Science 6A

Science 6A

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Lesson:

Bell work

-Define any five "Terms to Know from Week Twenty-Nine"

-ML Science, Earth's Surface, Pages 75-77 - Read aloud and discuss the uses of rocks in the world;

students to think of five places that they visit frequently; create a table of those five places and the

areas within them that are made of or use rock as part of their structure; share with the class - 20

min

-ML Science, Earth's Surface, Page 77 - Students in groups of 3 or 4, complete the mini-lab

together; Teacher to place six different rocks from the science lab closets in stations, students to use

Google Sheets to create a table to list characteristics of the rocks; follow the steps provided in the

text; submit to your Teacher when complete - 30 min

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Homework

Social Studies 6A

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Lesson:

Bell work

-Who do you know about China or its history? Create a list of facts that you know are true

-HMH Ancient Civilizations, Module Six, Timeline of Events, 80 - Explore the timeline and

review the dates; how long ago did these events happen? Subtract the year today from the years in

this timeline to have a better understanding - 10 min _HMH Ancient Civilizations, Module Six, "You

Try It!", Pages 182-183 - Read aloud and answer: what are the best methods to summarizing

historical texts? Who are the Shang Dynasty based upon the reading? Read "You Try It, #'s 1-2" and

discuss the contributions of the Ancient Chinese people; share your responses - 15 min

-HMH Ancient Civilizations, Module Six, Pages 184-186 - Read aloud and discuss the geography of

China and Asia in this region; Review the map and photos, how does this region appear? Teacher to

provide a blank map of Eastern-Asia; students to label and color the Himalayas (brown), outline the

Yellow & Yangzi Rivers (blue), Pacific Ocean (blue), the plains on the east-coast (green), the

Plateau of Tibet (orange), the rest of Asia (pink), India (purple), and the Gobi and Taklimakan

Deserts (yellow) - 25 min

Objectives:

Students will discuss who are the Shang Dynasty based upon the reading.

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Homework

Science 7A

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Lesson:

Bell work

ML Science, The Changing Earth, Page 145 - Read "Saving Water as Your Brush" and discuss

-ML Science, The Changing Earth, Pages 147-151 (stop at "Coal") - Read aloud and discuss natural

resources and how they provide energy for people; use a "Four-Square Diagram" to outline the

terms natural resource, renewable resource, and nonrenewable resource; review the table and

photos on Page 149 comparing them - 25 min

-Students in pairs, create a T-chart of renewable and nonrenewable resources that you specifically

use; on the left side list the renewable resources that you use, on the right side list the nonrenewable

resources that you use; what patterns do you notice? Discuss as a class - 15 min

-Watch "Fossil Fuels for Kids | Learn all about fossil fuels, what they are, and where they come from"

on YouTube (12:13 min) and discuss fossil fuel overall and how they form - 15 min

Objectives:

Students will discuss natural resources and how they provide energy for people;

Plan:

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Homework

Social Studies 7A

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Lesson:

Bell work

-Practice French or German at "www.duolingo.com" for five minutes

-Watch "Cluny Abbey" on YouTube (7:16 min) and discuss the abbey as a small town where monks

lived and prayed; what amount of the abbey still remains? Why do you think Middle Age churches

were so large? What war destroyed the abbey? Do you think it is right for people to attack churches

or abbeys during a war? Why or why not? - 15 min

-HMH Ancient Civilizations, Module Nineteen, Pages 694-697 - Read aloud and discuss Saint

Thomas Aquinas; what is natural law? What is Latin? Why do you think it is called the "language of

scholars"? What did churches look like in this time? Describe the robes and books worn and used in

Mass at this time - 15 min

-Teacher and students to go to the following website "www.orbitz.com/blog/2017/04/europes-20-

most-beautiful-churches/" to view churches and cathedrals from the Middle Ages until now; review all

examples but stress those built in Gothic style with ornate design; why did people include so much

design in these buildings? - 15 min

Objectives:

Students will discuss the abbey as a small town where monks lived and prayed; what amount of the

abbey still remains?

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Homework

Science 8A

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Lesson:

Bell work

-What is a fossil? How can it be made?

-ML Science, The Changing Earth, Pages 111-113 - Read aloud and discuss what fossils are; use a

"Main Idea & Supporting Ideas" graphic organizer to assist in outlining notes; Teacher to discuss that

a fossil isn't necessarily bones; what is amber? How did ice and tar help to preserve animal bones

previously? - 20 min

-ML Science, The Changing Earth, Page 111 - Students in groups of 3 or 4, examine the rock

samples provided by the teacher to review fossil; answer the questions about fossils as a class and

discuss what is seen in each example - 15 minWatch "Most AMAZING Fossil Discoveries Ever!" on

YouTube (12:40 min) and discuss the different fossils referred to? Do you think that dinosaurs had

feathers? Why or why not? - 15 min

-Watch "Most AMAZING Fossil Discoveries Ever!" on YouTube (12:40 min) and discuss the different

fossils referred to? Do you think that dinosaurs had feathers? Why or why not? - 15 min

Objectives:

Students will discuss what fossils are; use a "Main Idea & Supporting Ideas" graphic organizer to

assist in outlining notes;

