1) Who

2) What

3) Where

4) When

5) Why

6) How

Thinking back on today's session, how would you summarize your thinking, learning, and experience?

2) a) Discuss the importance of technological developments to the outcome of one 20th century war.

2b) Evaluate the impact of mobilization of human and economic resources upon the outcome of one 20th century war

2c) Discuss the effects of total war on women and minorities in one 20th century war.

3) What language in the prompts need to be defined and explained?

For example...what counts as technology?

What relationships existence between human resources, economic resources, and technology?

What relationships exist between minority and women engagement in war and notions of mobilization?

4) Past classroom assignments

5) Graphically mapping evidence to prompt analysis

SWBAT to understand how appeasement contributed to the start of WW2.

2. ESSENTIAL QUESTION

   Why did the Munich Pact/appeasement fail to ensure peace?

3. GUIDING QUESTIONS

   _What 3 acts of aggression did Hitler carry out in the 1930's.

   _How did these actions contribute to tension in Europe?

   _How did his actions violate the Treaty of Versailles?

   _Why did European nations and the League of Nation fail to respond?

   _Define appeasement. Why was this approach taken.

4. RESOURCES

   _Map of Nazi Aggression

   _Excerpt from the Munich Pact.

   _Statement by Prime Minister Chamberlain regarding the success of the Munich Pact.

5. ACTIVITIES

   _Pair activity on the benefits and drawbacks of appeasement.

6. CRITERIA

   _Quick response to the prompt "Do you believe the policy of appeasement is effective?"

   _1 Stimulus Question on appeasement.

7. Rubric

   _Mini quiz at the end of the week.

   
   

Essential question: How does being empathetic impact our local and global communities.

Guided Questions: What are ways in which we can help in our community? Who can we help by serving our community?

What is empathy? Why is it important? What MYP learner profile traits do you exhibit when performing community service?

Resources: Chromebooks, Visual aids through a google document, online platform - Nearpod.

Activities: Identifying types of Service by speaking and writing them. Talking with a partner(s) about Service. Online platforms such as Nearpod - Collaboration board students will need to identify community service projects and people they help through service.

Criteria for Success: Being able to speak about service with teacher/partner, being able to reflect on the lesson by completing an exit ticket by answering some of the class questions in Spanish about Service.

Rubric - MYP Criterion C - Communicating in response to Visual Text.

What - Completing 5 triangle proofs

Where - In 5 stations around the classroom

When - During a 40 minute period

Why - To foster critical thinking, communication and collaborative working skills

How - Working in groups to dissect information, assess current progress, and synthesize definitions, properties, postulates, and congruence theorems.

2) How did American citizens' lives change from being prosperity in the roaring 20s to being scarce during the great depression?

3) What is a cause? What is an effect? What does prosperous mean? What does scarce mean? Have you ever felt prosperous or scarce in your life and why?

4) Gallery walk photos that illustrate the events of the time period, graphic organizer that requires students to identify if the picture shown is a cause or an effect?

5) The main activity would be a gallery walk that illustrates the events of the Great Depression. Additionally, the students will write a single sentence summary using the 5Ws that are included in the documents that are analyzed.

6) Students will identify the causes and effects of the Great Depression through a single sentence summary using the annotations of the documents that they analyze.

7) Summative Assessment- Using the causes and effects of the great depression, the students will write an essay revolving around the enduring issue of scarcity.

2. How did American lives change from being prosperous in the Roaring 20's to scarce in the Great Depression?

3. What is a cause? What is an effect? What does it mean to be prosperous? What does it mean to be scarce? Have you ever felt prosperous or scarce in your life and why?

4. The resources that I will be using include photographs from the time period and a graphic organizer in which students identify the causes and effects of the Great Depression.

5. The main activity includes a gallery walk of photos that illustrate the events that led to the Great Depression and the impact that it had on American lives. Additionally, students will be asked to write a one sentence summary that incorporates the 5 W's of the documents that the students analyze to check for their understanding of the documents.

6. Students will identify the causes and effects of the Great Depression and provide a single sentence summary using their annotations of each document that the students analyze.

7. Summative assessment will be to write an essay in which they identify and explain the causes and identify and explain the effects of the Great Depression revolving around the enduring issue of scarcity.

