [] || All || All || This is a cool webiste where teachers share songs they have created about science, math, and social studenies concepts. This resource can be used by teachers to get ideas for teaching through music, but it also is a forum where new songs can be added by other teachers. Sharing is caring! || Many topics, especially focusing on math and science. Allows the user to make comments/critique the information already uploaded. || None that I can think of! || 10/19 || Free online physics, chemistry, biology, earth science, and math simulations [] || All || All || This website is a resource of thousand of math and science simulations for nearly any topic you can imagine. You can search by topic or activity type. Links to interactive workshops are provided as well. || You can select a simulation by topics, grade level, language, or type of activity (i.e. lab, activity, etc.) || Not a whole lot of interaction, but rather a simulation. Still awesome though! || 10/26 || Inquiry in Action [] || 8.2 Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to: (A) select appropriate operations to solve problems involving rational numbers and justify the selections; (B) use appropriate operations to solve problems involving rational numbers in problem situations; (C) evaluate a solution for reasonableness; and (D) use multiplication by a given constant factor (including unit rate) to represent and solve problems involving proportional relationships including conversions between measurement systems. || 6.6 Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to: (A) compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability; (B) calculate density to identify an unknown substance; and (C) test the physical properties of minerals, including hardness, color, luster, and streak. 8.5 Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to: (A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud; (B) identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity; (C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements; (D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts; (E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed; and (F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass. || Tons of cool hand-on, inquiry activities for the very difficult chemistry concepts || Contains a plethora of activities, instructions inlcuded in pdf format. Very hands-on and higher level thinking skills must be utilized. || I really did not find any negatives to this program. || 11/2 || Spring Valley High School Earth Science Activities and Labs [] for teachers!! || 8.2 Number, operation, and quantitative reasoning. The student selects and uses appropriate operations to solve problems and justify solutions. The student is expected to: (A) select appropriate operations to solve problems involving rational numbers and justify the selections; (B) use appropriate operations to solve problems involving rational numbers in problem situations; (C) evaluate a solution for reasonableness; and (D) use multiplication by a given constant factor (including unit rate) to represent and solve problems involving proportional relationships including conversions between measurement systems. || 8.7 Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to: (A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons; (B) demonstrate and predict the sequence of events in the lunar cycle; and (C) relate the position of the Moon and Sun to their effect on ocean tides. 8.8 Earth and space. The student knows characteristics of the universe. The student is expected to: (A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Herztsprung-Russell diagram for classification; (B) recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star; (C) explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe; (D) model and describe how light years are used to measure distances and sizes in the universe; and (E) research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe. (9) Earth and space. The student knows that natural events can impact Earth systems. The student is expected to: (A) describe the historical development of evidence that supports plate tectonic theory; (B) relate plate tectonics to the formation of crustal features; and (C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. (10) Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to: (A) recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents; (B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; and (C) identify the role of the oceans in the formation of weather systems such as hurricanes. || This is a neat website that includes many Earth Science lesson ideas for teachers as well as the activities to go along with it. It is arranged by topic, and some sections even inlcude simulations for students. I was very impressed with the teacher created website! || LOTS of resources for teachers! Most iare in pdf format and have lesson ideas to go wuith it. Includes sinulations and ccalculators to convert between units instarntly. Also inlcudes current news on Earth Science. Love this! || The only negative I can see is that it is a little scattered/disorganized, but you can definitely find what you are looking for with a little effort. || 11/9 || [] Science Vocabulary Hangman || all 6-8 || all 6-8 || I was so excited when I found this website! It has virtually hundreds of different hangman games over science and math vocabulary from grades 6-8. You can choose your topic of interest and it will build you a hangman game for vocabulary for that topic. And it is fun for the kids to use! || Separates games by topic, so it is EASY to find what you are looking for. Massive amounts of topics are covered. || I wish there was a way to report results to teacher, perhaps through email. There is no capability for that. || 11/16 || [] || 7.12 Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to: (A) investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants; (B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems; (C) recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms; (D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole; (E) compare the functions of a cell to the functions of organisms such as waste removal; and (F) recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life. || N/A || Excellent source for teacher's wanting their students to experience the dissection process but lacking the funds to do so. || Easy to navigate...very realistic. || Requires a site license, but it is very affordable compared to purchaing dissection samples and equipment. || 11/23 || [] [] || all || all || This website, created by Scholastic resources, uses cartoons and songs to teach about every math and science concept under the sun! It very creatively and effectively introduces and reinforces vocabulary and difficult to understand science and math concepts. || Huge selection of topics, very entertaining and engaging! || I cannot see any drawbacks...this site is so cool! || Build circuits with resistors, light bulbs, batteries, and switches. Take measurements with the realistic ammeter and voltmeter. View the circuit as a schematic diagram, or switch to a life-like view. || allows students to create a circuit digitally and apply knowledge gained in class in a new way || Need a computer per student to provide the most engagement || for week 9/21 ||  || 7.12 (B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems || This can be used as a visual for whole class or by individual students to investigate the different body systems and to see how they intertwine/overlap || Its interactive and way more fun to look at than boring paper pictures of body systems. || computer access ||  ||
 * Contribute to the table below once a week starting 9/14/11 through 11/23/11 **
 * I Your Name || II The Resource ||  III Relevant Math TEKS ||  IV Relevant Science TEKS ||  V A Brief Lesson Description || VI Strengths = = ||  VII Weaknesses ||
 * Elvira Salazar
 * Elvira Salazar
 * Elvira Salazar 9/28 - 3 Student Resource || []
 * Elvira Salazar - 4 Teacher Resource || [|http://www.teachersdomain.org] || Mostly all of the TEKS, you search by topic. For Math the resources are split into numbers and operations, algebra, geometry, measurement, and data analysis and probability || Mostly all of the TEKS, you search by topic. It is split into earth and space science, enginnering, life science, and physical science || Digital media service. There are media sources such as video clips and interactive simulations, student handouts, lesson plans, and teacher support communities. You can do a trial run, once your free views expire you have to create an account, which is free. || When you search a topic you usually get a lot of resources to choose from. The layout is very nice. It will give you a suggested time for the activity, a scripted lesson at times, links to the resources you will need. Most of the media also has supporting questions for the students. || You cant search by TEK, only by topic so depending on what you search, you may miss some resources. ||
 * Elvira Salazar - 5
 * Elvira Salazar - 6 Teacher Resource || []
 * Elvira Salazar - 7 Student Resource || []
 * Elvira Salazar 8 - Student Resource || []
 * Anna Davila
 * Anna Davila
 * Anna Davila
 * Anna Davila
 * Anna Davila 5 - Student Resource || [] - Click on Fractions Side by Side Game || 6.1 (A) compare and order non-negative rational numbers; ||  || Teachers can use this to help students see a visiual comparison of various fraction models. You can have students test thier thinking and then use the site to actually see if they were correct. || There are four different models that can be used to help see a comparison: pitcher, pizza, chocolate bars, and people. Very good for visual learners. || Does not show the math behind the comparison. It would be nice to see both side by side. ||
 * Anna Davila
 * Anna Davila
 * Anna Davila 3 - Teacher Resource || []
 * Jared Curtis
 * Josh Udy - Student Resource 1
 * If you have smart board or mimeo, students could use at board in whole class.
 * Tons of virtual manipulatives, some applications generate practice problems.
 * Fast, easy, no mess clean up. Students can still use "hands-on" approach to concept learning. || *Colors change on fraction bar application. This could be "good" & "bad." But, I think mostly bad. After using Cuisinaire rods in class, students get used to one color meaning a certain length of rod (like they were designed).
 * The rectangle multiplication app show the algorithm...which I don't "teach" until after lots of modeling & pictures. So, kids might learn the "trick" before the concept.
 * Need Java to run. Sometimes the screen doesn't show everything correctly. ||
 * Josh Udy -
 * 7.1A Compare and order integers and positive rational numbers** ||  || This link opens two games. One helps the students order integers in ascending order (pos & neg) numbers. You earn points for correctly ordering. It really requires focus because numbers are on "balls" that keep turning. I missed a couple!
 * Josh Udy - Student Resource 3 || http://www.math-play.com/Order-of-Operations-Millionaire/order-of-operations-millionaire.html
 * Josh Udy -
 * Josh Udy - Student Resource 5 || http://nces.ed.gov/nceskids/createagraph/default.aspx || 7.11A - Select & use an appropriate representation for presenting and displaying relationships among collected data, including line plot, line graph, bar graph, stem & leaf plot, circle graph, and Venn diagrams, and justify the selection. ||  || Allows students to create line, bar, circle(pie), XY coordinate grid, and area(line) graphs. || Students can use tabs on side to name their graph and enter the data. Students can preview the graph and save or print their creation. || Might take away from the “hands-on” of students actually drawing/sketching out a graph. Dr Ramsey wouldn’t like it because the pictorial graph is not actually student drawn. They don’t have line plots, stem & leaf plots, or Venn diagrams for the students to use. ||
 * Josh Udy - Teacher Resource 1 || http://www.ixl.com/math/grade-6 || Every math objective we teach in the middle grades. ||  || Generates loads of questions that are aligned with desired objective. Creates many on-target word problems. Could easily use this for warm-ups, reviews, or quizzes. || Arrange in logical order. Provides scaffolding of various skills from easy to difficult. Allows teachers to select grade level appropriate objectives. || I wouldn't use this for the students to "play with" on their own; it would be rather boring. It really just generates questions that cover skills. This is a site that I have recommended for parents to access when they request "more work" for their student to better practice a skill they might be struggling with. ||
 * Josh Udy - Teacher Resource 2 || [] || All math objectives that might require any type of model or manipulative to help visualize the concept. ||  || There are "buttons" to click on grade level and math content area. Then there are LOTS of different electronic manipulatives that students can use to model pretty much everything needed. Some of my favorites: fraction bars, sieve of Eratosthenes, +/- integer chips, fraction multiplication, and much, much more! || Student controlled pacing of manipulatives. Often generates computer problems, allows students to enter own problem to solve, or just allows a "free space" screen for students to manipulate objects. Step by step directions often included. || Requires Java. Sometimes doesn't load correctly.
