daily objective(s): i will be successful if i

December 17th (Group A) - December 18th (Group B)

Daily Objective(s): Today (I will be successful if I) Submit my unit project by 4:00pm

read the final chapters of Where the Red Fern Grows and take the book test.

(SCIENCE) - Complete a reasoning tool to review my work, read a short article and

then complete the unit written response #1.

Language Arts Reading Science

1. Warm-Up 2. Persuasive Writing Piece (Final Draft) - CANVAS 3. Reading chapter 19 & 20: Where the Red Fern Grows - By Wilson Rawls & complete book test (GQ) 4. Where the Red Fern Grows: Book Test

Log into IL (Imagine Learning) and continue your work on unit one. You are required to complete 30 minutes of IL (Reading) per session or two lessons in a single unit.

1. Warm-Up

2. Read and Share Ideas: Article - Growth and Repair 3.Revising the Reasoning Tool / Essential Molecules CANVAS

4. Unit Test: Written Response #1 / Amplify - Metabolism, Chapter 4, Lesson 4.4

Unit 2: Persuasive Writing Persuading an audience: You are working for a NEW advertising company (AD-CO.) and have been given an assignment. Review the product and create an ad that effectively entices your audience to make a purchase. The NEW Improved Elf on the Shelf

N/A FCPS Learning Standards

Amino Acids: Metabolism, Chapter 3, Lesson 3.3, Activity 1 Using the metabolism SIM, follow the same setup as the storyboard and complete the warm-up in Amplify. Complete a summary of what you found out in your Google Notebook.

https://drive.google.com/file/d/1o_Yhmz7eFoi5QUREpAOdRa5dU_JJE0SM/view

https://fcps.instructure.com/

https://docs.google.com/viewer?a=v&pid=sites&srcid=Z3JlZW52aWxsZXNjaG9vbHMudXN8bXItZXxneDo3ZTQ2YWQyZDFhZDBmYjUw

https://forms.gle/Pd8F9A6ez6EtQuJ3A

https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/cardstack/8a80818e4e066ab2014e31c9c4070564/8a80818e4e066ab2014e31c9c32400fe/8a80818e4e066ab2014e31c9c3de04a8?cardKey=8a80818e4e066ab2014e31c9c408056f


https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/cardstack/8a80818e4e066ab2014e31c9c5c90e5e/8a80818e4e066ab2014e31c9c4a808ed/8a80818e4e066ab2014e31c9c5a20d7a?cardKey=8a80818e4e066ab2014e31c9c5ca0e69

https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/cardstack/8a80818e4e066ab2014e31c9c5c90e5e/8a80818e4e066ab2014e31c9c4a808ed/8a80818e4e066ab2014e31c9c5a20d7a?cardKey=8a80818e4e066ab2014e31c9c5ca0e69

http://www.wegerscience.com/documents/clown.jpg

http://www.wegerscience.com/documents/clown.jpg

https://navigator.fcps.net/storage/2023/MS_7_Unit.1_PerceptionandReality.pdf

https://apps.learning.amplify.com/metabolism/metabolism_74.html


Daily Objective(s): Today (I will be successful if I) ELA - Complete my unit project

peer-edit, submit my writing piece in CANVAS and complete my notebook

assessment. (SCIENCE) - Complete a reasoning tool to review my work, read a

short article and then analyze a simulation and complete a storyboard.



1. Warm-Up 2. Notebook Assessment 2-2 (Share-2-Score) - CANVAS 3. Persuasive Writing Piece (Final Draft) - CANVAS 4. Reading chapter 18: Where the Red Fern Grows - By Wilson Rawls & complete comprehension check (GQ)


1. Warm-Up

2. Reading & Notes (Q & A) / Cellular Respiration 3. Action Illustration (AKA Storyboard) CANVAS

4. Google Quiz: Concept Check

Unit 2: Unit Project Rubric Using the unit project assessment, score your own argument and then share your score and work with a peer. *If you are providing feedback focus on the score provided for each objective and let them know if you agree/disagree and provide support using their work.


Reviewing Concepts: Revising Claims Access Chapter 3 in the Metabolism unit, lesson 3.1 and complete Activity 5 as your notebook warm-up. Create a reasoning tool by selecting one of the claims in Activity 5. (Q, C, Ev, Ex)


Daily Objective(s): Today (I will be successful if I) ELA - share my evidence(s) table

from assignment 2 and complete an outline of my writing piece for next week.

(SCIENCE) - complete Experiment #2 using the SIM and a formative concept check.




https://forms.gle/qrEXFPohBX13GnCt5

https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/cardstack/8a80818e4e066ab2014e31c9c3c003eb/8a80818e4e066ab2014e31c9c32400fe/8a80818e4e066ab2014e31c9c37d02b2?cardKey=8a80818e4e066ab2014e31c9c3c103f6&tgActive=so


https://forms.gle/bw5gSSur9RjUwYQz6

http://www.wegerscience.com/documents/unit_project_argument.pdf

https://forms.gle/K7tmHpcksPYDTZhL7

https://forms.gle/K7tmHpcksPYDTZhL7



1. Warm-Up 2. Pair/Share - Part 3, How many points did you get? 3. Persuasive Writing Piece Part 4 / Outline) - CANVAS 4. Reading chapter 17: Where the Red Fern Grows - By Wilson Rawls & complete comprehension check (GQ)


