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Here is one of the resource I created using Diffit. It provides text and then build step by step introduction to EMS. This activity an be used as a review or as a starter to introduce students to this concept.

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This is a rough draft of the lab that can be used as an introduction to waves. Students will use simple materials to see the real life application of waves and learn about the anatomy of waves.

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I asked ChatGPT to create a math-themed adventure story tailored for first grade. Using that story, I designed a slideshow to share with my students. As we move through the adventure together, they'll solve the math problems along the way. I plan to introduce this during our story problem unit as a fun and interactive way to build problem-solving skills.

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I used ChatGPT to generate challenge questions for students who were ready for enrichment beyond our core curriculum. I pulled these students into a small group to try out the questions, and they really enjoyed the opportunity to think more deeply and stretch their skills.

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I enjoyed learning about the different suggestions for ways to use AI to enhance lessons. I asked MagicSchool AI to generate a unit plan for my sixth grade students. This past year, I revised one of our units to turn it into an "Art of Engineering" unit. I am still fine tuning the details and enjoyed this unit plan that Magic School suggested. It has lots of good ideas about how to structure my unit.

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I asked MagicStudent AI to create 5 questions that could spur greater discussions with my 8th grade students during our Forensics unit.

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Asked Magic school to creates an atom introduction unit. (8th grade physical science)

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Asked Magic school to creates an atom introduction unit. (8th grade physical science)

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Hello! I'm Raina.

Made for Schools

Hello! My name is Raina, your AI instructional coach. You can ask any questions related to best practices in teaching or your work in a school building. Feel free to ask me for ideas for your classroom, research on best practices in pedagogy, behavior management strategies, or any general advice! The more specific your questions, the better my responses will be. How can I help you today?

Create a lesson that would be useful introducing the atom (target it towards 8th grade physical science), it should be 45 - 55 minutes long.

Copy Message

Here’s a clear and engaging 50-minute lesson plan for introducing atoms to 8th grade physical science students:

Lesson Title: Introduction to the Atom

Grade: 8th
Subject: Physical Science
Duration: 50 minutes

Learning Objectives

By the end of the lesson, students will be able to:

Define what an atom is

Identify the basic parts of an atom (protons, neutrons, electrons)

Understand the relative size and structure of an atom

Explain why atoms are the building blocks of matter

Materials Needed

Whiteboard and markers

Projector or screen for visuals (optional)

Ball and small balls or beads to represent atomic parts (optional)

Handout with atom diagram and key terms (optional)

Lesson Outline

1. Introduction (5 minutes)

Start with a question: “What do you think everything around you is made of?”

Briefly explain that everything is made of tiny particles called atoms.

Show a simple visual or diagram of an atom (nucleus with orbiting electrons).

2. What is an Atom? (10 minutes)

Define atom: The smallest unit of matter that retains the properties of an element.

Explain that atoms are made of three main parts: protons, neutrons, and electrons.

Use a simple analogy: compare an atom to a solar system (nucleus = sun, electrons = planets orbiting).

Highlight the charge of each part: protons (+), neutrons (neutral), electrons (-).

3. Atom Structure and Parts (15 minutes)

Draw an atom on the board with labels for protons, neutrons, and electrons.

Explain the nucleus is in the center and contains protons and neutrons.

Electrons orbit the nucleus in regions called electron clouds or shells.

Discuss relative size: nucleus is very small but dense, electrons move around it in a large space.

Optional: Use balls or beads to build a simple atom model for visual and tactile learning.

4. Why Atoms Matter (10 minutes)

Explain that atoms combine to form everything we see—matter.

Mention that different atoms (elements) have different numbers of protons.

Briefly introduce the periodic table as a way to organize elements by their atoms.

Ask students to think about everyday objects and remind them these are made of atoms.

5. Quick Activity: Atom Sketch (5 minutes)

Have students draw a simple atom with a nucleus and electrons.

Label protons (+), neutrons (no charge), and electrons (−).

Walk around and assist as needed.

6. Wrap-Up and Review (5 minutes)

Review key points: what atoms are, parts of an atom, and why atoms are important.

Ask a few quick questions:

What are the three parts of an atom?

Where is most of the atom’s mass located?

What charge do electrons have?

Preview next lesson: How atoms combine to form molecules.

Optional Homework/Extension

Research and write 3 facts about the element of their choice from the periodic table.

Draw the atom of that element with the correct number of protons, neutrons, and electrons.

If you want, I can also help create visuals, handouts, or quiz questions to go with this lesson!

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8th grade science - I asked a few prompts and ????

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8th grade science - I asked a few prompts and ????

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Lab Title: Exploring Physical and Chemical Changes

Objective:
Students will observe and differentiate between physical and chemical changes through hands-on experiments.