 * Josh Udy - Teacher Resource 3 || [] || Math skill games for practically every objective. Teachers can "build" their own "game page" that students can access and use to practice the skill games you want covered that week. ||  || This site has TONS of math "games" to help students practice skills. || Fun, easy to learn games to practice a plethora of skills. The students will learn the "procedures" of how to do many things quickly, b/c in game format they want to "win" points. || Unfortunately, focuses (really) only on skill building. I have yet to find very concrete/conceptual
 * Josh Udy - Teacher Resource 4 || http://www.mathplayground.com/math_manipulatives.html || Manipulatives for circle graphs, algebraic "balance" equations, probability & statistics, fractions, decimals & percents, transformations. ||  || Some useful manipulative modeling tools for graphs. I really like the circle graph model. Also, has practice for many of the skills I liked under objective. || Colorful models. Would be good for whole class demonstration of skill and then individual practice. || Some of the “cueing” is hard to follow. Small text, etc. It wasn’t the easiest site to begin using, but with enough practice I think students and teachers could benefit from the resources available here. ||
 * Dena
 * Dena Schroen 9/21 || [] || 7.13 Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to: (A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;
 * Dena Schroen
 * Dena Schroen
 * Dena Schroen
 * Dena Schroen
 * Dena Schroen
 * Dena Schroen
 * Dena Schroen
 * Dena Schroen
 * Dena Schroen
 * Erica Deakins || [] ||  || §112.7. Science(b) (8) (C)Students are expected to understand theeffects of electricity when it flows through a circuit. || Circuit construction kit
 * Erica Deakins || [|www.sciencebuddies.com] ||  || assorted primarily inquiry/nos teks || Science Fair Topic Selector Tool || Allows students to select a science fair topic based on their answers to a set of questions || limited to only the topics listed but it's great for the students that are always stuck on choosing a science fair topic ||
 * Michelle Hammonds || http://edheads.org/activities/weather/index.shtml ||  || 8.10B identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; and || Virtual Interactive simulations. I have used the weather forecasting one. Students learn about the symbols on the weather map and then how to forecast the weather based on current conditions. || Fun and Interactive. || Need individual computer access (computer lab). Could be done in pairs as well…but anymore than that and you lose engagement. ||
 * Michelle Hammonds || http://bodybrowser.googlelabs.com/

[] content/public/coaster.html ||  || 8.6C investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches. || An interactive simulation where students build a rollercoaster to demonstrate their knowledge of force and motion. || Kids love it. Lots of fun! The JASON Project has great online resources! || Need computer access || 1 || www.ptable.com ||  || 8.5(B) identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity; (C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements || This site is a beautiful way to look at the periodic table. There is an option to look at it as a wide view and as a standard view. You can change the temperature and see were each element phase changes. You can look at the PT and see it as isotopes or as photographs, or history of discovery.....in Dr. Goffney's words...."you can just do so much with it." || I listed all the strengths in the descriptions. BUT, what is wonderful about this site is that you can determine where you want to go and what you want to learn. || I got lost here. Still haven't found my way out. help. || 2 || www.bugguide.net ||  || 7.11(A) examine organisms or their structures such as insects or leaves and use dichotomous keys for identification; || This site is well organized to explore and identify insects from kingdom down to specific species. || It is easy to use and has wonderful pictures for identification. The students love to explore and discover the insects and see how the dichotomous key organizes the orders and classes of insects. || It is easy to get "lost" in an order and very easy to distracted by the pretty (or disturbing, if you have a phobia) pictures. || 3 || http://www.kyrene.org/Staff/mijohns/atomic_structure_website/ ||  || 8.5A describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in th identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity; e electron cloud; and 8.5B || This site has many pages that logically lead students through learning atomic structure. It is a great resource for students who are at home and not able to attend class. || I really like to see that each page has a small video attached to it so that there are many learning styles addressed with a website, not just reading.... || What was frustrating is that there is a link to click for a pretest and post test, but you have to be a logged in member to use this function. I would have loved to use this assessment function with my students as well. || (C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements || This is a very simple applet for looking at the electron shells and how the electrons fill up those shells. || The graphics are great and quite easy to comprehend. || This isn't directly to the 8th grade TEK, but when questioned with the "why" of the grouping of the PT, this site was very helpful to show my students how the transition metals are so transitional. || www.savevid.com ||  ||   || An awesome way to pull a clip off youtube.com to edit or show part of a video for class use || easy to use and save || computer access || 7 || www.bytesizescience.com or www.youtube.com/BytesizeScience ||  || Various, All levels of science standards || Fun and cool videos, songs, and podcast. || Collaboration from chemists all over the world, an amazing source of diverse knowledge. || The most difficult thing about this site is it in not organized according to TEKS for easy TX teachers access. If you are willing to hunt for what you need, you will find really cool stuff! || Jackson (Tool # 1) || Brain Pop http://www.brainpop.com/ || All Grade Levels Most Math TEKS || All Grade Levels Most Science TEKS || This site has many, many short (3 to 10 minutes) of videos explaining various topics. At the end of each video is a mini-quiz that the students can take individually or as a group. || My kids (8th graders) LOVE this! They get so excited and really pay attention. (I don't get it because it's just a cartoon.) I think they do a good job and simple graphics to put topics into pictures and stories for the kids. || Some of the videos need more or less instruction. So, there are times that I pause the video and do a quick explanation for the kids. || Jackson (Tool # 2) || Discovery Education http://www.discoveryeducation.com/ || All Grade Levels Most Math TEKS || All Grade Levels Most Science TEKS || This site provides lesson plans and activities that are problem based. There are many 5E lesson plans with short videos and an end assessment. GREAT SITE! || Has various lesson plans that are engaging and relevant to the students. I really like the fact that most of them are problem based, and really get the students thinking. || They don't have lessons for each topic, but I am sure that they are working on their database. || Jackson (Tool # 3) || EdHelper http://www.edhelper.com/ || All Grade Levels Most Math TEKS || All Grade Levels Most Science TEKS || This site has pre-made worksheet on basic skills for all subjects. It has a manageable amount of problems on the worksheets and puzzle sheets. || This site is very helpful with basic information and computation. They are easy to get, and free of charge. They have puzzles also, that the students tend to prefer. An answer key is also provided || These are not very good for critical thinking or higher level thinking. They are very basic and for computation practice. || 1-Student || For 9/14[] ||  || 7.12 (D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;(E) compare the functions of a cell to the functions of organisms such as waste removal; and (F) recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life. || Studetns are shown different types and representations of cells and they identify organelles within the cell. || It shows the students many different representations of plant and animal cells which is good because you never know how they will be represented. The program gives them definitions of organelles and allows them to check their answers || There is no way to record how the students do, unless you print diagrams and have them answer on paper. || 2-Student || [] ||  || 7.5 (B) demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin || Students go through the house and yard collecting things to compost. They need the correct ratio of brown and green objects. I recorded the high scores on the board and the kids loved the competion. || Students get to practice selecting appropriate composting materials. They stayed engaged in the activity. || It takes a few minutes to get oriented to the character moving around and where you want them to go. || 3-Student || [] Mohs Castle of Doom ||  || Many but my favorite game is Mohs Castle of Doom 6.6 (C) test the physical properties of minerals, including hardness, color, luster, and streak || This site has about 50 interactive games for students to practice or to use as whole class. Moh’s Castle of Doom is a room with a drill and a fingernail, penny, bottle cap and nail. You have to decide which drill bit to use to drill through the wall before you are squished (eyes pop out and everything). Each has a different hardness, and you can only use each one once. || Super fun little game to play for extension or positive reward. Would be good as a station for a DI activity. || The site is geared toward elementary, but some of the games would be fun for middle school too. I had fun with this one. || 4-Student || [|http://aspire.cosmic-ray.org/labs/moon/lunar_phases_main.html?ASPIRE_Session=b8adbdf0c68a2c38271c42c2cfb4347a#part2] ||  || 8.7 B Demonstrate and predict the sequence of events in the lunar cycle. || The activity has 3 parts. The first is the student identifying the shadow cast by the sun on the earth and the moons at each position. The second has the student identify what the view is from earth at each position and take a quiz that is printable. The third is a simulation of the moon revolving and the earth rotating that puts it all together. The students can run the simulation or they can move it themselves. || The diagrams allow students to discover through inquiry how the phases are created. The simulation allows students to manipulate them on their own and at their own speed. || Students will need a printed set of directions, and I would want them to have something to write down about the last activity. || 5-Student || [] ||  || 6.8 (A) Compare and contrast potential and kinetic energy. 