Wisconsin Lesson Plans - LessonCorner

1. Ratgeber-Geography and Travel
...will ? Learn Vocabulary and phrases as they relate to geography and travel. ? Be able to give locations and directions, using maps. ? Experience working with historic materials. ? Learn about the early settlement history of their state. MATERIALS NEEDED ? Rathgeber für Auswanderungslustige: map of Wisconsin, map of United States, ?Wisconsin,? p. 118-121 ? Amerikanischer Dolmetscher: ?Auf der Reise,? ?Auf dem Schiffe,? ?Mit der Eisenbahn? and other parts of the section ?Gespräche? INTRODUCTION Students will brainstorm geography and travel vocabulary, verbs of motion, terms of direction WORKING WITH MAPS...

2. EEK! Teacher Pages - Activity: The Life of a Gypsy Moth Activity for Teachers
Welcome to the Teacher Pages . The Life of a Gypsy Moth This activity corresponds with the EEK story on the Alien invader: GypsyMoth. moths Grades: 6-12 Subjects: science, vocational agriculture Wisconsin Model Academic Standards: o Science: A.4.1, A.4.2, A.4.5, B.4.1, C.4.2, C.4.3, F.4.1, F.4.3, B.8.6, C.8.1, F.8.2, F.8.7, F.8.9 o Agriculture Education: A.4.3, E.4.5, E.8.5 Objectives: students will be able to identify the gypsy moth, understand its life cycle and habitat needs Material: student work...

3. EEK! Teacher Pages - Activity: Who Are They and What Did They Do?
...Pages . Who Are They and What Did They Do? This activity can be used in combination with the EEK! article on Heroes and Heroines. "A Hero is someone who has given his or her life to something bigger than oneself." Joseph Campbell, The Power of Myth Grades 4-12 Subjects social studies, language arts Wisconsin Model Academic Standards: o Social Studies: B.4.1; B.4.3, B.4.5, B.4.7, C.4.3, C.4.5, E.4.2; B.8.1, B.8.5, B.8.10, C.8.8, E.8.4; B.12.1, B.12.3, B.12.8, B.12.9, C.12.9, C.12.10, E.12.6 o Language Arts: A.4.4, B.4.1, B.4.2, B.4.3, C.4.1, C.4.3, E.4.1, F.4.1; A.8.4, B.8.1, B.8.2, B.8.3, C.8.1, C.8.3,...

4. EEK! Teacher Pages -- Identifying Alien Invaders
Welcome to the Teacher Pages . Identifying Alien Invaders Objectives: Students will: 1) identify native and exotic plant and animal species through observation and research; 2) identify the effects of introduced species on ecosystems. Grades: 4-8 Subjects: science Wisconsin Model Academic Standards: A.4.1, A.4.3, A.4.5, B.4.1, C.4.2, C.4.3, C.4.5, C.4.6, C.4.7, C.4.8, F.4.4, H.4.2, H.4.4. A.8.1, A.8.6, C.8.1, C.8.2, C.8.3, C.8.4, C.8.6, C.8.7, C.8.8, C.8.9, C.8.10, C.8.11, F.8.8, F.8.9, G.8.3, G.8.5, H.8.2 Materials: writing materials, field guides, reference material...

5. Wisconsin Weather Stories
Home WI Weather Stories banner Contact/Feedback About the Project Severe Weather Stories Sayings/Beliefs Occupation/Meteorology Introduction Earth, Wind and Fire Focus Questions by Karyl Rosenberg, Nicolet High School, Glendale, Wisconsin Learning Objectives Introduction Preparing to Teach this Lesson Wildfires and the geophysical conditions involved in their occurrences are often newsworthy topics. As a result, the concept often inspires Suggested Activities concern and curiosity. To that end, this collection of resources and activi...

6. EEK! Teacher Pages - Activity: My Ton of Trash
...Welcome to the Teacher Pages . My Ton of Trash Here's an activity to accompany the information on the What a Waste? section in the "Our Earth" portion of EEK! Also, don't forget that America Recycles Day is in November. Subjects:Mathematics, social studies, science, environmental education, health. Wisconsin Model Academic Standards: o Mathematics: A.4.2, A.4.3, A.4.4, A.4.5, B.4.1, B.4.2, B.4.3, B.4.5, B.8.2, B.8.5, B.8.7, D.4.2 o Science: A.4.1, A.4.3, A.4.5, C.4.2, C.4.5, C.4.6, C.8.2, H.4.1, H.4.3, H.4.4, H.8.1, H.8.3 o Social Studies: C.4.1, C.4.3, C.4.6, D.4.7, D.8.11, E.4.7, E.4.10, E.8.8 Objecti...

7. Laboratory Primate Newsletter
...rimate Newsletter Judith E. Schrier, Editor James S. Harper, Gordon J. Hankinson, and Larry Hulsebos, Associate Editors Morris L. Povar, Consulting Editor Elva Mathiesen, Assistant Editor Allan M. Schrier, Founding Editor, 1962-1987 Allan M. Schrier (1930-1987) earned the Ph.D. at the University of Wisconsin, Madison in 1956, under the guidance of Harry F. Harlow. He spent two years doing post-doctoral research with Roger Sperry at Cal Tech, then was hired by Brown University as an assistant professor of psychology. He immediately began to establish a primate behavior laboratory, but found that there wa...

8. Guidance lesson plan for wolf unit
Wolf Unit Lesson Plan Title of Lesson: "Wolves and Loons" Photo (c) Author: Jack Wagener Timber wolf Alliance Grade: 7 Return to Objective: To recognize how emotional responses can prejudice our attitudes Lesson Plan toward things. Page Wisconsin Model Academic Content Standards: Return to Wolf Home Wisconsin Model Academic Technology Standards: Page Lesson Materials: Recorded sounds of loon calls and wolf howls, poster of wolf, dictionaries Introduction: Today, students are beginning a new unit about wolves. As they begin the unit, the guid...

9. Wisconsin Weather Stories
Home WI Weather Stories banner Contact/Feedback About the Project Severe Weather Stories Sayings/Beliefs Occupation/Meteorology Introduction Focus Questions 1940 Armistice Day Storm Learning Objectives Introduction Further Resources Wisconsinites experience many interesting weather events from season to Glossary season. Some of these events have gone down in history due to the phenomenal weather they produced, as well as the havoc they wreaked. The Armistice Day Storm of November 11, 1940 was one of those phenomenal events. This lesson w...

10. Bog Science
...ological survey students map the general vegetative zones of the bog as it progresses from an alder thicket to open water. Teachers highlight several unique plants including spaghnum moss (the predominant plant of the vegetative mat), four different carnivorous plants (one of which is endangered in Wisconsin) and an unusual orchid. Using this data, students next use this data to draw a map and a cross section of the bog. They super-impose the data over an aerial photograph of the area. Finally, students write about the conditions which lead to the formation of this bog community. I consider this lab suc...