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Homework

Social Studies 8A

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Lesson:

Bell work

-HMH US History, Module Seven, Page 261 - Reread "Washington's Farewell Address" and answer

#'s 1-2; discuss as a class

Teacher to review Washington's declaration of neutrality in war in 1793; why didn't the US forces

stop fighting the Native Americans? How do you think the US viewed Native Americans and their

land? - 10 min

-HMH US History, Module Seven, Pages 263-266 (stop at "The Alien and Sedition Acts") - Read

aloud and discuss the presidency of John Adams; what was the "XYZ Affair"? Why was France

suddenly an enemy? What two military aspects are John Adams responsible for? How were political

parties at the time driven by where you lived or your job? Students in pairs, create a T-chart

comparing the Federalists (left) and Dem-Reps (right); share your charts with the class and discuss -

25 min

-Watch "John Adams: The 2nd President of the United States | Biography" on YouTube (3:16 min)

and discuss; was John Adams considered a good or bad President (or neither)? What did he do

well? What series of laws that were passed lead to his downfall and failure? - 10 min

Objectives:

Students will discuss why didn't the US forces stop fighting the Native Americans?

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Homework

Computer 7A

Personal Conduct 7A

Science 6A

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Lesson:

Bell Work

-Define any five "Terms to Know from Week Twenty-Nine"; they cannot be the same terms as the

previous lesson

-Teacher to display using Google Images various momuments carved into rock; examples include

Angkor Wat, Mount Rushmore, and Easter Island monuments; why are some types of rock easy to

modify yet others are not? - 15 min

-ML Science, Earth's Surface, Pages 78-80 - Read aloud and discuss the rock cycle? How do the

changes in the rock cycle relate to minerals? What minerals do you think may be found by each type

of rock? - 15 min

-Watch "Bill nye rock cycle" on YouTube (3:59 min) and discuss how the rock cylce works; how do

materials break down and reform new rocks? What are the three types of rocks? Teacher to provide

examples of each type of rock from the science lab closet; examples to include obsideon, pumice,

shale, slate, granite, basalt, and limestone - 15 min

Objectives:

Students will discuss how the rock cylce works; how do materials break down and reform new

rocks?

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Homework

Social Studies 6A

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Lesson:

Bell work

-Practice Chinese at "www.duolingo.com" for five minutes

-HMH Ancient Civilizations, Module Six, "Explore ONLINE!", Page 185 - Review the map about

China and the "Explore ONLINE" feature in your Chromebook; what geographical features can you

locate? Look at the insert in the map titled "China's Size", how does China compare to the size of the

USA? How do the Gobi Desert and Himalayas provide natural barriers? Answer "Interpret Maps"

question and discuss - 10 min

-HMH Ancient Civilizations, Module Six, Pages 187-191 - Read aloud and discuss the Shang

Dynasty; use a "Main Ideas & Supporting Ideas" graphic organizer to help outline the contributions of

these people; Who were the Xia People and Yu the Great? Discuss the social structure and order of

people in the Shang Society; Compare the start date of these civilizations to others that we've

studied - 20 min

-Divide the class in half; each half will form pairs of students and each half will complete two different

tasks; one half of the class of paired students will use a T-chart to compare the social structure of

the Shang Dynasty to that of the Caste System in India; the other half of the class of paired students

will create a table of previous civilizations that we've studied and what events occurred in those

civilizations in the years 2200 BC and 1500 BC; both groups to share with the class and discuss - 20

min

Objectives:

Student will discuss the social structure and order of people in the Shang Society;

Plan:

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Homework

Science 7A

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Lesson:

Bell work

Define renewable resources & nonrenewable resources

-ML Science, The Changing Earth, Page 150 - Students in groups of 3 or 4, review the image and

graph titled "Fossil Fuel Power Station" and review the parts of the station; how does burning the

fuels produce electricity? Could something else be burned in this SAME STATION that would also

produce energy? Think of examples and discuss - 15 min

-ML Science, The Changing Earth, Pages 151-154 - Read aloud and use a "Main Idea & Supporting

Ideas" graphic organizer to outline the types of fossil fuels; review the graph on Page 152, what do

we use a "barrel of oil" for? How does coal form? Discuss outlines - 20 min

-Students in groups of 3 or 4, create a "Flow Chart" diagramming the benefits and drawbacks of

fossil fuels; indicate examples of each including uses verses pollution; share with the class - 20 min

Objectives:

Student will learn how does burning the fuels produce electricity?

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Homework

Social Studies 7A

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Lesson:

Bell work


-HMH Ancient Civilizations, Module Nineteen, Pages 698-701 (stop at "The Black Death") - Read

aloud; students will independently write six important notes to outline the Magna Carta and 100

Years' War; when complete, discuss and share notes; who was Joan of Arc? Who eventually won

the 100 Years' War? How long did it actually last? Review the timeline on page 700, flip back to

sections 4 and 5; what other events occured in these times? - 20 min

-Watch "Amazing Facts About Joan of Arc!" on YouTube (11:07 min) and discuss how Joan of Arc is

wrapped in mystery a bit; Who spoke to Joan during her rise in France to help lead them to victory

over Britain? Why are Joan's visions of angels and Saints so mysterious (she predicted things that

happened without having knowledge of them)? How did Joan die? - 15 min

-Divide the class into three groups, students in those groups to each use a "Cause and Effect"

diagram to outline the causes and outcomes (effects) of the Magna Carta, the 100 Years' War on

England, or the 100 Years' War on France; students will only complete one area; share with the

class - 15 min

Objectives:

Student will discuss how Joan of Arc is wrapped in mystery a bit

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Science 8A

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Lesson:

Bellwork

What are three ways that original remains of organisms can be preserved?