Materials:

Ice cubes

Salt

Vinegar

Baking soda

Candle

Matches or lighter (teacher use only)

Small containers or cups

Water

Spoon

Paper towels

Procedure:

Part 1: Physical Changes (20 minutes)

1. Observe an ice cube at room temperature. Record observations.

2. Place the ice cube in a container and sprinkle salt over it. Note any changes.

3. Allow the ice to melt completely. Record observations on the physical state changes (solid to liquid).

4. Stir water with a spoon and observe whether it changes physically or chemically.

Part 2: Chemical Changes (25 minutes)

1. Put a small amount of vinegar in a container.

2. Add baking soda to the vinegar and observe the reaction carefully. Record what happens.

3. Light a candle (teacher demonstration) and observe the burning process. Discuss the changes in the candle wax and flame.

4. Discuss whether the changes observed are physical or chemical, and why.

Data/Observation Table:

Experiment StepObservationsPhysical or Chemical Change?ExplanationIce cube meltingSalt on iceStirring waterVinegar + baking soda reactionBurning candle

Critical Thinking Questions:

1. What clues helped you decide whether a change was physical or chemical?

2. Why does adding salt to ice cause it to melt faster? Is this a physical or chemical change?

3. When baking soda reacts with vinegar, gas bubbles form. What does this tell you about the substances involved?

4. Can a physical change ever lead to a chemical change? Give an example or explain why not.

5. How can you tell if the candle wax has undergone a chemical change during burning?

Real-World Application Question:

How might understanding the difference between physical and chemical changes help in recycling materials or managing waste in your community?

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I liked that it gave a variety of choices for students with different strengths.

Fractions, Decimals, and Percents Choice Board

Assignment Title Assignment Description Fraction Art Create a piece of art using fractions to show different shapes.

Decimal Challenge Solve a series of problems converting fractions to decimals. Percent Scavenger Hunt Find items in your home and calculate their percent discounts.

Fraction Word Problems Write and solve three word problems involving fractions. Decimal Budget Create a budget using decimals for a fun shopping list. Percentages in Real Life Research and present how percentages are used in daily life.

Fraction and Decimal Game Play a game with a partner converting fractions to decimals.

Create a Percent Chart Design a chart showing how to convert fractions to percentages.

Reflective Journal Entry Write a journal entry about what you learned about fractions, decimals, and percents.

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I used Chat GPT to differentiate the reading level of this reading I give to my ninth graders called the Nacirema Tribe. It's a fake tribe study written by a fake anthopologist, but the purpose of the text is helpful in teaching cultural respect. It's a tough read, so I plan on giving the original to my honors class and the differentiated version to my academic class which has more struggling readers.

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SS NWC Unit 1 - Module 02 - Resource 4 - BODY RITUAL AMONG THE NACIREMA

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CAD 1 FINAL PROJECT Design Brief/Problem Set Rubric

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CAD 1 FINAL PROJECT Design Brief/Problem Set Rubric

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I used MagicSchool to help create a grading rubric for my CAD 1 students. The rubric was posted in the Schoology assignment to the students to reference.

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Module 2: ChatGPT - Presentation outline

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Module 2: ChatGPT - Presentation outline

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I asked ChatGPT to create a presentation outline for the Screen Printing instructions I demonstrate in my Graphic Communications class. I copied the text of the document into ChatGPT and it provided me with an outline for a 11 slide presentation.

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I asked ChatGPT to create a social story to use with students that have difficulty focusing in the classroom. I then asked it to add visuals. I could use this as a poster for the class or use it as a desk reminder.

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This is a resource I created with Diffit that I can use with my college prep students in 9th grade NWC course. This reading has been modified to a 6th grade level, so that struggling readers can understand this text independently. It also includes several activities to help students learn important vocabulary to go along with the topic and assess comprehension. What I really like about this AI generated resource is that it includes a variety of activities to chose from to help students engage with the text meaningfully such as a think pair share activity, independent assessment via multiple choice, and other reading strategies such as a compare and contrast worksheet that can be used to connect with prior knowledge

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I used Magic School AI Assignment Scaffolder to better define a reoccurring assignment I use in class with my 9th graders at the end of each unit in which they are asked to research a current event and explain how it connects to content they learned about in class. Magic School AI broke this assignment into manageable chunks with suggestions that can be useful for students who may struggle with this assignment. I can see this being very beneficial for students who may struggle with executive functioning and it breaks everything down into simplified steps.

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I used AI (ChatGPT by OpenAI) to assist in creating this German language worksheet. Starting with an authentic upper-level German reading passage about environmentalism in Germany, I asked the AI to simplify the text for lower-level students. The AI then rewrote the passage using more basic vocabulary and grammar structures, making it suitable for learners at the A2–B1 level.

Next, I requested a vocabulary list with English translations of key terms from the text, and then had the AI generate multiple comprehension and vocabulary-based exercises, including true/false questions, fill-in-the-blank tasks, and open-ended comprehension questions.

Finally, I asked the AI to format everything into a downloadable worksheet file (Word document) that I could print or share with my students. This streamlined the lesson planning process and ensured that the content was level-appropriate and thematically relevant.

