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Mrs. Wingo uses a Discovery Education video about sound with her students.

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Mrs. Wingo uses a Discovery Education video about sound with her students.

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Mrs. Hauser uses Plickers with her students to review Social Studies content.  Here she is discussing students' answers with her class.

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Mrs. Hauser uses Plickers with her students to review Social Studies content.  Here she is discussing students' answers with her class.

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Mrs. Hauser uses Plickers with her students to review Social Studies content. Here she is discussing students' answers with her class.

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Board about Japan shared with students. (2 of 2)

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Mrs. Wingo's students were exploring the county Japan and its culture. The resources on this board were shared with her students. (1 of 2)

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Mrs. Hauser uses Plickers with her students to review Social Studies content.

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Mrs. Hauser uses Plickers with her students to review Social Studies content.

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Mrs. Hauser uses Plickers with her students to review Social Studies content.

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Mrs. Hauser uses Plickers with her students to review Social Studies content.

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Butterfly Life Cycle!

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After instruction, Mrs. Miller explained to students that they would make the butterfly life cycle using different types of pasta to represent each stage of the life cycle.

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Model of the final product.

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Pasta used

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Mrs. Miller shared this image during instruction showing the butterfly life cycle.

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Students looking at a picture from Japan

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Mrs. Miller shared this board and a video with students about the butterfly life cycle.

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Students watching a video about calligraphy in Japan.

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Mrs. Gowan and Ms. Wells discussed using Story Jumper as a digital addition to their written creative stories.

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StoryJumper helps you share the stories in your heart and mind - both with those around you and across the world.

Becoming a published author helps you make a real impact, leave a legacy, and share engaging stories people will love.

With StoryJumper, you transform your ideas into reality - in a lasting, impactful way!

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StoryJumper: #1 rated site for creating story books

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Easiest way to create, narrate, and publish your own hardcover and paperback books. Read and listen to books from our worldwide community.

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Mrs. Gowan and Ms. Wells discussed using Picktochart as a digital alternative to a brochure.

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Infographic Maker Trusted By 11 Million Users - Piktochart

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With Piktochart AI, you can create stunning infographics, reports, presentations, and more in seconds. No design experience needed. Start for free.

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Student work - Six Word Story.

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Student work - Six Word Story.

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Mrs. Hauser used the strategy Six Word Story with her students.

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Student sin Ms. Wingo's class were studying the phases of the moon. DE Consultant shared a video on the phases of the moon. After the video, students shared their previous knowledge and what they learned from the video using the strategy X O Let's Go. In order to place an "X" or "O" on the board, students had to share an accurate fact about the moon.

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DE Consultant Lauren Wells demonstrated/modeled how to use Plickers in the classroom.

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Ms. Wells reviews results with students after students answer a question through Plickers.

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Students using Plickers during demonstration with Ms. Wells.

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Students using the strategy X O Let's Go.

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Students using the strategy X O Let's Go.

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Mrs. Hauser used the strategy Table Top Texting with her students.

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Mrs. Hauser used the strategy Table Top Texting with her students.

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Mrs. Hauser used the strategy Table Top Texting with her students.

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Mrs. Hauser used the strategy Table Top Texting with her students.

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Mrs. Hauser used the strategy Table Top Texting with her students.

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Mrs. Hauser used the strategy Table Top Texting with her students.

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Students were create diamante poems.  Once their poem was written, they were able to type it into a template of a diamond.

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Students were create diamante poems. Once their poem was written, they were able to type it into a template of a diamond.

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During this visit, Mrs. Wingo and I discussed SOS Strategies that she used in her classroom. One of them is A-E-I-O-U.

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During class, Mrs. Hauser used Flocabualry to review information about World War II.

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World War II - Adolf Hitler - Social Studies - Flocabulary

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Learn the key facts about World War II with Flocabulary's educational rap song and lesson plan.

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During class, Mrs. Hauser used Flocabulary for students to review information about the presidents.

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If you’re looking for a lesson to teach, try using the search bar. Or, try navigating to the page you were looking for using the menus at the top or bottom of the screen.

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During class, Mrs. Hauser used Flocabulary for students to review information about women's rights.

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If you’re looking for a lesson to teach, try using the search bar. Or, try navigating to the page you were looking for using the menus at the top or bottom of the screen.

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Cathy Gowan, 4th Grade
Jennifer Hauser, 5th Grade
Shannon Miller, 2nd Grade
Nancy Wingo, 1st Grade
Jennifer King, Instructional Coach
Jackie Earle, Principal
Lauren Wells, Discovery Education Consultant

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Using the SOS "Snowball Fight", students watched a short video segment about the history of Election Day, then recorded a fact they remembered, crumpled the paper and threw it, then picked up a new piece and added a fact not already represented.

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Below is a student example from the "Snowball Fight".

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After watching a video about the parts of a plant, students interacted whole group with a Discovery Education Fun-damental to determine what each of the plant parts needs to support the overall health of the plant. *To access, click on the link below, then click "View Original" in the top right corner. *Note: You will need to log in to your Discovery Education account in order to be able to view the Board.

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Below is the recording sheet that students used to record their results after each interaction in the Fun-damental.

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While watching a video about First Explorers in small groups, students recorded observations, worked with a partner to identify key information, created their own summary, and then shared that summary with three rounds of Speed Sharing.

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Students were assigned video segments about the three regions of colonies and took notes in their notebook using a three-column approach for easy comparison/contrast.

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After recording, students made comparisons/contrasts among the colonies as well as their notes with classmates.

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Students worked in small groups to learn about Reconstruction. They interacted with primary and secondary sources and discussed what was important about the resources and how it related to Reconstruction.

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One of the primary sources used.

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Another of the primary sources used.

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The organizer provided to students utilized a mix of "thin" and "thick" questions for consideration.

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Secondary resources included videos and reading passages.

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Students worked in centers to learn more about the Transcontinental Railroad. A variety of learning mediums and tasks were represented for students to interact with.

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Close reading was used as a strategy for engaging with the reading passages.

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Primary sources included images, which students used to generate their own questions about the era.

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Another activity included creating a map of the route of the Transcontinental Railroad.

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Students also created a flip book to compare the building of the railroad from both directions.

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Students participated in a "Chalk Talk" by watching a bank of videos around the topics of industrialization and immigration and then going to the pieces of chart paper to respond to the guiding questions related to both topics. Students could add on to either chart and two sets of charts were provided to manage the flow of students in the room. All student communication was done via the paper.

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Chalk Talk for group 1,Industrial Revolution.

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Chalk Talk for other group, Industrial Revolution.