-ML Science, The Changing Earth, Pages 114-117 - Read in pairs and discuss; take eight notes

about items that students feel are important to know; Teacher to review notes and discuss what

elements are important for the upcoming test; How does each type of fossil display life on Earth

differently? - 20 min

-Students in pairs, create a "Concept Map" linking together the five different types of fossils (original

remains, molds & casts, petrified wood, carbon films, and trace fossils); provide exmples of each;

include tar, amber, and ice; when complete share with the class and present - 20 min

-Teacher to share different fossils with the class and discuss; what makes each fossil distinct? What

type of fossil is being display with each example? Students to assist in the presentation if available -

10 min

Objectives:

Students will discuss; take eight notes about items that students feel are important to know;

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Homework

Social Studies 8A

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Lesson:

Bell work

-What was the XYZ Affair? How did the average US citizen respond to this? How did John Adams

respond to this?

-HMH US History, Module Seven, Page 264 - Using the "Explore ONLINE!" feature in your

Chromebooks, review the map of the first political parties; where were they each centralized? Which

states had the top-five votes? How does that compare to today? What two states are added to this

map that were not on previous maps? What river do they stretch to on the west? - 10 min

-HMH US History, Module Seven, Pages 266-267 - Read aloud and discuss the Alien and Sedition

Acts; how were these laws used to keep down the opinions of Dem-Reps? How did Thomas

Jefferson feel about these laws (recall that he was the VICE PRESIDENT!); students in pairs,

complete using Google Sheets Lesson 4 Assessment, "Critical Thinking #4" on page 267; one chart

per pair, submit to Teacher when complete and discuss - 25 min

-HMH US History, Module Seven, Pages 268-271 (stop at "The Louisiana Purchase") - Read aloud

and write three immediate notes about how Jefferson tried to change the tone in the capital; do you

think that these were good actions? Why was the 12th Amendment so important after this election?

what was the capital city at this time? What did Jefferson remove and continue during his

Presidency? - 15 min

Objectives:

Students will discuss the Alien and Sedition Acts;

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Homework

Computer 7A

Personal Conduct 7A

Science 6A

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Lesson:

Bell work

-Define any five "Terms to Know from Week Twenty-Nine"; they cannot be the same terms as the

previous two lessons

-ML Science, Earth's Surface, Pages 82-85 - Read aloud and use a "Main Idea Web" graphic

organizer to outline the main ideas about igneous rocks; include at least four statements about them;

Teacher to review content and knowledge as class proceeds - 20 min

-Students to illustrate, color, and label the Rock Cycle; include the terms Igneous Rocks,

Sedimentary Rocks, Metamorphic Rocks, Magma, Lava, Intrusive, Extrusive, Heat & Pressure, the

Mantle of the Earth, Water & Beaches, and the arrows showing progression; use your textbook for

assistance; labeling of changes should be very clear to understand - 30 min

Objectives:

student will define any five "Terms to Know from Week Twenty-Nine"; they cannot be the same

terms as the previous two lessons

Plan:

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Homework

Social Studies 6A

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Lesson:

Bell work


-Students in pairs, use a Venn Diagram to compare and contrast the Xia and Shang Dynasties as

outlined in the textbook; have at least two statements per section (six total statements); review and

discuss as a class; why do you think the legend of Yu the Great could be true? How could it also be

fiction? Discuss - 20 min

-Teacher to go to Google Images and display "Shang Dynasty Writing Oracle Bones" to show the

writings on turtle bones with examples and discuss; go to the following website

"https://aircampgames.com/oracle-bones-to-modern-script/" to display Shang Dynasty writing versus

modern Chinese writing and how it evolved; students to practice writing some of the words

presented - 20 min

-Teacher and students to go to the following website "http://mathshistory.st-

andrews.ac.uk/HistTopics/Chinese_numerals.html" to review Shang Dynasty numbers; Teacher to

create several problems for students to solve using these symbols for numbers - 10 min

Objectives:

Students will discuss as a class; why do you think the legend of Yu the Great could be true? How

could it also be fiction

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Homework

Science 7A

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Lesson:

Bell work

-What are some positives and negatives of using fossil fuels?