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I used Magic school unit plan generator to design a several day unit to introduce the idea of content creation.

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Speech activity for grades 3-5 to target /r/ sound

I used ChatGPT to generate a ‘what’s wrong with this picture’ using r words. I can use this pictures at the sentence and conversational levels to describe ‘what is wrong’ using their accurate /r/ sounds. This makes the session fun, instead of using word lists to generate sentences and engage in conversation.

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I used Chatgpt to create third grade level fluency passages that reinforced the content from our Ancient Rome ELA unit. I uploaded the passages into Seesaw and created a new fluency activity. Every Friday students will read the passage and after I approve it the passages are automatically scored. Within minutes you can see how accurately and how many words they can read in a minute.

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Module 1: Future Careers in PA - Counseling Lesson

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Module 1: Future Careers in PA - Counseling Lesson

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I asked ChatGPT to create an image that shows the most in-demand jobs currently and in the next 5 years in the state of PA. I wanted it to include the level of education required and the anticipated salary.

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ChatGPT is your AI chatbot for everyday use. Chat with the most advanced AI to explore ideas, solve problems, and learn faster.

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Module 2: Students can use the Study Bot tool to help them prepare for a test. Many times, students work with the school counselor on academic skills, such as study habits. This tool provides a virtual study partner.

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During our 3rd grade poetry unit, CKLA provided meaningful poems that led to great conversations. Some learners struggled with finding meaning from the poems due to lack of background knowledge or an inability to relate. ChatGPT helped me to create poems that were more "3rd grade friendly" while also still allowing students to work with the key objectives for the unit.

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I asked chat gpt to create a screener for 7th grade math students to use mid year. to better align with the content taught in the first half of the year.

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I used AI to create 2 designs for a local fair where students would need to work with the AI created designs to determine the most cost effective setup for the Bethel Fire Dept fair

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Module 1: 2nd Grade Reading Comp Questions

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Module 1: 2nd Grade Reading Comp Questions

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I asked Magic School AI to generate 5 comprehension questions for a RAZ fluency passage that I uploaded. This can be used for students reading on a second grade reading level.

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Unit Generator - Magic School AI

I used Magic School AI to create a Unit Generator for the Bureaucracy Unit in Political Science.

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I asked ChatGPT to create a project for our Constitution unit. It has students creating their own country and system of government.

Here’s a complete, engaging project you can use with middle school students to teach the U.S. Constitution:

🇺🇸 Project: “Build a Nation” Constitution Simulation

Overview

Students will work in groups to create their own country and write a constitution inspired by the U.S. Constitution. They’ll explore key ideas like rights, government structure, and checks and balances through hands-on decision-making.

🎯 Objectives

Students will:

Understand the purpose of the Constitution

Identify key principles (popular sovereignty, limited government, separation of powers, checks and balances)

Apply constitutional ideas to real-world scenarios

Collaborate and defend their decisions

🧩 Project Structure (5–7 Days)

Day 1: Hook + Background

Start with a question: “What rules would we need to run our classroom as a country?”

Mini-lesson on:

Why the Constitution was created

Problems with the Articles of Confederation

Exit ticket: What makes a government fair?

Day 2: Form Your Country

Students are placed in groups (3–5 students).

Each group decides:

Country name

Type of society (peaceful, strict, tech-based, etc.)

Values (freedom, safety, equality, etc.)

Activity: Create a “Country Profile” poster

Day 3: Build Your Government

Students must design:

Legislative branch (Who makes laws?)

Executive branch (Who enforces laws?)

Judicial branch (Who interprets laws?)

Requirements:

Must include separation of powers

Must include checks and balances

Extension Challenge:
Introduce a crisis (rebellion, economic collapse) and have them test their system.

Day 4: Write a Bill of Rights

Students create 5–10 rights for citizens.

Guiding Questions:

What freedoms are most important?

Should there be limits?

Compare briefly to the real Bill of Rights.

Day 5: Constitution Draft

Groups combine everything into a final constitution:

Preamble (purpose)

Articles (structure of government)

Rights of citizens

Day 6: Convention Day (Presentation)

Groups present their country to the class.

Classmates can:

Ask questions

Challenge fairness

Vote on strongest constitution

Day 7 (Optional): Reflection + Debate

Which constitution would work best in real life?

What was hardest about creating a government?

📄 Final Product Options

Students can choose:

Poster + written constitution

Google Slides presentation

“Founding document” (aged paper style)

Video campaign for their country

🧠 Assessment Rubric (Quick Version / 20 pts)

CategoryPointsGovernment Structure (clear + accurate)5Use of Constitutional Principles5Bill of Rights (thoughtful + realistic)5Creativity & Presentation5

🔥 Make It More Engaging

Assign roles (Delegate, President, Judge, etc.)

