Previous+Session+Lesson+Plans

inal lesson plans

Tienna: Teresa: Sahara: Elizabeth: Stephanie: Aisha: Onjalique: Ellen: Analucia: Abby: Dana: Lanee: Yanique: Joy:

MIDTERM LESSONS FALL 2017 ONJALIQUE:

Aisha:

Taz:

Abby:

Yanique:

Kristen: Jazmin Tienna:

Dana:

Elizabet Krystie:

Ellen:

Teresa

Stephanie:

Joy:

Lanee:

Manuela: (9th grade Special Ed):

Sahara:

Umar:

Analucia: Laura

Kelsey

Penelope

Brenna:

Yolanda: Ambar: Hamesh: Melinda Raymond: Kitty: Alison Surzi:
 * **__5-8 grades__**

Maria:
 * **__9th grade and higher__**



Raymond: Bernadette:

Daisy: )

Wendy:

Suzy: Yat Ha (Anna): Hamesh: Ambar Galvan Miriam Juanita:

Laura

Melinda

Alison

Yolanda:

Maria:

Stacy:

Brenna:

Kitty:

Kelsey:

Amanda:

Penelope Spring 2017

Final lesson plans michelle Jennipher Donna Chris

Crystal Spruell Donna: Chris: Michelle Allen

Jennipher

Michelle hill Fall 2016

- Final: LaQuinta Eldridge

Cristina Midterm

- Midterm: LaQuinta Eldridge

- Midterm: Lucy Perez

Sibyl [|sibyl]

Danielle

Kelly

Grades by Shakira. click on your name for your rubric and grade

Summer 2016 Jasmine Final

Karen Ozuna Tap water as a best beverage Karen Ozuna Fruits & Veggies (local market reference) Elkis Felice and Rekha Thomas-Midterm Lesson Plan



Elkis Felice and Rekha Thomas-Final Lesson Plan

Hannah Lee-Final Hannah Lee-Mid-term

Christina Ruggiero: Final Lesson Plan (Continuation of lesson 1)

Genna Cohn - Final Lesson Plan

Jessica Berenblum: Guided Exploration: Windowfarm and aquaponics

Jessica Berenblum: Calculating Our Water Footprint

Rachael Costello: Intro to Recycling

Rachael Costello: Intro. to the Water Cycle

Margarita Alvarado Midterm Lesson Plan Theme: Climate change

Selines Padilla Final Lesson Plan Selines Padilla- Midterm Lesson Plan

Margarita Alvarado Midterm Lesson Plan Theme Waste

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Genna Cohn

Galina Jasmine

Jasia <3



Josh [|**CCSS.ELA-LITERACY.RST.9-10.7**]
 * ** Unit: Community Outreach ** |||||||| ** Subject: ** Social Studies || ** Grade: ** 9/10 ||  ||
 * ** Teacher: ** Mr. Sorongon || ** Lesson **
 * Coney Island Beach Cleanup ** |||||| ** Student Standard: **


 * Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. **

In your journals jot down the following:
 * Teacher Standard: 3c Engaging students in learning ** |||||| ** Special Materials: **
 * Chart paper, markers, beach garbage bag full of paper trash, garbage bags, rubber gloves, journals, data collection worksheet ** ||  ||
 * ** Students will be able to (SWBAT)… ** |||||||| ** Assessment: ** Student Involvement Model ||  ||
 * …Recognize and identify how properly recycle as they participate in a beach cleanup at their community beach. |||||||| ** Students will be assessed by the teacher on a rubric based on participation and their charts. ** ||  ||
 * ** Initial Activity ** (5 minutes) Student Choice Connections Discussion Fun ||  ||
 * Students will be making connections and then briefly sharing out ideas regarding their personal recycling habits.
 * 1) What kind of waste do you typically recycle at home?
 * 2) Estimate how much garbage you personally create each day?
 * 3) How much garbage do you think you produce in your household each day?

Teacher will facilitate a brief class discussion by asking students to share out what they wrote down. ||  ||
 * ** Word of the day ** (5 minutes) ||  ||
 * Recycle: To treat or process used or waste materials to make suitable for reuse. ||  ||
 * ** Mini-Lesson (10 minutes) ** ||  ||
 * Teacher will say: As you can see, we are at our local beach. For those of you that are not from this neighborhood, this beach is Coney Island. Students will be informed that the average individual produces the equivalent to 5 pounds of garbage per day. (Teacher will show and pass around a garbage bag full of paper)

Teacher will ask: What are the benefits of recycling? Where do you think the garbage will end up if it weren’t recycled? ||  || Each group will receive a pair of gloves and 1 garbage bag. (10 minutes)
 * ** Exploration Activity ** (25 minutes) ||  ||
 * Students will be divided into groups and work collaboratively to collect the garbage they see on the beach.
 * Students will be divided into groups and work collaboratively to collect the garbage they see on the beach.

