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There are 64 projects in the Collaboratory between after July 1, 2002, and June 30, 2003, that are currently visible to the public. Most of these projects have artifacts in the resources that are attached to them. Some of these projects have been repeated in the classroom for one or more years. Others are new and have never been used but the managers wanted them to be viewed by the public. |
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Teaching Teachers Technology
Brief Description: A seminar to raise both the technological awareness and abilities of school teachers, grades k-12. Teaching Teachers Technology
Brief Description: A seminar to raise both the technological awareness and abilities of school teachers, grades k-12. Teaching Teachers Technology
Brief Description: A seminar to raise both the technological awareness and abilities of school teachers, grades k-12. Teaching Teachers Technology
Brief Description: A seminar to raise both the technological awareness and abilities of school teachers, grades k-12. Going Abstract: Edward Weston & Other Moderns
Brief Description: Students learn how photography developed its own aesthetic, separate from other art media. Students will read, interpret, discuss and create to show what they have learned. Going Abstract: Edward Weston & Other Moderns
Brief Description: Students learn how photography developed its own aesthetic, separate from other art media. Students will read, interpret, discuss and create to show what they have learned. Eisenhower Eagles' Soaring Readers
Brief Description: The Book Club is an independent, self-selected reading program. The purpose is to allow students to develop reading skills and strategies through literature. Eisenhower Eagles' Soaring Readers
Brief Description: The Book Club is an independent, self-selected reading program. The purpose is to allow students to develop reading skills and strategies through literature. Eisenhower Eagles' Soaring Readers
Brief Description: The Book Club is an independent, self-selected reading program. The purpose is to allow students to develop reading skills and strategies through literature. Eisenhower Eagles' Soaring Readers
Brief Description: The Book Club is an independent, self-selected reading program. The purpose is to allow students to develop reading skills and strategies through literature. Eisenhower Eagles' Soaring Readers
Brief Description: The Book Club is an independent, self-selected reading program. The purpose is to allow students to develop reading skills and strategies through literature. Greek Mythology
Brief Description: Briefly, this project will focus on Greek mythology in a unit designed for 6th graders. It will consider the characters, gods, goddesses, heroes, and heroines, that populate the myths of the Greeks and the situations and issues faced by these characters in Greek myths. Greek Mythology
Brief Description: Briefly, this project will focus on Greek mythology in a unit designed for 6th graders. It will consider the characters, gods, goddesses, heroes, and heroines, that populate the myths of the Greeks and the situations and issues faced by these characters in Greek myths. Greek Mythology
Brief Description: Briefly, this project will focus on Greek mythology in a unit designed for 6th graders. It will consider the characters, gods, goddesses, heroes, and heroines, that populate the myths of the Greeks and the situations and issues faced by these characters in Greek myths. I Spy Poetry Unit
Brief Description: This poetry unit takes students on a writing journey using Jean Marzollos's riddle writing style. I Spy Poetry Unit
Brief Description: This poetry unit takes students on a writing journey using Jean Marzollos's riddle writing style. I Spy Poetry Unit
Brief Description: This poetry unit takes students on a writing journey using Jean Marzollos's riddle writing style. I Spy Poetry Unit
Brief Description: This poetry unit takes students on a writing journey using Jean Marzollos's riddle writing style. I Spy Poetry Unit
Brief Description: This poetry unit takes students on a writing journey using Jean Marzollos's riddle writing style. I Spy Poetry Unit
Brief Description: This poetry unit takes students on a writing journey using Jean Marzollos's riddle writing style. I Spy Poetry Unit
Brief Description: This poetry unit takes students on a writing journey using Jean Marzollos's riddle writing style. I Spy Poetry Unit
Brief Description: This poetry unit takes students on a writing journey using Jean Marzollos's riddle writing style. I Spy Poetry Unit
Brief Description: This poetry unit takes students on a writing journey using Jean Marzollos's riddle writing style. I Spy Poetry Unit
Brief Description: This poetry unit takes students on a writing journey using Jean Marzollos's riddle writing style. Independent Reading
Brief Description: Students read a book from a different category (genres, themes, cultures) and engage in a variety of reflective and analytical activities each month. Independent Reading
Brief Description: Students read a book from a different category (genres, themes, cultures) and engage in a variety of reflective and analytical activities each month. Independent Reading
Brief Description: Students read a book from a different category (genres, themes, cultures) and engage in a variety of reflective and analytical activities each month. Independent Reading
Brief Description: Students read a book from a different category (genres, themes, cultures) and engage in a variety of reflective and analytical activities each month. Independent Reading
Brief Description: Students read a book from a different category (genres, themes, cultures) and engage in a variety of reflective and analytical activities each month. Racism & Friendship Issues in The Watsons Go to Birmingham - 1963
Brief Description: In literature the idea of the outsider, or the person who stands out from the crowd, is quite common. With The Watsons Go to Birmingham, we will examine what it is to be cast in the role of the "other" and see that sometimes we have more in common with people than we might otherwise think. Racism & Friendship Issues in The Watsons Go to Birmingham - 1963
Brief Description: In literature the idea of the outsider, or the person who stands out from the crowd, is quite common. With The Watsons Go to Birmingham, we will examine what it is to be cast in the role of the "other" and see that sometimes we have more in common with people than we might otherwise think. Racism & Friendship Issues in The Watsons Go to Birmingham - 1963
Brief Description: In literature the idea of the outsider, or the person who stands out from the crowd, is quite common. With The Watsons Go to Birmingham, we will examine what it is to be cast in the role of the "other" and see that sometimes we have more in common with people than we might otherwise think. Racism & Friendship Issues in The Watsons Go to Birmingham - 1963
Brief Description: In literature the idea of the outsider, or the person who stands out from the crowd, is quite common. With The Watsons Go to Birmingham, we will examine what it is to be cast in the role of the "other" and see that sometimes we have more in common with people than we might otherwise think. Racism & Friendship Issues in The Watsons Go to Birmingham - 1963
Brief Description: In literature the idea of the outsider, or the person who stands out from the crowd, is quite common. With The Watsons Go to Birmingham, we will examine what it is to be cast in the role of the "other" and see that sometimes we have more in common with people than we might otherwise think. Racism & Friendship Issues in The Watsons Go to Birmingham - 1963
Brief Description: In literature the idea of the outsider, or the person who stands out from the crowd, is quite common. With The Watsons Go to Birmingham, we will examine what it is to be cast in the role of the "other" and see that sometimes we have more in common with people than we might otherwise think. Racism & Friendship Issues in The Watsons Go to Birmingham - 1963
Brief Description: In literature the idea of the outsider, or the person who stands out from the crowd, is quite common. With The Watsons Go to Birmingham, we will examine what it is to be cast in the role of the "other" and see that sometimes we have more in common with people than we might otherwise think. "WAM" - Teen's Online Literary Magazine Featuring Writing, Art, and Music
Brief Description: "WAM," the online literary magazine created by teens, combines writing, art, and music. This magazine is a reflection of today's adolescent culture. The project asks students to create and respond to each other's art, music, and writing. A student may look at a work of art created by one of their peers and respond either in writing or in music. Another student may listen to music performed by another student, then respond by writing or by creating a work of art. Their response may be a drawing or photo to a written poem or story. And so it goes, viewing, listening, writing, drawing, and responding. Student work will be publish on Nexus. "WAM" - Teen's Online Literary Magazine Featuring Writing, Art, and Music
Brief Description: "WAM," the online literary magazine created by teens, combines writing, art, and music. This magazine is a reflection of today's adolescent culture. The project asks students to create and respond to each other's art, music, and writing. A student may look at a work of art created by one of their peers and respond either in writing or in music. Another student may listen to music performed by another student, then respond by writing or by creating a work of art. Their response may be a drawing or photo to a written poem or story. And so it goes, viewing, listening, writing, drawing, and responding. Student work will be publish on Nexus. "WAM" - Teen's Online Literary Magazine Featuring Writing, Art, and Music
Brief Description: "WAM," the online literary magazine created by teens, combines writing, art, and music. This magazine is a reflection of today's adolescent culture. The project asks students to create and respond to each other's art, music, and writing. A student may look at a work of art created by one of their peers and respond either in writing or in music. Another student may listen to music performed by another student, then respond by writing or by creating a work of art. Their response may be a drawing or photo to a written poem or story. And so it goes, viewing, listening, writing, drawing, and responding. Student work will be publish on Nexus. "WAM" - Teen's Online Literary Magazine Featuring Writing, Art, and Music
Brief Description: "WAM," the online literary magazine created by teens, combines writing, art, and music. This magazine is a reflection of today's adolescent culture. The project asks students to create and respond to each other's art, music, and writing. A student may look at a work of art created by one of their peers and respond either in writing or in music. Another student may listen to music performed by another student, then respond by writing or by creating a work of art. Their response may be a drawing or photo to a written poem or story. And so it goes, viewing, listening, writing, drawing, and responding. Student work will be publish on Nexus. "WAM" - Teen's Online Literary Magazine Featuring Writing, Art, and Music