-ML Science, The Changing Earth, Page 153 - Students in groups of 3 or 4, complete the lab and

record observations & answers in Google Sheets; if there is a shortage of pans to use, Teacher may

demonstrate around a group of students; answer questions and submit to your Teacher - 20 min

-ML Science, The Changing Earth, Pages 153-154 - Review these pages and create a table of items

in your classroom that are created from minerals and natural resources; divide your table into fossil

fuels (plastics), minerals (metals), and natural resources (rocks, wood); share tables and discuss as

a class - 15 min

-ML Science, The Changing Earh, Page 155 - Read aloud as a class, discuss how micro-organisms

are helping to rid pollution from the Earth; review their taxonomy from earlier this year; visiting the

EPA website and learn how microbes are being used to help clean the Earth - 15 min

Objectives:

Students will learn to create a table of items in your classroom that are created from minerals and

natural resources

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Homework

Social Studies 7A

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Lesson:

Bell work


-HMH Ancient Civilizations, Module Nineteen, Pages 701-702 (stop at "The Church Reacts to

Challengers")- Read and discuss how the Black Death (aka "The Black Plague") changed the

world; how did the plague spread? What animal and insect enabled that spread? How did the

Black Plague change the cities and churches? Go to the following website

"www.visualcapitalist.com/history-of-pandemics-deadliest/" and discuss the Black Death

compared to the other most-deadly diseases in history - 15 min

-Using the data from the website "www.visualcapitalist.com/history-of-pandemics-deadliest/",

students will use Google Sheets to graph the Top-15 most deadly diseases in history;

students will name each disease in their graph and include the total death toll based upon the

information on this site; submit your graph to your Teacher when complete - 35 min

Objectives:

Students will discuss the Black Death compared to the other most-deadly diseases in history

Plan:

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Homework

Science 8A

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Lesson:

Bell work

-Name three of the five types of fossils; provide an example of each of those three types

-Students to go to the following website "https://scied.ucar.edu/dendrochronology-interactive" and

complete FIRST the Standard Version about tree ring analysis, THEN complete the UK Version;

students should notice that the width and color of the tree ring relates to temperature and water

available; Teacher to travel to each child to assist directly and point out important features; students

must be patient lining up the tree rings, the next step WILL NOT OCCUR if they don't line them up

correctly - 20 min

-Students to go to the following website

"www.pbslearningmedia.org/resource/nvei.sci.earth.climate/ice-core-record-of-

climate/#.XpBYcchKjIU" to learn about ice core deposits; read the paragraph and watch the video

about the correlation between ice cores and past rates of gases on Earth; as CO2 increases, what

other two things also increase? Why does this present a big problem for humans? - 15 min

-ML Science, The Changing Earth, "Timelines in Science", Pages 140-143 - Read aloud and discuss

the discovery of fossils over time; how did each discovery alter science? Review and discuss - 15

min

Objectives:

Students should notice that the width and color of the tree ring relates to temperature and water

available;

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Homework

Social Studies 8A

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Lesson:

Bell work

-HMH US History, Module Seven, Page 270 - Read "Jefferson's Inaugural Address" and answer the

question; discuss as a class

-HMH US History, Module Seven, Pages 271-274 - Read aloud about the Louisiana Purchase and

the Supreme Court; what country owned this land at the time? How did they obtain it from Spain?

Why would they be eager to sell? Teacher to go to Google Images and view the land from this

HUGE purchase, what modern States make up this region? - 20 min

-Watch "Thomas Jefferson - Author of The Declaration of Indepence & 3rd U.S. President | Mini Bio |

BIO" on YouTube (4:18 min) and discuss Thomas Jefferson's importance to our early-country? Who

is Sally Hemmings? Other than the Louisiana Purchase, what are three other major things that

Jefferson did? Would you consider him a great President? Why or why not? - 10 min

-Students in pairs, use a Venn Diagram to compare & contrast Thomas Jefferson and John Adams;

write three statements for each section (nine total statements) and share with the class; which

President do you think influenced the United States more? Why do you think that? - 20 min

Objectives:

Students will about the Louisiana Purchase and the Supreme Court; what country owned this land at

the time?

Plan:

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Homework

Computer 7A

Personal Conduct 7A

Science 6A

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Lesson:

Bell work

Define any five "Terms to Know from Week Twenty-Nine"; they cannot be the same terms as the

previous three lessons

-ML Science, Earth's Surface, Pages 86-87 - Read aloud and discuss the terms inrusive and

extrusive; how does silica change the way lava flows? How does silica change the way that

volcanoes form? - 10 min

-ML Science, Earth's Surface, "Math in Science", Page 88 - Read aloud and discuss the grid that

outlines the amount of space taken up by lava flow; estimate how much lava flowed for each of the

five colors (time frames); students in pairs, answer via Google Docs #'s 1-3 & Challenge; Teacher to

review questions and discuss content - 25 min

-ML Science, Earth's Surface, "Math in Science", Page 88 - Read aloud and discuss the grid that

outlines the amount of space taken up by lava flow; estimate how much lava flowed for each of the

five colors (time frames); students in pairs, answer via Google Docs #'s 1-3 & Challenge; Teacher to

review questions and discuss content - 25 min

Objectives:

students will discuss the grid that outlines the amount of space taken up by lava flow; estimate how

much lava flowed for each of the five colors

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Homework

Social Studies 6A

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Lesson:

