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Find the volume change in Lake Travis and determine reasons for the change. This could lead to conversations on water conservation.

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Teaching about the impressionists.
Set up: students looking at the art produced immediately prior to the impressionist movement (romanticism, realism, commissioned work from rich people to show wealth, status, etc).
Questions:
1. How do you create paintings that rebel against this? How do you really stick-it to the "rulers" of the art world (rich patrons) who determine what is good art and what is not? Consider formal elements and style (realism has ruled). Consider your subjects (rich people have been the standard). Who do you paint now? and how?
2. With the invention of the camera at this time,  how would that impact the look of your work? (background: the camera helped free artists from strict realism and also started "framing" scenes of daily life).
3.  What landscapes/environments/habitats, etc are you excited about in your own life and how do you express those (color, light, style)?

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Social Studies (6th Grade)
1) How has religion shaped the the North African and Southwest Asian region?

2) Both sides of the Israeli-Palestinian conflict are presented to students along with background information.

3) Ask students to examine resources for similarities. Students should understand that both sides consider Israel/Palestine their home and both believe they are entitled to the land.

4) Put it in the context of a home. Present editorials from both sides where people examine what it's like to live in the Gaza Strip or West Bank today, and how the person feels about Israel. Ask students to think about what it feels like when someone takes something that's yours. Ask students to discuss what it's like to feel like something should be yours, but something is in the way of that.

5) Examine a map of how the area has changed over time and talk about how this is a contributing cause of tensions in the area. Ask students to take notice of the changes from 1947 - present day.

6) Ask students if they think that the problem can be resolved. Have students move to separate corners of the room for yes or no and justify why.

7) Research how the conflict is going on today. For example, Palestine recently petitioned FIFA to ban Israel from the World Cup Competition. Talk about how this conflict has affected not just the region but has also affected the world. Talk about how the world has taken sides and what effect that could have on the region.

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Why do doctors instruct patients to keep casts on for 8 weeks or longer?
What are misconceptions non-medical individuals think about the healing process of bones?
Then have them research how bones heal after a break.

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Give an unknown word in a sentence and ask them to think about what it means (define it). Then give them another sentence with the same word and ask them to redefine it.

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Doing critical thinking breaks during the 2 minute break in class, using a poem or brain teaser that could maybe be word problem using what we are learning/have learned.

Instead of warm-up problems, have students discuss what the mistake is for the most missed warm-up problem they had last class

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Alternative Test to allow for understanding.

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Alternative Test to allow for understanding.

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Thinking about commonly missed questions and have them approach the questions from a different point of view.

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Name: Sunny Thompson, Subject/Grade: 1st Grade, Math,
1) Coins  2) I would hand out coins and have  students try to buy items. If the students can not count out the exact amount for the item to purchase they leave empty handed.  This will into a discussion about what went right and what went wrong about their shopping trip. It will lead them to discover that they need to learn to identify coins similarities and differences, learn their values , and count multiple values.

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Name: Sam Subject/Grade: 3rd grade, Math 1) perimeter 2) I can make them analyze this mistake by showing two wrong perimeter calculations of a rectangle where one is just multiplying the side lengths and the other one adds the two side lengths (length and width) given rather than adding all the sides (l+w+l+w) and ask them which one is more right/get partial credit.

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Name: Diana Cope Subject/Grade 3rd Grade,  ELAR,  1) Theme-Students have trouble relating the main theme, big idea or what the story is trying to teach them.   2) We would start with the big idea of the story which is, "You have to be clever to escape tricky situations" by  using The Grandma and the Great Gourd. As the students read the story, they will have to determine what events Grandma does to prove her cleverness.

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Name:  Courtney S. Subject/Grade: 4th grade, Science, 1) Recycling  2)  Students will take a survey if their family recycles, if so, how? If their families do not recycle, do they know why or why not?  Students will write a letter to their apartment leasing offices/mayor of Irving to have better access to recycling dumpsters or recycling routes.

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Name: Marcus Gray Subject/Grade:  K-12 PE, 1) students focus on Health the next two weeks of school. 2) I will allow students to determine a person or community access to health/unhealthy food options. I will provide students with credible sources and allow them to research and present their findings.