1. Students will develop an argument and counter-argument by justifying their claim(s) with textual evidence pulled from Shakespeare's Romeo and Juliet.

2. Who is the most responsible for the fates of Romeo and Juliet, when we remember that they are impressionable young adults relying on the advice/guidance of the trusted adults in their lives?

3. How does the sheltered lifestyle of Romeo and Juliet contribute to their naivete regarding love and the act of building a life together?

   To what degree are the social and political circumstances in Verona a guiding influence in the advice given as well as how readily it is received?

4. Web search images of their selected character

   Romeo and Juliet text

   Non-fiction text

   Chromebook

   Graphic Organizer T-chart

5. Small group discussions

   Text analysis with annotations

   Padlet discussion board

   Final essay OR classroom debate/courtroom

6. Students must make a claim addressing the EQ and supporting their claim by pulling evidence from multiple sources.

2) a) Discuss the importance of technological developments to the outcome of one 20th century war.

2b) Evaluate the impact of mobilization of human and economic resources upon the outcome of one 20th century war

2c) Discuss the effects of total war on women and minorities in one 20th century war.

What? Students will use Padlet to share the information they researched about a specific drug.

Where? In the classroom and while at home.

When? During 2-3 40 minute periods.

Why? To demonstrate knowing and understanding of the risks involved with substance use and abuse.

What - Students will use padlet to explore types of community service and talk/write about it in the target language.

Where - In the classroom

When - During a 39 minute period

Why - This will be a unique way for the students to acquire Spanish language in relation to Community Service.

How - Students will have a column to introduce themselves and reflect on who they are using MYP learner profile traits. They will have a column to reflect on various pictures of service. Students will have a column to reflect on their own service project, who they are helping and why it is important. Students will have an additional column to record audio about about their service, why it is helpful and how it makes them feel.

Students will have a final column reflecting on the padlet and lesson itself.

Counter-arguments will be attached to their classmate's posting in the discussion thread.

What- Students will use padlet to participate in a gallery walk and decide on whether the document is a cause or an effect

Where- In the classroom

When- During a 39 minute lesson or a two day lesson

Why- Want to improve students communication, collaboration, and reflection skills

How- Students will have 4 different columns. One to introduce themselves, another one where they describe their favorite hobby, third identify the cause or effect, and the last column for peer feedback

What - Students will use Padlet to participate in a gallery walk and decide whether the document is a cause or an effect of the Great Depression

Where - Social Studies 8 classroom

When - During a 2 day lesson

Why - To improve student's communication, collaboration, and reflection skills

How - Identify whether it is a cause or an effect and their single sentence summary column. Another column could be an introduction column where the students can describe their favorite hobby and why it is their favorite. Third column could be used for student feedback to the teacher.

WHAT: Students will utilize Padlet to organize their small group's key claims about their assigned character, and then post their argument in the discussion thread as well as their counter-argument to a classmate's post (one with a different character than their own).

WHERE: In the classroom - small groups and independently

WHEN: During two-three 40 minute periods

WHY: To improve critical thinking, organize ideas into coherent arguments, and consider alternative perspectives.

HOW: Small group work to identify key claims/arguments as well as textual evidence; independent writing

• columns for each character "on trial"

• general posting area to identify key claims that can be used by the group in developing their independent argument

• area to submit their independent claim statement and evidence

"Scientific inquiry into the science of the sun, stars and moon... how location affects geography

Introduce VEX mars Robot STEM Lab UNIT

Goals:

1. How to create and start a VEXcode GO project that makes the Code Base robot move forward, backward, and turn.

2. Drivetrain blocks in the correct sequence to create a project to solve a challenge.

3. How scientists learn about Mars with rovers, which collect samples of rock and soil for a possible return to Earth to be studied.

4. How to use VEXcode GO with the Code Base robot to solve a challenge.

Essential Question:

How can you use VEX and VEX Code Go to build a robot and develop a program that will facilitate the study of how location affects geography?

Guiding Questions:

1. How can you develop a VEXcode GO project that orders behaviors in a sequence to complete a challenge?

2. Can you communicate behaviors, through words and gestures, that the Code Base robot will need to complete in order to accomplish a task?