1. Warm-Up

2. Notebook Assessment 2-2 (Share-2-Score) - CANVAS 3. Experiment #2 / SIM - Molecule Testing CANVAS

4. Google Quiz: Concept Check

Unit 2: Reviewing Ideas Opinions can sometimes sound like facts, because we think they are true. A good writer never assumes a fact is true - unless the know for sure. Fact or Opinion - Challenge


Concept Review: Chapter 3 Compare these two ideas and explain how they are different. - Metabolism - Respiration


Daily Objective(s): Today (I will be successful if I) complete my persuasive writing

activity, daily reading assignment and (GQ) comprehension check. (I will be




https://forms.gle/KTU362ajN81nbQ959



https://forms.gle/7m1TnMMCbYimeJdG7

https://www.youtube.com/watch?v=nKBzdtADTiY


successful if I) share my results from Experiment 3.1, complete Experiment #2 and

a formative concept check. Amplify @ Home


1. Warm-Up 2. Vocabulary Tree (Q & A) 3. Persuasive Writing Piece Part 3 / Evidence(s) - CANVAS 4. Reading chapter 16: Where the Red Fern Grows - By Wilson Rawls & complete comprehension check (GQ)


1. Warm-Up

2. Sharing results & Reasoning Tool / Communicating for Accuracy (Part 1) 3. Experiment #2 / SIM - Eliminating Claim(s) CANVAS

4. Google Quiz

Unit 2: Persuasive Writing Persuading an audience: You are working for a NEW advertising company (AD-CO.) and have been given an assignment. Review the product and create an ad that effectively entices your audience to make a purchase. Product #3: 40 Gallon Hat


NEW IDEA: Experimental Error An error is a mistake. Some mistakes when we complete experiments are un-avoidable they are called random errors. Those that we can avoid are called blunders. What type of random errors may have occurred in our experiment? *Accuracy is increased when trial data is increased.

December 3rd (Group A) - December 4th (Group B)

https://drive.google.com/file/d/1qrshiA_Wjzw31sQxwkm0f5BS-T-L8ww8/edit




https://forms.gle/5YLznCcaMzdGSAg97


https://forms.gle/9a4fPYDan9Cpr6av6

http://www.wegerscience.com/documents/40_gallon_hat.JPG




successful if I) complete the data collection, graphing for Activity 3.1 and a

formative concept check. Amplify @ Home


1. Warm-Up 2. Vocabulary Tree (WP) 3. Persuasive Writing Piece Part 1 & 2 / - CANVAS 4. Reading chapter 15: Where the Red Fern Grows - By Wilson Rawls & complete comprehension check (GQ)


1. Warm-Up

2. Refining our Hypothesis: Scientific Community Poll 3. Respiration Experiment #1 / Data Collection & Graph CANVAS

4. Google Quiz

Unit 2: Persuasive Writing Persuading an audience: You are working for a NEW advertising company (AD-CO.) and have been given an assignment. Review the product and create an ad that effectively entices your audience to make a purchase. Product #2: Pet Rock


NEW IDEA: Hypothesis Copy down the NEW focus question (below) and come up with some possible solutions. What exactly do the molecules in your cells have to do with your energy level? *What do you already know about how cells function in the body? Inferring Ideas





https://forms.gle/YGqk8F9f1zhCTHcb6

https://forms.gle/2U8PBqofr7XFzcze9


https://forms.gle/gfEaH7UEyRaEmmVx7

http://www.wegerscience.com/documents/pet_rock.JPG


November 30th (Group A) - December 1st (Group B)



successful if I) share ideas about our SIM test results, complete a final diagnosis

activity and a formative concept check. Amplify @ Home


1. Warm-Up 2. Persuasive Writing Task: Collections / What do you think? Opinion & Evidence - CANVAS 3. Reading chapter 14: Where the Red Fern Grows - By Wilson Rawls & complete comprehension check (GQ)


1. Warm-Up

2. Patient Diagnosis / (Community Results) Reasoning Tool 2.7 - CANVAS 3. Complete warm-up activity 3.1 in Amplify / Check for Understanding

4. Google Quiz



https://my.hrw.com/content/hmof/language_arts/hmhcollections2017/na/gr7/ese_9780544570740_/index.html



https://forms.gle/J9adsd8dsMT9mENf8


https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/cardstack/8a80818e4e066ab2014e31c9c3490196/8a80818e4e066ab2014e31c9c32400fe/8a80818e4e066ab2014e31c9c3270110?cardKey=8a80818e4e066ab2014e31c9c34a01a1

https://forms.gle/Dr3d9rtzhG4yypjw8

Unit 2: Persuasive Writing Persuading an audience: You are working for a NEW advertising company (AD-CO.) and have been given an assignment. Review the product and create an ad that effectively entices your audience to make a purchase. Product #1: SAMMICH-SHOES


Elisa's Diagnosis / Evidence(s) Summarize your experiment. What did you do in the SIM to determine which numbers from Elisa's results were causing her condition? *In order to find what is wrong - you may have to observe a healthy body and find common results.

September 11th (Group B) - September 14th (Group A)

Daily Objective(s): Today (I will) use text evidence to help support my

prediction about "Sorry, Wrong Number", then use my understanding of

energy and systems to trouble-shoot solutions during different emergencies.