Bell work



China and the "Explore ONLINE" feature in your Chromebook; what geographical features can you

locate? What rivers run through the Shang Dynasty on this map? Use the scale to measure in miles

how far the dynasty extended from east to west and from north to south; Answer "Interpret Maps"

question and discuss - 10 min

-HMH Ancient Civilizations, Module Six, Pages 192-195 - (stop at "Confucius and Society") - Read

aloud as a class; students to take notes about the Zhou Dynasty and its rise & fall from power; What

was the Warring States Period? What does this name tell you about this era? Students to share

notes with Teacher and discuss important facts; purpose is to assist with notetaking skills - 25 min

-Students in pairs, create a "Concept Map" linking together similarities between the Shang and Zhou

Dynasties; include the political system and rulers; how do kings, priests, and servants fit into the

structures? share and discuss maps as a class - 15 min

Objectives:

Students will discuss how far the dynasty extended from east to west and from north to south;

Plan:

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Homework

Science 7A

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Lesson:

Bell work

What is smog? What is it made of? If you don't know, what do you think it is?

-Watch "Air Pollution 101 | National Geographic" on YouTube (3:53 min) and discuss what Smog are

Greenhouse Gases are; how do Greenhouse Gases lead to Global Warming? What is Global

Warming? How is some air polution natural? What are humans doing to directly lead to additional air

pollution and Global Warming? - 10 min

-Students go to the following website "https://learn.concord.org/resources/646/greenhouse-gases"

and click the "Preview" link; allow the "Pop up" to open the new screen; read through the

Introduction and Procedure; simulate Greenhouse Gases by adding clouds and gases to the

atmosphere; watch the temperature fluctuate as more gases and clouds are added; how does the

Earth adjust over time? How is this VERY SIMILAR to humans polluting and adding to an existing

problem? How can we help fix it? - 15 min

-ML Science, The Changing Earth, Pages 156-159 - Read in pairs and write seven important notes

from this section; discuss as a class and compare notes; what can be done to conserve energy and

resources? How can our school recycle more? What can you do at home to help? - 20 min

Objectives:

students will learn how does the Earth adjust over time?

Plan:

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Homework

Social Studies 7A

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Lesson:

Bell work


-Discussion: Review the Black Plague and its effects on the world; review the website

"www.visualcapitalist.com/history-of-pandemics-deadliest/" to explore how diseases spread; review

together the timeline of diseases in order from early-history to modern-day; what animal does each

disease come from? How many of these illnesses are from viruses? - 10 min

-HMH Ancient Civilizations, Module Nineteen, Pages 702-706 - Read aloud and discuss the

Christian conquest of those that did not believe fully in the faith; what happened in France to those

that proclaimed heresy? What is the Reconquista? How did the Spanish ensure that no one other

than Christians would be in Spain? Why was 1492 an important year for Spain (what other world-

changing event happened in that year)? What was the Spanish Inquisition? How was it lead? - 20

min

-Watch "What Made the Spanish Inquisition So Horrible?" on YouTube (11:48 min) and discuss the

motives behind it (removing all non-Christians from Spain and political gain); how did many trials for

effected people end? Do you think that the Inquisition was a fair thing to do? Many Muslim countries

claim that they only permit Muslims in them or require conversion to Islam if you want to stay; how

were Jews effected by this? - 15 min

Objectives:

Students will discuss the motives behind it (removing all non-Christians from Spain and political

gain);

Plan:

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Homework

Science 8A

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Lesson:

Bell work

-How did the discovery of fossils alter science?

-Students to individually use small disposable plastic or styrofoam cups, mix Plaster of Paris in the

container and stir is up consistently; this can be completed while watching the video during class;

when the plaster is thick and beginning to harden, students will use a small item to create a mold;

items can include small rocks (NOT FROM THE SCIENCE LAB) or personal materials; check back

at the end of class for stability - 15 min

-Watch "www.dailymotion.com/video/x5vq2ej" about the wholly mammoth (42:01 min) and the

search for bones and DNA in the ice; how are scientists hoping to create a clone of the wholly

mammoth from the DNA found inside these bones? What do students think about the mammoth

being cloned to bring back an extinct animal? - 45 min

Objectives:

Student will learn how fossila can affect cloning.

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Homework

Social Studies 8A

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Lesson:

Bell work

HMH US History, Module Seven, Page 273 - Read "Marbury v. Madison" and answer "Analyze

Information #'s 1-2"

Discussion: Marbury vs. Madison is considered one of the most important cases in US History; it

establishes judicial review in that it rules that Congress made a law that was unconstitutional;

students to debate briefly which is more important: that law that was declared unconstitutional being

gone (midnight judges permitted) or the fact that the Judicial Branch overrode the Legislature? - 10

min

-Teacher to go to the following website PRIOR to this lesson "www.icivics.org/teachers/lesson-

plans/louisiana-purchase-1803" and obtain the Power Point, teacher materials, and student

materials; Read aloud about Livingstone and Monroe making the $15 million purchase; why were

they eager to do this? What Constitutional problem came from this? What future lands came from

this huge purchase? - 25 min

-HMH US History, Module Seven Assessment, Page 277 - Students in groups of 3 or 4, complete

"Make Group Decisions, #'s 14-15" and discuss the Alien and Sedition Acts; how did these laws

restrict the freedom of press and freedom of speech? How could these laws lead to further

restrictions being placed upon people? Is there too much freedom of speech and press nowadays?