Groups will reconvene and work together and sort the trash using rubber gloves while creating trash categories. It will be up to the students to arrange what they collected into categories. (10 minutes).

Students will create an itemized chart of their findings on using tallies for total number of pieces of garbage under each category. (5 minutes)

*Teacher and other staff will monitor students to make sure they are on track, monitor safety, support them in any way and answer questions. |||| **__ Groupings: __** Individual Pairs Whole-class (>5) ||  || For those students with IEP’s, a pre slugged chart with categories will be distributed as needed to help those students organize their thoughts and ideas. ||  ||
 * X Small Group (3-5) **
 * ^  |||| Students will be grouped homogenously and based on their social relationships. ||   ||
 * ^  |||| **__ Modifications: __**
 * // Scaffold Materials: //**

Students will be asked to explain how and why they categorized the trash the way they did.
 * ** Summary ** (15 minutes) ||

One student will be asked to represent their group as they share the findings with the whole class.

Based on their findings and class discussion – students will come to a consensus as whole and determine which items can be recycled and which items can remain as trash.

Responses will be charted by teacher. || ** Homework: **


 * Think of 3 items you can reuse rather than throw in the trash. ** ||


 * TEACHER RUBRIC ASSESSMENT**


 * || Basic Understanding || Proficient Understanding || Advanced Understanding ||
 * Participated in Class Discussion || Provided minimal ideas during group discussion, or contributed ideas that were not relevant to the discussion || Actively participated in group discussions with ideas that were on topic || Actively participated in group discussion with unique ideas that furthered the conversation ||
 * Understood the Benefits of Recycling || Demonstrated limited understanding of recycling || Demonstrated understanding of the recycling including some benefits || Demonstrated deep understanding of the problems with waste management, and why recycling was a potential solution ||
 * Categorized Types of Garbage || Was not able to create categories from the garbage collected || Identified different categories and was able to place most of the garbage into categories || Identified different categories, placed the objects in the appropriate categories and created new and more detailed category headings ||
 * Created a Chart from Collected Information || Included information, but did not put in chart form || Used the information to create a chart || Used the information to create a chart, added additional features or ideas to communicate additional information ||


 * MODIFICATION SCAFFOLD: PRESLUGGED CATEGORY CHART**


 * TRASH CHART**


 * || **FOOD** || **PAPER** || **PLASTIC** || **GLASS** || **METAL** ||
 * **1** ||  ||   ||   ||   ||   ||
 * **2** ||  ||   ||   ||   ||   ||
 * **3** ||  ||   ||   ||   ||   ||
 * **4** ||  ||   ||   ||   ||   ||
 * **5** ||  ||   ||   ||   ||   ||
 * **6** ||  ||   ||   ||   ||   ||
 * **7** ||  ||   ||   ||   ||   ||
 * **8** ||  ||   ||   ||   ||   ||
 * **9** ||  ||   ||   ||   ||   ||
 * **10** ||  ||   ||   ||   ||   ||


 * Source:** Chart and rubric were adapted from www.pbs.org

Josh - **FINAL - ADVOCACY AND AWARENESS** [|CCSS.ELA-LITERACY.CCRA.SL.1] [|CCSS.ELA-LITERACY.CCRA.SL.2] [|CCSS.ELA-LITERACY.CCRA.SL.3] [|CCSS.ELA-LITERACY.CCRA.SL.4]
 * ** Unit: Community Outreach ** |||||||| ** Subject: ** Social Studies || ** Grade: ** 9/10 ||  ||
 * ** Teacher: ** Mr. Sorongon || ** Lesson **
 * Recycling Advocacy and Awareness **
 * (2-3 day lesson) ** |||||| ** Student Standards: **


 * Teacher Standard: 3c Engaging students in learning. ** |||||| ** Special Materials: **
 * Card board boxes **
 * Materials from **[|**http://materials.bwprronline.org/**]
 * Markers **
 * Crayons **
 * Colored Pencils **
 * Pens, Pencils **
 * Tape, Scissors **
 * Rubber Gloves ** ||  ||
 * ** Students will be able to (SWBAT)… ** |||||||| ** Assessment: ** ||  ||
 * …Become advocates and community leaders as they begin to promote awareness of the benefits and importance of recycling as a school community. |||||||| ** Students will be assessed by the teacher according to a rubric based on collaboration and teamwork. ** ||  ||
 * ** Initial Activity ** **(5 minutes)** ||  ||
 * Recall our trip in Coney Island. Based on your findings and experience do you think it is important to institute a recycling program in our school? Explain.