1. Warm-Up 2. Reading Review (KHT) 3. Using character traits and plot to make predictions about text (NB/Discussion). 4. Creative writing activity - Mr. Stevenson (CANVAS)


1. Warm-Up 2. Amplify Lesson 1-2 / Trouble-shooting student designs. 3. Design two versions of a flashlight system. (CANVAS) 4. Google quiz

http://www.wegerscience.com/documents/sammich_shoes.jpg


https://create.kahoot.it/kahoots/my-kahoots



https://forms.gle/v7bsNeioLMHpvB5k9

Based on the story "Sorry, Wrong Number" pgs. 111-117, what did you predict would happen next?

N/A In what other situations would rescue workers find themselves without access to energy?


Daily Objective(s): Today (I will) use text evidence to help support my

prediction about "Sorry, Wrong Number", then use my understanding

of energy and systems to trouble-shoot solutions during different

emergencies.


1. Warm-Up 2. Sharing ideas activity @ dotstorming 3. Complete, "Sorry, Wrong Number" pgs. 118 - 124 4. Google quiz / Comprehending text


1. Warm-Up 2. Reasoning Tool : Using Evidences (Application) 3. Argument #1: Building a better flashlight. (CANVAS) 4. Google quiz


https://dotstorming.com/b/5f60193ad4682305451f457a

https://forms.gle/uUSchhykDrzNPw7B9

https://docs.google.com/document/d/1e87jYTLGlXQR_sZ4Mgg8fvQv046ovVQeMYsUAvIfCTQ/edit?usp=sharing


https://forms.gle/6GoUaJ5iDH1hZEJ89

Mr. Stevenson walks slowly toward a dark alley. His eyes are red and burning from the tears. "44 years - God help me...", he stops abruptly and turns to face a shadow - "Are you certain this is the only way?" - "Trust me, it will be quick". What does the above scene reveal about Mr. Stevenson?

N/A Complete the warm-up @ Amplify Lesson 1-3. Read the letter from the Energy Research Lab, and complete the response. Make sure you submit the work at Amplify before you exit.

September 18th (Group B) - September 21st (Group A)

Daily Objective(s): Today (I will) use text evidence to support my ideas about a

text, "Where the Red Fern Grows - Wilson Rawls" and use my ideas to

understand perspective. (I will) use my understanding of energy and systems

to determine when an object has kinetic/potential energy.


1. Warm-Up 2. Writing from different perspectives (CANVAS) 3. Sharing ideas activity @ dotstorming - Student response 4. Google quiz / Comprehending text


1. Warm-Up 2. Argument #2:Which object has more energy? (CANVAS) 3. Argument #1: Building a better flashlight. (Discussion/Notes) 4. Google quiz




https://forms.gle/nsFpkpTdDjMC1aQE9


https://forms.gle/8idCnbCKgFniDsz27

Reading chapter 1: Where the Red Fern Grows - By Wilson Rawls Summarize the theme. What type of person is the main character? Select a character trait, and support your selection using an event from the story. FCPS Learning Standards

N/A Complete the sorting tool @ Amplify Lesson 1-3. Organize the cards into two groups. 1. You can see energy 2. You cannot see energy In the warm-up space explain - what do objects in group (1) have in common?

September 22nd (Group B) - September 24th (Group A)

Daily Objective(s): Today (I will) use text evidence to support my ideas about a

text, "Out of the Dust - Karen Hesse" and use my ideas to understand

perspective. (I will) explore where systems get energy - and create clear

evidence statements to support my reasoning. Amplify @ Home





https://apps.learning.amplify.com/sortingtool/#/tool/152/level/Evidence_of_Energy_id_2097



1. Warm-Up 2. Writing from different perspectives (CANVAS) 3. Sharing ideas activity @ dotstorming - Student response 4. Comprehending text / Formative Assessment


1. Warm-Up 2. Argument #3:Which systems have energy? Complete activity @ (CANVAS) 4. Google quiz

Reading pgs. 1 - 35: Out of the Dust - By Karen Hesse Summarize the theme. What type of person is the main character? Select a character trait, and support your selection using an event from the story. FCPS Learning Standards

N/A Amplify Lesson 2-2: Create a four-row reasoning tool. R1. Copy the question into row one. R2. Select a claim from Amplify activity 2-2. R3. Provide evidence to support your claim R4. Explain why you believe this is true.


Daily Objective(s): Today (I will) use different examples of writing to create a

complex character of my own creation. (I will) explore where systems get

energy - and create clear evidence statements to support my reasoning.

Amplify @ Home



https://create.kahoot.it/v2/share/e05b7637-7c69-432b-adff-61ba08df7462

https://www.youtube.com/watch?v=6fanY__dBZ0&feature=youtu.be

https://www.youtube.com/watch?v=6fanY__dBZ0&feature=youtu.be


https://forms.gle/yXMZXiqthiF3ru668

https://www.btboces.org/Downloads/1_Out%20of%20the%20Dust%20by%20Karen%20Hesse.pdf



https://apps.learning.amplify.com/curriculum/#/unit/8a31e0f9506c8fa20151aba2eb020cef:2020-2021/cardstack/8a31e0f9506c8fa20151c5d1cdbb0e59/8a31e0f9506c8fa20151c59f39530cf3/8a31e0f9506c8fa20151c5a0f4e60d05?cardKey=8a31e0f9506c8fa20151c5d5e9880e79



1. Warm-Up 2. Sharing ideas activity @ dotstorming - Student response 3. Reading chapter 2: Where the Red Fern Grows - By Wilson Rawls 4. Google quiz


1. Warm-Up 2. Argument #4: Does an object NOT moving or changing have energy? Complete activity @ (CANVAS) 4. Google quiz

Build a complex character 1. Select two contrasting character traits. 2. Write a short scene (one paragraph) that demonstrates these characteristics. FCPS Learning Standards

N/A Compare to Solve - (Venn Diagram) 1. Create a three column table in the warm up space. 2. Using the model complete the comparison.