8.6 (A) The student will demonstrate how unbalanced forces change the speed or direction of an object's motion (C) describe applications of Newton's laws of intertia, force and acceleration. || Students manipulate the hills and loops in a rollercoaster to get the car all the way through the track. || The students must use trial and error to get the results they want. They apply the ideas of potential energy, inertia, force, mass and gravity and how they all interact. || The roller coaster resets everytime. you cant test one variable and then reset to change another while what you just did stays where you put it. || 1-Teacher || [] ||  || Life Science Ecology Biology Some weather Bio Chemistry || Short video clips on a multitude of Biology, Biochemistry, Ecology, Climate, and more. || Students like audiovisual, short videos to engage students, many topics in one place organized and easy to find. || Not interactive. Some material is high school level. || 2-Teacher || http://assessment.aaas.org register and log it, it's free. ||  || Life, Earth, Physical or Nature of science || Choose a specific idea, then click items and student performance Click the item number for the question and answer choices || Gives test questions for different topics. There are questions asked many different ways. The questions have been field tested and misconceptions are identified for each topic. || They arent' organized by TEK since it's not a Texas site, so you have to read through the topics and ideas and they can get wordy. || 3-Teacher || [] || Pathagorean Theorum Geometric Shapes Vectors Parabolas || 8.6 (A) The student will demonstrate how unbalanced forces change the speed or direction of an object's motion (B) the student will defferentiate between speed, velocity and acceleration Force Velocity Acceleration (C) describe applications of Newton's laws of intertia, force and acceleration. || A collection of 10 videos about math and science in the NFL || High interest for the boys, and the videos have NFL players and university physisists explaining the math and science || I wish there were more! || 9/14 For teachers 1 (but there are many for students within this link) || LOADS of earth and space science visuals, videos, and animations. 469 items in all! [] || Most likely, there are some math connections, but too many files to read through to know which. || All TEKS dealing with earth and space science. || Supplimental visual materials for MANY lessons. || LOTS to choose from. PDFs for printing, image files for projecting or printing, video for projection, silumations for demo or student-manipulation, depending on your computer availability || LOTS of files. They are named, but you really have to open it to know what it actually contains. Can be time- consuming just looking through everythig to find what you might like to use. || For Teachers 2 || Tools for researching and presenting http://cooltoolsforschools.wikispaces.com/Home || graphing || graphing || The resources are sorted by categories such as "presentation", "music", "collaborative", and "research". There are 18 categories, plus a "Teacher's Resources" page with lesson plans, books, games, and more. || Tools are useful for any subject wanting to use technology. || the only direct tie in to math/science is the graphing tool. || For Teachers 3 || "Web 2.0" tools for both science (first link) and math (second link)[] [] ||  ||   ||   ||   ||   || Flubaroo is a free tool that helps you quickly grade multiple-choice or fill-in-blank assignments. Flubaroo works with Google docs. ||  ||   ||   ||   ||   || (in Spanish) [] ||  || 8.7 B demonstrate and predict the sequence of events in the lunar cycle; and || 3 stages Step 1: Diagram of sun, earth and moon in 8 positions around the earth. Student has to shade the moon correctly. Shows the moon is always half in shadow and half in light with the half facing the sun always being the half in light. Step 2: Same diagram as step 1with the shading already in place. Now the student selects from a gallery of images what the moon looks like to someone on earth in each of those 8 positions. If they select correctly, they are told the name of the phase and a little more information. Step 3: Simulation showing the moon revolving around the earth. We see the moon as it appears from Earth as well as the moon revolving at the same time. I plan to produce a paper copy of the diagram for them to complete as they go through it all so they have something concrete to keep afterwards. || Totally student paced. Interactive pages that don’t allow the student to progress until they are correct. Gives additional information even when correct. || There is a built in quiz that gives the answers if they go through it. I would like to use the quiz myself to assess their understanding, but am afraid they’ll answer the questions even if I tell them to skip it. The equator is not very obvious One of the diagrams does not include the earth's tilt. || Students 2 || Tides simulation [] ||  || 8.7C relate the position of the Moon and Sun to their effect on ocean tides || Allow students to observe the simulation and discover that the "bulge" of water follows the moon (high tide). They should also be able to discover that the bulge gets bigger during full and new moon phases (Spring tides) and smaller during first and last quarters (Neap Tide). They should also be able to discover the reason for spring and neap tides. || It really allows students to observe what is happening in space and on the earth. || There is no formal explanation within the simulation, so verification/discussion with the teacher is necessary to ensure students found what was needed. || Students 3 || Topographic Maps [] ||  || 8.9 C interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. || Studetns can see a representation of land with hills, valleys, etc. and the corresponding map that goes with it. Studetns may add to or take away from ( deposition or erosion) areas of the land and see the change on the map. || Side-by-side land and map when a change is made to the land, it is automatically made on the map || The location of addition or removal of soil is not precise. || Students 4 || Fronts Simulations [] ||  || 8.10B identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts || Simulation shows themovement of warm and cold air, showing the formation of the front and the associated weather. || student controls the rate and can move forward and back || It is only a visual simulation with no narration explaining what they are seeing || students 5 || Weather maps [] ||  || 8.10B identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts || 30 days of weather maps are provided. Students can use the maps to identify fronts and weather situations, make predictions, and verify their predictions. || The user is in control of the speed and can progress the map whenever ready || Again, no narration to explain what the student is seeing. || 9/14/11 (Students #1) || Chembalancer Website with Worksheet: http://funbasedlearning.com/chemistry/chemBalancer/default.htm ||  || 8.5(B) identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity; (C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements; (D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts; (E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed; and (F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass. || Students complete reactions by typing in coefficients when balancing chemical reactions. || What I love about this chembalancer is that as soon as students submit their answer it tells them if they are right or wrong. It also shows a break down of the elements on both sides of the arrow to further prove conservation of mass. I also love that their is a worksheet that accompanies the website so they students can complete the assignment and turn in for a grade. || I wish that there was a way for the students to submit assignment electronically for easy grading. Also, this is something that you would want all students to have individual computer access for. || 9/21/11 (student #2) || [] ||  || 7.5B demonstrate and explain the cycling of matter within living systems such as in the decay of biomass in a compost bin; and || This activity is a carbon cycle game. Students see how carbon is transferred all around us. || It is a goof visual that allows each student to determine their own route in the carbon cycle. || One possible problem is that you would want each child to have access to a computer. Doing this as a class on the board is just not the same. || Student 1 || http://nlvm.usu.edu/en/nav/frames_asid_104_g_2_t_1.html?from=topic_t_1.html || Grade 2: (2) Number, operation, and quantitative reasoning. The student describes how fractions are used to name parts of whole objects or sets of objects. The student is expected to: (A) use concrete models to represent and name fractional parts of a whole object (with denominators of 12 or less); ||  || Naming Fraction Models || Students frequently work "forward" in modeling fractions: section the circle and shade appropriate number of sections; this manipulative has students work backward by naming the fraction that has been modeled. Good for use with remediation students who do not understand fractions || Virtual manipulative only demonstrates fractions up to a whole. || Student 2 || http://www.ixl.com/math/grade-7/divide-fractions || 7.(2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (A) represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; ||  || Dividing Fractions Practice || Self checking answers with feedback when students make a mistake. || Daily practice limits imposed || Student 3 || http://www.mathplayground.com/numberballs.html || 8.1A compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals ||  || Ordering Integers || Students cannot proceed without clearing the level; students must figure out the pattern to clear the level || I did not discover any negatives here || Student 4 || http://www.mathplayground.com/quick_calculate.html || 7.(2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, or divides to solve problems and justify solutions. The student is expected to: (E) simplify numerical expressions involving order of operations and exponents; ||  || Order of Operations Practice || Students cannot proceed without clearing the level; students must actually calculate the answers before proceeding || I did not discover any negatives here || Student 5 || http://my.hrw.com/math06_07/nsmedia/tools/Graph_Calculator/graphCalc.html ||  ||   || online graphing calculator || not all students can afford to purchase a graphing a calculator; this helps even the education field for the economically disadvantaged || not the same as having a TI84 || Teacher 1 || http://superherosquad.marvel.com/create_your_own_comic Teachers can use this website to create their own comic strips for whatever concept they wish ||   ||   ||   || Students are more likely to read a comic strip than plain text on white background; variety of background, character, settings, etc || Teachers need to have a variety of tools such as these. No matter how cool they seem initially student will tire of the same thing shown repeatedly || Teacher 2 || http://people.uncw.edu/ertzbergerj/ppt_games.html Create a Jeopardy Type Game for any topic(s) you wish ||  ||   ||   || Students love to play games. Students can play in groups to encourage discussion. || Teachers need to have a variety of tools such as these. No matter how cool they seem initially student will tire of the same thing shown repeatedly || Teacher 3 || http://people.uncw.edu/ertzbergerj/word_games.html Game Board construction - It can be frustrating to use the Word editing tools to create a game board and cards. This template is setup for simple construction by teachers. ||  ||   ||   || Students love to play games. Students can play in groups to encourage discussion. || Teachers need to have a variety of tools such as these. No matter how cool they seem initially student will tire of the same thing shown repeatedl || (A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; ||  || Site produces videos and accompanying lesson materials that can help you link your classroom to real-world experiences such as careers and businessplaces. Site also features resources from renowned educators Kay Tolliver and Jaime Escalante. || Great real-life connections. Organized by real-world topic such as outer space and agriculture. || Not cross-referenced to specific TEKS or math topics; helps to sign up for the newsletter and see what topics are featured. Some of the movies require a subscription to view. || (D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. ||  || Can be used to very quickly devise a math skills building worksheet for shoring up students' calculation skills. || Extremely quick and easy to use. Easy to scan through previews and get what you need; some have great visuals. Can generate same skills but with different numbers. Can save as pdf for future use. Comes with answer keys. || Limited flexibility in terms of