Brief Description: "WAM," the online literary magazine created by teens, combines writing, art, and music. This magazine is a reflection of today's adolescent culture. The project asks students to create and respond to each other's art, music, and writing. A student may look at a work of art created by one of their peers and respond either in writing or in music. Another student may listen to music performed by another student, then respond by writing or by creating a work of art. Their response may be a drawing or photo to a written poem or story. And so it goes, viewing, listening, writing, drawing, and responding. Student work will be publish on Nexus. "I Can Design That" Discovering Careers of Illinois Artists
Brief Description: Students will discover Illinois artists while they increase their technology, writing, and research skills. They will explore careers in art then create a career portfolio. "I Can Design That" Discovering Careers of Illinois Artists
Brief Description: Students will discover Illinois artists while they increase their technology, writing, and research skills. They will explore careers in art then create a career portfolio. "I Can Design That" Discovering Careers of Illinois Artists
Brief Description: Students will discover Illinois artists while they increase their technology, writing, and research skills. They will explore careers in art then create a career portfolio. "I Can Design That" Discovering Careers of Illinois Artists
Brief Description: Students will discover Illinois artists while they increase their technology, writing, and research skills. They will explore careers in art then create a career portfolio. "I Can Design That" Discovering Careers of Illinois Artists
Brief Description: Students will discover Illinois artists while they increase their technology, writing, and research skills. They will explore careers in art then create a career portfolio. "I Can Design That" Discovering Careers of Illinois Artists
Brief Description: Students will discover Illinois artists while they increase their technology, writing, and research skills. They will explore careers in art then create a career portfolio. The First Americans
Brief Description: My second graders will learn about the early history of our country by exploring the Native American culture. Also, comparing daily life for a group of early Americans to that of present day. The First Americans
Brief Description: My second graders will learn about the early history of our country by exploring the Native American culture. Also, comparing daily life for a group of early Americans to that of present day. The First Americans
Brief Description: My second graders will learn about the early history of our country by exploring the Native American culture. Also, comparing daily life for a group of early Americans to that of present day. The First Americans
Brief Description: My second graders will learn about the early history of our country by exploring the Native American culture. Also, comparing daily life for a group of early Americans to that of present day. Encuestas para usar en clase
Brief Description: Unas encuestas para investigar las opiniones y gustos de mis estudiantes. Encuestas para usar en clase
Brief Description: Unas encuestas para investigar las opiniones y gustos de mis estudiantes. Encuestas para usar en clase
Brief Description: Unas encuestas para investigar las opiniones y gustos de mis estudiantes. Encuestas para usar en clase
Brief Description: Unas encuestas para investigar las opiniones y gustos de mis estudiantes. Encuestas para usar en clase
Brief Description: Unas encuestas para investigar las opiniones y gustos de mis estudiantes. I. ¡Bienvenidos a LexiVilla! (5-8: Stage One)
Brief Description: Vamos a participar en LexiVilla. I. ¡Bienvenidos a LexiVilla! (5-8: Stage One)
Brief Description: Vamos a participar en LexiVilla. I. ¡Bienvenidos a LexiVilla! (5-8: Stage One)
Brief Description: Vamos a participar en LexiVilla. I. ¡Bienvenidos a LexiVilla! (5-8: Stage One)
Brief Description: Vamos a participar en LexiVilla. I. ¡Bienvenidos a LexiVilla! (5-8: Stage Two)
Brief Description: Muchas clases van a participar en LexiVilla. Vamos a participar en LexiVilla, también. Vamos a hacer un reportaje sobre nuestra clase. Vamos a aprender sobre otros estudiantes de LexiVilla. I. ¡Bienvenidos a LexiVilla! (5-8: Stage Two)
Brief Description: Muchas clases van a participar en LexiVilla. Vamos a participar en LexiVilla, también. Vamos a hacer un reportaje sobre nuestra clase. Vamos a aprender sobre otros estudiantes de LexiVilla. I. ¡Bienvenidos a LexiVilla! (5-8: Stage Two)
Brief Description: Muchas clases van a participar en LexiVilla. Vamos a participar en LexiVilla, también. Vamos a hacer un reportaje sobre nuestra clase. Vamos a aprender sobre otros estudiantes de LexiVilla. I. ¡Bienvenidos a LexiVilla! (5-8: Stage Two)
Brief Description: Muchas clases van a participar en LexiVilla. Vamos a participar en LexiVilla, también. Vamos a hacer un reportaje sobre nuestra clase. Vamos a aprender sobre otros estudiantes de LexiVilla. I. ¡Bienvenidos a LexiVilla! (5-8: Stage Two)
Brief Description: Muchas clases van a participar en LexiVilla. Vamos a participar en LexiVilla, también. Vamos a hacer un reportaje sobre nuestra clase. Vamos a aprender sobre otros estudiantes de LexiVilla. I. ¡Bienvenidos a LexiVilla! (5-8: Stage Two)
Brief Description: Muchas clases van a participar en LexiVilla. Vamos a participar en LexiVilla, también. Vamos a hacer un reportaje sobre nuestra clase. Vamos a aprender sobre otros estudiantes de LexiVilla. I. ¡Bienvenidos a LexiVilla! (5-8: Stage Two)
Brief Description: Muchas clases van a participar en LexiVilla. Vamos a participar en LexiVilla, también. Vamos a hacer un reportaje sobre nuestra clase. Vamos a aprender sobre otros estudiantes de LexiVilla. I. ¡Bienvenidos a LexiVilla! (K-4: Stage One)
Brief Description: Vamos a participar en LexiVilla. I. ¡Bienvenidos a LexiVilla! (K-4: Stage One)
Brief Description: Vamos a participar en LexiVilla. I. ¡Bienvenidos a LexiVilla! (K-4: Stage One)
Brief Description: Vamos a participar en LexiVilla. I. ¡Bienvenidos a LexiVilla! (K-4: Stage One)
Brief Description: Vamos a participar en LexiVilla. I. ¡Bienvenidos a LexiVilla! (K-4: Stage One)
Brief Description: Vamos a participar en LexiVilla. I. ¡Bienvenidos a LexiVilla! (K-4: Stage One)
Brief Description: Vamos a participar en LexiVilla. I. Bienvenue à LexiVille! (5-8: Stage One)
Brief Description: Nous allons participer à LexiVille. I. Bienvenue à LexiVille! (5-8: Stage One)
Brief Description: Nous allons participer à LexiVille. I. Bienvenue à LexiVille! (5-8: Stage One)
Brief Description: Nous allons participer à LexiVille. I. Bienvenue à LexiVille! (5-8: Stage Two)
Brief Description: Beaucoup de classes vont participer à LexiVille. Nous allons participer à LexiVille, aussi. Nous allons faire un exposé sur notre classe. Nous allons connaître les autres élèves de LexiVille. I. Bienvenue à LexiVille! (5-8: Stage Two)
Brief Description: Beaucoup de classes vont participer à LexiVille. Nous allons participer à LexiVille, aussi. Nous allons faire un exposé sur notre classe. Nous allons connaître les autres élèves de LexiVille. I. Bienvenue à LexiVille! (5-8: Stage Two)
Brief Description: Beaucoup de classes vont participer à LexiVille. Nous allons participer à LexiVille, aussi. Nous allons faire un exposé sur notre classe. Nous allons connaître les autres élèves de LexiVille. I. Bienvenue à LexiVille! (K-4: Stage One)
Brief Description: Nous allons participer à LexiVille. I. Bienvenue à LexiVille! (K-4: Stage One)
Brief Description: Nous allons participer à LexiVille. I. Bienvenue à LexiVille! (K-4: Stage One)
Brief Description: Nous allons participer à LexiVille. I. Welcome to LexiTown (5-8: Stage One)
Brief Description: We are going to join LexiTown. I. Welcome to LexiTown (5-8: Stage One)
Brief Description: We are going to join LexiTown. I. Welcome to LexiTown (5-8: Stage One)
Brief Description: We are going to join LexiTown. I. Welcome to LexiTown (5-8: Stage Two)
Brief Description: Many classes are going to join LexiTown. We are going to join LexiTown, too. We are going to report about our class. We are going to learn about other LexiTown students. I. Welcome to LexiTown (5-8: Stage Two)
Brief Description: Many classes are going to join LexiTown. We are going to join LexiTown, too. We are going to report about our class. We are going to learn about other LexiTown students. I. Welcome to LexiTown (5-8: Stage Two)
Brief Description: Many classes are going to join LexiTown. We are going to join LexiTown, too. We are going to report about our class. We are going to learn about other LexiTown students. I. Welcome to LexiTown (K-4: Stage One)
Brief Description: We are going to join LexiTown. I. Welcome to LexiTown (K-4: Stage One)
Brief Description: We are going to join LexiTown. I. Willkommen in LexiStadt! (5-8: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (5-8: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (5-8: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (5-8: Stage Two)
Brief Description: Viele Klassen werden bei LexiStadt mitmachen, Wir werden auch bei LexiStadt mitmachen. Wir werden Reportagen über unsere Klasse schreiben. Wir werden andere Schüler in LexiStadt kennen lernen. I. Willkommen in LexiStadt! (5-8: Stage Two)
Brief Description: Viele Klassen werden bei LexiStadt mitmachen, Wir werden auch bei LexiStadt mitmachen. Wir werden Reportagen über unsere Klasse schreiben. Wir werden andere Schüler in LexiStadt kennen lernen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. I. Willkommen in LexiStadt! (K-4: Stage One)
Brief Description: Wir werden bei LexiStadt mitmachen. II. Geburtstagsparty in LexiStadt (5-8: Stage Two)
Brief Description: Es ist Geburtstagsmonat in LexiStadt! Wir werden eine Geburtstagsparty für die Klasse geben. Wir werden lernen, wie man einen Geburtstag auf Deutsch feiert. II. Geburtstagsparty in LexiStadt (5-8: Stage Two)
Brief Description: Es ist Geburtstagsmonat in LexiStadt! Wir werden eine Geburtstagsparty für die Klasse geben. Wir werden lernen, wie man einen Geburtstag auf Deutsch feiert. II. Geburtstagsparty in LexiStadt (5-8: Stage Two)
Brief Description: Es ist Geburtstagsmonat in LexiStadt! Wir werden eine Geburtstagsparty für die Klasse geben. Wir werden lernen, wie man einen Geburtstag auf Deutsch feiert. II. Geburtstagsparty in LexiStadt (5-8: Stage Two)
Brief Description: Es ist Geburtstagsmonat in LexiStadt! Wir werden eine Geburtstagsparty für die Klasse geben. Wir werden lernen, wie man einen Geburtstag auf Deutsch feiert. II. Geburtstagsparty in LexiStadt (K-4: Stage One)
Brief Description: Wir werden eine Geburtstagsparty geben. II. Geburtstagsparty in LexiStadt (K-4: Stage One)
Brief Description: Wir werden eine Geburtstagsparty geben. II. Geburtstagsparty in LexiStadt (K-4: Stage One)
Brief Description: Wir werden eine Geburtstagsparty geben. II. Geburtstagsparty in LexiStadt (K-4: Stage One)
Brief Description: Wir werden eine Geburtstagsparty geben. II. La fête d'anniversaire de LexiVille (5-8: Stage Two)
Brief Description: C'est le mois des anniversaires à LexiVille! Nous allons préparer une fête pour la classe. Nous allons apprendre comment célébrer un anniversaire à la française. II. La fête d'anniversaire de LexiVille (5-8: Stage Two)
Brief Description: C'est le mois des anniversaires à LexiVille! Nous allons préparer une fête pour la classe. Nous allons apprendre comment célébrer un anniversaire à la française. II. La fête d'anniversaire de LexiVille (5-8: Stage Two)
Brief Description: C'est le mois des anniversaires à LexiVille! Nous allons préparer une fête pour la classe. Nous allons apprendre comment célébrer un anniversaire à la française. II. La fête d'anniversaire de LexiVille (5-8: Stage Two)
Brief Description: C'est le mois des anniversaires à LexiVille! Nous allons préparer une fête pour la classe. Nous allons apprendre comment célébrer un anniversaire à la française. II. La fête d'anniversaire de LexiVille (K-4:Stage One)