September 29th (Group B) - October 5th (Group A)

Daily Objective(s): Today (I will) identify an example of a plot from a personal

selection and identify important components using a graphic organizer. (I will)

read an Amplify article (Energy Inventions) related to sources of energy - and

use text evidence to support a claim. Amplify @ Home





https://forms.gle/qKoXdkJKvt2YD9Rw7

https://docs.google.com/presentation/d/14yhPvT6LrTxFGWV1Li3uMc6f_2X0FVdeLDUGpX1Uy9c/edit?usp=sharing




https://forms.gle/pgUjbGH28Q5q7RUQ9




1. Warm-Up 2. Complete the graphic organizer for "Essential pieces of a plot". (CANVAS) 3. Reading (pgs. 35 - 70) Out of the Dust - By Karen Hesse 4. Google quiz


1. Warm-Up 2. Argument #5: Using text evidence to support a claim. Complete activity @ (CANVAS) 4. Google quiz

Discussing good examples of plot. 1. Introduce a favorite movie, or book - and describe the most intense event in the story. (one paragraph) FCPS Learning Standards

N/A Energy Inventions - Amplify Reading: Chapter 2 / Lesson 2-2 As you read today's article, use the annotation tool to make notes, and ask questions you may have about the text. *We will discuss key points of the article when everyone is done.

October 6th (Group B) - October 8th (Group A)

Daily Objective(s): Today (I will) complete an outline for my own writing using

a story map (I will) respond to a claim using a reasoning tool, using text

evidence from online resources. Amplify @ Home


http://www.wegerscience.com/documents/story_map.JPG




https://forms.gle/XqKiNFHUvktmMu596


https://forms.gle/HNbj7MriZNAKsHW6A


https://apps.learning.amplify.com/curriculum/#/unit/8a31e0f9506c8fa20151aba2eb020cef:2020-2021/cardstack/8a31e0f9506c8fa20151c68ff8391530/8a31e0f9506c8fa20151c59f39530cf3/8a31e0f9506c8fa20151c62c8411129e?cardKey=8a31e0f9506c8fa20151c6995dd61581



1. Warm-Up 2. Complete the graphic organizer / Part 2 (CANVAS) 3. Reading chapter 3: Where the Red Fern Grows - By Wilson Rawls 4. Google quiz


1. Warm-Up 2. Argument #6: Responding to the Amplify letter - Which power source is better? 3. Argument Assessment @ CANVAS (20 Points) *Research Evidence

Read the example and respond: My Story Where is the setting? Who is the main character? Identify a character trait What is the conflict? FCPS Learning Standards

N/A Amplify Warm-Up: Chapter 2 / Lesson 2-3 Complete the warm-up @ Amplify / Lesson 2-3 Use the warm-up space in your notebook to complete a four-row reasoning tool. *If you disagree - you will need to write a counter claim.


Daily Objective(s): Today (I will) pair/share my work with another student, and

provide critical feedback about their progress through an online form. (I will)

invent a NEW way to generate energy using the human body (Small Group).







https://forms.gle/JjB6J1yGVsftrNHd8

https://apps.learning.amplify.com/curriculum/#/unit/8a31e0f9506c8fa20151aba2eb020cef:2020-2021/cardstack/8a31e0f9506c8fa20151efeea0ec4e0a/8a31e0f9506c8fa20151c59f39530cf3/8a31e0f9506c8fa20151ef86f41c4cbf?cardKey=8a31e0f9506c8fa20151eff44d6b4e1d

https://apps.learning.amplify.com/curriculum/#/unit/8a31e0f9506c8fa20151aba2eb020cef:2020-2021/cardstack/8a31e0f9506c8fa20151efeea0ec4e0a/8a31e0f9506c8fa20151c59f39530cf3/8a31e0f9506c8fa20151ef86f41c4cbf?cardKey=8a31e0f9506c8fa20151eff44d6b4e1d


http://www.wegerscience.com/documents/my_story.JPG


Amplify @ Home


1. Warm-Up 2. A complete draft / SAMPLE (C,D,E) - Google Doc. "My Story" CANVAS 3. Comprehension - Class Challenge (KAHOOT) 4. Reading (pgs. 71 - 100) Out of the Dust - By Karen Hesse


1. Warm-Up 2. Energy Transformations / Discussion Q& A 3. Sketch Inventing (Small Group) @ CANVAS 4. Google quiz

Pair/Share Activity: 1. You will be assigned a partner in a breakout room. 2. You will each share your creative writing (part A & B ONLY) 3. You will each complete the editors form


Amplify Warm-Up: Chapter 3 / Lesson 3-3 Complete the warm-up @ Amplify / Lesson 3-1 Review the five articles related to harnessing human energy. Select one and write an argument using a reasoning tool in your warm-up space.