format, etc. || (A) communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and ||  || Site allows you to see and create online flash cards to study vocabulary. || Flexible and easy to use; can use others' flash cards or make your own. Can use for class activity or recommend to students for individual study. || Not as exciting or visually interesting as some other sites; very text-heavy screen may not be as appealing to some kids. || (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; (C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and (D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems. ||  || Site allows you to practice skills by grade level and topic. ||  ||   || Cross-referenced by grade level and topic; can preview types of questions before committing. Some sets of problems such as 7th grade dividing fractions show great models that would work well as classroom demonstration as well as individual student study. Offers students an explanation if they get the problem wrong. || Can only do 20 free problems a day; to do more than that per day, would have to subscribe. || Teacher 1 || http://map.mathshell.org/materials/index.php || Various MS and HS Math TEKS ||  || Some of the lessons that pertain to middle school level are L4: Percents, L15: Estimations and Approximations - Money Munchers, L16: Interpreting Algebraic Expressions (I personally loved since it tied in writing expressions to solving equations to sequences). || The lessons are planned out for the teacher from the start of the class to the end. Examples of student work are also included in some lessons. || The majority of the lessons are high school based but can be tweaked to be used in the middle school level. || Teacher 2 || [] || Various MS TEKS ||  || Generates a variety of math worksheets in the middle school level. || Tired of thinking of new problems to write? This is a great worksheet generator that can make "naked math" problems and even word problems! ||  || an interactive density simulation ||   || 6.6B The student will calculate density to identify an unknown substance. || Simulation regarding the density of an object and whether it will sink or float. Also lists a lot of other good sites. || It is a very interactive density simulation. The student can change the size and weight to get an idea of the influence on density. || This is a simulation. It would be ideal to let the students get their hands dirty, but this is more practical with the ability to change the values. || 9/21/11 || [] ||  || 6.6B The student will calculate density of an unknown substance. || Visual demonstration of density. || Visual teaching tool for density that explains the concept of density. || It is a demonstration on the computer of the concept of density. || 9/28/11 || [] ||  || 6.6B The student will calculate density of an unknown substance. || Quiz to take over the concept of density. || At the end of the unit on density, the students can take this quiz to see if they have understanding of the concept of density. || Online density quiz || 10/5/11 || [] ||  || 6.5A The student will know that an element is a pure substance represented by chemical symbols. || Pictoral periodic table. || Students can use this pictoral periodic table to check out the elements and see if they can find any patterns. || Pictoral periodic table, needs to be used in a lesson. || 10/12/11 || [] ||  || 6.5A The student will know that an element is a pure substance represented by chemical symbols. || Interactive periodic table. || Periodic table that is interactive and shows the elem ents by metals, nonmetals, and metalloids. || Can actually show the different states of matter according to temperature shown in Kelvin, Celsius, and Fahrenheit. || 10/19/11 || [] ||  || 6.4A The student will use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum || Interactive triple beam balance. || Start the kids off on this interactive triple beam balance to get the concepts of what is necessary to getr the mass on a triple beam balance. || Interactive triple beam balance, not a hands on acti || 10/26/11 || [] ||  || 6.4A The student will use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum || Triple Beam Balance Lesson || Use this resource to teach students to read a triple beam balance. || Just a schematic that needs to be integrated into a 5E lesson. || 11/2/11 || [] ||  || 6.7A The student will research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and solar resources || Energy Resource || This may be used as a resource where the students may research types of energy. || May have to go to more than one page to get the desired information. || 11/9/11 || [] ||  || Can get lesson plans, printables, interactive sites, virtual fieldtrips, and whiteboard resources. || Lesson plans and resources. || Used as an idea generator or resource for teachers. || Mostle math, but some good scienc for lower grades. || 11/16/11 || [] ||  || Can get background music to integrate into projects that the students put together. || Multiple types of music. || Students can choose any genre of music to add emphasis to their project. || Students get to choose what type of music- student centered. || 11/23/11 || [] ||  || Can be customized to teach all. || Text to speech. || Type in the information using different characters and settings, can integrate actions and stuff. || Students love this one because you can get numerous characters in different settings, highly recommended. || 9/14 JC || [] || __112.19.B.07.8.A__ - predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes; ||  || Students are able to build and prepare a community to be able to withstand the impact of a natural disaster. || The ability to be creative and build their own city based on their understanding of how catastrophic events impact areas. || Learning how to use the program takes some time; the shortest scenarios are about 25 minutes long. ||  ||   || 8.3B - use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature; 5A - measure, compare, and contrast physical properties of matter, including size, mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or float; 5B - predict the changes caused by heating and cooling such as ice becoming liquid water and condensation forming on the outside of a glass of ice water ||  || Lesson Description Students are able to manipulate several variables to investigate the effects of different variables on the state of matter of a substance; they are also able to see how the state of matter relates to the actions of the molecules/atoms of that substance || Strengths || Weaknesses || Student 1 || [] ||  || 6.3B use models to represent aspects of the natural world, 6.3E evaluate limitations to models, 6.12B recognize the presence of a nucleus determines whether a cell is eukaryotic or prokaryotic || interactive site for any information on cells- high school level as well || animations and real images simple but complete descriptions || not real time || Student 2 || [] ||  ||   || __ 112.18.B.06.11.A __ - describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets; || Student 3 || [] ||  || same as above & Differentiate between elements and compounds on the most basic level. || You can use this with element study and well as solar system exploration. || Up to date information, great graphics and user friendly. || Just finding time to serf around to look for relevant resources for your students is always a challenge. || Student 4 || [|http://webadventures.rice.edu] ||  || thse are just hte body system objectives each game has different objectives || Analyze a blood sample for alcohol (ethanol) using headspace gas chromatography. || Student 5 || [] ||  || __ 112.19.B.07.9.A __ - analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere; and __ 112.19.B.07.9.B __ - identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration. || Astroventure is awesome for 7th grade space blurb that they through in the curriculum. || It is student friendly and higher level. The site explains the science behind the “why”. There is an interactive lesson you can print and they I just used my teacher computer to walk them through the scenarios. || You can type in anything for the journal notes and it will give you the answers. || Teacher 1 || [] great biology site for teachers and students ||  || __ 112.18.B.06.12.A __ - understand that all organisms are composed of one or more cells; __ 112.18.B.06.12.B __ - recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic; __ 112.18.B.06.12.C __ - recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains; __ 112.18.B.06.12.D __ - identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms; __ 112.18.B.06.12.E __ - describe biotic and abiotic parts of an ecosystem in which organisms interact; and __ 112.18.B.06.12.F __ - diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem. || This site will aid you in teaching organisms and environments. Take what fits for your lessons from this site. || I have used many of their worksheets and labs. All labs are an easy set up. Great graphics. || Again, reading through all the information is time consuming. Try the lab before you present it to students. || Teacher 2 || []. ||  || all || site you can actually access at school for images ||   ||   || Teacher 3 || [] ||  ||   || songs for science ||   ||   || Teacher 1 || Partnership for Environmental Education and Rural Health [] || All 6 - 8 Math TEKS || All 6 - 8 Science TEKS || Teachers can search on lesson plans and misc. resources for any concepts related to their curriculum. || Contains lesson plans, computer activities, teaching content and self-directed learning. Teachers can also submit requests for lessons to be created. || Can't search by specific curriculum item. Just have to search by general term and hope you get a result! || Teacher 2 || www.mathmovesu.com || All 6-8 Math TEKS || Hard to tell - have new STEM initiative going on, but not clear what TEKS are covered. || A virtual world designed to capture the imaginations of students, fueling their interest in math by providing rich content tied to their passions. Teachers are using MathMovesU.com as: Extra Credit, Teachers vs. Students, Create Your Own World Day, Polls – Your Class vs. MMU, etc. || A free website that seems to be growing quickly. Provides interactive games or students along with supporting worksheets. Currently pursing a STEM initiative, so growing in the science arena. Provides areas for scholarships and grants. || Takes time to play the games to figure out what knowledge is explored or reinforced in each of them. Nothing (that I found) links specific TEKS or lessons with the games. A lot of information to sort through on the main website. || Teacher 3 || [] || Various MS Math TEKS || Various MS Science TEKS || A website that includes 7 pre-made web quests focusing around information interesting and engaging to students, such as sports and science. || Webquests are already put together for student use. Lessons are split between exploration and application type tasks. Teachers can edit info and use as much or as little as needed. || Requires access to computers and internet. Not all sites linked from webquests are valid. Answer keys are provided in the webquest – teachers must be careful on how webquest is presented. || Student 1 || Visual Fractions: A tutorial that models fractions with number lines or circles. [|http://www.visualfractions.com] || 6.2(A): model add/sub involving fractions with objects/pics/words/#s, 6.2(B): use add/sub to solve prob. involving fractions 7.2(A): represent mult/div involving fractions with models 7.2(B): use add/sub/ mult/div to solve prob. involving fractions. ||  || Includes: Identify, Rename, Compare, Add, Subtract, Multiply and Divide. Students can ask for an explanation if they need help understanding how to solve a problem. They can also download .pdf files to get a step-by-step explanation of each concept. || Very student driven. Students can ask for explanations if they need help. Students can move in and out of concepts as needed. Good visual to help