Students went over the classroom syllabus which describes classroom rules and expectations. Parents/Guardians were also asked to go over this and sign before their student returns for 5 points.

A copy of the syllabus can be attached

A copy of the Safety Contract can be found above

This laboratory safety contract goes over the rules and expectations for students when performing laboratory activities

Students begin their first lesson of the year on Amplify Curriculum for the unit Harnessing Human Energy

This unit is about understanding energy and how it can be transformed to be useful to rescue workers on rescue missions who might run out of energy for necessary instruments.

1. Student begin by completing activity #2 where they use a sim (simulation) on their computers to find a power source that makes a light shine

2. Students finish with Homework assignment #3 where they respond to three questions about energy

System

Claim

Evidence

Reasoning

Scientific Argument

1. Students begin with the warm-up activity #1

2. Students then move onto activity #2 where they match pictures with whether they can see evidence of energy or not

   • Additionally students record two vocabulary terms in their notebooks; Kinetic Energy and Potential Energy

3. In Activity #3 students answer 3 multiple choice questions about whether a toy has potential or kinetic energy in three different scenarios

4. In activity #4 students answer two more questions about potential energy

5. Activity #5 Homework students are asked two questions that have them think about how potential and kinetic energy tie back into helping rescue workers to do their job

1. Students complete warm-up activity #1

2. Students then read "Energy Inventions"

   • Click link for the reading

3. Students are then asked to write a 5 sentence summary of "Energy Inventions"

   
   

1. Students complete warm-up activity #1

2. Activity #2 - Students re-read the last 2 paragraphs of "Energy Inventions" and choose a claim that they believe is best supported after completing the reading

3. Activity #3 - Students sort their energy cards into the best and worst types of energy for rescue workers to use during an emergency rescue. They then answer the questions on activity #3

1. Activity #1 - Students begin by answering the warm up question

2. Activity #2 - Students then use 5 word relationship cards to come up with sentences that answer the Chapter 2 question "How can the rescue workers get energy to the batteries in their equipment during rescue missions?"

3. Activity #3 - Students read the evidence cards and then select one of two claims that they support. On Page 3, students then write a claim, evidence and reasoning for the claim they selected.

4. Homework activity #4 - Students read a short article called "Hand-Crank Flashlight" so that they can answer the questions "How does the hand-crank get energy to the battery?"

1. Activity #3 - Students get an additional 10 minutes to sort their energy cards into the best and worst types of energy for rescue workers to use during an emergency rescue. They then answer the questions on activity #3

2. Activity #4 - Students see an example (picture above) using the sorting tool before they attempt to use the sorting tool themselves for activity #5

3. For homework activity #5, students use the sorting tool in 3 scenarios showing energy transfer. On Page 4 of the homework activity, students read an article before answering 2 questions.

1. Students begin by answering a question in warm-up activity #1

2. In activity #2, student groups choose and design (draw) a device that harnesses human energy. After drawing they are given the opportunity to create a real life (physical) model of their device

3. Homework activity #3 asks students to write a description about how their device works and captures energy. Then (page 2) students area sked to create a new system and describe the arts they use after creating it in a simulation.

Finish Lesson 3.2

Begin Lesson 3.3

Continue Lesson 3.3

Finish Lesson 3.3

1. Students complete the warm up activity #1

2. Students then complete activity #2 where they complete a reading and highlight the important parts.

3. 3. lastly, in activity #3 page 2, they share their ideas with a partner and the partner write down what was shared.

1. Students begin by finishing homework activity #5 in lesson 2.2

2. Student then move onto lesson 2.3 activity #1 Warm Up

3. Activity #2 - Students us e a model to think about how humans see the moon from Earth

4. . Activity #3 - Students watch a video on the moon where they think about how it looks from space and from Earth and how those are different views with different results

5. Activity # 3 - Students use two sims on two pages to answer questions

6. Activity #4 - Students revise their previous moon models after learning more information and then turn the model in

1. Students complete the critical juncture Assessment. Activities #1, #2, #3

1. Students complete warm-up activity #1

2. Students complete activity #4 using a sim to complete a model to help answer the activity question