Classroom Resources

Physical inactivity has consistently been shown to be one of the most powerful, modifiable risk factors for all causes of death and disease, alongside smoking and obesity.

This interactive body map brings together scientific evidence on the links between lack of physical activity and disease.

This is a novice mid to novice high ASL activity in which students describe clothing worn by others. Students start with a fashion show as each student takes turns describing the outfit of another. This can be kept simple, describing what students are wearing at school or students can plan more elaborate outfits. If time allows, give students a bag of inexpensive supplies and ask them to create an outfit in 30 minutes or less. After the fashion show, students play a game similar to the board game Guess Who. Students describe the outfit worn by one person as well as their physical characteristics to see if their partner can guess who they are describing. Note: This lesson was prepared originally to be completed in a virtual environment with students using breakout rooms online. The activities can easily be replicated in the face-to-face classroom.

In this intermediate mid to intermediate-high ASL activity, students will practice discussing the concept of time in American Sign Language. They will also focus on discussion time conflicts through interpersonal conversations. The activity asks students to each select a prepared card that includes the details of their assignment and serves as a guide to keep the students on task as they converse. A Google slide show is included to walk the teacher and student through each step of the activity.

Note: This lesson was created to use in an online environment but can easily be adapted to the face-to-face classroom.

In this intermediate low to intermediate mid ASL activity, students will review ASL idioms and use them in context to create a story to share in American Sign Language. A Google slide presentation is included for teachers to use as they guide students through the activity. They will first watch a short video about idioms and how to sign some of the most common phrases. Students will then create a story using one of the idioms along with a defined character, setting, and plot.  

This novice low to novice mid Chinese activity helps students describe their daily routines. The activity starts off by quickly reviewing how to tell time using a provided clock printout (with Chinese numbers). Students then randomly select 4-5 activity cards (provided) and use these verbs to create a daily schedule. The goal is to be creative based on the actions that were drawn. Upper level students can use these resources to work in pairs to interview each other about their daily activities.

In this novice high to intermediate low Chinese activity, students will plan a menu for a Chinese New Year's Eve dinner. They will randomly select from a set of provided food cards and use their selected cards to prepare a menu that aligns with traditional Chinese New Year's traditions. Students will have to be careful though because some foods are considered lucky while others are considered unlucky so understanding the cultural importance of each dish will be important. 

This novice low to novice mid-Chinese activity reviews common radicals with students. Students start by watching a short video that shows how radicals are used to form other words. Then, students play Bingo to practice the radicals that they have learned. The teacher holds up one of the 24 pre-printed radical cards. Students each have one of 10 different pre-printed bingo boards. All necessary resources to play this game are included except for Bingo card markers. Beans, buttons, coins, or any other small item will work as a game marker. Teachers can also put the cards in sheet protectors so students can write on them with dry-erase markers. 

This intermediate low to intermediate mid-Chinese activity allows students to reinforce their weather vocabulary. Students start by reviewing weather terms through a game of charades. A set of full-colored labeled weather cards are included so that students can draw a card and then act out the card they selected. After reviewing vocabulary, students use a prepared weather report worksheet to look up the weather for a target language city of their choice. Students then take turns presenting their findings by simulating weather reporters. An included PowerPoint highlights the can-do statements for this activity.

This novice low to novice mid-Chinese activity allows students to review material learned in lower-level Chinese classes. This is an interactive Jeopardy board that can be played on the linked site or can be downloaded or embedded where needed. Students can select how many teams will play. The categories in this game include Transportation, Shopping, School Life, Studying, and Cultural Facts. This would be useful in preparation for a semester exam or at the start of the following school year to review earlier vocabulary.

This novice mid to novice high Chinese activity allows students to simulate shopping experiences in China. An included powerpoint clearly identifies the can-do statements and links to an English language video that identifies the key shopping locations in Beijing. After an introduction to the cultural aspects of shopping, students simulate a shopping experience in the classroom. Fake Chinese money is included in the provided link, teachers should print numerous copies to pass out to students. Students will use this money to negotiate the prices of the items that are identified on the included shopping cards. 