students the concrete concept before moving on to the more abstract. || When students enter an incorrect value, it does not give any hint or idea about what is incorrect. There is no bookmark to stop midway and come back later. It’s a little clunky having to use your browser’s back button all the time. || [] [] [] [] [] [] [] || 7.8(C): Use geometric concepts and properties to solve problems in fields such as art and architecture. ||  || Students are given a challenge question to work through, such as "which container holds more". There are 7 challenges relating to properties of 2D and 3D figures. || Students are given a hint with the problem, and an option to get help with where to start in solving the problem. They can click a link to get the answer with a complete solution. They also are given the opportunity to try 3 or 4 more problems similar to what they just solved. Students can select “Think about this…” or “Did you know…” to develop their knowledge further. || There aren’t a lot of “practice” type of problems – not a drill and kill site. || Student 4 || Spider Match Integers [] || 7.2(C): use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; ||  || Students are given an integer and they have to combine 2 integers on the spider web to reach that integer. For example, “make -7”, you can select -10 & 3 or -8 & 1. || Makes students readjust thinking when new numbers are given. Students must think of all different ways you can create the given integer. Students can play against each other (up to 4 players) or play against the computer. || Only incorporates addition of integers. || Student 5 || Decention [] || 7.1(B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator; and6.1(B) generate equivalent forms of rational numbers including whole numbers, fractions, and decimals; ||  || The teams didn’t wear colors to match their uniforms, they wore matching values. Students need to sort through their players and group them on their team, according to value. There are 9 groups to sort, and the challenge increases as the game progresses. || Starts off easier and builds difficulty as levels progress. Various strategies can be discussed after the game about how the students came to a solution about the answer. Game provides hint at where the incorrect answer may be. || The game reuses some of the fraction/ decimal /percents you may have just seen. No penalty for incorrect answer. || TEKS (# 1) || Box and Whisker Plot Generator http://www.shodor.org/interactivate/activities/BoxPlot/ || TEKS 8.12 (A) select the appropriate measure of central tendency to describe a set of data for a particular purpose; (B) draw conclusions and make predictions by analyzing trends in scatterplots; and (C) construct circle graphs, bar graphs, and histograms, [with and] without technology. || SE 8 2B Collect data by observing and measuringSE 8 2C Organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidenceSE 8 2D Communicate valid conclusionsSE 8 2E Construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data || Students are able to manipulate data in the box and whisker plot and explore this new graph || Very interactive and easy to manipulate. Student can spend some time to explore and discover on the new graph || f the numbers are not "nice and pretty" you can end up with some "crazy" numbers that can freak out the students. ||  || TEKS (# 2) || Probability Simulator http://www.shodor.org/interactivate/activities/ExpProbability/ || TEKS 8.11 (A) find the probabilities of compound events (dependent and independent); and (B) use theoretical probabilities and experimental results to make predictions and decisions. || SE 8 2B Collect data by observing and measuring SE 8 2C Organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence SE 8 2D Communicate valid conclusions || This site has many different types of probability simulators. For example, spinners, dice, coins, etc. || This is a nice easy way for students to discover experimental probability without having a lot of materials. || The site is limited on the resources and doesn't always engage the students after a few times of use. || TEKS (# 3) || Pythagorean Theorem Proof http://www.pbs.org/wgbh/nova/proof/puzzle/theorem.html || TEKS 8.7 (A) draw solids from different perspectives; (B) use geometric concepts and properties to solve problems in fields such as art and architecture; (C) use pictures or models to demonstrate the Pythagorean Theorem; and (D) locate and name points on a coordinate plane using ordered pairs of rational numbers. TEKS 8.9 (A) use the Pythagorean theorem to solve real-life problems; and (B) use proportional relationships in similar shapes to find missing measurements. || SE 8 2D Communicate valid conclusions SE 8 2E Construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data || Students can manipulate different sizes of squares to form right triangles and investigate Pythagorean Theorem || Very easy to investigate and show how squares relate to the Pythagorean Theorem || Not many examples other than from squares, but still good site. || TEKS (# 4) || Scale Factor Simulator http://illuminations.nctm.org/ActivityDetail.aspx?ID=176 || TEKS 8.10 (A) describe the resulting effects on perimeter and area when dimensions of a shape are changed proportionally; and (B) describe the resulting effect on volume when dimensions of a solid are changed proportionally. ||  || This site provides different shapes that you can manipulate and change and view the changes in perimeter and area. || Very Cool! Especially since this is such a new concept. Kids LOVE playing with this and they really get to see lots of examples at an easy way. || Doesn't show lots of shapes and the numbers can sometimes not be so nice. Also, it doesn't give the kids time to think of the answer before it shows the proportional changes. || TEKS (# 5) || Formulas http://quizlet.com/5158533/formulas-for-2d-and-3d-figures-flash-cards/ || TEKS 8.8 (A) find surface area of prisms and cylinders using [concrete] models and nets (two-dimensional models); and (C) estimate answers and use formulas to solve application problems involving surface area and volume. ||  || A very great site that quizzes the students on the formulas for 2D and 3D figures through flash cards || You can start with both sides to study and then just view one side to quiz yourself. I've posted this on my website for students to practice. They seem to work well. || I haven't found (but have looked too hard) a way to change the formulas, or add/delete other formulas. But. it's a good start. || Student 1 || [] || Could be used to help with place value || 8.4A use appropriate tools to collect, record, and analyze information, including lab journals, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes. timing devices, and other equipment as needed to teach the curriculum || Allows students to practice reading the value on triple beam balances || Quick practice that a student could do at home that does not require them to have a balance. They get to practice reading the balance (like on the test) and don't get distracted by other components of using a balance || Limits students to just reading the balance, but excludes zeroing a balance and actually making it equal to read the mass. Only interaction is typing in the mass number. Must be very precise and accurate. || Student 2 || http://education.jlab.org/elementflashcards/index.html ||  || 8.5A describe the structure of atoms including the masses, electrical charges, and location of protons and neutrons in the nucleus and electrons in the electron cloud || This is a "flash card" game about the periodic table. It reviews name, symbol, atomic number, and atomic mass. It's a good tool for getting the students used to using the periodic table to find this and other information || Covers the basic of the periodic table. It has a question for the first 118 elements and the site provides a periodic table for reference and allows the students to keep track of their progress || Doesn't address additional matters like proton, neutron, electron numbers or families and other components of the periodic table || Student 3 || http://www.learnalberta.ca/content/mejhm/index.html?ID1=AB.MATH.JR.NUMB&ID2=AB.MATH.JR.NUMB.INTE&lesson=html/object_interactives/order_of_operations/use_it.html || 6.2(E) use order of operations to simplify whole number expressions (without exponents) in problem solving situations 7.2(E) simplify numerical expressions involving order of operations and exponents; ||  || This is a review game for order of operations. Students click on parts of an expression to identify what they need to do first and the computer does the actual computation for part 1. part 2 is timed and they try to click on what operations to do first with smaller expressions falling down || Allows students to focus on the part of the order of operations that is appropriate given the stage of solving. It is a fun and challenging way to practice and review on their own || Students don't actually do any computations || Student 4 || [] || pick a grade, pick an objective, there is probably some review here for math ||  || This site has lots of skills review for all grade levels and nearly all concepts. Students choose a topic and it gives practice problems. A timer is running so students can compete with how quickly they can compete a task. || Is sort of a one stop shopping for students who want to find one place to practice many skills. The questions cover LOTS of topics so they could do a general review or focus on an area of need. || The questions are relatively basic so there isn't too much higher thinking skills tested. Some skills may be listed under a different grade level than the student is in so they might have difficulty finding some of the reviews. || Student 5 || [] || 6.10C sketch graphs to display data; 8.12(C) select and use an appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology || 8.2(D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns || This site guides students through the creation of a graph. Students can choose graph type, organize axes, choose colors, and all other possibilities for a graph. Students can even print their graph when they are complete || Allows students to design graphs with lots of detail. Students can print in case they need them for a project (think science fair). || The wide variety of of options could be overwhelming for students with lesser graphing skills to do on their own. There are examples but still a lot of things to fill in. || Teacher 1 || http://education.jlab.org/index.php || Covers some basic math like place value and other skills needed in chemistry || Focuses mainly on chemistry aspects || The Jefferson lab has teacher and student resources and games. It's focus is chemistry and it provides notes, answers questions, has review games for students || This site has a lot of available resources and tools to use presented at different levels and in different forms to meet a lot of needs. || While the site has a lot of content, sometimes it is difficult to navigate and find exactly what you are looking for. Works best if you investigate and direct students to particular pages || Teacher 2 || http://www.learnalberta.ca/content/mejhm/index.html?l=0 || Covers a wide variety of math objectives broken down into Numbers, Patterns and Relationships, Shape and Space, and Statistics and Probability || doesn't address science so much || This site provides a series of videos and review games for students addressing basic mathematics concepts in four subheadings. The different activities have different versions you can try and play or watch. || This is a pretty good site for students to review some basic concepts. The games aren't too difficult but are challenging and engaging enough that they have value || Doesn't address all concepts and doesn't have great depth on some other concepts || Teacher 3 || [] || not TEKS specific || not TEKS specific || This is an on-line class management tool in which you can enter your classes and students and track