Students will share their responses and the teacher will record responses on chart paper. ||  ||
 * ** Word of the day (5 minutes) ** ||  ||
 * **__ Waste Management: __** collection, transportation, and disposal of garbage, sewage and other waste products. Waste management is the process of treating solid wastes and offers variety of solutions for recycling items that don't belong to trash. It is about how garbage can be used as a valuable resource. ||  ||
 * ** Mini-Lesson (10 minutes) ** ||  ||
 * Teacher will ask students: Based on what we’ve learned about recycling, what do you think of the school as a whole in terms of keeping the building clean?

Teacher will ask: How can we as part of the school community improve the current situation?

Teacher will explain how recycling goes on in his personal home. Give examples of recycling bottles, glass, paper in his apartment complex and how everyone in the living in the complex is expected to pitch in. Teacher will ask: Does anyone do the same or similar in his or own home? Explain.

After a few responses teacher will introduce the materials and say that starting here in our classroom, we will begin to make a difference and make our school better by becoming community leaders through a recycling program. In order for us to be successful, we as a class need to be proactive and set a positive example for the rest of the school.

Teacher will display the materials ordered from [] Teacher will explain the recycling decals and model how to put together one of the cardboard boxes. Teacher will explain that these are the same decals and stickers used to differentiate where recyclables and non recyclables go. Pause for questions from students. ||  ||
 * ** Exploration Activity ** **(35 minutes)** ||  ||
 * Students will volunteer to be on one of the following teams:
 * Students will volunteer to be on one of the following teams:


 * Raising Awareness ** – This group will be in charge of making posters about recycling to encourage their peers to get involved.
 * Green Collar Crew ** – This group will be assembling and labeling recycling bins appropriately.
 * Inspection Crew ** – At the end of the period, members of this group will check the bins to make sure items were recycled properly. Members of the inspection crew will also support other groups as needed.
 * Outreach Crew ** – This group will be responsible for brainstorming school drives and functions to promote the program. They will also be responsible for creating public service announcements to be posted around the school about the benefits of recycling.

*Teacher and other staff will monitor students to make sure they are on track, monitor safety, support them in any way and answer questions. |||| **__ Groupings: __** Individual Pairs Certain material such as boxes will be folded and marked with colors that match up with the recycling decals. ||||^  ||   ||
 * X Small Group (3-5) **
 * X Whole-class (>5) ** ||  ||
 * ^  |||| Students will be broken up into different groups. Students will be grouped heterogeneously in order for students to best utilize each others strengths and help each other if and when they struggle. The point of this it to not only raise awareness but build a sense of community. ||   ||
 * **__ Modifications: __** Students with IEP’s will be supported by frequent teacher checks for understanding during the Exploration Activity.
 * **__ Modifications: __** Students with IEP’s will be supported by frequent teacher checks for understanding during the Exploration Activity.

Teacher will check in with each group towards the end of the period. Clean up any items, put them away to continue tomorrow. || ** Homework: ** Get a good night’s sleep! Come back with a positive attitude to continue our work! ||
 * ** Summary ** **(5 minutes)** ||


 * TEACHER ASSESSMENT RUBRIC FOR COOPERATIVE LEARNING **


 * || ** 1 ** || ** 2 ** || ** 3 ** || ** 4 ** ||
 * ** Contribution to group goals ** || Works toward group goals only when prompted || Works toward group goals with occasional prompting || Works toward group goals without occasional prompting; accepts and fulfills individual role within group || Consistently and actively works toward group goals; willingly accepts and fulfills individual role within group ||
 * ** Consideration of others ** || Needs occasional reminders to be sensitive to the feelings of others || Shows sensitivity to the feelings of others || Shows and expresses sensitivity to the feelings of others; encourages participation of others || Shows sensitivity to the feelings and learning needs of others; values the knowledge, opinion, and skills of all group members and encourages their contribution ||
 * ** Contribution of knowledge ** || Contributes information to the group only when prompted || Contributes information to the group with occasional prompting or reminding || Contributes knowledge, opinions, and skills without prompting or reminding || Consistently and actively contributes knowledge, opinions, and skills without prompting or reminding ||
 * ** Working and sharing with others ** || Participates in needed changes when prompted and encouraged; always or often relies on others to do the work || Participates in needed changes with occasional prompting; often needs reminding to do the assigned work || Willingly participates in needed changes; usually does the assigned work and rarely needs reminding || Helps the group identify necessary changes and encourages group action for change; always does the assigned work without having to be reminded ||