Resources:

VEX Go Kits

Chromebooks

VEX Go STEM Lab PDF Instructions

Smithsonian Living and Working in Space Virtual Field Trip

Smithsonian Spacesuit Design Challenge

Activities:

1. Students will create and test a VEXcode GO project that has the Code Base robot drive to collect a sample. In Play Part 2, they will add to their project to have the robot return to the base (starting position).

2. Students will describe how the Code Base robot moves forward, backward, and turns in order to drive to collect a sample as they build their projects

3. Students will describe how to move the robot to return to the base as they add to their projects.

Assessment:

1. Students will create a project that successfully sequences Drivetrain blocks to move the Code Base Robot to collect a Mars soil sample

2. Students will successfully add to their projects to have the robot return to the base —or starting position.  

3. Students can demonstrate their projects and discuss how they ordered the blocks in the project to complete the challenge.

4. Students will discuss how they ordered the blocks in their project.

Goal: differentiate between kinetic and potential energy

How does the snow ball slide down the hill?

What type of energy does the snow ball have at the top of the hill?

What type of energy allows the snowball to move down the hill?

Guiding questions think movement and stored energy

Visual aids

Lab activity of a ruler on an incline and a marble sliding down the ruler

Criteria for success is if the students can demonstrate kinetic energy (by rolling marble down the ruler) and potential energy (the marble at the top of the ruler).

Rubric is

demonstrates an understanding of the lab activity and verbalizes the difference between the 2 types of energy

demonstrates some understanding of the lab activity but misuses the types of energy

fails to demonstrate an understanding of the lab activity and misuses the types of energy

What Differentiating between Potential and Kinetic Energy

When during a science lesson

Where in the classroom

Why to improve the students' understanding of the topic

How by having the students complete a lab activity that allows students to see the difference between potential and kinetic energy.

I enjoyed learning this new technology and look forward to utilizing it when assisting students to understand the topic.

What - Students will use padlet to complete a KWL Chart on animal and plant systems based on the previous lessons taught throughout the unit.

Where - in the classroom

When - During a 40 minute lesson

Why - Students will be able to utilize their knowledge on animal and plant systems to complete the "K" section of the KWL chart. Then, students be given the opportunity to write in the "W" section of the chart questions that they may still have after completing the past few lessons from previous sessions on different parts of animal and plant systems. Their hope is to be able to answer these questions after completing the activity of the model of an animal or plant system to fill out the "L" section of the KWL chart. Students will also be given the opportunity to read each other's ideas in the KWL chart and star and comment on some questions that their classmates may have under the "W" section of the chart. This will allow the teacher to see what are some common themes in what students are continuing to wonder about after the completion of the activity. This is a great opportunity for students to continue researching animal and plant systems during a WIN period. This can open the floor for creating their very own research project.

2) How must someone else be feeling? What do they need?

3) What can I say to them to make them feel better? What might they need? Can I do something for them to show them?

4) Picture books, BrainPop Jr. Youtube

5) Videos, Responses, Polls, Photos, and Role-play Acting.

6) Students will be able to explain what empathy is and be able to come up with two supportive statements to someone who is going through a difficult time.

7) Responses on the exit ticket

What Students will collaborate with their group and fill out a KWL chart while doing their animal research unit.

When throughout the unit- writing, science and stations.

Where in the classroom

Why This will help organize their thoughts and guide their research.

I think this will help them organize their thoughts and will be a good resource for them to revisit throughout their learning.

What: Penguin KWL Chart- Teacher will elicit responses from students and fill out each column.

When: During a science lesson in class

Why: We will be starting a unit on Penguins so this will help us during the unit to organize their learning.

I think the children will enjoy seeing their names with their individual responses. :)

2. Why are there so many different kinds of flowers?

3. What happens to plants as time goes by? What is different about how each plant grows and what is the same? Why is it good for plants when bees visit? How many ways can you think of to move pollen from one flower to the other? What would a garden need for flowers to be pollinated? What do all plants need in order for seeds to grow into plants?

4. The resources we will be using are: Mystery Science videos and activities, student chromebooks, Future Flowers game with plants cards and bee cards

5. Future Flowers game

6. Collaborate with each other, complete the activity and assessment