Brief Description: Nous allons faire une fête d'anniversaire. II. La fête d'anniversaire de LexiVille (K-4:Stage One)
Brief Description: Nous allons faire une fête d'anniversaire. II. La fête d'anniversaire de LexiVille (K-4:Stage One)
Brief Description: Nous allons faire une fête d'anniversaire. II. La fête d'anniversaire de LexiVille (K-4:Stage One)
Brief Description: Nous allons faire une fête d'anniversaire. II. La fête d'anniversaire de LexiVille (K-4:Stage One)
Brief Description: Nous allons faire une fête d'anniversaire. II. La fête d'anniversaire de LexiVille (K-4:Stage One)
Brief Description: Nous allons faire une fête d'anniversaire. II. La fiesta de cumpleaños en LexiVilla (5-8: Stage One)
Brief Description: Vamos a tener una fiesta de cumpleaños para la clase. II. La fiesta de cumpleaños en LexiVilla (5-8: Stage One)
Brief Description: Vamos a tener una fiesta de cumpleaños para la clase. II. La fiesta de cumpleaños en LexiVilla (5-8: Stage One)
Brief Description: Vamos a tener una fiesta de cumpleaños para la clase. II. La fiesta de cumpleaños en LexiVilla (5-8: Stage One)
Brief Description: Vamos a tener una fiesta de cumpleaños para la clase. II. La fiesta de cumpleaños en LexiVilla (5-8: Stage One)
Brief Description: Vamos a tener una fiesta de cumpleaños para la clase. II. La fiesta de cumpleaños en LexiVilla (5-8: Stage Two)
Brief Description: ¡Es el mes de cumpleaños en LexiVilla! Vamos a planear una fiesta para la clase. Vamos a aprender cómo celebrar el cumpleaños en español. II. La fiesta de cumpleaños en LexiVilla (5-8: Stage Two)
Brief Description: ¡Es el mes de cumpleaños en LexiVilla! Vamos a planear una fiesta para la clase. Vamos a aprender cómo celebrar el cumpleaños en español. II. La fiesta de cumpleaños en LexiVilla (5-8: Stage Two)
Brief Description: ¡Es el mes de cumpleaños en LexiVilla! Vamos a planear una fiesta para la clase. Vamos a aprender cómo celebrar el cumpleaños en español. II. La fiesta de cumpleaños en LexiVilla (5-8: Stage Two)
Brief Description: ¡Es el mes de cumpleaños en LexiVilla! Vamos a planear una fiesta para la clase. Vamos a aprender cómo celebrar el cumpleaños en español. II. La fiesta de cumpleaños en LexiVilla (K-4: Stage One)
Brief Description: Vamos a tener una fiesta de cumpleaños. II. La fiesta de cumpleaños en LexiVilla (K-4: Stage One)
Brief Description: Vamos a tener una fiesta de cumpleaños. II. La fiesta de cumpleaños en LexiVilla (K-4: Stage One)
Brief Description: Vamos a tener una fiesta de cumpleaños. II. La fiesta de cumpleaños en LexiVilla (K-4: Stage One)
Brief Description: Vamos a tener una fiesta de cumpleaños. II. We are going to have a birthday party! (5-8: Stage One)
Brief Description: We are going to have a birthday party for the class. II. We are going to have a birthday party! (5-8: Stage One)
Brief Description: We are going to have a birthday party for the class. II. We are going to have a birthday party! (5-8: Stage One)
Brief Description: We are going to have a birthday party for the class. II. We are going to have a birthday party! (5-8: Stage One)
Brief Description: We are going to have a birthday party for the class. II. We are going to have a birthday party! (5-8: Stage One)
Brief Description: We are going to have a birthday party for the class. III. Nos vacances de rêve (5-8: Stage One)
Brief Description: Félicitations! La classe gagne une semaine de vacances gratuites! III. Nos vacances de rêve (5-8: Stage One)
Brief Description: Félicitations! La classe gagne une semaine de vacances gratuites! III. Nos vacances de rêve (5-8: Stage Two)
Brief Description: Félicitations! Ta classe gagne une semaine de vacances gratuites dans une ville francophone! Où est-ce que tu veux aller? Qu'est-ce que tu veux faire? III. Nos vacances de rêve (5-8: Stage Two)
Brief Description: Félicitations! Ta classe gagne une semaine de vacances gratuites dans une ville francophone! Où est-ce que tu veux aller? Qu'est-ce que tu veux faire? X. Illinois Online Foreign Language Learning Initiative
Brief Description: This project is intended as an online collaborative environment for early education students to learn a world language. X. Illinois Online Foreign Language Learning Initiative
Brief Description: This project is intended as an online collaborative environment for early education students to learn a world language. X. Illinois Online Foreign Language Learning Initiative
Brief Description: This project is intended as an online collaborative environment for early education students to learn a world language. X. Illinois Online Foreign Language Learning Initiative
Brief Description: This project is intended as an online collaborative environment for early education students to learn a world language. X. Illinois Online Foreign Language Learning Initiative
Brief Description: This project is intended as an online collaborative environment for early education students to learn a world language. X. Illinois Online Foreign Language Learning Initiative
Brief Description: This project is intended as an online collaborative environment for early education students to learn a world language. X. Illinois Online Foreign Language Learning Initiative
Brief Description: This project is intended as an online collaborative environment for early education students to learn a world language. X. Illinois Online Foreign Language Learning Initiative
Brief Description: This project is intended as an online collaborative environment for early education students to learn a world language. X. Illinois Online Foreign Language Learning Initiative
Brief Description: This project is intended as an online collaborative environment for early education students to learn a world language. Columbus, Guilty or Not
Brief Description: This project will try to improve the critical and analytical capacity of your students, using the Discovery of America. Columbus, Guilty or Not
Brief Description: This project will try to improve the critical and analytical capacity of your students, using the Discovery of America. Columbus, Guilty or Not
Brief Description: This project will try to improve the critical and analytical capacity of your students, using the Discovery of America. Meet Mr. Lincoln
Brief Description: Meet Mr. Lincoln Students will research and read about Abraham Lincoln. Meet Mr. Lincoln
Brief Description: Meet Mr. Lincoln Students will research and read about Abraham Lincoln. Meet Mr. Lincoln
Brief Description: Meet Mr. Lincoln Students will research and read about Abraham Lincoln. Meet Mr. Lincoln
Brief Description: Meet Mr. Lincoln Students will research and read about Abraham Lincoln. Civil Rights Movement: Strange Fruits and Peaceful Protest
Brief Description: Throughout the history of American Civil Rights there have been many examples of brave and peaceful resistance to social injustice. Students will study current examples of peaceful protest around issues of social justice and diverisity. Civil Rights Movement: Strange Fruits and Peaceful Protest
Brief Description: Throughout the history of American Civil Rights there have been many examples of brave and peaceful resistance to social injustice. Students will study current examples of peaceful protest around issues of social justice and diverisity. Civil Rights Movement: Strange Fruits and Peaceful Protest
Brief Description: Throughout the history of American Civil Rights there have been many examples of brave and peaceful resistance to social injustice. Students will study current examples of peaceful protest around issues of social justice and diverisity. Civil Rights Movement: Strange Fruits and Peaceful Protest
Brief Description: Throughout the history of American Civil Rights there have been many examples of brave and peaceful resistance to social injustice. Students will study current examples of peaceful protest around issues of social justice and diverisity. Civil Rights Movement: Strange Fruits and Peaceful Protest
Brief Description: Throughout the history of American Civil Rights there have been many examples of brave and peaceful resistance to social injustice. Students will study current examples of peaceful protest around issues of social justice and diverisity. Civil Rights Movement: Strange Fruits and Peaceful Protest
Brief Description: Throughout the history of American Civil Rights there have been many examples of brave and peaceful resistance to social injustice. Students will study current examples of peaceful protest around issues of social justice and diverisity. Civil Rights Movement: Walking to the Bus-Rider Blues
Brief Description: This is a 2003 Rebecca Caudill title. This project is one of many which will be created as extension activities and resources for teachers. This book and project focuses on the Montgomery Bus boycott and racial condition in Montgomery at that time from the perspective of a 12 year old African American boy. Civil Rights Movement: Walking to the Bus-Rider Blues
Brief Description: This is a 2003 Rebecca Caudill title. This project is one of many which will be created as extension activities and resources for teachers. This book and project focuses on the Montgomery Bus boycott and racial condition in Montgomery at that time from the perspective of a 12 year old African American boy. Civil Rights Movement: Walking to the Bus-Rider Blues
Brief Description: This is a 2003 Rebecca Caudill title. This project is one of many which will be created as extension activities and resources for teachers. This book and project focuses on the Montgomery Bus boycott and racial condition in Montgomery at that time from the perspective of a 12 year old African American boy. Civil Rights Movement: Walking to the Bus-Rider Blues
Brief Description: This is a 2003 Rebecca Caudill title. This project is one of many which will be created as extension activities and resources for teachers. This book and project focuses on the Montgomery Bus boycott and racial condition in Montgomery at that time from the perspective of a 12 year old African American boy. Civil Rights Movement: Walking to the Bus-Rider Blues
Brief Description: This is a 2003 Rebecca Caudill title. This project is one of many which will be created as extension activities and resources for teachers. This book and project focuses on the Montgomery Bus boycott and racial condition in Montgomery at that time from the perspective of a 12 year old African American boy. Civil Rights Movement: Walking to the Bus-Rider Blues
Brief Description: This is a 2003 Rebecca Caudill title. This project is one of many which will be created as extension activities and resources for teachers. This book and project focuses on the Montgomery Bus boycott and racial condition in Montgomery at that time from the perspective of a 12 year old African American boy. Civil Rights Movement: Walking to the Bus-Rider Blues
Brief Description: This is a 2003 Rebecca Caudill title. This project is one of many which will be created as extension activities and resources for teachers. This book and project focuses on the Montgomery Bus boycott and racial condition in Montgomery at that time from the perspective of a 12 year old African American boy. Civil Rights Movement: Walking to the Bus-Rider Blues
Brief Description: This is a 2003 Rebecca Caudill title. This project is one of many which will be created as extension activities and resources for teachers. This book and project focuses on the Montgomery Bus boycott and racial condition in Montgomery at that time from the perspective of a 12 year old African American boy. Family Histories: What Would The Smithsonian Institute Want From YOUR Room?