Add “event cards” (war, protest, economic crisis)

Turn it into a competition: “Best Nation Award”

✏️ Quick Extension Ideas

Compare their constitution to the real U.S. Constitution

Have students “amend” their constitution after feedback

Connect to current events (laws, rights, Supreme Court cases)

If you want, I can also:

Turn this into a full worksheet packet

Create role cards + event cards

Or design a graded rubric with student-friendly language

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I asked ChatGPT to create a current event question sheet regarding the Artemis mission. It was for the introductory activity for astronomy. It just so happened to correspond to the exact time the mission was going on.

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ChatGPT helps you get answers, find inspiration, and be more productive.

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Asking Raina for some efficient practice strategies for elementary band students while at home.

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Asking Raina for some efficient practice strategies for elementary band students while at home.

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Efficient Home Practice Strategies for Elementary Band Students

Here are some practical, effective strategies for 4th and 5th graders to maximize their home practice time:

Structured Practice Sessions

Keep it short: 15–20 minutes is ideal for this age group. Shorter, focused sessions are more effective than long, unfocused ones.

Same time daily: Practice at the same time each day to build a routine (e.g., right after snack or before screen time).

Warm-up first: Start with 2–3 minutes of long tones or scales to get the instrument "ready."

Break Practice Into Chunks

Isolate problem spots: Rather than playing through entire songs, focus on the 2–3 measures that are difficult.

Slow it down: Use a metronome app and practice problem areas at 50–75% speed, gradually increasing tempo.

One goal per session: "Today we'll nail measures 15–18" is better than trying to fix everything at once.

Make It Engaging

Use a practice log: Simple checkmarks or stickers motivate kids and help parents track consistency.

Play with backing tracks: YouTube has tons of band arrangement backing tracks that make practice feel more musical and fun.

Practice games: Challenge themselves to play a passage 3 times without mistakes, or race the metronome.

Parent Involvement (Without Pressure)

Listen without critiquing: Have a parent listen once a week without correcting—just celebrate effort.

Create a practice space: Quiet corner with good lighting and minimal distractions.

Celebrate consistency: Reward practice streaks, not perfection.

Smart Practice Techniques

"Concert ready" performances: Practice playing pieces all the way through once or twice weekly as if performing.

Mirror or video recording: Kids can watch themselves and self-correct posture and embouchure.

Buddy practice: If a friend also plays, video call each other to practice together.

Realistic Expectations

Most 4th–5th graders should aim for 3–5 days per week minimum.

Progress is slow and steady at this age—celebrate small wins!

Consistency matters far more than intensity.

The key is making practice feel manageable and rewarding rather than like a chore. Would you like specific practice routines for particular instruments or skill levels?

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Below is a worksheet of questions that Magic School came up with. They are questions about naming and labeling music notes correctly on the treble staff. This is something that students could take in their lesson to help me check their note reading proficiency.

Multiple Choice Questions
Choose the correct answer from the choices for each question:

1. Which of these is a correct label for the top line (line 5) of the treble staff?

A. C

B. B

C. A

D. F

2. Which space spells the second letter of FACE (from bottom to top)?

A. Space 1

B. Space 2

C. Space 3

D. Space 4

3. In the picture, which label is incorrect for Line 3?

A. B (correct)

B. G (incorrect)

C. A (incorrect)

D. F (incorrect)

4. Which of these correctly names the notes on the lines from bottom to top?

A. E G B D F

B. F A C E G

C. C D E F G

D. G B D F A

5. The note below the staff on a ledger line is usually which step relative to the bottom line E?

A. A step higher than E

B. The same as E

C. A step lower than E

D. Two steps higher than E

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Parallel Structure and Imagery Speech Analysis 

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Parallel Structure and Imagery Speech Analysis 

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I had AI color code a speech to help students literally see the structure and imagery of it. Students needed to attempt to find it. and then we compared. Since this version is polished, it makes it easier to read than the ones I have previously created. Also, I can use it for any speech.

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The Great Debaters – Rhetorical Devices Mini-Lesson Resource

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The Great Debaters – Rhetorical Devices Mini-Lesson Resource

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Grade Level: 12
Content Area: English Language Arts

Description:
This resource is a mini-lesson focused on parallel structure and rhetorical repetition, inspired by The Great Debaters. It includes a short modeled speech excerpt, guided questions, and a structured practice activity where students build their own persuasive lines using repetition (e.g., “We will…” / “I believe…”). The goal is to help students understand how powerful language techniques strengthen arguments and emotional impact in speeches.

Students first identify patterns in a model, then apply the same structure to a topic of their choice, making it ideal for debate prep or persuasive writing units.

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I asked AI to create a video to help supplement my Civil Rights unit. This video covers all the major topics and people such as Rosa Parks, MLK, Little Rock 9 and other pivotal events.