This is the Project ALERT kick-off lesson. Activities 1 and 2 establish the tone and set the foundation for an open and supportive classroom environment. In Activity 3, students are motivated to want to resist pressure to use drugs by actively participating in small groups where they list and discuss the reasons why people do and do not use drugs. Comparisons between alcohol and marijuana (Activity 4) demonstrate the great similarity between the reasons for use and nonuse of marijuana and alcohol. The class discussion of the lists and the video "Let’s Talk About Marijuana" in Activity 5 allow for myths to be corrected and for additional information to be added.

This is a long lesson, so pacing is critical. While it is not essential that students know every reason for using or not using drugs, it is essential that wrong information be corrected from the lists.

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 2. To access videos and lesson materials go to: https://www.projectalert.com/account

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 3. 

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 4. To access videos and lesson materials: https://www.projectalert.com/account

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 5. To access videos and lesson materials: https://www.projectalert.com/account

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 6. To access videos and lesson materials: https://www.projectalert.com/account

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 7.  To access video resources and lesson materials: https://www.projectalert.com/account

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 8.  To access video resources and lesson resources: https://www.projectalert.com/account

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 9.  To access video resources and lesson materials: https://www.projectalert.com/account

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 10. To access videos and lesson materials: Project Alert.com

Each day, America’s teenagers are bombarded with misleading messages about drugs. Glamorized by media and endorsed by peers, the consequences of drug use and experimentation are dangerously disguised, and often hidden altogether. The reality is that drug use can alter a teen’s life forever. That’s why every student should be given the tools to make a decision against using drugs - and the best place to give them those tools is your classroom.

This resource is lesson 11. To access videos and materials: Project Alert.com

Students will analyze profile views in portraits.  They will practice sketching a head in profile.  They will draw a classmate's profile using charcoal.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.  

Students will identify types of lines and shapes in architecture.  They will draft a building elevation on grid paper.  They will trace their building using white paper and a pen.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   

Students will analyze art focusing on juxtaposition.  Students will be divided into three groups - setting, objects, and figures.  Each group will work in secret to create their part of a large mural painting.  Classmates will work together to organize the mural.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   

Students will analyze art using their journals and sharing their criticism with the class.  They will use four approaches to analyze - formal, historical/cultural, narrative, and personal.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF. 

Students will identify adjectives in the book Go Away Big Green Monster by Ed Emberley.  They will choose an adjective and a shape to create an adjective monster using construction paper and chalk/crayon.  They will create features using paper sculpture techniques.  

Students will echo sing the lyrics from the book Over in the Jungle by Marianne Berkes. They will brainstorm different habitats and animals.  They will use clay to create an animal from one of the habitats.  The teacher will photograph the animals and make a presentation for the class.  

Students will discuss key details from the book Ten Little Rabbits by Virginia Grossman.  They will compare Navajo blankets to the colors and patterns in the book.  They will perform movements following a pattern from the book.  Students will collaborate to create a movement pattern that relates to weaving.  

Students will discuss the life cycle of the butterfly.  They will observe the characteristics of the monarch butterfly.  They will brainstorm movements to choreograph the life cycle of the monarch butterfly.   

Students will view and describe two cyanotypes. The class will write a poem describing an object in nature.  Students will create a balanced composition using found objects from nature on NaturePrint Paper. They will write a cinquain poem to describe their composition.  

Students will review colors, shapes, and lines.  They will analyze the painting, Irises, by Vincent van Gogh. They will draw flowers using crayons.  They will create a crayon-resist using green and blue watercolors.    

Students will observe dance movements in drawings and paintings.  Students will work in pairs and do simple gesture drawings of their partner in a dance pose. They will choose a sketch to make a new drawing and paint it with watercolors.  They will write a persuasive essay discussing the importance of dance in schools.  Students will work in groups to choreograph a short dance.    

Students will analyze the painting A Centennial of Independence by Henri Rousseau.  They will draw a scene of a team doing an outdoor activity.  They will use crayons or colored pencils to draw their scenes.  

Students will analyze a still-life photograph.  They will gather objects with a variety of shapes and textures to produce a still-life piece. They will arrange the objects for balance and experiment with light sources.  They will sketch their design and then photograph the items.  They will compose a descriptive poem about their still-life photograph.  

Students will compare life in the Middle Ages to present day.  They will analyze illuminated manuscripts and bestiaries.  They will identify complementary colors on a color wheel.  They will sketch an imagined fantastical beast.  They will use colored pencils and pastels to illustrate their beasts.