Daily Objective(s): Today (I will) reflect on my writing process, and respond to

a Google form to focus my draft editing. (I will) preview class HHE inventions



https://docs.google.com/document/d/1DmZCwH1mgMj1TgnYzdrLVee9qNuFQoaF53rP2Ax-iEY/edit?usp=sharing


https://create.kahoot.it/v2/details/a41726ee-9be5-4c5c-bcc1-8421ab2aebe9



https://docs.google.com/forms/d/e/1FAIpQLSfhdIctHKqWT-tm6-guYLSAB_yJJrX57Q-I_9EVFiYM2cIanw/viewform?usp=sf_link

https://forms.gle/Q9gRdx2L4QSP41zMA


https://ereader.learning.amplify.com/#/reader/f1a52976-14e6-4d01-af34-740b1357aa95

and complete an argument using a reasoning tool (Small Group). Amplify @

Home


1. Warm-Up 2. My completed rough draft (self-reflection) and editing @ Google (10/16) 3. Reading chapter 4 & 5: Where the Red Fern Grows - By Wilson Rawls 4. Google quiz


1. Warm-Up 2. Review - Energy transformations & efficiency 3. Argument #7 - Invention selection (small group) CANVAS 4. Google quiz

Pair/Share Activity: 1. You will be assigned a partner in a breakout room. 2. You will each share your creative writing (part(s) C, D and E) 3. You will each complete the editors form


Amplify Warm-Up: Chapter 3 / Inventing In the warm-up space: 1. Summarize how your invention works 2. Identify each transformation of energy 3. Rate its efficiency - Count the number of transformations.


Daily Objective(s): Today (I will) analyze a writing sample and complete a




https://forms.gle/qRXyKVv2HEorNMnb6



https://forms.gle/QdaP14JVmBk3CzHD9


https://forms.gle/WrtVdradSkR9MUD18

https://forms.gle/f4XmFbS6S3xtneHj6


fluency reading from "Out of the Dust". (I will) complete the unit assessment,

and score my work using a rubric and model response. Amplify @ Home


1. Warm-Up 2. My completed rough draft editing @ Google (10/16) SAMPLE 3. Reading (pgs. 100 - 135) Out of the Dust - By Karen Hesse 4. Google quiz


1. Warm-Up 2. Amplify Unit Assessment Short-Response(s) 3.4 *The unit assessment will be scored in class.

Literal vs. Metaphor: What does it mean? Analyze the selected passage from Out of the Dust (pg. 102) 1. Compare the literal vs. the metaphorical meaning. How are they different? *Define the underlined terms


Amplify Warm-Up: Unit Concept Review (HHE) 1. Read the article: Power Walk 2. Explain how the HHE invention works. Identify the energy transformation(s) 3. Discussion: Does this invention solve our unit problem?

October 20th (Group B) - October 22nd (Group A)



https://docs.google.com/document/d/1DmZCwH1mgMj1TgnYzdrLVee9qNuFQoaF53rP2Ax-iEY/edit?usp=sharing


https://forms.gle/yEfqqw4Td2BdACmU8

https://apps.learning.amplify.com/curriculum/#/unit/8a31e0f9506c8fa20151aba2eb020cef:2020-2021/cardstack/8a31e0f9506c8fa2015237dd4f98361c/8a31e0f9506c8fa2015231f17973284a/8a31e0f9506c8fa2015237d289ce35ab?cardKey=8a31e0f9506c8fa2015237de1adb362a

https://apps.learning.amplify.com/curriculum/#/unit/8a31e0f9506c8fa20151aba2eb020cef:2020-2021/cardstack/8a31e0f9506c8fa2015237dd4f98361c/8a31e0f9506c8fa2015231f17973284a/8a31e0f9506c8fa2015237d289ce35ab?cardKey=8a31e0f9506c8fa2015237de1adb362a


https://news.wisc.edu/power-walk-footsteps-could-charge-mobile-electronics/

https://news.wisc.edu/power-walk-footsteps-could-charge-mobile-electronics/

Daily Objective(s): Today (I will) review my writing and identify focus elements

from our creative writing assignment. (I will) complete the unit assessment

reflective-scoring, take the NEW unit pre-assessment and discuss the unit focus

problem. Amplify @ Home


1. Warm-Up 2. Final Draft / Creative Writing Activity (10/23) 3. Reading chapter 6: Where the Red Fern Grows - By Wilson Rawls 4. Google quiz


1. Warm-Up 2. Introduction to Unit 2 - Metabolism / Pre-Unit Assessment 3. New Unit Problem (Video) Q & A

Creative summary activity. @ "My Story" - Google Doc. 1. Write a brief summary of your story. The summary should provide a clear picture of what the book is about without giving away the ending. 2. Complete an original artwork for the cover. The picture should capture the theme of the work.