Brief Description: Students will think about the "artifacts" of their lives. What will become valuable in later years? What will tell their life story? Students will look at their own lives to explore its value to an outside observer. Family Histories: What Would The Smithsonian Institute Want From YOUR Room?
Brief Description: Students will think about the "artifacts" of their lives. What will become valuable in later years? What will tell their life story? Students will look at their own lives to explore its value to an outside observer. Family Histories: What Would The Smithsonian Institute Want From YOUR Room?
Brief Description: Students will think about the "artifacts" of their lives. What will become valuable in later years? What will tell their life story? Students will look at their own lives to explore its value to an outside observer. Family Histories: What Would The Smithsonian Institute Want From YOUR Room?
Brief Description: Students will think about the "artifacts" of their lives. What will become valuable in later years? What will tell their life story? Students will look at their own lives to explore its value to an outside observer. Our Everyday World: Life After School
Brief Description: Every day at the end of school, children exit school and enter the world of after school. A myriad of possibilities exist for our kids; this project will explore these possibilities through the reflections of students. Our Everyday World: Life After School
Brief Description: Every day at the end of school, children exit school and enter the world of after school. A myriad of possibilities exist for our kids; this project will explore these possibilities through the reflections of students. Our Everyday World: Life After School
Brief Description: Every day at the end of school, children exit school and enter the world of after school. A myriad of possibilities exist for our kids; this project will explore these possibilities through the reflections of students. Our Everyday World: Life After School
Brief Description: Every day at the end of school, children exit school and enter the world of after school. A myriad of possibilities exist for our kids; this project will explore these possibilities through the reflections of students. Our Everyday World: Life After School
Brief Description: Every day at the end of school, children exit school and enter the world of after school. A myriad of possibilities exist for our kids; this project will explore these possibilities through the reflections of students. Our Everyday World: Life After School
Brief Description: Every day at the end of school, children exit school and enter the world of after school. A myriad of possibilities exist for our kids; this project will explore these possibilities through the reflections of students. Voyages of Discovery
Brief Description: A critical study of the economic, social and cultural forces that drove European exploration of new lands, as well as the results of this exploration on both the explorers and the indigenous peoples in the lands they "discovered." Voyages of Discovery
Brief Description: A critical study of the economic, social and cultural forces that drove European exploration of new lands, as well as the results of this exploration on both the explorers and the indigenous peoples in the lands they "discovered." Voyages of Discovery
Brief Description: A critical study of the economic, social and cultural forces that drove European exploration of new lands, as well as the results of this exploration on both the explorers and the indigenous peoples in the lands they "discovered." Voyages of Discovery
Brief Description: A critical study of the economic, social and cultural forces that drove European exploration of new lands, as well as the results of this exploration on both the explorers and the indigenous peoples in the lands they "discovered." Voyages of Discovery
Brief Description: A critical study of the economic, social and cultural forces that drove European exploration of new lands, as well as the results of this exploration on both the explorers and the indigenous peoples in the lands they "discovered." Who are you?
Brief Description: Students will follow a prescribed pattern to write about themselves in a bio-poem. They will illustrate their poem with photos or pictures. Who are you?
Brief Description: Students will follow a prescribed pattern to write about themselves in a bio-poem. They will illustrate their poem with photos or pictures. Who are you?
Brief Description: Students will follow a prescribed pattern to write about themselves in a bio-poem. They will illustrate their poem with photos or pictures. Who are you?
Brief Description: Students will follow a prescribed pattern to write about themselves in a bio-poem. They will illustrate their poem with photos or pictures. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Celebrating Our Heritage Through the Arts
Brief Description: Students will learn about the history of Mesoamerica starting with the Aztec Empire, and progressing through history to Mexican-American events. They will experience this through research into the people, places and events painted in our Mexican Historical Timeline Mural on the walls of Eli Whitney, and then celebrate this creation through art, music, and different forms of writing. Trading Places: The Life of a Colonial Tradesman
Brief Description: Students will take on the role of a Colonial tradesman to learn about their craft. After doing research on a particular trade, the students will create a PowerPoint presentation to be shared with the rest of the class. They will also participate in a live discussion with an expert on Colonial trades. Trading Places: The Life of a Colonial Tradesman
Brief Description: Students will take on the role of a Colonial tradesman to learn about their craft. After doing research on a particular trade, the students will create a PowerPoint presentation to be shared with the rest of the class. They will also participate in a live discussion with an expert on Colonial trades. Grab a Graph - STAT!
Brief Description: Students will collect data by using an online survey, as well as, a classroom or team survey. The students will then explore various ways to display the data, learn about bias in graphing and statistics, and graph probabilities. Grab a Graph - STAT!
Brief Description: Students will collect data by using an online survey, as well as, a classroom or team survey. The students will then explore various ways to display the data, learn about bias in graphing and statistics, and graph probabilities. Grab a Graph - STAT!
Brief Description: Students will collect data by using an online survey, as well as, a classroom or team survey. The students will then explore various ways to display the data, learn about bias in graphing and statistics, and graph probabilities. Grab a Graph - STAT!
Brief Description: Students will collect data by using an online survey, as well as, a classroom or team survey. The students will then explore various ways to display the data, learn about bias in graphing and statistics, and graph probabilities. Grab a Graph - STAT!