Source: Rubric was adapted from [|www.readwritethink.org]

Llilian Vera MIDTERM

Llilian Vera FINAL

Christina Chow



Omi Harris

Omi Harris Final Lesson

Vito Dimatteo

Vito Dimatteo

Christina P:



Final lesson plans Theresa:

Jeff :

Grace:

Luisa:

Maria:

Carol:

Michelle:

Rabiyah:

Matt: Egypt and the River Nile Egypt lesson ppt

Stacey:

Midterms:

Theresa:

Maria:



Raisa:

Jeff:

Grace:

Patti:

Stacey:

Carol:

Luisa:

Matt  water engineering in mesopotamia Mesopotamia water management ppt

previous course participants: Ahmed: Hilda: rubric: Chalanda: Victoria Guan- Final Lesson Plan Cattreya: Yoselyn: Ming: Margaret:

Linda: Please use this page to upload your lesson plans. As a reminder, the following rubric will be used to assess your lesson: Directions for uploading: Midterm Lesson Plans:
 * Click on Edit**
 * Click on File**
 * Click on Upload File (Make sure your lesson** **plan has your name in the title)**
 * After the file has been uploaded, double click it, and you should then see a link for your lesson plan.**
 * Click Save**

Yosely Hilda: Cattreya: Linda: Victoria: Celeste: handouts: Margaret: Chalanda: Ahmed: Sharon: Ming: Helen: This is a lesson that is still being finished: Title: Protecting our Planet Wei-Ee Leslin: photos available here Bianca: Laura: Nubia: Charlene: Mercell: Janine: Mercedes: Rubri Donna: Rosemary: Mei: Susan: Rita: Donna: Mercedes: Bianca: Nubia Mercell: Rita Charlene: Laura: Janine: Helen: Susan
 * Fall 2015**
 * Summer 2015**
 * Wei-Ee**
 * Rosemary:**
 * Leslin:**
 * Mei:**
 * Spring 2015**

Brianna Yetunde: Ronelle: Ronelle Final: Kim Final: Brandon: Final Brianna: Final
 * Fall 2014**
 * Greg: [[file:Sustaining New York City copy.pdf]]**

JoEllen: and  andand Christine: Jamie: Liza:

**Vernalyn:** **Raji:** Aileen Hau-Yu
 * Summer 2014**

Malvia

Vernalyn **Nisha:** **Staci**

Scottie

Diane Norman



Rob

Jeanne

Kim

Shu

Sharine

Luna

Karin

Armatha

Lara
 * Spring 2014**


 * Lisa: [[file:HR.docx]]**

Rachel Josephine:

Craig:

Tammy:

Barbara:
 * Fall 2013 Final**


 * Ana:**




 * Nicole:[[file:greenhouse course at ps 333 - final-1.docx]]**


 * Deryl: [[file:FINAL PAPER-WASTE, WATER, ENERGY AND SUSTAINIBILITY.docx]]**


 * Midterm**


 * Nicole: [[file:greenhouse course at ps 333 - midterm.docx]]**

Deryl:

Ana:

Lindsay:

Manu:

Summer 2013


 * Jamie- 3rd grade**[[file:Sustainability lesson plan #1.doc]][[file:Persuassive Rubric for Sustainability.doc]][[file:Sustainability Lesson Plan #2.doc]][[file:My Waste Lesson Plan #2 Worksheet Tally Chart.doc]][[file:My Waste checklist bar graph.doc]]

Gina 4th grade

Sory- 2nd Bilingual

Juliette- Art

Jacqueline- PreK

Gail

Mayabi:

Patricia

Michael





Spring 2013


 * Shirley**



Chuck



Priscilla



Bernard



Gia

Lee



Sarah



Maria



Drita



Jason



Fall 2012 Judith Deirdre

Laura

Kelli Bardha

Ann

Donna

Sage

Leslie Leslie lesson plan

Dani

Jim

Summer 2012 = K-2 lesson plans =
 * [|Details]
 * [[file:wastewaterenergy/Reuse worksheet.pages|Download]]
 * 53 KB

