“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

“I am…” Poem

“I am…” Poem This poem, or you can call it a ‘free-write’ to not scare off students, is great way to have your students open up to each other. It is important to first model to poem yourself and show vulnerability. It can be difficult for some students to feel like they are in a…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Line In Time

Lesson Overview During this lesson, students will cooperatively research and organize information into a dynamic, chronological timeline. They will base this knowledge on the creation of a personal timeline, which will engage and provide relevance, and of a timeline related to the film viewed. Setup: Decide on the time periods you would like students to…

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Slug’s Pace

Local filmmaker Nancy Sefton shares a few minutes from a banana slug’s day. Use this video in a science, biology, or creative writing lesson. To view a related lesson see Banana Slug Song.: :Videos Banana_Slug

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Tree is an Ecosystem

Summary: This lesson is intended to show how organisms rely on one another within ecosystems, and can be used to introduce abiotic and biotic ecosystem components.  This micro-investigation can be done anywhere along the trails and can serve as a precursor to your weekly investigation.  Students will have the opportunity to touch and explore the…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

A Week in the Life of an Ecosystem

A Week in the Life of an Ecosystem Unit Summary: Students explore several ecosystems, document observations using 4 senses, and research specific organisms of interest.  Students then split into small groups in order to create and perform an informational skit about an ecosystem using their experiences as a source of information and inspiration. Age Group:…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…

AB Conversations

Two students have a conversation about the topic.  One student is A and the other student is B. Each student takes turns actively listening to the other. After student A listens to student B, student A repeats back to student B what was just said. Then student B listens to student A, and then student…