Brief Description: Students will collect data by using an online survey, as well as, a classroom or team survey. The students will then explore various ways to display the data, learn about bias in graphing and statistics, and graph probabilities. Kids Clubhouse
Brief Description: Students will use math skills to redecorate a building for use as a clubhouse. Kids Clubhouse
Brief Description: Students will use math skills to redecorate a building for use as a clubhouse. Kids Clubhouse
Brief Description: Students will use math skills to redecorate a building for use as a clubhouse. Kids Clubhouse
Brief Description: Students will use math skills to redecorate a building for use as a clubhouse. Math Lingo
Brief Description: This project will be used in the beginning of the school year in math classes to go over math vocabulary. The students will be required to make a computer enhanced math vocabulary book, that will be used throughout the year to learn the terms of math. Math Lingo
Brief Description: This project will be used in the beginning of the school year in math classes to go over math vocabulary. The students will be required to make a computer enhanced math vocabulary book, that will be used throughout the year to learn the terms of math. Math Lingo
Brief Description: This project will be used in the beginning of the school year in math classes to go over math vocabulary. The students will be required to make a computer enhanced math vocabulary book, that will be used throughout the year to learn the terms of math. Mighty Measurement
Brief Description: This project will enhance students' knowledge in the area of measurement. Students will gather information and use it to compile a final project. Mighty Measurement
Brief Description: This project will enhance students' knowledge in the area of measurement. Students will gather information and use it to compile a final project. Mighty Measurement
Brief Description: This project will enhance students' knowledge in the area of measurement. Students will gather information and use it to compile a final project. Word Problem Super Solvers
Brief Description: This project will help students become better problem solvers through solving and writing math word problems. Word Problem Super Solvers
Brief Description: This project will help students become better problem solvers through solving and writing math word problems. Word Problem Super Solvers
Brief Description: This project will help students become better problem solvers through solving and writing math word problems. Word Problem Super Solvers
Brief Description: This project will help students become better problem solvers through solving and writing math word problems. Decision Making in Nursing
Brief Description: This on-line course elective provides an overview of decision making theories, models, processes, and tools for students who have some experience in the clinical area. Theories, models, processes and tools are presented in case studies, scenarios, and examples in application to nursing clinical specialties and management areas. Decision Making in Nursing
Brief Description: This on-line course elective provides an overview of decision making theories, models, processes, and tools for students who have some experience in the clinical area. Theories, models, processes and tools are presented in case studies, scenarios, and examples in application to nursing clinical specialties and management areas. Decision Making in Nursing
Brief Description: This on-line course elective provides an overview of decision making theories, models, processes, and tools for students who have some experience in the clinical area. Theories, models, processes and tools are presented in case studies, scenarios, and examples in application to nursing clinical specialties and management areas. Decision Making in Nursing
Brief Description: This on-line course elective provides an overview of decision making theories, models, processes, and tools for students who have some experience in the clinical area. Theories, models, processes and tools are presented in case studies, scenarios, and examples in application to nursing clinical specialties and management areas. Decision Making in Nursing
Brief Description: This on-line course elective provides an overview of decision making theories, models, processes, and tools for students who have some experience in the clinical area. Theories, models, processes and tools are presented in case studies, scenarios, and examples in application to nursing clinical specialties and management areas. Decision Making in Nursing
Brief Description: This on-line course elective provides an overview of decision making theories, models, processes, and tools for students who have some experience in the clinical area. Theories, models, processes and tools are presented in case studies, scenarios, and examples in application to nursing clinical specialties and management areas. Topics in Nursing Informatics
Brief Description: Introductory course to establish computer systems literacy as foundation for entry level in health care responsibilities. Topics in Nursing Informatics
Brief Description: Introductory course to establish computer systems literacy as foundation for entry level in health care responsibilities. All About Nursing! (Grades 7 - 8)
Brief Description: Seventh and eighth grade middle school students in Illinois explore current opportunities in nursing and learn the requirements for entry into a nursing program. They use this information to make educated choices about future course selection and potential summer volunteer work. All About Nursing! (Grades 7 - 8)
Brief Description: Seventh and eighth grade middle school students in Illinois explore current opportunities in nursing and learn the requirements for entry into a nursing program. They use this information to make educated choices about future course selection and potential summer volunteer work. All About Nursing! (Grades 7 - 8)
Brief Description: Seventh and eighth grade middle school students in Illinois explore current opportunities in nursing and learn the requirements for entry into a nursing program. They use this information to make educated choices about future course selection and potential summer volunteer work. All About Nursing! (Grades 7 - 8)
Brief Description: Seventh and eighth grade middle school students in Illinois explore current opportunities in nursing and learn the requirements for entry into a nursing program. They use this information to make educated choices about future course selection and potential summer volunteer work. All About Nursing! (Grades 7 - 8)
Brief Description: Seventh and eighth grade middle school students in Illinois explore current opportunities in nursing and learn the requirements for entry into a nursing program. They use this information to make educated choices about future course selection and potential summer volunteer work. All About Nursing! (Grades 7 - 8)
Brief Description: Seventh and eighth grade middle school students in Illinois explore current opportunities in nursing and learn the requirements for entry into a nursing program. They use this information to make educated choices about future course selection and potential summer volunteer work. All About Nursing! (Grades 7 - 8)
Brief Description: Seventh and eighth grade middle school students in Illinois explore current opportunities in nursing and learn the requirements for entry into a nursing program. They use this information to make educated choices about future course selection and potential summer volunteer work. All About Nursing! (Grades 7 - 8)
Brief Description: Seventh and eighth grade middle school students in Illinois explore current opportunities in nursing and learn the requirements for entry into a nursing program. They use this information to make educated choices about future course selection and potential summer volunteer work. All About Nursing! (Grades 7 - 8)
Brief Description: Seventh and eighth grade middle school students in Illinois explore current opportunities in nursing and learn the requirements for entry into a nursing program. They use this information to make educated choices about future course selection and potential summer volunteer work. Astronomy and Space Science
Brief Description: Astronomy and Space Science information is changing at a rapid pace. This site will guide you to resources and projects that utilize NASA resources and other astronomy and space science initiatives. Astronomy and Space Science
Brief Description: Astronomy and Space Science information is changing at a rapid pace. This site will guide you to resources and projects that utilize NASA resources and other astronomy and space science initiatives. Astronomy and Space Science
Brief Description: Astronomy and Space Science information is changing at a rapid pace. This site will guide you to resources and projects that utilize NASA resources and other astronomy and space science initiatives. Astronomy and Space Science
Brief Description: Astronomy and Space Science information is changing at a rapid pace. This site will guide you to resources and projects that utilize NASA resources and other astronomy and space science initiatives. Astronomy and Space Science
Brief Description: Astronomy and Space Science information is changing at a rapid pace. This site will guide you to resources and projects that utilize NASA resources and other astronomy and space science initiatives. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Saturn Moons Project
Brief Description: From Dec 26, 2002 to Jan 7, 2003 Hands-On Universe schools from around the world will image the planet Saturn with small telescopes, and endeavor to provide as continuous coverage as possible of Saturn. Our goal is to obtain around-the-clock data on the positions of Saturn's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Saturn's moons, use this data to calculate Saturn's mass and density, and will publish the results on the web and in print media. Great America Amusement Park Physics
Brief Description: This project allows students to design a laboratory experiment around a ride at Great America Amusement Park. Students will then travel to Great America, perform the set of experiments, analyze the results, and prepare a presentation for class and final lab report. Great America Amusement Park Physics
Brief Description: This project allows students to design a laboratory experiment around a ride at Great America Amusement Park. Students will then travel to Great America, perform the set of experiments, analyze the results, and prepare a presentation for class and final lab report. Great America Amusement Park Physics
Brief Description: This project allows students to design a laboratory experiment around a ride at Great America Amusement Park. Students will then travel to Great America, perform the set of experiments, analyze the results, and prepare a presentation for class and final lab report. Great America Amusement Park Physics
Brief Description: This project allows students to design a laboratory experiment around a ride at Great America Amusement Park. Students will then travel to Great America, perform the set of experiments, analyze the results, and prepare a presentation for class and final lab report. Great America Amusement Park Physics
Brief Description: This project allows students to design a laboratory experiment around a ride at Great America Amusement Park. Students will then travel to Great America, perform the set of experiments, analyze the results, and prepare a presentation for class and final lab report. Great America Amusement Park Physics
Brief Description: This project allows students to design a laboratory experiment around a ride at Great America Amusement Park. Students will then travel to Great America, perform the set of experiments, analyze the results, and prepare a presentation for class and final lab report. Great America Amusement Park Physics
Brief Description: This project allows students to design a laboratory experiment around a ride at Great America Amusement Park. Students will then travel to Great America, perform the set of experiments, analyze the results, and prepare a presentation for class and final lab report. Physics Rocket Project
Brief Description: This project is designed to guide high school physics students through the problem-solving process while designing, constructing, and launching a model rocket. Physics Rocket Project
Brief Description: This project is designed to guide high school physics students through the problem-solving process while designing, constructing, and launching a model rocket. Physics Rocket Project
Brief Description: This project is designed to guide high school physics students through the problem-solving process while designing, constructing, and launching a model rocket. Physics Rocket Project
Brief Description: This project is designed to guide high school physics students through the problem-solving process while designing, constructing, and launching a model rocket. Physics Rocket Project
Brief Description: This project is designed to guide high school physics students through the problem-solving process while designing, constructing, and launching a model rocket. Research Astronomy - AGN
Brief Description: Students, teachers and amateur astronomers learn to conduct original research on active galactic nuclei, using really astronomical data from the Sloan Digital Sky Survey. Research Astronomy - AGN
Brief Description: Students, teachers and amateur astronomers learn to conduct original research on active galactic nuclei, using really astronomical data from the Sloan Digital Sky Survey. Research Astronomy - AGN
Brief Description: Students, teachers and amateur astronomers learn to conduct original research on active galactic nuclei, using really astronomical data from the Sloan Digital Sky Survey. Research Astronomy - AGN
Brief Description: Students, teachers and amateur astronomers learn to conduct original research on active galactic nuclei, using really astronomical data from the Sloan Digital Sky Survey. Research Astronomy - AGN
Brief Description: Students, teachers and amateur astronomers learn to conduct original research on active galactic nuclei, using really astronomical data from the Sloan Digital Sky Survey. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Saturday Academy for Space Science NASA CSU SASS
Brief Description: Saturday Academy for Space Science is designed to support the teachers and students participating in this Chicago State University/NASA program which occurs for 20 Saturdays during the 2003-4 school year. Science Projects Class
Brief Description: In this class you will research a project based on pure science or one that has a science component associated with it. Science Projects Class
Brief Description: In this class you will research a project based on pure science or one that has a science component associated with it. Science Projects Class
Brief Description: In this class you will research a project based on pure science or one that has a science component associated with it. Science Projects Class
Brief Description: In this class you will research a project based on pure science or one that has a science component associated with it. Science Projects Class