behaviors. It creates a summary page for students or as a class whole comparing positives and negatives and saves the data. || Saves the behavior data and provides instant feedback to students. Can be used as an incentive or class competition device to keep students on task. Easy to use if you have a smart phone || Is in alpha stage presently and can be a bit glitchy and requires constant access to update || Teacher 1 || [] || Erin Galloway || www.polleverywhere.com ||  || Any and all. || You can make quick assessments for your kids for any topic and they can text in their results. || They've added a open answer option so the kids can write in complete sentences via text!! || It's can be a little tedious to make up a series of questions, but if you have the time, it's worth ||  ||   ||   ||   ||   ||   || Teacher 2 || [] ||  ||   ||   ||   ||   || Teacher 3 || [] ||  ||   ||   ||   ||   || Student 1 || http://www.earthobservatory.nasa.gov/GlobalMaps/ ||  || (10) Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems || This site has great animations to view ozone and weather patterns. || It gives the students a LOT of information || You would have to construct your own worksheets to go with it. || Student 2 || [] ||  ||   ||   ||   ||   || Student 3 || [] ||  ||   ||   ||   ||   || Student 4 || http://knol.google.com/k/knol/Search?q=incategory%3Ascience ||  || All science standards would be applicable || A knol is very similar to a blog, however, it is specifically for knowledge. The students could write their own and collaborate with peers or evaluate one that is already one the site. || The students can be as creative as they want to be. || It is not edited at all so who knows what the kids will find. || [] || 8.1D The student understands that different forms of numbers are appropriate for different situations. The student is expected to: D. express numbers in scientific notation, including negative exponents, in appropriate problem situations ||  || I used this when I introduced scientific notation and the powers of 10. This was the first time my students really seemed to get scientific notation and they really enjoyed the slide show stepping out to different powers of 10. || Allows kids to see a real life example of powers of 10. || The kids get carried away with the slide show and it is hard to focus them back. || Student Resource 1 || www.polleverywhere.com || **(B) The student solves systems of linear equations using concrete models, graphs, tables, and algebraic methods.** ||  || As a review, students are given several multiple choice questions to respond to encompassing the four views of a function. (this could be used with any content.) || Students are fully engaged with the learning process. It acts as a "free" clicker system. Most students have a phone with texting. || Teachers must be aware of students who many not have accesss to the technology and provide acess either within designated groups or with class sets of cell pohnes. Might not be the best solution in lower income areas. || Student Resource 2 || http://www.khanacademy.org/ || (A.9) The student understands that the graphs of quadratic functions are affected by the parameters of the function and can interpret and describe the effects of changes in the parameters of quadratic equations. ||  || The Khan Academy website offers short mini-lesson video segments on a variety of mathematical topics ranging from lower level math to Calculus. The video segments can be paused to allow students time to work a problem and would be an asset to students who were absent or who are struggling with a particular concept. || It allows the student to self-pace. Lessons can be skipped and students can pause and rewind to listen to the explanation again. The video segments are mathematically sound and engaging || Students will need to be quite self-motivated to make true use of the video lessons. || Student Resource 3 || http://www.classzone.com/cz/books/algebra_1_2011_na/book_home.htm?state=TX || (E) The student interprets and makes decisions, predictions, and critical judgements from functional relationships. ||  || The video lessons, sample tests and quizzes, power point presentations, and full online book allow students an opportunity to take control of their own learning. Students can learn a lesson that was missed during an absence or preview upcoming lessons. The resources are also great for spiral review of material. || The resources are tied to the text that is used within the class. The explanations and problem sets are tied together allowing for a cohesive experience. || The resources are a bit limited. To have a broader understanding, alternate sources should be used in addition to the text. || Student Resource 4 || http://nlvm.usu.edu/en/nav/frames_asid_329_g_4_t_2.html?open=activities&from=category_g_4_t_2.html || (C) The student investigates, describes, and predicts the effects of changes in m and b on the graph of y = mx + b. ||  || The students explore the effect of adding a constant to a linear equation. || This software could be used in lieu of a graphing calculator in schools where the technology is out of reach of the students. || The technology is rather basic and only allows for very simple manipulation of the equation. || Student Resource 5 || http://www.geogebra.org/cms/ || (G.7) The student understands that coordinate systems provide convenient and efficient ways of representing geometric figures and uses them accordingly. ||  || Students use the geogebra software to prove theorems using coordinate geometry. || The download is free, as opposed to Geometers Sketchpad. Each student can download it own his or her own computer at home to complete proofs outside of class. This allows the teacher more flexibility in assigning coordinate geometry proof and allows the students more practice. || None. I love this software download. || Teacher Resource 1 || http://education.ti.com/calculators/timathnspired/US/Activities/Subject?sa=5022 || ALL ||  || TI has a wealth of full lessons available for use with the graphing calculators. They are now gearing them toward the n-spire, but they can be modified to be used with the TI-84s. || The TI lessons are student interactive and incorporate the technology heavily. || It can be MASS CHAOS trying to implement one of these lessons with new graphing calculator users. I have learned that these are best implemented after the first nine weeks when my students are familiar with the power of the calculators. They have quite a bit more fun and I feel much less stressed. || Teacher Resource 2 || http://www.artofproblemsolving.com/Alcumus/Introduction.php || ALL middle grades math (HIGH) ||  || The Art of Problem Solving website is affiliated with Math Counts. The website offers over 7500 problems with solutions and coaching. Students can self-pace their own study and improve their mathematical content knowledge. || This is an exceptional resource for retest out of a unit. Sometimes teachers have a hard time coming up with a new course of study that will not put the student on a totally distinct learning path, but will provide adequate extension. This is student controlled and will stretch even the highest students. || There will be problems that you DON"T know how to do....promise. The solution methods are available online. || Teacher Resource 3 || https://mathcounts.org/club || All Middle grades math ||  || These resources can help schools form a math club to engage students in problem solving outside of class. || The resources are free and the problems require a high degree of thinking and cooperative learning. || These problems can be challenging for lower level learners and a teacher would need to facilitate the learning to help promote success with the material. || (g) relate direct variation to linear functions and solve problems involving proportional change ||   || There are several here, but I especially like the ones over Direct and Inverse Variatio. We did these in class last semester, and i really thought they made the connectios for these two cocepts very clear. || Video so the lessons being taught as well as teacher directions and printables. || Some lessons will need to be modified to fit teachers classes. || Student 3 || http://www.khanacademy.org/video/cylinder-volume-and-surface-area?playlist=Geometry ||  ||   ||   ||   ||   || Student 4 || http://www.khanacademy.org/video/the-pythagorean-theorem?playlist=Geometry ||  ||   ||   ||   ||   || Teacher 1 || http://www.geogebra.org/cms/ ||  || Interactive graphics, algebra and spreadsheet ||   ||   ||   || (Student #3) || Phases of the Moon Rap [] ||  || Science TEKS: (7) Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to: (B) demonstrate and predict the sequence of events in the lunar cycle; and || My students always love this rap. We listen to it every day during our warm up, while we are learning moon phases. By the end of the week, they can sing the song and know the phases by heart. || It is very engaging to my students. I like that the slides are relevant to what is being said in the rap. I also like that it did not seem too busy; very plain picture with very plain text. . || If you are looking for some higher level thinking, this is not it. || (B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; and (C) identify the role of the oceans in the formation of weather systems such as hurricanes. || By changing the Equatorward Temperature, Poleward Temperature, and Relative Humidity you can turn sunny skies into the perfect day for a snowstorm. Students get to manipulate temperature and humidity and in turn sees the weather that it creates. || Students work individually at their own pace with the simulator to see the effects of temperature changes and humidity on the weather. This is a great activity to link to weather and climate. Also, there is an already prepared student worksheet with analysis questions at the end. || If I could change this simulator, I would make it where the scenery changes to include a visual representation of some different locations, like close to the ocean or in the mountains. I think this would allow students to truly see the affect of location (and even latitude) and its affect on the weather and climate. || (D) describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building. || This is interactive map shows land features that have resulted due to tectonic plate movement. || I like this because it shows major land features that have resulted as a result of plate tectonic boundary movement. I like how it even identifies which type of plate tectonic movement has occurred. It is interactive because you have to click on the red dot in order to see what the land feature is all about. I make my students guess before we reveal the true answer to see if they can make predictions based on prior knowledge of the plates (we talk about those first). || If I could make this tool better, I would find or create (I will eventually create when I have more time) a student sheet that includes a table of the land features and boundaries along with some analysis questions. || (Teacher #2) || Ignite Learning [|http://www.youtube.com/user/ignitelearning#p/a] ||  ||   || Via their youtube, they try to sell their product. Ignite is known for their torch and COW (curriculum on wheels). Both have short video clips and interactive games. You can register for their youtube account (which is free) to access a portion of their stuff. You can even search based on topic. We have the COW at my school and the kids like the video clips. They are usually 2 to 3 minutes and show good diagrams. || Clips are good because they are short and have good diagrams. Very corny, but engaging. || You have to buy to have access to some of their best stuff. ||
 * Michelle Hammonds || []_
 * Michelle Hammonds ||  ||   ||   ||   ||   ||   ||
 * Michelle Hammonds ||  ||   ||   ||   ||   ||   ||
 * Michelle Hammonds || http://rubistar.4teachers.org/ || any || any || Great teacher tool to create rubrics for assignments and projects. No need to do it from scratch. || Wonderful! And customizable! || Can sometimes be too generic and you may not always have time to edit them. ||
