Jennifer Richards, Assistant Professor

As you start planning for your in-school clubs, we wanted to make you aware of lesson plans that we have available that are awaiting publication. All lessons below are aligned to state content standards unless otherwise noted. If you are interested in reviewing any of the lesson plans and using them in the next club year, please email James and he will send you the lesson plan and any supporting material

A Story of Hope — Wendy York and Jennifer Richards — Intermediate (6-8)

This lesson begins with a video clip from a Holocaust survivor and discuss the clip as a class. Stu- dents then work to create a word splash of acts of kindness they could perform in their community, and then create posters to promote kindness.

Secret Codes — Wendy York and Jennifer Richards — Intermediate (6-8)

This lesson begins by introducing students to the concept of secret codes by giving some back- ground information. Students are then given the opportunity to decode a secret code that triggered the US’s entrance into the First World War. Students then create their own secret coded tweets.

Why did you say that? — Wendy York and Jennifer Richards –– Intermediate (6-8)

This lesson is taught in a verbal format with a focus on creating a plan of action to improve inter- actions among peers. In this lesson, students will create a list of inappropriate comments they have said or heard, and share with a partner. The students will then view the video, “To This Day” that speaks to one person’s experience. Students will develop a plan of action to address the inappropriate verbal interactions in their school.

Daniel’s Story — Wendy York and Jennifer Richards — Intermediate (6-8)

This lesson uses Daniel’s Story to introduce the concepts. Daniel’s story focuses on the perspective of a Jewish child living in Nazi-occupied Europe during the Holocaust. Students work to create definitions of prejudice, racism, and discrimination, and then view a video prior to having a class discussion. The lesson concludes by the students preparing a poster using their new found knowledge.

Are we Connected? — Wendy York and Jennifer Richards — Intermediate (6-8)

This lesson is taught in a verbal format with a focus on creating a plan of action to reflect upon what quality time means. In this lesson students will view a variety of pictures that show different groups spending quality time. In these pictures, the devices were removed to emphasize focus. Students will discuss each picture and gain an understanding of what it means to spend quality time with others

Their Rights and Nothing Less –Alexis Hall — Advanced (9-12)

This lesson begins with students working as a group to analyze primary source documents and sharing their findings with the class to create an overview of the women’s suffrage movement. Then, students will create a chart to analyze the reforms demanded, the arguments and strategies uses, the societal diversions, and the increased opportunities for women. Finally, each group will work together to construct a poster that includes information on the women’s suffrage movement during a specific time period.

It’s No Laughing Matter — Jennifer Richards — Advanced (9-12)

This lesson begins by having students observe several political cartoons and make guesses as to what event that being depicted. Students then receive instruction on the history of political cartoons and work as part of a group to create their own political cartoons about a current event.

Stressed Out* — James W. Swart — Advanced (9-12)

This lesson begins by creating a high stress, low impact situation for the students to experience. Following this, students establish a definition of stress. Students then rotate through 5 interactive centers where they learn about the 4 types of stress. Students then work in groups to research stress management techniques and create a 30 second to 1-minute radio commercial on stress management and why it’s important.

Credits and Debits — Loren Stanford — Intermediate(6-7)

The lesson begins by having students identify the parts of a check and register. Students learn the definition of debit and credit and give examples of each. Students then work to fill out checks and a check register based on payments by check and getting their pay check. The lesson concludes by having students select a career and determining what amount of in- come is left after paying their monthly bills.

It’s Not What You Say — Jennifer Richards & James W. Swart — Intermediate (6-8)

This lesson starts by showing students an example of what it can look like when they use bad non-verbal communication. Students then see examples of good and bad non-verbal communication related to listening and speaking demonstrated by their peers. Students then practice these techniques with a partner, and then complete a Haiku explaining the importance of using positive non-verbal communication.

Triboelectric Scale — Lorie Burtts — Intermediate (6)

This lesson begins with a basic static demonstration by using a balloon, and then assessing the student’s prior knowledge of static electricity. Students then work as a class to establish a Triboelectric scale using common objects, and learn how a Van de Graff generator works. The lesson concludes with a 3-2-1 assessment, and application of what they have learned to lightning strikes.

Sun S’mores — James W. Swart, Meagan Brown, Jennifer Richards — All Grades

The lesson begins by assessing students’ prior knowledge related to the engineering design pro- cess, and then moves to the experience. In this section, students are presented with the problem of needing to construct an oven powered by solar power. Students then work through each of the steps of the engineering design process and work as a team to construct their oven.

Llama Genes — Jennifer Richards and James W. Swart — Intermediate (7)

The lesson starts with students completing a KWL to assess their prior knowledge about genetics. Content is presented in a video, and then students work through several examples of Punnett Squares, both with the instructor and on their own. The lesson concludes with students drawing “genes” for a Llama and constructing a Punnett square and phenotypically correct drawings of the genetic combinations.

I Plead the 5th — Jennifer Richards and James W. Swart — ntermediate (8)

This lesson introduces students to the text of the 5th amendment of the US Constitution and al- lows them to read and interpret what they think it means. Students work in groups to form this opinion and then justify it to the class. The class then classifies the opinions as either loose or strict and complete a modified Frayer Model as an assessment.

Building a better mousetrap — James W. Swart — Intermediate (6-8)

This lesson starts by having students identify different adaptive designs that they encounter on a daily bases. After this, students work in groups to disassemble and reassemble a pair of eye glasses to generate ideas on how to improve the design. Students then create their own design of the pair of glasses, and conclude by establishing a working definition of adaptive design.

Building Bridges  — Jennifer Richards — Intermediate (6-8)

In this activity, students will learn the actions to take for each step of the engineering design process. Each group of students will receive a kit of materials that they will use to construct a bridge. Students will then test their designs to determine how much weight can be held by the bridge they designed.

Embryology  — Lynne Middleton — Beginner (4)

This lesson introduces basic scientific principles and allows students to complete a hands-on activity related to egg candling. This lesson can be used to spark interest in an animal science project.

Cow Breeds* — Kayela Statom and James W. Swart — Beginner (4-5)

The topic of cow breeds will be discussed in detail with class with the aid of a PowerPoint presentation. Pictures and general information about the breeds will be presented to the class. After the content has been presented, the class will take part in a game where they can share their new knowledge.

Cow Anatomy* — Kayela Statom and James W. Swart — Beginner (4-5)

Before the content is presented, the students will be asked to create, out of play dough, what they think a cow’s stomach looks like. After the content is presented, the students will recreate their model of the stomach. Students will also be asked to demonstrate their under- standing of the content by discussing what would happen if a part of the stomach was missing.

*Not Aligned to State Content Standards

As always, if you need a specific lesson plan that has not been developed, please email Jennifer or James and we will be happy to put one together for you!