Amplify Unit Test - Rubric & Model (Reflective Score) Using the rubric and model, complete the self-score form @ Google

Unit Assessment Rubric



https://forms.gle/L4HTvoVcAkTN9kKD6



https://forms.gle/iwht1juQoMXR5req7

https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/lesson/8a80818e4e066ab2014e31c9bfc06f85/chapter/8a80818e4e066ab2014e31c9bfec7095

https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/lesson/8a80818e4e066ab2014e31c9bfc06f85/chapter/8a80818e4e066ab2014e31c9bfec7095

https://www.youtube.com/watch?v=Eh13pm3Tt5c&list=PLm_xeUJV-0tRbgsK2W83o1yfbvTFl-KWL&index=2&t=0s


https://forms.gle/LD339JtRDjJgPHQc8

https://forms.gle/LD339JtRDjJgPHQc8

1 2 3 4

Has the author correctly identified the question from this event?

Has the author correctly identified a claim related to this event?

Has the author used a fact that supports the identified claim?

Has the author provided a reasonable explanation that proves the claim is true?

Q C Ev Ex Q C Ev Ex Q C Ev Ex Q C Ev Ex

Assessment writing sample #1

When the music stopped playing, was there energy in Mila's phone?

Yes - There was energy in Mila's phone No - There was not energy in Mila's phone

Any time an object moves or changes it has energy.

The phone was no longer changing, or moving therefore it had no energy.


Why did Mila's phone start playing music again when she plugged it into the battery pack?

The phone got energy from another source The phone made its own energy

Everything gets energy from other sources.

The battery pack contained chemical energy which was transformed into electrical energy through the plug and wires to the phone.


Did the amount of energy in the battery pack increase, decrease or stay the same?

The amount of energy increased The amount of energy decreased The amount of energy stayed the same

As energy is transformed into other types of energy, some energy is lost. Energy is always transforming.

The energy is absorbed by the phone, and transformed into electrical energy, thermal energy and radiant energy.


Do you think that the banana Mila ate had energy?

Yes - The banana had energy No - The banana did not have energy

Any time an object moves or changes it has energy.

Mila ate the banana, as the banana was digested it was broken down using a chemical reaction - releasing chemical energy. Mila's body used the energy from the banana to run.

October 23rd (Group B) - October 26th (Group A)

Daily Objective(s): Today (I will) review other types of figurative language using

Pear-Deck (I will) investigate a body system, and present my findings to the

class. Amplify @ Home


1. Warm-Up 2. Figurative Language Pear-Deck: Other types of figurative language 3. Reading (pgs. 136 - 170) Out of the Dust - By Karen Hesse 4. Google Quiz


1. Warm-Up New Unit Problem (Video) Q & A 2. SIM: Metabolism - Investigate & Present (Small Group) Summarizing the results from the small group work. (Science Notebook) 3. Google Quiz

Connecting with the Text: Out of the Dust - By Karen Hesse 1. Select a word that summarizes the general theme of the story. 2. Describe an event from the story that supports your selection. (Text Evidence)


Lesson 1 - Unit 2: Claims Answer the following question in the warm-up space: What are some things you know the human body needs to function?



https://docs.google.com/presentation/d/1YLSUHDR_C6kH2IOf4L2UCL7HlyGVpO9jqVZzVS_fHhU/edit?usp=sharing

https://docs.google.com/presentation/d/1YLSUHDR_C6kH2IOf4L2UCL7HlyGVpO9jqVZzVS_fHhU/edit?usp=sharing


https://forms.gle/DmSMtNkrFbKwEPjS8

https://www.youtube.com/watch?v=Eh13pm3Tt5c&list=PLm_xeUJV-0tRbgsK2W83o1yfbvTFl-KWL&index=2&t=0s


https://forms.gle/squzRSB67p2BuMMc7



Vocabulary - Lesson 1 / Metabolism

Protein Your body uses protein to build and repair tissues. You also use protein to make enzymes, hormones, and other body chemicals. Protein is an important building block of bones, muscles, cartilage, skin, and blood.

Amino Acid Amino acids and proteins are the building blocks of life. When proteins are digested or broken down, amino acids are left. The human body uses amino acids to make proteins to help the body complete essential processes for life.

Fiber Fiber is of vital importance to digestion; it helps the body move food through the digestive tract.

Starch Starchy foods are an important source of energy. After they are eaten, they are broken down into glucose, which is the body's main fuel

Glucose Glucose is precious fuel for all the cells in your body when it's present at normal levels. But it can behave like a slow-acting poison.

Oxygen Your body cells use the oxygen you breathe to get energy from the food you eat. This process is called cellular respiration. During cellular respiration the cell uses oxygen to break down sugar. Breaking down sugar produces the energy your body needs.

Carbon Dioxide Our bodies make carbon dioxide as a waste product when we breakdown food. Carbon dioxide as a gas inside the body cannot be absorbed, and is released during exhale.

Water Your body uses water in all its cells, organs, and tissues to help regulate temperature and maintain other bodily functions. Water is a neutral medium that makes up 78% of the body.


Daily Objective(s): Today (I will) analyze our current reading selections using a

story map WS and complete a fluency check. (I will) complete my investigation of

a body system, and present my findings to the class. Amplify @ Home


1. Warm-Up 2. Out of the Dust: Kahoot Comprehension 3. Reading chapter 7 and 8: Where the Red Fern Grows - By Wilson Rawls 4. Google Quiz


1. Warm-Up /Claims 2. SIM: Metabolism - Investigate & Present (Small Group) Summarizing the results from the small group work. (Science Notebook & CANVAS) 3. Google Quiz

Short Story WS - Complete page one of the analysis handout. Select one of the stories we are currently reading in class. Out of the Dust or Where the Red Fern Grows COPY/PASTE your assignment in CANVAS.