Paxton Kirsh
 * [|Details]
 * [[file:wastewaterenergy/Paxton Kirsh Midterm Water.doc|Download]]
 * 73 KB
 * [|Details]
 * [[file:wastewaterenergy/P. Kirsh Waste Final.pages|Download]]
 * 130 KB
 * [|Details]
 * [[file:wastewaterenergy/Reuse worksheet.pages|Download]]
 * 53 KB

Cassondra Easterling Cindy Cindy- WASTE (1st grade)
 * [|Details]
 * [[file:wastewaterenergy/Are Healthy Food Choices Also Healthy for the Environment? Kindergarten ESL Cassondra Easterling Midterm.docx|Download]]
 * 189 KB
 * [|Details]
 * [[file:wastewaterenergy/Waste and Water Pollution Easterling Sustainability.docx|Download]]
 * 181 KB
 * [|Details]
 * [[file:wastewaterenergy/WATER-Cascante.doc|Download]]
 * 36 KB
 * [|Details]
 * [[file:wastewaterenergy/trash cards.doc|Download]]
 * 2 MB
 * [|Details]
 * [[file:wastewaterenergy/How do we recycle?.doc|Download]]
 * 92 KB

Katie Berg Midterm Lesson
 * [|Details]
 * [[file:wastewaterenergy/Purpose and Function of Stems.docx|Download]]
 * 30 KB
 * [|Details]
 * [[file:wastewaterenergy/Purpose and Function of Stems experiment sheet.docx|Download]]
 * 26 KB
 * [|Details]
 * [[file:wastewaterenergy/Purpose and Function of Stems Differentiated Experiment Sheet.docx|Download]]
 * 29 KB
 * [|Details]
 * [[file:wastewaterenergy/Xylem and Phloem chart.docx|Download]]
 * 43 KB

Katie Berg Final Lessons
 * [|Details]
 * [[file:wastewaterenergy/Matchbox Car Friction Lesson.docx|Download]]
 * 30 KB
 * [|Details]
 * [[file:wastewaterenergy/Matchbox Car Friction Lesson Sheet.docx|Download]]
 * 34 KB
 * [|Details]
 * [[file:wastewaterenergy/Composting Lesson.docx|Download]]
 * 28 KB
 * [|Details]
 * [[file:wastewaterenergy/Composting Lesson Sheet.docx|Download]]
 * 96 KB

Sandra Santos-Vizcaino
 * [|Details]
 * [[file:wastewaterenergy/SSVwaterconservationlessonplan.docx|Download]]
 * 368 KB
 * [|Details]
 * [[file:wastewaterenergy/SSVfinal lesson.doc|Download]]
 * 4 MB

Leslie Yam = = 3-5 lesson plans
 * [|Details]
 * [[file:wastewaterenergy/07.09.12 Leslie Yam Water lesson plan.docx|Download]]
 * 20 KB
 * [|Details]
 * [[file:wastewaterenergy/07.13.12 Leslie Yam Energy lesson plan.docx|Download]]
 * 64 KB

Jon Pompa
 * [|Details]
 * [[file:wastewaterenergy/Jon Pompa Water Conservation (1).docx|Download]]
 * 107 KB
 * [|Details]
 * [[file:wastewaterenergy/Waste lesson(1).docx|Download]]
 * 110 KB

Mayra Allen Sonia Bicocchi
 * [|Details]
 * [[file:wastewaterenergy/Midterm Lesson Plan.docx|Download]]
 * 25 KB
 * [|Details]
 * [[file:wastewaterenergy/Beached whale's Stomach Content.docx|Download]]
 * 31 KB
 * [|Details]
 * [[file:wastewaterenergy/2nd Lesson Plan.docx|Download]]
 * 25 KB
 * [|Details]
 * [[file:wastewaterenergy/Watershed.doc|Download]]
 * 4 MB
 * [|Details]
 * [[file:wastewaterenergy/Sonia Bicocchi energy lesson 1.docx|Download]]
 * 647 KB
 * [|Details]
 * [[file:wastewaterenergy/Energy Rubric.docx|Download]]
 * 146 KB

Tina Wong
 * [|Details]
 * [[file:wastewaterenergy/Tina Wong - [Midterm] Wells and Ground Water Lesson.doc|Download]]
 * 532 KB