Why or why not? - 15 min

Objectives:

Students will discuss the Alien and Sedition Acts; how did these laws restrict the freedom of press

and freedom of speech?

Plan:

Notes:

Materials:

Assignments:

Homework

Computer 7A

Personal Conduct 7A

Science 6A

Untitled

Lesson:

Bell work

Define any five "Terms to Know from Week Twenty-Nine"; they cannot be the same terms as the

previous four lessons

-ML Science, Earth's Surface, Page 81 - Read aloud about meteorites and discuss how rocks from

space can tell us about Earth's past; how can their impacts chage the surface of the Earth? Do you

think rocks from space are the same composition as those from Earth? Why or why not? - 10 min

-Teacher to go to Google Images to display photos of "Igneous Rock Formations"; there are many

cartoon images but try to display actual photos instead; many are found via National Geographic;

discuss how these formed and what occurred to make these formations appear as they do - 15

minML Science, Earth's Surface, Pages 89-92 - Students in pairs, read together and write six notes

about the material; discuss your notes as a class, Teacher to help differentiate between what will be

needed to know for future use - 25 min

Objectives:

Students will discuss how rocks from space can tell us about Earth's past; how can their impacts

chage the surface of the Earth?

Plan:

Notes:

Materials:

Assignments:

Homework

Social Studies 6A

Untitled

Lesson:

Bell work



China and the "Explore ONLINE" feature in your Chromebook; how many years was the Zhou

Dynasty in power? What two rivers ran through this dynasty? What city was located furthest west?

Which was the furthest north? Use the scale to measure in miles how far Ji was from Hao; Answer

"Interpret Maps" question and discuss - 10 min

-Watch "Who was Confucius? - Bryan W. Van Norden" on YouTube (4:30 min) and discuss how

Confucius tried to teach others to take care of each other, care for their family, love and honor

parents, and find joy in arts and public works; compare his teachings to those of Jesus, how are they

similar? How do they differ? It is important to note that Confusius was born BEFORE Jesus - 10 min

-HMH Ancient Civilizations, Module Six, Pages 195-199 - Teacher to assist students with outlining

these pages using the "numbers & letters format" used previously and seen in MS Word; Read aloud

and discuss the three different philosophies; why do you think each of these caught on so popularly?

Teacher to discuss how each of these philosophies is still useful today - 30 min

Objectives:

Students will discuss what two rivers ran through this dynasty? What city was located furthest west?

Which was the furthest north?

Plan:

Notes:

Materials:

Assignments:

Homework

Science 7A

Untitled

Lesson:

Bell work

-What are Greenhouse Gases? How do they negatively effect the Earth?

-Teacher to Google Image "Smog" and "Evidence of Smog"; discuss photos and images; what does

smog do to structures, buildings, statues, etc.? Students in pairs, using a "Cause and Effect" graphic

organizer outline how smog (pollution) directly causes damage to buildings; share with the class

when complete; predict what this may do to the health of humans - 25 min

-Students to go to the following website

"www.airnow.gov/index.cfm?action=airnow.showlocal&CityID=48" to review the air quality in the

United States; where are the Top-5 worst air qualities? Are there any patterns in their designations?

Click on the map to display Ohio; the map will present major cities and their air quality index in the

region; how does Cleveland rate? What can you do to lower the rating? Click the tab labeld "AQI

Loop", how does the quality change through the day? Why do you think this is? - 15 min

-Teacher to display images of the water cycle using "Google Images" to present a diagram; how do

you think the water cycle naturally filters out the air and water? What is acid rain? How do you think

it forms? - 10 min

Objectives:

Student will learn to review the air quality in the United States;

Plan:

Notes:

Materials:

Assignments:

Homework

Social Studies 7A

Untitled

Lesson:

Bell work

Practice French or German at "www.duolingo.com" for five minutes

-HMH Ancient Civilizations, Module Nineteen, Page 703 - Using the "Explore ONLINE!" map and

features in your Chromebooks, review the approximate range of Christianity vs Muslim lands in 1000

AD; what do you think would have happened if Crusaders went into Spain to remove the Muslims

instead of the Holy Land? Review the smaller maps of Spain, which cities do you recognize? Answer

"Interpret Maps" - 10 min

-HMH Ancient Civilizations, Module Nineteen, Pages 685-706 - In the 300 years between 1200 -

1500 AD, Christians and Muslims waged wars, diseases destroyed cities, and Kingdoms conquerred

eachother; students to work in pairs, students in pairs to assist each other, use Google Sheets to

create a timeline of events between 1200 AD & 1500 AD with events in order from the text; include

at least ten events; share with Teacher when complete - 40 min

Objectives:

Student will discuss what do you think would have happened if Crusaders went into Spain to remove

the Muslims instead of the Holy Land?

Plan:

Notes:

Materials:

Assignments:

Homework

Science 8A

Untitled

Lesson:

Bell work

-What are molds and casts? Provide an example of each

-ML Science, The Chagning Earth, Pages 119-122 - Read aloud and discuss relative age and index

fossils; explain why igneous rocks are always younger than other rocks? What are index fossils?