Lesson 1 - Unit 2: Claims Discussing possible claims: How could we test each of these? 1. Not getting enough sleep 2. Not getting enough food 3. Has a medical condition



https://create.kahoot.it/share/out-of-the-dust/fb1b0339-72fb-4b83-9994-38bab7788767


https://forms.gle/xsNUuVTFJq1v2Eyv9



http://www.wegerscience.com/documents/storyWS.pdf



October 30th (Group B) - November 2nd (Group A)

Daily Objective(s): Today (I will) analyze our current reading selections using a

story map WS and complete a fluency check. (I will) complete my investigation of

a body system, and present my findings to the class. Amplify @ Home


1. Warm-Up 2. Kahoot Review - Where the Red Fern Grows 3. Reading (pgs. 171 - 200) Out of the Dust - By Karen Hesse 4. Google Quiz


1. Warm-Up /Claims 2. SIM: Metabolism - Investigate & Present (Small Group) Summarizing the results from the small group work. (Science Notebook & CANVAS) 3. Google Quiz

Short Story WS - Complete page two of the analysis handout. Select one of the stories we are currently reading in class. Out of the Dust or Where the Red Fern Grows COPY/PASTE your assignment in CANVAS.





https://create.kahoot.it/details/b90c04dd-eead-4728-b54f-e742d53f4823


https://forms.gle/dhH3hQfRiDdpKGrF8



http://www.wegerscience.com/documents/storyWS.pdf



November 5th (Group A) - November 6th (Group B)

Daily Objective(s): Today (I will) analyze an anchor text and identify essential

pieces of story writing using a story map (assessment). (I will) read an article

"Molecules Cells Need" and then investigate a claim using a simulation. Amplify

@ Home


1. Warm-Up 2. Story Map Assessment - Rogue Wave: Collections / pg. 3 (Read Aloud) 3. Assessment Link: Rogue Wave - Story Map


1. Warm-Up /Claims 2. Kahoot / System Review Challenge (System Notes) 3. Article & Review Questions "Molecules Cells Need" Lesson 1.3 / Activity 2 (NB) 4. SIM: Metabolism - Investigation: Diet (Small Group) CANVAS

Using context clues to determine meaning. Read the passage from Rogue Wave: Collections, and define the terms below. (lines 11 - 16) - galley - companionway - thirty foot-Baba Type







https://forms.gle/cWmu7gLH651PT31r7

https://create.kahoot.it/details/8269fde8-1962-4a7a-9dda-9e83098ef997





Daily Objective(s): Today (I will) analyze a piece of persuasive writing - and

identify essential pieces of good argument. (I will) analyze evidence(s) provided

by Amplify and eliminate false claims. Amplify @ Home


1. Warm-Up 2. Kahoot / Rogue Wave 3. Reading chapter 9: Where the Red Fern Grows - By Wilson Rawls 4. Google Quiz


1. Warm-Up /Claims Review 2. NEW evidence(s) Amplify / Lesson 1.3 (Q & A) NB Annotations 3. Eliminating claims / Reasoning Tool Activity 2-1 CANVAS 4. Google Quiz

Persuasive Writing - Unit 2: Scoot and Sully need help. They have to explain to Beau Tucker, the owner of the Sea Dog what happened to his beautiful boat. Draft a short letter to the owner of the Sea Dog explaining what happened - use facts to support any claims you make about the event. CANVAS


Diagnosis - Class Response Last class you investigated what type of diet might make Elisa feel tired using the Amplify SIM. Which claim did you select? Complete a reasoning tool in today's warm-up space.



https://create.kahoot.it/details/8c23782e-79f4-43d6-8334-4a25c06312a5



https://forms.gle/v91BnowNFF6YHpz6A


https://forms.gle/WJTzZYheHewUCijc6





task, fluency read-aloud, and comprehension check. (I will be successful if I)

complete my cell model warm-up, analyze how similar structures function in the

body and investigate a medical condition. Amplify @ Home


1. Warm-Up - extended response 2. Reading (pgs. 201 - 233) Out of the Dust - By Karen Hesse (Fluency Check) 3. Google Quiz


1. Warm-Up /Cell Model 2. Med School 101: Alveoli, Villi & Cell Membrane - Amplify Lesson 3.1 3. Investigating Medical Conditions: (Small Group) CANVAS 4. Google Quiz

Persuasive Writing - Unit 2: The school board has suggested that to get kids back on grade-level we may look at going to school year round in 2021. Provide a counter-argument that might persuade them to change their minds. WS: SAMPLE & VOCABULARY


Amplify: Lesson 1.3 / Activity 3 Using our knowledge of the human body, and the essential molecules each cell needs: 1. Complete the cell model by dragging the appropriate shapes into the cell. 2. Insert your screen-shot into the warm-up space.