Brief Description: In this class you will research a project based on pure science or one that has a science component associated with it. GADGET
Brief Description: GADGET is the Glenbrook Aerospace Development Get-away Experiment Team. This project allows students to design, build, and send experiments on NASA's Space Shuttle and in NASA sub-orbital rockets. From this site students will be able to share experiment information and work collaboratorively on experiment results. GADGET
Brief Description: GADGET is the Glenbrook Aerospace Development Get-away Experiment Team. This project allows students to design, build, and send experiments on NASA's Space Shuttle and in NASA sub-orbital rockets. From this site students will be able to share experiment information and work collaboratorively on experiment results. GADGET
Brief Description: GADGET is the Glenbrook Aerospace Development Get-away Experiment Team. This project allows students to design, build, and send experiments on NASA's Space Shuttle and in NASA sub-orbital rockets. From this site students will be able to share experiment information and work collaboratorively on experiment results. GADGET
Brief Description: GADGET is the Glenbrook Aerospace Development Get-away Experiment Team. This project allows students to design, build, and send experiments on NASA's Space Shuttle and in NASA sub-orbital rockets. From this site students will be able to share experiment information and work collaboratorively on experiment results. GADGET
Brief Description: GADGET is the Glenbrook Aerospace Development Get-away Experiment Team. This project allows students to design, build, and send experiments on NASA's Space Shuttle and in NASA sub-orbital rockets. From this site students will be able to share experiment information and work collaboratorively on experiment results. GADGET
Brief Description: GADGET is the Glenbrook Aerospace Development Get-away Experiment Team. This project allows students to design, build, and send experiments on NASA's Space Shuttle and in NASA sub-orbital rockets. From this site students will be able to share experiment information and work collaboratorively on experiment results. The Great Kapok Tree
Brief Description: The k-3rd graders at Greene School will research and investigate the rainforest. They will use this information to become authors of their own rainforest books. The Great Kapok Tree
Brief Description: The k-3rd graders at Greene School will research and investigate the rainforest. They will use this information to become authors of their own rainforest books. The Great Kapok Tree
Brief Description: The k-3rd graders at Greene School will research and investigate the rainforest. They will use this information to become authors of their own rainforest books. The Great Kapok Tree
Brief Description: The k-3rd graders at Greene School will research and investigate the rainforest. They will use this information to become authors of their own rainforest books. The Great Kapok Tree
Brief Description: The k-3rd graders at Greene School will research and investigate the rainforest. They will use this information to become authors of their own rainforest books. The Great Kapok Tree
Brief Description: The k-3rd graders at Greene School will research and investigate the rainforest. They will use this information to become authors of their own rainforest books. The Great Kapok Tree
Brief Description: The k-3rd graders at Greene School will research and investigate the rainforest. They will use this information to become authors of their own rainforest books. Satellite sculptures in space
Brief Description: Students will investigate various satellites used in space, analyze their three-dimensional form and kinetic properties, and create satellite sculptures that are mobilized by solar energy. Satellite sculptures in space
Brief Description: Students will investigate various satellites used in space, analyze their three-dimensional form and kinetic properties, and create satellite sculptures that are mobilized by solar energy. Satellite sculptures in space
Brief Description: Students will investigate various satellites used in space, analyze their three-dimensional form and kinetic properties, and create satellite sculptures that are mobilized by solar energy. Satellite sculptures in space
Brief Description: Students will investigate various satellites used in space, analyze their three-dimensional form and kinetic properties, and create satellite sculptures that are mobilized by solar energy. Satellite sculptures in space
Brief Description: Students will investigate various satellites used in space, analyze their three-dimensional form and kinetic properties, and create satellite sculptures that are mobilized by solar energy. Amazing Animals
Brief Description: This project is designed to have children research animals and their characteristics using a variety of non-fiction sources. They will create a report and post it in the Media Space. Amazing Animals
Brief Description: This project is designed to have children research animals and their characteristics using a variety of non-fiction sources. They will create a report and post it in the Media Space. Amazing Animals
Brief Description: This project is designed to have children research animals and their characteristics using a variety of non-fiction sources. They will create a report and post it in the Media Space. Amazing Animals
Brief Description: This project is designed to have children research animals and their characteristics using a variety of non-fiction sources. They will create a report and post it in the Media Space. Amazing Animals
Brief Description: This project is designed to have children research animals and their characteristics using a variety of non-fiction sources. They will create a report and post it in the Media Space. The Dawes School Prairie
Brief Description: Beginning in the Fall of 2002 we will study the Dawes School prairie as part of Computer Club. Each class will do a different project, beginning with a study of the plants present in the prairie now. The Dawes School Prairie
Brief Description: Beginning in the Fall of 2002 we will study the Dawes School prairie as part of Computer Club. Each class will do a different project, beginning with a study of the plants present in the prairie now. The Dawes School Prairie
Brief Description: Beginning in the Fall of 2002 we will study the Dawes School prairie as part of Computer Club. Each class will do a different project, beginning with a study of the plants present in the prairie now. The Dawes School Prairie
Brief Description: Beginning in the Fall of 2002 we will study the Dawes School prairie as part of Computer Club. Each class will do a different project, beginning with a study of the plants present in the prairie now. The Dawes School Prairie, Spring 2003
Brief Description: During the spring, the students in the Computer Club will study what can be done to the Dawes Prairie to improve its health. The Dawes School Prairie, Spring 2003
Brief Description: During the spring, the students in the Computer Club will study what can be done to the Dawes Prairie to improve its health. The Dawes School Prairie, Spring 2003
Brief Description: During the spring, the students in the Computer Club will study what can be done to the Dawes Prairie to improve its health. The Dawes School Prairie, Spring 2003
Brief Description: During the spring, the students in the Computer Club will study what can be done to the Dawes Prairie to improve its health. Weather
Brief Description: This inquiry based unit helps children learn the basic elements of weather and the affect weather has on our lives Weather
Brief Description: This inquiry based unit helps children learn the basic elements of weather and the affect weather has on our lives Weather
Brief Description: This inquiry based unit helps children learn the basic elements of weather and the affect weather has on our lives Weather
Brief Description: This inquiry based unit helps children learn the basic elements of weather and the affect weather has on our lives Weather
Brief Description: This inquiry based unit helps children learn the basic elements of weather and the affect weather has on our lives Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Brainy Matters
Brief Description: B~R~A~I~N~Y~~~~M~A~T~T~E~R~S Students will learn about brain development and multiple intelligences; they will learn what their own strongest intelligences are. Using their dominant intelligence, students will complete an artistic representation and a project which celebrates their intelligence, which will be entered into Media Space. Prairies in Our Backyard
Brief Description: Third grade students research the prairie ecosystem and specific prairie plants. They use this information to help plan and plant a prairie. Prairies in Our Backyard
Brief Description: Third grade students research the prairie ecosystem and specific prairie plants. They use this information to help plan and plant a prairie. Prairies in Our Backyard
Brief Description: Third grade students research the prairie ecosystem and specific prairie plants. They use this information to help plan and plant a prairie. Prairies in Our Backyard
Brief Description: Third grade students research the prairie ecosystem and specific prairie plants. They use this information to help plan and plant a prairie. Prairies in Our Backyard
Brief Description: Third grade students research the prairie ecosystem and specific prairie plants. They use this information to help plan and plant a prairie. Prairies in Our Backyard
Brief Description: Third grade students research the prairie ecosystem and specific prairie plants. They use this information to help plan and plant a prairie. Prairies in Our Backyard
Brief Description: Third grade students research the prairie ecosystem and specific prairie plants. They use this information to help plan and plant a prairie. Prairies in Our Backyard
Brief Description: Third grade students research the prairie ecosystem and specific prairie plants. They use this information to help plan and plant a prairie. Prairies in Our Backyard
Brief Description: Third grade students research the prairie ecosystem and specific prairie plants. They use this information to help plan and plant a prairie. Prairies in Our Backyard
Brief Description: Third grade students research the prairie ecosystem and specific prairie plants. They use this information to help plan and plant a prairie. Prairies in Our Backyard
Brief Description: Third grade students research the prairie ecosystem and specific prairie plants. They use this information to help plan and plant a prairie. Global Hands-On Universe Jupiter Moons Project
Brief Description: From Jan 26, 2003 to Feb 7, 2003 Hands-On Universe schools from around the world will image the planet Jupiter with small telescopes, and endeavor to provide as continuous coverage as possible of Jupiter. Our goal is to obtain around-the-clock data on the positions of Jupiter's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Jupiter's moons, use this data to calculate Jupiter's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Jupiter Moons Project
Brief Description: From Jan 26, 2003 to Feb 7, 2003 Hands-On Universe schools from around the world will image the planet Jupiter with small telescopes, and endeavor to provide as continuous coverage as possible of Jupiter. Our goal is to obtain around-the-clock data on the positions of Jupiter's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Jupiter's moons, use this data to calculate Jupiter's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Jupiter Moons Project
Brief Description: From Jan 26, 2003 to Feb 7, 2003 Hands-On Universe schools from around the world will image the planet Jupiter with small telescopes, and endeavor to provide as continuous coverage as possible of Jupiter. Our goal is to obtain around-the-clock data on the positions of Jupiter's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Jupiter's moons, use this data to calculate Jupiter's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Jupiter Moons Project
Brief Description: From Jan 26, 2003 to Feb 7, 2003 Hands-On Universe schools from around the world will image the planet Jupiter with small telescopes, and endeavor to provide as continuous coverage as possible of Jupiter. Our goal is to obtain around-the-clock data on the positions of Jupiter's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Jupiter's moons, use this data to calculate Jupiter's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Jupiter Moons Project
Brief Description: From Jan 26, 2003 to Feb 7, 2003 Hands-On Universe schools from around the world will image the planet Jupiter with small telescopes, and endeavor to provide as continuous coverage as possible of Jupiter. Our goal is to obtain around-the-clock data on the positions of Jupiter's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Jupiter's moons, use this data to calculate Jupiter's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Jupiter Moons Project
Brief Description: From Jan 26, 2003 to Feb 7, 2003 Hands-On Universe schools from around the world will image the planet Jupiter with small telescopes, and endeavor to provide as continuous coverage as possible of Jupiter. Our goal is to obtain around-the-clock data on the positions of Jupiter's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Jupiter's moons, use this data to calculate Jupiter's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Jupiter Moons Project
Brief Description: From Jan 26, 2003 to Feb 7, 2003 Hands-On Universe schools from around the world will image the planet Jupiter with small telescopes, and endeavor to provide as continuous coverage as possible of Jupiter. Our goal is to obtain around-the-clock data on the positions of Jupiter's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Jupiter's moons, use this data to calculate Jupiter's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Jupiter Moons Project
Brief Description: From Jan 26, 2003 to Feb 7, 2003 Hands-On Universe schools from around the world will image the planet Jupiter with small telescopes, and endeavor to provide as continuous coverage as possible of Jupiter. Our goal is to obtain around-the-clock data on the positions of Jupiter's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Jupiter's moons, use this data to calculate Jupiter's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Jupiter Moons Project
Brief Description: From Jan 26, 2003 to Feb 7, 2003 Hands-On Universe schools from around the world will image the planet Jupiter with small telescopes, and endeavor to provide as continuous coverage as possible of Jupiter. Our goal is to obtain around-the-clock data on the positions of Jupiter's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Jupiter's moons, use this data to calculate Jupiter's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Jupiter Moons Project
Brief Description: From Jan 26, 2003 to Feb 7, 2003 Hands-On Universe schools from around the world will image the planet Jupiter with small telescopes, and endeavor to provide as continuous coverage as possible of Jupiter. Our goal is to obtain around-the-clock data on the positions of Jupiter's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Jupiter's moons, use this data to calculate Jupiter's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Jupiter Moons Project