 * [|Details]
 * [[file:wastewaterenergy/Tina Wong - [Final] The Lorax - Overconsumption Lesson.doc|Download]]
 * 74 KB

Marina
 * [|Details]
 * [[file:wastewaterenergy/M. Avsjukevich Water Cycle Lesson Plan.docx|Download]]
 * 27 KB
 * [|Details]
 * [[file:wastewaterenergy/Marina Food Chain.docx|Download]]
 * 51 KB

Ali Ladman
 * [|Details]
 * [[file:wastewaterenergy/Ladman.WaterCycleLesson.docx|Download]]
 * 27 KB
 * [|Details]
 * [[file:wastewaterenergy/Ladman.ElectricityLesson.docx|Download]]
 * 28 KB

Hilton
 * [|Details]
 * [[file:wastewaterenergy/hilton.docx|Download]]
 * 131 KB
 * [|Details]
 * [[file:wastewaterenergy/hilton Molecules In Motion.docx|Download]]
 * 161 KB

shelanthia griffiths
 * [|Details]
 * [[file:wastewaterenergy/midterm- summer 2012.doc|Download]]
 * 108 KB
 * [|Details]
 * [[file:wastewaterenergy/final-summer 2012.doc|Download]]
 * 46 KB
 * [|Details]
 * [[file:wastewaterenergy/Shelanthia 's Final-Waste.doc|Download]]
 * 46 KB

middle and high school lesson plans

Steve Emily Wong
 * [|Details]
 * [[file:wastewaterenergy/The Gift of the Nile.docx|Download]]
 * 206 KB


 * [|Details]
 * [[file:wastewaterenergy/water cycle lesson.docx|Download]]
 * 100 KB
 * [|Details]
 * [[file:wastewaterenergy/energy lesson.docx|Download]]
 * 117 KB

Jonathan
 * [|Details]
 * [[file:wastewaterenergy/Ryberg.HydroTimes.docx|Download]]
 * 125 KB
 * [|Details]
 * [[file:wastewaterenergy/Ryberg.Energy.docx|Download]]
 * 672 KB

Eresha Kissoon Water Energy
 * [|Details]
 * [[file:wastewaterenergy/Eresha-L1-WaterCycle.pdf|Download]]
 * 360 KB
 * [|Details]
 * [[file:wastewaterenergy/Passive Solar Design lesson final.docx|Download]]
 * 277 KB
 * [|Details]
 * [[file:wastewaterenergy/Direct Instruction-Passive Solar Design.notebook|Download]]
 * 1 MB
 * [|Details]
 * [[file:wastewaterenergy/Direct Instruction-Passive Solar House.pdf|Download]]
 * 1 MB
 * [|Details]
 * [[file:wastewaterenergy/Design Challenge Handout.pdf|Download]]
 * 66 KB
 * [|Details]
 * [[file:wastewaterenergy/teacher testing steps worksheet.pdf|Download]]
 * 137 KB
 * [|Details]
 * [[file:wastewaterenergy/Design Challenge Handout.pdf|Download]]
 * 66 KB

Marni Metzler = =
 * [|Details]
 * [[file:wastewaterenergy/LESSON PLAN-Hydroponic Lab.docx|Download]]
 * 19 KB
 * [|Details]
 * [[file:wastewaterenergy/LESSON PLAN-energy sources.docx|Download]]
 * 18 KB

Bess
 * [|Details]
 * [[file:wastewaterenergy/Greenbaum_Water_Lesson 1.doc|Download]]
 * 24 KB
 * [|Details]
 * [[file:wastewaterenergy/Greenbaum_Lesson PlanNYT_Bioluminescence_WaterPollution.pdf|Download]]
 * 206 KB
 * [|Details]
 * [[file:wastewaterenergy/Greenbaum_Waste.doc|Download]]
 * 29 KB

Steve Spring 2012
 * [|Details]
 * [[file:wastewaterenergy/Sources of Energy.docx|Download]]
 * 145 KB

AnneMarie- check out how she included the standards for the professional development of the teacher

Nikki

Christina

Allison and Diana

Riaad

Stacey

Meaghan Gonzalez "How Do Plants Grow"

Vicki

Colleen

Gerry

Tyler

Anna Lisa

Fall 2011

Laura Martinez

‍‍‍‍‍

‍‍‍‍‍

Norah

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‍‍‍‍‍

‍‍‍‍‍Amy



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‍‍‍‍‍Chris

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