Reading%20chapter%209:%20Where%20the%20Red%20Fern%20Grows%20-%20By%20Wilson%20Rawls

Reading%20chapter%209:%20Where%20the%20Red%20Fern%20Grows%20-%20By%20Wilson%20Rawls

https://forms.gle/84CqrFmYLXpQu1qKA

https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/cardstack/8a80818e4e066ab2014e31c9c1017641/8a80818e4e066ab2014e31c9c0c57524/8a80818e4e066ab2014e31c9c0c97536?cardKey=8a80818e4e066ab2014e31c9c102764a

https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/cardstack/8a80818e4e066ab2014e31c9c1017641/8a80818e4e066ab2014e31c9c0c57524/8a80818e4e066ab2014e31c9c0c97536?cardKey=8a80818e4e066ab2014e31c9c102764a

https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/cardstack/8a80818e4e066ab2014e31c9c188785f/8a80818e4e066ab2014e31c9c0c57524/8a80818e4e066ab2014e31c9c1437775?cardKey=8a80818e4e066ab2014e31c9c189786a

https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/cardstack/8a80818e4e066ab2014e31c9c188785f/8a80818e4e066ab2014e31c9c0c57524/8a80818e4e066ab2014e31c9c1437775?cardKey=8a80818e4e066ab2014e31c9c189786a


https://forms.gle/XeWW4CfuV46bRhGa6

https://www.education.com/download/worksheet/171522/argument-writing-parts-of-an-argument.pdf



Daily Objective(s): Today (I will be successful if I) complete the Out of the Dust

summative final, fluency read-aloud, and comprehension check. (I will be

successful if I) complete my cell model2 warm-up, complete my medical condition

presentation and complete the concept check. Amplify @ Home


1. Warm-Up - extended response 2. Out of the Dust: Final Test- By Karen Hesse 3. Reading chapter 10: Where the Red Fern Grows - By Wilson Rawls 4. Google Quiz


1. Warm-Up /Cell Model2

2. Med School 101: Student Presentations (PowerPoint) 3. Correct to complete the SIM image (warm-up) and turn in your presentation notes. CANVAS 4. Google Quiz

On Demand: Out of the Dust Some say the story Out of the Dust written by Karen Hesse is a sad story about hardship, others believe it is about hope and determination. What do you think? Select two major events from the story to support your response. CANVAS


Amplify: Lesson 2.4 / Activity 1 Using our knowledge of the human body, and the essential molecules each cell needs: 1. Analyze the image of the SIM. 2. Identify what's wrong with the picture. 3. Provide evidence to support your selections.




https://forms.gle/paHbXu8BBTDnpL7Q8


https://forms.gle/1UxkBF4TbeLAry549





activity, notebook assessment and comprehension check. (I will be successful if I)

complete the notebook assessment and critical juncture assessment. Amplify @

Home


1. Warm-Up - extended response 2. Notebook Assessment / Share2 Score - CANVAS 3. Reading chapter 11: Where the Red Fern Grows - By Wilson Rawls 4. Google Quiz


1. Warm-Up /Review

2. Notebook Assessment / Share2 Score - CANVAS 3. Critical Juncture Assessment - Lesson 2.5

Unit 2: Persuasive Writing Read the article: Social Media makes Social Distancing Doable 1. Is this article in favor of social media? Select two pieces of text evidence to support your reasoning. 2. Is your evidence based on fact or opinion?


Amplify: Critical Juncture Assessment - Short Response(s) Using your warm-up space, complete the short response questions for today's assessment. When you finish COPY/PASTE them into Amplify.






https://forms.gle/Uxo3HLS8DW3N3Kgt5


https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/cardstack/ff8080815a81104f015b15e3275f358d/8a80818e4e066ab2014e31c9c0c57524/8a80818e4e066ab2014e31c9c23d7c86?cardKey=ff8080815a81104f015b15e774063599

https://www.agriculture.com/family/social-media-makes-social-distancing-doable




November 23rd (Group A) - November 24th (Group B)

Daily Objective(s): Today (I will be successful if I) complete my persuasive writing activity, read

chapter 13 from Where the Red Fern Grows and comprehension check. (I will be successful if I)

read and share ideas about a science article, work in small group to agree on a diagnosis and

complete a formative concept check. Amplify @ Home


1. Warm-Up - extended response 2. Persuasive Writing Task: Responding - CANVAS 3. Reading chapter 12: Where the Red Fern Grows - By Wilson Rawls 4. Google Quiz


1. Warm-Up

2. Elisa's Test Results / comparing data (SIM) and collecting evidence (Small Group) 3. Patient Diagnosis / Reasoning Tool 2.7 - CANVAS

4. Google Quiz

Unit 2: Persuasive Writing Read the article: Is Social Media Bad for you? The Evidence and Unknowns 1. Is this article in favor of social media? Select two pieces of text evidence to support your reasoning. 2. Is your evidence based on fact or opinion?


Reading Up: Metabolism / Lesson 2.6 - Warm-up Each of you will be assigned to a group (green, blue or purple) Read and annotate the article "Background Information" Share and discuss how each of the events from the article impact the human body.





https://forms.gle/yPSSGMf3rDq1fGuy8



https://forms.gle/Dr3d9rtzhG4yypjw8

https://www.bbc.com/future/article/20180104-is-social-media-bad-for-you-the-evidence-and-the-unknowns




https://apps.learning.amplify.com/curriculum/#/unit/8a80818e4e066ab2014e31c9bfb66f5f:2020-2021/cardstack/8a80818e4e066ab2014e31c9c2967e48/8a80818e4e066ab2014e31c9c0c57524/8a80818e4e066ab2014e31c9c2627d7f?cardKey=ff8080815c11e1c8015c1cfe3fd229f8

daily objective(s): i will be successful if i

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