How can index fossils display the age of a fossil? Teacher to discuss the Law of Superposition

(oldest rocks are usually at the bottom and youngest are usually at the top of rock layers) - 20 min

-Students to illustrate, color, and label index fossils found in a section of five layers of rock; make

sure to label the oldest rocks at the bottom and the youngest layers at the top; include an igneous

rock formation within the rock layers as well; make sure that the igneous rock layer is the

YOUNGEST of all rocks; students to illustrate different fossils in each of the five layers and label

them; ages of rock layers should be CLEARLY LABELED as this is the purpose of the activity - 30

min

Objectives:

Students will discuss relative age and index fossils; explain why igneous rocks are always younger

than other rocks?

Plan:

Notes:

Materials:

Assignments:

Homework

Social Studies 8A

Untitled

Lesson:

Bell work

-In your opinion what was the greater achievement by Thomas Jefferson: the Louisiana Purchase or

removing the Alien and Sedition Acts? Why do you believe this?

-HMH US History, Module Seven, Pages 243-274 - Using Google Sheets, students will complete the

following table individually: create five columns and three rows; each row will be titled "George

Washington", "John Adams", and "Thomas Jefferson"; each column will be titled "One major

achievement", "one major adversity", "How that adversity was overcome", "In my opinion, was he a

good President?", and "Reason for why I think that"; students will complete this individually; share

with the Teacher when completed; discuss thoughts as a class when complete; this assignment will

TAKE THE PLACE OF A TEST FOR THIS CHAPTER - 30 min

-HMH US History, Module Seven Assessment, Page 276 - Students in pairs, using Google Docs

complete "Comprehension and Critical Thinking, #'s 6-8" and submit to Teacher when complete - 20

min

Objectives:

Students will discuss how that adversity was overcome

Plan:

Notes:

Materials:

Assignments:

Homework

Computer 7A

S

c

i

e

n

c

e

6

A

U

n

t

i

t

l

e

d

Lesso

P

e

r

s

o

n

a

l

C

o

n

d

u

c

t

7

A

S

c

i

P

e

r

s

o

n

a

l

C

o

n

d

u

c

t

7

A

S

c

i

P

e

r

s

o

n

a

l

C

o

n

d

u

c

t

7

A

S

c

i

P

e

r

s

o

n

a

l

C

o

n

d

u

c

t

7

A

S

c

i

n:

Work

on

Slide

Projec

t

Bell

work

-

Define

any

five

"Term

s to

Know

from

Week

Thirty-

Three"

-ML

Scienc

e,

Earth's

Surfac

e,

Page

89 -

Stude

nts in

groups

of 3 or

4,

compl

ete the

mini-

lab

togeth

er and

record

your

data;

submit

your

answe

e

n

c

e

6

A

U

n

t

i

t

l

e

d

Lesso

n:

Work

on

Slide

Projec

t

Bell

work

Define

any

five

"Term

s to

Know

from

Week

Thirty-

Three"

; they

cannot

be the

same

select

e

n

c

e

6

A

U

n

t

i

t

l

e

d

Lesso

n:

Work

on

Slide

Projec

t

Bell

work

Define

any

five

"Term

s to

Know

from

Week

Thirty-

Three"

; they

cannot

be the

same

select

e

n

c

e

6

A

U

n

t

i

t

l

e

d

Lesso

n:

Work

on

Slide

Projec

t

Bell

work

-What

are the

three

types

of

rocks?

-Briefly

illustra

te the

rock

cycle

Watch

"Types

of

e

n

c

e

6

A

U

n

t

i

t

l

e

d

Lesso

n:

Work

on

Slide

Projec

t

Bell

work

-How

is it

possibl

e that

ancien

t sea

shells

can be

found

at the

top of

a

mount

ain?

What

rs via

Googl

e

Docs;

Teach

er to

discus

s as a

class

the

results

of the

mini-

lab -

15 min

-ML

Scienc

e,

Earth's

Surfac

e,

Page

90 -

Teach

er to

review

the

diagra

m of

the

sedim

ent as

it

settles

in a

river;

how

do you

think

major

storms

chang

e this

layerin

g

ed

terms

as the

previo

us

lesson

-ML

Scienc

e,

Earth's

Surfac

e,

Page

94 -

Stude

nts in

groups

of 3 or

4,

compl

ete the

mini-

lab

togeth

er;

Teach

er to

assist

in

makin

g

plaster

of

Paris;

Teach

er to

apply

the

food

colorin

g to

each

group

when

neede

ed

terms

as the

previo

us two

lesson

s

-ML

Scienc

e,

Earth's

Surfac

e,

Pages

98-101

- Read

aloud

and

discus

s how

metam

orphic

rocks

form;

where

are

two

places

that

you

would

likely

find

them

(base

of a

mount

ain/hill

or

near

volcani

c

activity

); what

are

Rocks

Igneou

s-

Sedim

entary-

Metam

orphic

Rocks"

on

YouTu

be

(7:27

min)

and

discus

s the

three

differe

nt

types

of rock

and

feature

s of

each -

10 min

-ML

Scienc

e,

Earth's

Surfac

e,

Page

105 -

Stude

nts in

pairs,

compl

ete

"Revie

wing

Vocab

ulary

#'s 1-

11"

type of

rock

would

you

expect

to be

surrou

nding

those

sea

shells?

