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preserved or live organisms and/or remains of organisms to encourage
inquiry and evidence based biological discussion
Peer reviewed journals/articles to support ongoing discussions

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Word lists and verb lists. Using this material, students can learn how to conjugate verbs, increase their vocabulary, and practice different ussages of those.

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I use artists' paintings, sketchbooks/journals as primary sources.
By using VTS or "teaching with an object" model, students can investigate artwork as primary sources and gain insight and information about the the work, as well as, form personal, cultural and interdisciplinary connections.

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I'm thinking about using the bee hive exhibit hat I saw at the Essex museum. The digital device used for climate control in buildings was based on how bees coordinate activity in a hive to regulate temperature. Students in my classes are interested in computer technology.

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Maps, data we collect ourselves. I'd like to try some architectural drawings to teach proportions. I found some primary source maps through the Melrose link for this class (thank you).

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Mapping 17th Century New England: Proportional Reasoning and European Priorities - Norman B. Leventhal Map & Education Center

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In this lesson, students explore ways that proportional reasoning connects to mapmaking while highlighting the perspectives of the mapmakers. Students consider the scale of maps, thinking about the relationships between quantities, as well as the use of exaggerated and understated map features to glean information about the mapmaker's perspective.

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I teach using nothing but primary resources. There are a number of ways that I use them. I do carousel activities, gallery walks, "expert" groups, jigsaw, individual and group analysis. Sources I use are: film clips, maps, poetry, songs, music, paintings, sculptures, photographs, news clippings, letters, propaganda posters, political cartoons, speeches, documentaries, and more. Depending upon the focus, event, time period, and/or person being emphasized, I choose what I believe will give my students the broadest and deepest understanding while leaving room for more questions and interpretations. The website: Reading like a Historian has great resources that can be adapted to almost any subject matter.

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For Kindergarten,I access the panda cams at the San Diego and Philadelphia Zoo for live feed so that we can observe their behavior.

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-work from artists: books, online resources
-object references: still life

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Great way to begin writing- 2nd graders have a difficult time coming up with a topic and using descriptive language. Often use a picture, sentence starters or graphic organizers

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Writings (tables and graphs, journal entries, publications, sketches, images by scientists); Personal Accounts of people afflicted with diseases; Current Event Articles and Images

Will often use a primary source as a hook/activator at the beginning of a unit. Provide inquiry-based questions or reading/writing prompts. Typically have students work in groups of 2-3 to analyze the primary source.

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Painting of American Revolution to make observations

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I choose primary sources by their validity, e.g. who made them, are they relative, etc.?
Students may design and conduct an experiment; their data becomes a primary source (evidence) from which to draw conclusions. I may show an experiment done by a scientist, and their data becomes a primary source.

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photos/letters related to SS standards to spark discussion or journal write.
Science- have students practice making observations by writing down everything they notice about an everyday object. Data recorded based on the weather and outdoor observations

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Very difficult in 3rd grade.  Almost everything is secondary.  We do read Edward Winslow, William Bradford, and John Josselyn in history, but the selections are chosen by a teacher.  Visual items may also allow 3rd graders to access primary sources and to learn to differentiate how primary and secondary sources may be different.  I am thinking of finding paintings/etchings of the Battle of Lexington, possibly along with some written descriptions of the battle in primary and secondary sources.  E.g. Amos Doolittle
Science primary sources are more difficult to find, unless you count experiments that repeat primary work as such. I'd like to show my students the value of recognizing the difference between primary and secondary sources in present day conversation. E.g. "The research says..." "What research? Can you give me more detail?"

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Choose them based on relevance and usage  - to help make material relatable and help students make connections to everyday/modern life
looks like labs, explorations, do now activities, gallery walk, "table team" assignment, etc
use film clips/pictures
weather/climate maps and data to discuss trends
pedigrees - tracing certain traits within a family
making family trees
extreme weather events project - looking at events (reports/news articles) that happened in the past and what the science was behind that weather event
observing a chemical reaction and having students explain what happened based on observation