Brief Description: From Jan 26, 2003 to Feb 7, 2003 Hands-On Universe schools from around the world will image the planet Jupiter with small telescopes, and endeavor to provide as continuous coverage as possible of Jupiter. Our goal is to obtain around-the-clock data on the positions of Jupiter's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Jupiter's moons, use this data to calculate Jupiter's mass and density, and will publish the results on the web and in print media. Global Hands-On Universe Jupiter Moons Project
Brief Description: From Jan 26, 2003 to Feb 7, 2003 Hands-On Universe schools from around the world will image the planet Jupiter with small telescopes, and endeavor to provide as continuous coverage as possible of Jupiter. Our goal is to obtain around-the-clock data on the positions of Jupiter's moons -- something that we believe has never been done before. Students will then analyze images to determine periods and orbital radii of Jupiter's moons, use this data to calculate Jupiter's mass and density, and will publish the results on the web and in print media. The Farm
Brief Description: This project will prepare first graders for taking a trip to a working farm. They will learn about animals and jobs that are found on the farm. The Farm
Brief Description: This project will prepare first graders for taking a trip to a working farm. They will learn about animals and jobs that are found on the farm. The Farm
Brief Description: This project will prepare first graders for taking a trip to a working farm. They will learn about animals and jobs that are found on the farm. The Farm
Brief Description: This project will prepare first graders for taking a trip to a working farm. They will learn about animals and jobs that are found on the farm. The Farm
Brief Description: This project will prepare first graders for taking a trip to a working farm. They will learn about animals and jobs that are found on the farm. The Farm
Brief Description: This project will prepare first graders for taking a trip to a working farm. They will learn about animals and jobs that are found on the farm. The Farm
Brief Description: This project will prepare first graders for taking a trip to a working farm. They will learn about animals and jobs that are found on the farm. LAUNCH Project
Brief Description: This is an example project for the summer Leadership Academy and Urban Network for Chicago (LAUNCH) LAUNCH Project
Brief Description: This is an example project for the summer Leadership Academy and Urban Network for Chicago (LAUNCH) LAUNCH Project
Brief Description: This is an example project for the summer Leadership Academy and Urban Network for Chicago (LAUNCH) Take a Tour of Projects
Brief Description: Students will take a "tour" of some Collaboratory projects. They will be examining them as example projects. Take a Tour of Projects
Brief Description: Students will take a "tour" of some Collaboratory projects. They will be examining them as example projects. Take a Tour of Projects
Brief Description: Students will take a "tour" of some Collaboratory projects. They will be examining them as example projects. Life in Colonial Williamsburg 1775
Brief Description: My high school junior students will research the daily lives of the people of Williamsburg, Virginia just before the American Revolution. Life in Colonial Williamsburg 1775
Brief Description: My high school junior students will research the daily lives of the people of Williamsburg, Virginia just before the American Revolution. Life in Colonial Williamsburg 1775
Brief Description: My high school junior students will research the daily lives of the people of Williamsburg, Virginia just before the American Revolution. Life in Colonial Williamsburg 1775
Brief Description: My high school junior students will research the daily lives of the people of Williamsburg, Virginia just before the American Revolution. Did You Ever Know That You're My Hero?
Brief Description: Students will research, discuss, and analyze six positive character traits and their importance in everyday life. Each student will select their most important personal character trait and will create an action plan, carefully write it in outline form, and present it in a persuasive speech to inspire their peers to consider becoming part of their plan. The action plan should be directed toward using their own best character trait(s), for the betterment of others. Did You Ever Know That You're My Hero?
Brief Description: Students will research, discuss, and analyze six positive character traits and their importance in everyday life. Each student will select their most important personal character trait and will create an action plan, carefully write it in outline form, and present it in a persuasive speech to inspire their peers to consider becoming part of their plan. The action plan should be directed toward using their own best character trait(s), for the betterment of others. Did You Ever Know That You're My Hero?
Brief Description: Students will research, discuss, and analyze six positive character traits and their importance in everyday life. Each student will select their most important personal character trait and will create an action plan, carefully write it in outline form, and present it in a persuasive speech to inspire their peers to consider becoming part of their plan. The action plan should be directed toward using their own best character trait(s), for the betterment of others. Did You Ever Know That You're My Hero?
Brief Description: Students will research, discuss, and analyze six positive character traits and their importance in everyday life. Each student will select their most important personal character trait and will create an action plan, carefully write it in outline form, and present it in a persuasive speech to inspire their peers to consider becoming part of their plan. The action plan should be directed toward using their own best character trait(s), for the betterment of others. Did You Ever Know That You're My Hero?
Brief Description: Students will research, discuss, and analyze six positive character traits and their importance in everyday life. Each student will select their most important personal character trait and will create an action plan, carefully write it in outline form, and present it in a persuasive speech to inspire their peers to consider becoming part of their plan. The action plan should be directed toward using their own best character trait(s), for the betterment of others. Fairy Tale Trials
Brief Description: The fifth graders will read fairy tales, learn how to charge characters with crimes, write opening and closing arguments and answer questions from judges. The seventh graders will learn how to ask probing questions and judge arguments fairly during the trial presented by the fifth graders. Fairy Tale Trials
Brief Description: The fifth graders will read fairy tales, learn how to charge characters with crimes, write opening and closing arguments and answer questions from judges. The seventh graders will learn how to ask probing questions and judge arguments fairly during the trial presented by the fifth graders. Fairy Tale Trials
Brief Description: The fifth graders will read fairy tales, learn how to charge characters with crimes, write opening and closing arguments and answer questions from judges. The seventh graders will learn how to ask probing questions and judge arguments fairly during the trial presented by the fifth graders. Fairy Tale Trials
Brief Description: The fifth graders will read fairy tales, learn how to charge characters with crimes, write opening and closing arguments and answer questions from judges. The seventh graders will learn how to ask probing questions and judge arguments fairly during the trial presented by the fifth graders. Fairy Tale Trials
Brief Description: The fifth graders will read fairy tales, learn how to charge characters with crimes, write opening and closing arguments and answer questions from judges. The seventh graders will learn how to ask probing questions and judge arguments fairly during the trial presented by the fifth graders. Fairy Tale Trials
Brief Description: The fifth graders will read fairy tales, learn how to charge characters with crimes, write opening and closing arguments and answer questions from judges. The seventh graders will learn how to ask probing questions and judge arguments fairly during the trial presented by the fifth graders. The Diversified Lives of the Homeless
Brief Description: My sixth, seventh, or eighth grade class will read the book The Downsiders by Neal Shusterman. They will read about the lives of the homeless and complete activities related to this book and homeless life. The Diversified Lives of the Homeless
Brief Description: My sixth, seventh, or eighth grade class will read the book The Downsiders by Neal Shusterman. They will read about the lives of the homeless and complete activities related to this book and homeless life. The Diversified Lives of the Homeless
Brief Description: My sixth, seventh, or eighth grade class will read the book The Downsiders by Neal Shusterman. They will read about the lives of the homeless and complete activities related to this book and homeless life. The Diversified Lives of the Homeless
Brief Description: My sixth, seventh, or eighth grade class will read the book The Downsiders by Neal Shusterman. They will read about the lives of the homeless and complete activities related to this book and homeless life. The Diversified Lives of the Homeless
Brief Description: My sixth, seventh, or eighth grade class will read the book The Downsiders by Neal Shusterman. They will read about the lives of the homeless and complete activities related to this book and homeless life. The Diversified Lives of the Homeless
Brief Description: My sixth, seventh, or eighth grade class will read the book The Downsiders by Neal Shusterman. They will read about the lives of the homeless and complete activities related to this book and homeless life. The Diversified Lives of the Homeless
Brief Description: My sixth, seventh, or eighth grade class will read the book The Downsiders by Neal Shusterman. They will read about the lives of the homeless and complete activities related to this book and homeless life. The Diversified Lives of the Homeless
Brief Description: My sixth, seventh, or eighth grade class will read the book The Downsiders by Neal Shusterman. They will read about the lives of the homeless and complete activities related to this book and homeless life. The Diversified Lives of the Homeless
Brief Description: My sixth, seventh, or eighth grade class will read the book The Downsiders by Neal Shusterman. They will read about the lives of the homeless and complete activities related to this book and homeless life. Finding Ourselves, Finding Others: Exploring Common Ground. Diversity in our Classooms
Brief Description: Diversity is present in all classrooms in the United States, but how might communication technologies help students explore and celebrate these similarities and differences? Finding Ourselves, Finding Others: Exploring Common Ground. Diversity in our Classooms
Brief Description: Diversity is present in all classrooms in the United States, but how might communication technologies help students explore and celebrate these similarities and differences? Finding Ourselves, Finding Others: Exploring Common Ground. Diversity in our Classooms
Brief Description: Diversity is present in all classrooms in the United States, but how might communication technologies help students explore and celebrate these similarities and differences? Finding Ourselves, Finding Others: Exploring Common Ground. Diversity in our Classooms
Brief Description: Diversity is present in all classrooms in the United States, but how might communication technologies help students explore and celebrate these similarities and differences? Finding Ourselves, Finding Others: Exploring Common Ground. Diversity in our Classooms
Brief Description: Diversity is present in all classrooms in the United States, but how might communication technologies help students explore and celebrate these similarities and differences? Finding Ourselves, Finding Others: Exploring Common Ground. Diversity in our Classooms
Brief Description: Diversity is present in all classrooms in the United States, but how might communication technologies help students explore and celebrate these similarities and differences? Finding Ourselves, Finding Others: Exploring Common Ground. Diversity in our Classooms
Brief Description: Diversity is present in all classrooms in the United States, but how might communication technologies help students explore and celebrate these similarities and differences? Our Everyday Lives: What's for Breakfast, Lunch and Dinner
Brief Description: We can learn many things by examining what we like or have to eat. How does our ethnicity or regional location influence our diet? Our Everyday Lives: What's for Breakfast, Lunch and Dinner
Brief Description: We can learn many things by examining what we like or have to eat. How does our ethnicity or regional location influence our diet? Our Everyday Lives: What's for Breakfast, Lunch and Dinner
Brief Description: We can learn many things by examining what we like or have to eat. How does our ethnicity or regional location influence our diet? Our Everyday Lives: What's for Breakfast, Lunch and Dinner
Brief Description: We can learn many things by examining what we like or have to eat. How does our ethnicity or regional location influence our diet? Our Everyday Lives: What's for Breakfast, Lunch and Dinner
Brief Description: We can learn many things by examining what we like or have to eat. How does our ethnicity or regional location influence our diet? Our Everyday Lives: What's for Breakfast, Lunch and Dinner
Brief Description: We can learn many things by examining what we like or have to eat. How does our ethnicity or regional location influence our diet? Our Everyday Lives: What's for Breakfast, Lunch and Dinner
Brief Description: We can learn many things by examining what we like or have to eat. How does our ethnicity or regional location influence our diet? Our Everyday Lives: What's for Breakfast, Lunch and Dinner
Brief Description: We can learn many things by examining what we like or have to eat. How does our ethnicity or regional location influence our diet? Our Everyday Lives: What's for Breakfast, Lunch and Dinner
Brief Description: We can learn many things by examining what we like or have to eat. How does our ethnicity or regional location influence our diet? Our Everyday Lives: What's for Breakfast, Lunch and Dinner
Brief Description: We can learn many things by examining what we like or have to eat. How does our ethnicity or regional location influence our diet? Our Everyday Lives: What's for Breakfast, Lunch and Dinner
Brief Description: We can learn many things by examining what we like or have to eat. How does our ethnicity or regional location influence our diet? Our Everyday Lives: What's for Breakfast, Lunch and Dinner
Brief Description: We can learn many things by examining what we like or have to eat. How does our ethnicity or regional location influence our diet? Finding Ourselves,Finding Others: The USA - Salad or Soup?