 * Michelle Hammonds || [] || any || any || Create and administer quizzes online. You can either register your students yourself by importing a roster or allow the students to self register || It is a great resource and very easy to use || It takes some time to setup. ||
 * Michelle Hammonds || http://tmsds.org || any || any || a great testbank created by the state full of math and science questions || it is easy to use and the questions are TAKS/STAAR format || You have to get the login information from your campus though it is open to all districts in Texas and is free. ||
 * Jen Kelley
 * Jen Kelley
 * Jen Kelley
 * Jen Kelley 4 || http://www.colorado.edu/physics/2000/applets/a2.html ||  || 8.5(B) identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity;
 * Jen Kelley 5 || http://www.msichicago.org/online-science/activities/activity-detail/activities/see-the-colors-in-leaves/browseactivities/0/?THEBIGDEALBOOK=634530032243928750 ||  || 7 8(B) Identify that radiant energy from the Sun is transferred into chemical energy through the process of photosynthesis || Plant pigments play an important role in capturing light for photosynthesis. These pigments give leaves their colors. In this hands-on activity from the Chicago Museum of Science and Industry, students use chromatography to separate the pigments in leaves and see what they’re made of. || I love seeing this experiment and I think it could foster a sense of curiosity in students. I would want my students to think outside the box and try as many types of leaves as they could so that they would get a better understanding of chromatography. || I think that there could be more to the pictures and examples, but it is a start for students to see the pigmentation. ||
 * Jen Kelley 6 || www.savingyoutube.com
 * Jen Kelley
 * Jen Kelley 8 || http://www.htmlgoodies.com/beyond/java/article.php/3470731/So-You-Want-A-Java-Applet-Huh.htm ||  ||   || Information to teacher yourself how to successfully save an applet for future use. I have seen so many applets l would like to use, but can't for whatever reason. I thought this would be a great resource to have on hand! ||   ||   ||
 * S. Lee || [] || Varios math TEKS at the Middle Shool Level ||  || These can be used as self-pace lessons for students. There are worksheets to go wtih each lesson. || Allow the students to work at their own pace, and submit answers. || Some students don't ar for the animation and the students can just rush through it. No safe guard for random answers. ||
 * Ali
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 * Erin Galloway || www.polleverywhere.com ||  || Any and all. || You can make quick assessments for your kids for any topic and they can text in their results. || They've added an open answer option so the kids can write in complete sentences via text! || It can be a little tedious to make up a series of questions, but if you have the time, it's worth it!! ||
 * Angie Maniha
 * Angie Maniha
 * Angie Maniha
 * Angie Maniha
 * Angie Maniha
 * Angie Maniha
 * Angie Maniha
 * Angie Maniha
 * Debra Gilliland || [] || Just about any that you can think of || Just about any that you can think of || There are links to instructional videos covering a multitude of topics || This is just another way and another mode of reception that students can use to help them understand topics they are struggling with in class. || This could lead to confusion, since topics could be explained in a way that is different from the classroom teacher. They are still very good resources for kids and teachers. ||
 * Kathy Poteet
 * Poteet
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 * Poteet for Teachers extra || []
 * Poteet for students 1 || Moon Phases - fabulous! []
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 * Britney Whitehead
 * Elizabeth Flowers 9/14/11 for students || [] || 8.10A Describe the effects on perimeter and area when dimensions of a solid are changed ||  || An activity that shows how area and perimeter of a rectangle changes with scale factor || Good visual for something that is a hard sell for students || Only uses a rectangle-other shapes might be nice, although a rectangle is the clearest for demonstration. I would like to see a more animated version to illustrate the same concept for volume. ||
 * Elizabeth Flowers 9/21/11 for teachers || [|http://illuminations.nctm.org] ||  ||   || Many activities and lessons for middle school math. ||   ||   ||
 * Elizabeth Flowers for teachers || [|http://www.khanacademy.org] ||  ||   || A large set of youtube video lessons on just about any topic you can think of. ||   ||   ||
 * Elizabeth Flowers for students || [] || 8.9A use the Pythagorean Theorem to solve real-life problems ||  || A lesson on the Pythagorean Theorem with examples worked out. || Good for an absent student or a different point of view. || not interactive ||
 * Elizabeth Flowers for students || [] || 8.1A compare and order rational numbers in various forms including integers, percents, and positive and negative fractions and decimals ||  || A Jeopardy game that can be played by one to four students || Fun practice on a difficult concept. Includes integers, fractions, decimals, and mixed rational number categories || Doesn't change numbers-only good for one game ||
 * Elizabeth Flowers for teachers || [] ||  ||   || Several lessons for the TI NSpire that include teacher notes and customizable student activity worksheets ||   ||   ||
 * Elizabeth Flowers for students || [] || 8.6B Graph dilations, reflections, and translations on a coordinate plane ||  || Game in which students match and transform figures on the coordinate plane || Fun practice, especially for reflections and translations || Doesn't include dilations ||
 * Elizabeth Flowers for students || [] || 8.5A Predict, find, and justify solutions to application problems using appropriate tables, graphs, and algebraic equations ||  || Algebra tiles for modeling equations || Easy to use virtual manipulative || No check on whether work is correct. ||
 * Britney Whitehead
 * Britney Whitehead
 * Cheryl Thomas
 * Cheryl Thomas
 * Cheryl Thomas
 * Cheryl Thomas
 * Cheryl Thomas
 * Cheryl Thomas
 * Cheryl Thomas
 * Cheryl Thomas
 * Cheryl Thomas
 * Michelle Lawrence Teacher 1 || [|www.coolmath.com] || 7.13A identify and apply mathematics to everyday experiences, to activities inside and outside of school, with other disciplines, and with other mathematical topics; 7.13C select or develop an appropriate problem-solving strategy from a variety of different types; 7.13D select...techniques such as mental math, estimation, and number sense to solve problems ||  || This web site has lots of fun math-related games that you can choose from to help kids practice their basics, as well as student mini-lessons and teacher lessons. || fun and addictive; more enjoyable than flash cards; some very interesting simulations such as the coffee stand and lemonade stand games || games are more for remediation than in-class activity; some of the games are weakly linked to current math skills needed so the teacher should explore the site and choose specific games for the kids ||
 * Michelle Lawrence Teacher 2 || [|www.thefutureschannel.com] || 7 (13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:
 * Michelle Lawrence Teacher 3 || www.math-aids.com || Various including (13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:
 * Michelle Lawrence Student 1 || [] || 7.2D use division to find unit rates and ratios in proportional relationships such as ... price, recipes...; 7.3B estimate and find solutions to application problems involving proportional relationships...; 7.11A ...use an appropriate representation for presenting and displaying data...and justify the selection; 7.11B make inferences and convincing arguments based on an analysis of given or collected data; 7.13A identify and apply mathematics to everyday experiences, to activities inside and outside of school, with other disciplines, and with other mathematical topics; ||  || Students set up a coffee shop by deciding what recipe of coffee:milk:sugar they want to use and how much they will charge per cup. They then are given a budget to purchase cups, coffee, milk, and sugar, as well as a weather forecast. Students must decide the recipe and price, then run a day's simulation. The simulation gives customer feedback on both the flavor and price of the coffee. At the end of the day students can study graphs about cups sold, reputation, materials used, etc. and must make the next day's decision (including that weather forecast) about how much of each item to buy and whether to adjust the recipe and/or price to satisfy customer concerns and/or improve their profits. || Good icons and color coding. Multiple iterations allow students to make predictions and then report on how they played out. Activity could be geared toward predicting, budgets, ratios (the recipe), or reading the graphs, or a combination thereof. || Can be challenging to think about; a lot of variables to play with. Would want to structure the activity to help the students see and make use of the graphs at the end of each day's simulation (guiding questions, worksheet, whatever). Music is annoying. ||
 * Michelle Lawrence Student 2 || [|http://en.wikipedia.org/wiki/Wikipedia:Today%27s_featured_picture_(animation)/January_20,_2007] || 6.6C describe the relationship between radius, diameter, and circumference of a circle. ||  || Students watch a number line that is laid out in terms of diameter of a circle, then the circumference is represented by the circle "unrolling" on the number line. The circumference is always a little more than 3 diameters long. || Great visualization of the relationship between diameter and circumference, as well as helping them understand why pi is a little greater than 3. || Accompanying text would have been better if narrated so students could watch the simulation and listen to the explanation simultaneously. ||
 * Michelle Lawrence Student 3 || [] || 4.4C Recall and apply multiplication facts through 12 x 12 ||  || Students practice multiplication facts by aiming a "bullet ball" with a given number on it (such as 12) at a train of balls with numbers on them to try to make the given multiple (such as 72) || Fun way to get students to practice multplication facts and recall them quickly in a "pressure" situation; even though learning through 12 x 12 is a 4th grade TEKS, we still see students struggling with these through 7th and 8th grade. Now that STAAR is timed, it is even more important than before that students know their multiplication facts readily. || Only certain multiples are represented. Would need to set up accountability for students to ensure they practiced. ||
 * Michelle Lawrence Student 4 || [|www.quizlet.com] || 7 (14) Underlying processes and mathematical tools. The student communicates about Grade 7 mathematics through informal and mathematical language, representations, and models. The student is expected to:
 * Michelle Lawrence Student 5 || [|www.ixl.com] || Various including (13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:
 * Loiselle Tejada
 * Loiselle Tejada
 * Loiselle Tejada Teacher 3 || [] || Various Elementary and MS TEKS ||  || Ready made worksheets from the elementary level up to 8th grade level. || Answer keys are included! || Worksheets are only in PDF format so it can't be edited. Also, only basic skills are the only types of questions. ||
 * Loiselle Tejada Student 1 || http://nlvm.usu.edu/en/nav/frames_asid_162_g_3_t_1.html?from=category_g_3_t_1.html || 7.2C Subtract integers ||  || Students can drag positive and negative chips to subtract integers. || Students are prompted to follow step by step solution to the problem. || I didn't like how the zero pairs were needed to be dragged down instead of the students pairing them up. We teach our kids differently from the steps in this activity. ||