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AP United States History-Grade 11 B.T. Washington and Dubois (Comparing Civil Rights Leaders)

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AP United States History-Grade 11 B.T. Washington and Dubois (Comparing Civil Rights Leaders)

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Voices of Strategy: Du Bois vs. Washington — Philosophies of African American Leadership (AP U.S. History, Grade 11)

Engage

Prompt (5 minutes): Project two short quotation slides — one from Booker T. Washington ("Cast down your bucket where you are...") and one from W.E.B. Du Bois ("The problem of the twentieth century is the problem of the color-line."). Ask students: Which leader would you follow if you wanted faster improvement in African American lives — Washington or Du Bois? Have students write a one-sentence reason and share with a partner (think-pair-share).

Discrepant event: Show a single photo from the late 19th/early 20th century of a Black vocational school and another of a Black college commencement; ask students to infer what each image suggests about priorities for Black communities.

Explore

Jigsaw document analysis (35–40 minutes):

1. Prepare four primary-source packets (each 1–2 pages): (A) Excerpt from Booker T. Washington's Atlanta Compromise/Up from Slavery; (B) Excerpts from W.E.B. Du Bois's The Souls of Black Folk and Niagara Movement statements; (C) Contemporary newspaper reactions/commentary (one praising Washington, one critical); (D) Political context summary: Jim Crow laws, disfranchisement, and economic realities for Southern and Northern Black communities.

2. Form "home groups" of 4 students. Assign each student in the group to one packet (jigsaw roles). Students read their packet and complete a short worksheet: identify the author's main claim, supporting evidence, intended audience, and one question.

3. Students form expert groups (all who had the same packet) to discuss and refine answers, then return to home groups to teach peers about their packet.

4. Home groups create a two-column T-chart comparing Washington’s and Du Bois’s goals, methods, assumptions about race relations, desired timeline for change, and targeted audiences.

Teacher moves: Circulate, prompt deeper evidence use ("Where in the text do you see that assumption?"), and note misconceptions for the Explain phase.

Explain

Whole-class synthesis (20 minutes):

1. Have one representative from each home group present their T-chart conclusions (2–3 minutes each).

2. Teacher-led mini-lecture (7–10 minutes) connecting student findings to broader AP U.S. History themes: Continuity and change in African American strategies after Reconstruction, the role of institutions (vocational schools vs. higher education), and political responses to Jim Crow.

3. Display a short comparative model on the board showing core differences:

Booker T. Washington: vocational training, economic self-help, accommodation to segregation in short term, persuasion of white support.

W.E.B. Du Bois: immediate pursuit of civil and political rights, higher education for the "Talented Tenth," direct challenge to racial inequality.

4. Solicit and correct misconceptions discovered during Explore.

Elaborate

Application activity (30–40 minutes / can be assigned as homework): Option A — Historical role play & debate:

Students are assigned roles (Washington, Du Bois, a Black southern sharecropper, a northern Black labor organizer, a white southern politician).

In mixed-role panels, students prepare a 3-minute position statement using textual evidence and then respond to questions from classmates. Emphasize connecting positions to historical context (economic constraints, regional differences, political realities). Option B — Extension writing (if time/homework):

Prompt: "Which strategy (Washington’s or Du Bois’s) would you argue was more effective in advancing African American rights and why? Use at least three pieces of primary or secondary evidence, and consider short-term vs. long-term outcomes." (Approx. 500–700 words; include citations.)

Cross-period extension for AP-level synthesis:

Ask students to link these philosophies to later civil rights strategies (e.g., NAACP legal strategy, civil disobedience of 1950s–60s) and evaluate continuity/change.

Evaluate

Formative assessments:

Exit ticket (5 minutes): One-sentence summary of difference in philosophy + one piece of textual evidence used in class.

Teacher-collected T-charts and rubric-scored jigsaw worksheets (checking evidence use and reasoning).

Summative assessment (AP-style):

Short essay prompt for class or homework (DBQ-style adaptation): Provide two short excerpts (one from Washington, one from Du Bois) plus one secondary-source excerpt about Jim Crow. Prompt: "Compare and contrast the approaches of Booker T. Washington and W.E.B. Du Bois toward improving the status of African Americans in the late 19th and early 20th centuries. In your response, analyze the differences in goals, strategies, and underlying assumptions, and explain which approach you judge more effective in the long run." (Recommended time: 50 minutes; scaffolded rubric: thesis, contextualization, evidence, analysis, synthesis.)

Self-assessment and reflection:

Students complete a short checklist: Did I cite primary evidence? Did I explain how context shaped each leader’s strategy? What is one question I still have?

Teacher feedback:

Use a rubric with categories: Thesis/Claim, Use of Evidence, Historical Reasoning (comparison, causation, continuity/change), and Clarity. Provide targeted comments and one next-step suggestion.

Differentiation & Scaffolds

Struggling readers: Provide annotated excerpts or audio versions of the primary sources; allow role-play option instead of long writing.

Advanced/AP stretch: Require incorporation of additional documents (e.g., NAACP founding statement, Ida B. Wells) and explicit linkage to APUSH themes (e.g., politics and power, identity).