Brief Description: The USA was referred to as a melting pot for many years, and now the term is a salad. What does that mean as for as our culture? Finding Ourselves,Finding Others: The USA - Salad or Soup?
Brief Description: The USA was referred to as a melting pot for many years, and now the term is a salad. What does that mean as for as our culture? Finding Ourselves,Finding Others: The USA - Salad or Soup?
Brief Description: The USA was referred to as a melting pot for many years, and now the term is a salad. What does that mean as for as our culture? Finding GermanTown
Brief Description: Middle school and 9th grade students will develop a deeper understanding of immigration as a continuing American event through face-to-face discussion with a local expert and Internet research, data analysis, a survey and writing. Finding GermanTown
Brief Description: Middle school and 9th grade students will develop a deeper understanding of immigration as a continuing American event through face-to-face discussion with a local expert and Internet research, data analysis, a survey and writing. Finding GermanTown
Brief Description: Middle school and 9th grade students will develop a deeper understanding of immigration as a continuing American event through face-to-face discussion with a local expert and Internet research, data analysis, a survey and writing. Finding GermanTown
Brief Description: Middle school and 9th grade students will develop a deeper understanding of immigration as a continuing American event through face-to-face discussion with a local expert and Internet research, data analysis, a survey and writing. Finding GermanTown
Brief Description: Middle school and 9th grade students will develop a deeper understanding of immigration as a continuing American event through face-to-face discussion with a local expert and Internet research, data analysis, a survey and writing. Finding GermanTown
Brief Description: Middle school and 9th grade students will develop a deeper understanding of immigration as a continuing American event through face-to-face discussion with a local expert and Internet research, data analysis, a survey and writing. Finding GermanTown
Brief Description: Middle school and 9th grade students will develop a deeper understanding of immigration as a continuing American event through face-to-face discussion with a local expert and Internet research, data analysis, a survey and writing. Finding GermanTown
Brief Description: Middle school and 9th grade students will develop a deeper understanding of immigration as a continuing American event through face-to-face discussion with a local expert and Internet research, data analysis, a survey and writing. Finding GermanTown
Brief Description: Middle school and 9th grade students will develop a deeper understanding of immigration as a continuing American event through face-to-face discussion with a local expert and Internet research, data analysis, a survey and writing. Finding GermanTown
Brief Description: Middle school and 9th grade students will develop a deeper understanding of immigration as a continuing American event through face-to-face discussion with a local expert and Internet research, data analysis, a survey and writing. Finding GermanTown
Brief Description: Middle school and 9th grade students will develop a deeper understanding of immigration as a continuing American event through face-to-face discussion with a local expert and Internet research, data analysis, a survey and writing. Envisioning Your Future
Brief Description: In this project, students will assess their interests and strengths, research various careers, and choose a focus career to highlight. Students will present their research using Power Point, a brochure, or a video. Envisioning Your Future
Brief Description: In this project, students will assess their interests and strengths, research various careers, and choose a focus career to highlight. Students will present their research using Power Point, a brochure, or a video. Envisioning Your Future
Brief Description: In this project, students will assess their interests and strengths, research various careers, and choose a focus career to highlight. Students will present their research using Power Point, a brochure, or a video. Evaluating Web Content
Brief Description: Students will learn that they need to scrutinize the information they find on the Internet. They will learn that much of the information on the Internet is not credible. They will learn how to be critical thinkers, recognizing that there are many ways to judge a web site; stylistically, functionally, credibility of the information, topic audience appeal, personal tastes, etc. Evaluating Web Content
Brief Description: Students will learn that they need to scrutinize the information they find on the Internet. They will learn that much of the information on the Internet is not credible. They will learn how to be critical thinkers, recognizing that there are many ways to judge a web site; stylistically, functionally, credibility of the information, topic audience appeal, personal tastes, etc. Evaluating Web Content
Brief Description: Students will learn that they need to scrutinize the information they find on the Internet. They will learn that much of the information on the Internet is not credible. They will learn how to be critical thinkers, recognizing that there are many ways to judge a web site; stylistically, functionally, credibility of the information, topic audience appeal, personal tastes, etc. Evaluating Web Content
Brief Description: Students will learn that they need to scrutinize the information they find on the Internet. They will learn that much of the information on the Internet is not credible. They will learn how to be critical thinkers, recognizing that there are many ways to judge a web site; stylistically, functionally, credibility of the information, topic audience appeal, personal tastes, etc. Evaluating Web Content
Brief Description: Students will learn that they need to scrutinize the information they find on the Internet. They will learn that much of the information on the Internet is not credible. They will learn how to be critical thinkers, recognizing that there are many ways to judge a web site; stylistically, functionally, credibility of the information, topic audience appeal, personal tastes, etc. Evaluating Web Content
Brief Description: Students will learn that they need to scrutinize the information they find on the Internet. They will learn that much of the information on the Internet is not credible. They will learn how to be critical thinkers, recognizing that there are many ways to judge a web site; stylistically, functionally, credibility of the information, topic audience appeal, personal tastes, etc. Professor Bill's, Well Fed, Excellent Adventure
Brief Description: Students will read the novel The Twenty-One Balloons by William Pene DuBois. They will improve their comprehension and understanding of the novel through a series of activities that will help them delve into a deeper study of volcanoes, diamonds, food and nutrition, hot air ballooning and the geography of the Krakatoan area. Professor Bill's, Well Fed, Excellent Adventure
Brief Description: Students will read the novel The Twenty-One Balloons by William Pene DuBois. They will improve their comprehension and understanding of the novel through a series of activities that will help them delve into a deeper study of volcanoes, diamonds, food and nutrition, hot air ballooning and the geography of the Krakatoan area. Example Projects 2002 - 2003
Brief Description: Example projects created during AY 2003 using the Collaboratory Example Projects 2002 - 2003
Brief Description: Example projects created during AY 2003 using the Collaboratory Example Projects 2002 - 2003
Brief Description: Example projects created during AY 2003 using the Collaboratory Example Projects 2002 - 2003
Brief Description: Example projects created during AY 2003 using the Collaboratory Example Projects 2002 - 2003
Brief Description: Example projects created during AY 2003 using the Collaboratory Example Projects 2002 - 2003
Brief Description: Example projects created during AY 2003 using the Collaboratory Integrating Technology in Your Classroom
Brief Description: This project is intended to introduce teachers to a wide variety of resources available to help them incorporate technology into their curriculum. Integrating Technology in Your Classroom
Brief Description: This project is intended to introduce teachers to a wide variety of resources available to help them incorporate technology into their curriculum. Integrating Technology in Your Classroom
Brief Description: This project is intended to introduce teachers to a wide variety of resources available to help them incorporate technology into their curriculum. Integrating Technology in Your Classroom
Brief Description: This project is intended to introduce teachers to a wide variety of resources available to help them incorporate technology into their curriculum. Integrating Technology in Your Classroom
Brief Description: This project is intended to introduce teachers to a wide variety of resources available to help them incorporate technology into their curriculum. Integrating Technology in Your Classroom
Brief Description: This project is intended to introduce teachers to a wide variety of resources available to help them incorporate technology into their curriculum. Integrating Technology in Your Classroom
Brief Description: This project is intended to introduce teachers to a wide variety of resources available to help them incorporate technology into their curriculum. Projects for Preservice Viewing
Brief Description: This project allows preservice teachers to explore the Collaboratory Projects for Preservice Viewing
Brief Description: This project allows preservice teachers to explore the Collaboratory Projects for Preservice Viewing
Brief Description: This project allows preservice teachers to explore the Collaboratory Projects for Preservice Viewing
Brief Description: This project allows preservice teachers to explore the Collaboratory Statistics generated on September-09-2010 at 03:19:05AM |
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2003 The Collaboratory Project, Northwestern University |
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Created: 8 January 2003 |