 * Loiselle Tejada Student 2 || themathgames.com || mostly 6th and 7th grade TEKS ||  || Interactive games that can be played individually or in pairs. Games include comparing integers, comparing fractions, equivalent fractions and quick math. || I have not used this yet, but I played around and I feel like my SpEd and low achieving students will really enjoy playing these games. This is a really good practice for students who are still struggling with basic skills. I really liked that some of the games are timed too, which is something we've been doing in our classes to prepare them for STAAR. || From the games I played around with, I can't find any weakness. ||
 * Loiselle Tejada Student 3 || www.math-play.com || various MS-Algebra TEKS ||  || Interactive games that can be played individually or in pairs. Games cover a variety of concepts such as basic geometry, equations, decimals, fractions, etc... || I am in LOVE with the one step and two step equations games under "Algebra Games" and dividing fractions game under "FractionGames." They're basketball themed game and kids can compete against each other to solve the problems. || From the games I played around with, I can't find any weakness. ||
 * Loiselle Tejada Student 4 || www.mathnook.com || RC 1 for both 6th and 7th grade ||  || Interactive games that can be played individually. || Great for student practice of basic math skills. || These are "naked math" problems. No higher level thinking skills. ||
 * Loiselle Tejada Student 5 || www.hoodamath.com || RC 1 for both 6th and 7th grade ||  || Interactive games that can be played individually. || Great practice for basic skills. || These are "naked math" problems. No higher level thinking skills. ||
 * Bradley Vallet 9/14/11 || []
 * Bradley Vallet
 * Bradley Vallet
 * Bradley Vallet
 * Bradley Vallet
 * Bradley Vallet
 * Bradley Vallet
 * Bradley Vallet
 * Bradley Vallet
 * Bradley Vallet
 * Bradley vallet
 * Jared Curtis (Student #1)
 * Jared Curtis 9/28 || [] || Science TEKS
 * Jared Curtis 10/5 || =**The rest of these are located on a separate page call "Free Tech Resources from Jared Curtis". You can access it from the main page on this wiki!**= || TBA || TBA || TBA || TBA || TBA ||
 * Jared Curtis 10/12 || TBA || TBA || TBA || TBA || TBA || TBA ||
 * Jared Curtis 10/19 || TBA || TBA || TBA || TBA || TBA || TBA ||
 * Jared Curtis 10/26 || TBA || TBA || TBA || TBA || TBA || TBA ||
 * Jared Curtis 11/2 || TBA || TBA || TBA || TBA || TBA || TBA ||
 * Jared Curtis 11/9 || TBA || TBA || TBA || TBA || TBA || TBA ||
 * Jared Curtis 11/16 || TBA || TBA || TBA || TBA || TBA || TBA ||
 * Jared Curtis 11/23 || TBA || TBA || TBA || TBA || TBA || TBA ||
 * Casey Giannetti
 * Casey Giannetti
 * __ 112.18.B.06.11.B __ - understand that gravity is the force that governs the motion of our solar system; and ||
 * __ 112.18.B.06.11.C __ - describe the history and future of space exploration, including the types of equipment and transportation needed for space travel. ||  || We did a distance learning lab with the McDonald Observatory and found they had a bunch of resources for space on their website. . || They explain some very high level thinking with interactive activities || takes some time to search through ||
 * Casey Giannetti
 * Casey Giannetti
 * Identify organs associated with the absorption, distribution, and elimination of alcohol. ||
 * Comprehend how blood alcohol concentration (BAC) is related to level of intoxication. ||
 * Examine factors that influence BAC. ||
 * Recognize the importance of alcohol dehydrogenase in alcohol metabolism. ||  || Body Systems, Drugs Of Abuse, Environmental Science, Forensic Science, Infectious Diseases, Science Careers, Scientific Method || High quality educational games, teacher resources included as well. || There is an opportunity to participate in a study with Rice, but very time consuming as far as the students being on the computers playing the games. ||
 * Casey Giannetti
 * Casey Giannetti
 * Casey Giannetti
 * Casey Giannetti
 * S. Lee || [] || 8.7a: Draw solids from different perspectives ||  || Students must build a 3d model of a solid based on the given top, front, and side view. || Allows students to manipulate the shape to help build the views. There are some challenging figures that engage students. || How the pieces are put together to gain the maximium amoutn of points can be a misrepresentation. ||
 * Cyndee Hitchcock
 * Cyndee Hitchcock
 * Cyndee Hitchcock
 * Cyndee Hitchcock
 * Cyndee Hitchcock Student 2 || Figure This! Math Challenges for Families - Geometry: 2D and 3D figures, properties
 * Cyndee Hitchcock Student 3 || Mode, Median, Mean [] || 6.10(B): identify mean (using concrete objects and pictorial models), median, mode, and range of a set of data; ||  || Students are given a set of buildings to drag and drop to find the median, mode and mean of the buildings’ heights. || Students are given a quick tutorial/walk through of finding median, mode and mean. Then they are given control to switch out the buildings and find the measures for other heights. They have 6 different sets of buildings they can choose from. The “Help” button is actually helpful providing clarification. || Does not include any type of extension or higher level thinking – basic practice/drill and kill activity. ||
 * Cyndee Hitchcock
 * Cyndee Hitchcock
 * Eric Huysman || http://mrskrummel.com/apps/Geometry/ch11_SurfaceArea.html || 8th Grade Reporting Standard 4 ||  || Mainly based on surface area and creating nets, and finding the area of each face of the 3d shape. || Can be accessed from different computers. Students can watch shape unfolding in motion. || Does not cover rectangular prisms that much. Does not discuss lateral. ||
 * Eric Huysman || http://www.learner.org/interactives/geometry/area.html || 8th grade reporting standard 4 ||  || Uses student input to determine answers. You find surface area by entering the value for each face. || Students are told wheter they are right or wrong, there is a option to do more, and if student fails 3 times, they are given a hint. ||   ||
 * Ali Jackson
 * Ali Jackson
 * Ali Jackson
 * Ali Jackson
 * Ali Jackson
 * Jennifer Mohler
 * Jennifer Mohler
 * Jennifer Mohler
 * Jennifer Mohler
 * Jennifer Mohler
 * Jennifer Mohler
 * Jennifer Mohler
 * Jennifer Mohler
 * Erin Galloway
 * Erin Galloway
 * Erin Galloway
 * Erin Galloway
 * Erin Galloway
 * Erin Galloway
 * Erin Galloway
 * Erin Galloway
 * Erin Galloway
 * Erin Galloway Student 5 || See my polleverywhere entry above......I accidentally disconnected my entries. ||  ||   ||   ||   ||   ||
 * Debra Gilliland 9/21/11 || []
 * Amber Muscarello
 * Amber Muscarello
 * Amber Muscarello
 * Amber Muscarello
 * Amber Muscarello
 * Amber Muscarello
 * Amber Muscarello
 * Amber Muscarello
 * Erica Deakins 3 || [] || could be used with any || could be used with any || Free and easy to easy website generator for student use; I plan to use it in tandem with our invention unit/ invention convention; students will create their own sites on their invention process and invention || free and easy to use || requires time, basic computer skills, and prior planning to utillize ||
 * Erica Deakins 4 || [] ||  || LIfe science exploration using plants; science process skills and sci. method teks || kids are encouraged to conduct a plant investigation at home or in school. Results of these investigations, including photos may be posted on this Web site. || ease of use || perhaps a bit to simplistic for some ||
 * Erica Deakins 5 || [|www.brainpop.com] || most teks; assorted levels || most teks; assorted levels || 5-10 minute instructional videos; great as an introduction to a topic || engaging, accurate content;interactive quiz and additional extension materials available || not all topics have an available video ||
 * Erica Deakins 6 || [|www.sciencefix.com] ||  || many middle school level teks || videos and short descriptions of discrepant events and lab ideas; for teachers by a science teacher || great ideas for when you are stuck or in need of something new; many ideas for discrepant events; videos are great for the visual learner || not all teks are covered; some labs/discrepant events shown require supplies not all science teachers have on hand ||
 * Erica Deakins 7 || [] || Teacher resources ||  || rubric generator as well as rubric database for teachers of all stripes || easy to use, adaptable to whatever you are assessing || none percieved ||
 * Erica Deakins 8 || [] || Asssorted objectives ||  || free access to more than 600 assessment items. The items:
 * Are appropriate for middle and early high school students.
 * Test student understanding in rethe earth, life, physical sciences, and the nature of science.
 * Test for common misconceptions as well as correct ideas. || a wide assortment of test questions and answers || requires registration; ||
 * Debra Gilliland || [|http://www.learner.org/resources/series196.html#program_descriptions] || A.6g The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations. The student is expected to:
 * Debra Gilliland || [|http://www.learner.org/resources/series196.html#program_descriptions] || A.6g The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations. The student is expected to:
 * Debra Gilliland || [|http://www.learner.org/resources/series196.html#program_descriptions] || A.6g The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations. The student is expected to:
 * Debra Gilliland || [|http://www.learner.org/resources/series196.html#program_descriptions] || A.6g The student understands the meaning of the slope and intercepts of the graphs of linear functions and zeros of linear functions and interprets and describes the effects of changes in parameters of linear functions in real-world and mathematical situations. The student is expected to:
 * Eric Huysman
 * Eric Huysman
 * Eric Huysman Student 5 || http://www.mathalicious.com/ ||  || What is math used for in real life. ||   ||   ||   ||
 * Eric Huysman
 * Eric Huysman Teacher 2 || http://www.psja.k12.tx.us/~abcron/GeoGebraMenu/geogebraMenu.htm ||  ||   ||   ||   ||   ||
 * Eric Huysman Teacher 3 || http://blog.mrmeyer.com/ ||  || Dan Meyer to inspire us to teach math that is all around us. This is his site; from here you can find links to other lessons and example. ||   ||   ||   ||
 * Britney Whitehead
 * Britney Whitehead (Student #4) || Investigate: Explore Climate Conditions [] ||  || (10) Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to: (A) recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents;
 * Britney Whitehead(Student #5) || Tectonic Plates [] ||  || 6 (10) Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to: (C) identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; and
 * Britney Whitehead (Teacher #1) || Gizmos [] ||  ||   || Online math and science simulators || I like the Gizmos because students can work at their own pace and the program attempts to take on a constructivistic approach. Not all gizmos are good, but play around with a few and see what you like. I recommend the tides simulator for 8th grade science. Also, I like that you can modify the word documents that accompany the simulators to add, delete, or change any part of the lesson to work for your students. || It does cost for a membership; however, just sign up for a 30 day trial with different e-mail addresses. I have used this program for 2 years this way. ||
 * Britney Whitehead
 * Britney Whitehead (Teacher #3) || Khan Academy [|http://www.khanacademy.org/#browse] ||  ||   || Online math and science videos, practice, and “coach” youtube sessions which walk students through problems or concepts. || I really like to provide students this resource for homework help at home. To be honest, watching some of the math videos help me to refresh on math concepts to be able to help my fiancé through college math courses. I could see students and parents using this same resource at home to work through homework problems. || My students have to have access to the internet to use this tool at home. ||