Time-saver: If short on time, run Engage + Explore in one class and Explain + Elaborate + Evaluate the next.

Materials & Timing

Primary source packets (printed or digital), projector for quotes/images, jigsaw worksheets, T-chart handouts, rubric for DBQ.

Total recommended time: two 50–60 minute class periods (Day 1: Engage + Explore + Begin Explain; Day 2: Finish Explain + Elaborate + Evaluate).

Aligned Standards:

College Board AP United States History: "APUSH Key Concept 5.3: New manifestations of political and social reform... African American leaders and organizations responded to segregation and disenfranchisement with a range of strategies." (Use this AP theme to frame learning objectives and assessments.)

College Board AP United States History Skills: "Historical Reasoning — Comparison: Students compare different historical developments and processes across time and place."

Review this closely for accuracy, especially in rubrics and document citations, as AI may have limitations.

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Magic School AI was quite useful for quickly making an informational text about the types of clouds and how they are different from each other. I was also able to take the text and quickly come up with a set of multiple choice questions to go along with the text.

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Cloud Formation and Types of Clouds 2026

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AI-Generated Lesson Title]

MIG Welding Basics: Producing Three Practice Welds Safely and Effectively

LEARNING OBJECTIVE

Students will be able to demonstrate safe MIG welding setup and produce three controlled practice welds (a bead-on-plate, a lap joint, and a butt joint) meeting teacher-defined quality criteria for penetration, bead consistency, and cleanliness.

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There are very few step by step plan for use the metal fabrication area. Student may see a picture online of something to construct. Students will use prompts in Chatgpt to plan out a project from a picture they have found online.

Approximate Metal Base Build Plan

This guide assumes the table is approximately:

50" long

26" wide

17" tall overall

Wood top thickness: 1.25"

Steel base height: about 15.75"

The frame appears to use:

1" × 1" square steel tubing

Wall thickness: 0.083"–0.120"

Materials

Steel

1" × 1" square tubing

Approximate total:

28–32 feet

Suggested Cut List

Legs

(4) @ 15.75"

Top perimeter rails

(2) @ 48"

(2) @ 24"

Lower horizontal stretchers

(2) @ 48"

Diagonal braces

(2) @ ~32–36" (trim to fit)

Vertical center support

(1) @ ~8"

Tools Needed

Chop saw/band saw with metal blade

MIG or TIG welder

Welding table or flat surface

Angle grinder

Clamps/magnets

Tape measure

Speed square

Flap disc

Drill (for mounting top)

Step-by-Step Build

1. Build the Top Rectangle

Lay out:

two 48" rails

two 24" rails

Form a rectangle.

Important

Keep:

all corners square

tubing flush at top

Tack weld first.

Check diagonals:

both diagonal measurements should match

Finish weld.

2. Build the Legs

The legs are simple vertical tubes welded to the outer corners.

Position

Legs sit:

directly under corners

slightly inset from outer edge

Clamp each leg square.

Tack all four.

Flip frame upright and verify:

no rocking

equal height

Finish weld.

3. Add Lower Horizontal Stretchers

These create rigidity and the visual “floating” look.

Install:

one long stretcher on each side

approximately 5–6" above floor

They run between the legs.

Tack first.
Check alignment.
Finish weld.

4. Add Center Vertical Support

At the middle of one side:

weld a short vertical piece upward from the lower stretcher

This supports:

the diagonal brace intersection

Keep it centered.

5. Fit the Diagonal Braces

This is the defining feature.

One diagonal:

runs from lower left area upward toward center/right

Second diagonal:

mirrors opposite direction

Method

Hold tubing in place and mark actual angles.

Cut carefully with miter saw.

Tack both diagonals.

Check:

symmetry

intersection alignment

Finish weld.

6. Grind and Clean

Use:

flap disc for smoothing

grinder for weld cleanup

Do NOT overgrind structural welds.

Leave slight weld profile for strength.

7. Add Feet (Optional)

Options:

weld nuts inside tubing for adjustable feet

rubber press-in caps

small welded plates

8. Drill Mounting Holes for Wood Top

On upper rails:

drill elongated holes

Why elongated?
Wood expands/contracts seasonally.

Suggested:

3/16" × 1/2" slots

9. Finish the Metal

Best options:

matte black powder coat

satin black paint

clear coat over raw steel

Recommended process:

1. Degrease

2. Sand

3. Self-etch primer

4. Paint

10. Attach Wood Top

Use:

wood screws with washers

Pre-drill wood.

Do not overtighten.

Allow slight wood movement.

Build Notes

Structural Tips

The diagonal braces make this design extremely rigid despite the thin frame.

Welding Tips

Because tubing is thin:

use short weld passes

avoid overheating

alternate sides to reduce warping

Good Beginner Modification

If the X-brace fitting feels difficult:

use a single diagonal only

easier fabrication

still strong

Suggested Dimensions Summary

PartApprox SizeOverall table50" × 26" × 17"Steel tubing1" squareLeg height15.75"Lower stretcher height5–6" from floorWood top thickness1–1.5"

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High School AP Music Theory. I used AI to help adapt a review list of terms into a format that could be uploaded into Blookit - the website that gamifies learning terms. AI was able to create alternate "wrong" answers to each question and also put the questions and answers into the correct format to upload into blookit.

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used ChatGPT to create a picture of myself that I can use to introduce who I am as the school counselor. Along with the visual, I had ChatGPT help me develop an age-appropriate lesson that explains my role, how I support students, and when they might come to see me. The lesson is designed to help students feel comfortable getting to know me and to build a better understanding of what a school counselor does at school.

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I created videos using Golpo to make some of the subjects that are dry or hard to understand. I will use these videos as a starting point in the Unit to introduce them to my students. I created these recently so I am not sure if I will need to be more specific, telling Golpo what I need in the video.

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AI Whiteboard Animation Maker — Free in 2 Minutes | Golpo AI

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Make AI whiteboard animation videos free in 2 minutes. Turn a prompt, script, or document into a whiteboard explainer — no design skills needed.

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I asked Magic School to generate Math story problems practicing adding and subtracting two digit numbers with and without regrouping using our students names on a field trip. They worked in partners. I didn't tell them their names were in the work. They had so much fun with it and they practiced their math!

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Here is the Story problems that go with my post:)

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I was able to create a project for students to create a timeline of the war of 1812 in learning genie.com. It was so easy, and when I asked it to ass the events for students to use for differentiation, it simply added them. This feature also provides slides for me to use to present the project with examples! Cant wait to use this!

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I asked magicschool to build out a 4 day unit that covered lessons on teaching growth mindset.

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In STEAM students learn some of the basics of AI. They are introduced to what a chatbot is and how it works. Here are slides I designed using ideas from ChatGPT. We take time to ask Sri different questions to help us understand that a chat bot is not a human but a resource that can help us find information.

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I created a power of yet social story for third grade students.

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ChatGPT helps you get answers, find inspiration, and be more productive.

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A visual overview of Lesson 2 - Unit 1: Personal Narrative - highlights the key skills students learn, including identifying character traits with text evidence, understanding cause and effect, using the vocabulary word hostile, participating in discussions, and writing an opinion paragraph supported with reasons and evidence.

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AI-Enhanced Reading Lesson: Bringing The Season of Styx Malone to Life

Grade: 4
Subject: English Language Arts – Reading Comprehension

Lesson Title

Visualizing a Scene Through Character Perspective with AI

Learning Objective

Students will demonstrate their understanding of a chapter from The Season of Styx Malone by creating an illustration that accurately represents the setting and a character's perspective using details from the text. They will use an AI animation tool to bring their drawing to life and explain how the animation connects to the events of the story.

Meta AI Research – Animated Drawings

Students will upload a photo of their hand-drawn character to create a short animation.

Lesson Steps

1. Read

Students read an assigned chapter from The Season of Styx Malone.

As they read, they identify:

Important details about the setting

The main character's actions

Evidence that reveals the character's feelings or perspective

2. Sketch

Students create an illustration of a significant scene from the chapter.

Their drawing should include:

The setting described in the text

One main character in the scene

Details from the text that support their illustration

Facial expressions and body language that reflect the character's perspective

Students write at least three pieces of text evidence on the back of their paper or on a planning sheet to justify their artistic choices.

3. Animate

Students photograph their drawing and upload it to the Animated Drawings website.

They choose an animation that best matches what the character is experiencing in the scene (walking, running, dancing, etc.).

4. Explain

Students complete a written reflection:

Which chapter did you illustrate?

Why did you choose this scene?

What details from the text helped you create your drawing?

How does the animation help show the character's perspective?

If the animation doesn't perfectly match the scene, what would you change?

5. Share

Students present:

Their drawing

The AI animation

Their explanation using text evidence

Classmates discuss:

Does the illustration match the chapter?

What evidence from the story supports the artist's choices?

How effectively does the animation represent the character's perspective?

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I think the Choose Your Own Adventure activity would be a great fit for my 4th-grade classroom. My students could create their own interactive stories based on the reading skills we're practicing or even rewrite a chapter from The Season of Styx Malone with different choices and outcomes. This would help them think about plot, character decisions, and cause-and-effect while making writing more engaging and creative.

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Grade Level: 4th Grade

Content Area: ELA

Description: I created a Read Aloud Room to use during MTSS. Students can listen to a text while following along and answer comprehension questions after each page. This resource supports struggling readers by building fluency, comprehension, and confidence while allowing students to work at their own pace.

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I used Chat GPT to create a secondary source for my 10th grade AP World class. The resource is a historian making a historical claim and citing evidence to support that claim.

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I see MagicStudent as a tool that supports learning without replacing the historical thinking I want students to develop in my AP World History class. I would use features like Socratic Tutor to guide students through historical reasoning. I want students to become intentional AI users by choosing the MagicStudent feature that best supports their goal.

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I designed an AP flipped classroom model. It utilizes Gemini as a tutor that gets students brainstorming and quizzing themselves on any given topic before the lesson starts. That way, when they come to class, they have background knowledge of the topic and we can emphasize skill development more so than content understanding.

Below is the template I created.

Directions: Log into Gemini to prepare for the upcoming lesson on the Mongols.

Copy these prompts into Gemini:

1. Explain the main causes of the Mongol expansion at a 10th-grade reading level.

2. Quiz me on the major developments of the Mongol Empire until I answer correctly.

3. Ask me questions instead of simply giving me the answer.

4. Help me understand the difference between continuity and change during Mongol rule.

Next, complete the short preparation sheet below:

Three new things I learned

One question I still have

One misconception the AI helped me correct

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I made a writing tool for my 9th grade Non-Western Cultures class that gives feedback to the students about their argumentative essays focused on Mao Zedong.

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Using the MagicSchool resource generator, I asked for "free online resources for third graders to learn about and practice identifying notes on the treble clef staff" and discovered this online game. A permanent link can be created to take students to the teacher customized version (lines and spaces only, no accidentals, various rhythms) to match the objectives.

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Using the website "Blob Opera," assign students to record a choral masterpiece to share with classmates. This activity allows students to hear the combination of voices in a choral setting as we discuss the names of the singer's ranges soprano, alto, tenor, bass.

https://docs.google.com/presentation/d/1r5RW7nFItwT0E1eOTdwuZ8ptxAYbceA1gVkDoIIGdDk/edit?usp=sharing

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First Grade Comprehension Questions to Review Seth Text:CKLA

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First Grade Comprehension Questions to Review Seth Text:CKLA

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I copied the decodable text Hash and Milk from the Seth readers and asked AI to make comprehension questions for the prompt. Above is what it generated.

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I have also used ChaptGPT this year to develop social stories with our RBT for students to use. These could also be modified to be used for the whole class.

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I created a room for 3rd grade music class to reinforce good audience behavior. Of course I tried the song generator! Listing the rules of concert etiquette, I asked for simple tune versions like Twinkle, Twinkle and Ode to Joy. Then, to test the accuracy of the bot, I told it to set the words to Believer by Imagine Dragons, ABC by Jackson 5, and (above) Bye Bye Bye by the Back Street Boys. The longer pop song versions would probably not be applicable for younger grades, too much reading, but we could choose from a list of tunes suited to their abilities and, in groups or individually, create our own concert etiquette songs.

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Creating a choice board to wrap up our activity using the story, The Magic Clock Store incorporating sound effects with classroom instruments. To differentiate, I created four choices: create new lyrics to existing song, write an alternate ending, think of a new instrument and demonstrate how to incorporate its sound, and draw your favorite scene. We could then employ all of these activities in a culminating performance.

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I used Magic School to create a lesson for 10th grade ELA. In the lesson, students use the Lord of the Flies to analyze character development over an extended text. Most of the lesson is discussion-based, and there is guided and independent practice as part of the lesson with a closing activity that offers formative assessment.

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I used Magic School to create a lesson in which 10th grade students grade AI-generated essays. This is a great way to continue a conversation of how AI is useful (and sometimes not) when writing.

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Creating a student room using MagicStudent’s tools looks interesting. Students could use the chat tool and rubric feature to receive feedback on their essays multiple times, helping them revise and improve their writing based on specific goals. The most helpful feature would be the ability to provide immediate feedback and clarify questions.

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This is a Magic School created discussion-based lesson about AI ethics. It is for grade 10 ELA, and it would be a way to start practicing with discussion in the classroom as we move into discussion-based lessons.

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I asked chatGPT to write a simple lesson from the Knowledge Unit in Kindergarten "How They Grow." I explored the animated drawing website and asked AI to incorporate that site as well. This site could be used for a variety of lessons and activities. I think students will really like bringing their drawings to life.

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ChatGPT helps you get answers, find inspiration, and be more productive.

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I used AI to create a science worksheet for K-2 aged students for the experiment "bubble snake."

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I asked AI to help me develop some space themed greetings for daily morning meetings during our Space Knowledge unit.

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I think the Escape Room tool looks interesting and would be a fun way to use with the whole class to review a Knowledge unit. I would need to try it myself to see if it would be engaging enough for the K-2 population.

I also liked the Conversation Practice Simulator. I could see it to be a useful tool for ML students in helping them gain confidence in their social interactions with peers or preparing them for a morning meeting question.

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IM Unit 2, Grade 1 is a challenging unit for the students. With the help with ChatGPT I created a lesson to help introduce vocabulary to the students.

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Prelesson for Lesson 1 - math vocabulary - Google Docs