-ML

Scienc

e,

Earth's

Surfac

e,

Page

107 -

As a

class,

review

the

diagra

m and

the

parts

of the

rock

cycle;

compl

ete

togeth

er #'s

1-8;

individ

ually

answe

r

"Exten

ded

Respo

nse #'s

9-10"

via

proces

s?

Watch

"Sedi

mentar

y

Rocks"

on

YouTu

be

(6:31

min)

and

discus

s the

three

types

of

sedim

entary

rocks;

what

can

sedim

entary

rocks

form

from?

- 15

min

-ML

Scienc

e,

Earth's

Surfac

e,

Pages

92-95

-

Revie

w

limest

one

and

how it

d;

answe

r

questi

ons

via

Googl

e Docs

and

submit

to your

Teach

er;

studen

ts to

illustra

te,

color,

and

label

an

image

of their

rock

formati

on

using

colore

d

pencils

- 30

min

-

Teach

er to

display

image

s

using

Googl

e

Image

s of

"Sedi

mentar

foliate

d and

nonfoli

ated

rocks?

Teach

er to

provid

e

examp

les of

foliate

d and

nonfoli

ated

metam

orphic

rocks

to

view;

what

other

type of

rock

could

you

find

near

metam

orphic

rocks?

Why?

- 20

min

-ML

Scienc

e,

Earth's

Surfac

e,

Page

98 -

Stude

nts in

pairs,

and

discus

s

respon

ses;

studen

ts to

refer

to

sectio

ns of

the

textbo

ok to

assist

in

respon

ses;

Teach

er to

gather

examp

les of

each

rock

as

availa

ble

from

the

scienc

e lab

closet

or

show

online

image

s - 20

min

-ML

Scienc

e,

Earth's

Surfac

e,

Googl

e Docs

and

submit

to your

Teach

er - 20

min

-In-

class

time to

work

on

your

Googl

e

Slides

Minera

l

Project

; it is

due

next

week -

30 min

Object

ives:

Studen

ts will

learn

what

type of

rock

would

you

expect

to be

surrou

nding

those

sea

shells?

Plan:

forms;

what

are

conglo

merate

s

(page

90)

and

how

do

they

form?

Why

are

there

large

deposi

ts of

salt

under

the

earth?

How

do

rock

formati

ons in

caves

develo

p? - 20

min

Object

ives:

Stude

nt will

learn

how

do you

think

major

storms

chang

e this

layerin

y Rock

Forma

tions";

display

the

real

life

image

s, not

the

cartoo

ns;

how

would

you

descri

be

sedim

entary

rocks

as

they

appear

? Why

are

some

stripes

(layers

)

differe

nt

colors

?

Where

do

sedim

entary

rocks

form

or are

eviden

ce of?

- 10

min

-ML

compl

ete the

mini-

lab

togeth

er

using

the

shavin

g of

candle

wax; if

candle

s are

not

availa

ble,

differe

nt

colore

d

paper

could

be

used;

melt

the

wax

(or

crumbl

e the

paper)

togeth

er to

symbo

lize

the

metam

orphic

rocks

formin

g;

individ

ually

illustra

te and

Page

106 -

Divide

the

class

into

five

groups

; each

group

will

discus

s one

assign

ed

questi

on

from

"Thinki

ng

Critical

ly #'s

23-27"

and be

prepar

ed to

answe

r for

the

class;

Teach

er to

lead

review

and

each

group

to

provid

e the

answe

r to

and

"teach

the

class"

Notes:

Materi

als:

Assig

nment

s:

Hom

ewo

rk

S

o

c

i

a

l

S

t

u

d

i

e

s

6

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

g

proces

s?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

6

A

U

n

t

i

t

l

e

Scienc

e,

Earth's

Surfac

e,

Pages

96-97

- Read

aloud

and

introdu

ce

metam

orphic

rocks;

Teach

er to

display

rocks

from

the

scienc

e lab

closet

that

are

igneou

s,

sedim

entary,

and

metam

orphic;

studen

ts to

observ

e and

note

differe

nces;

how

do

metam

orphic

rocks

form?

color

your

wax

ball

and

answe

r the

questi

ons -

15 min

-

Stude

nts in

pairs,

create

a

"Conc

ept

Map"

linking

togeth

er the

three

types

of

rocks

with

the

Rock

Cycle;

includ

e

terms

usch

as

Foliate

d,

Sedim

ents,

Intrusi

ve,

Extrusi

ve,

Heat &

Pressu

their

assign

ed

questi

on - 20

min

Object

ives:

Stude

nts will

discus

s the

three

differe

nt

types

of rock

and

feature

s of

each

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

work

-

Practic

e

Chines

e at

"www.

duolin

go.co

m" for

five

minute

s

-

Teach

er and

studen

ts to

go to

the

followi

ng

websit

e

"http://

www.c

hina.or

g.cn/e

nglish/

culture

/22954

9.htm"

to read

about

Shi

Huang

di's

tomb;

how is

the

tomb

booby-

trappe

d?

What

d

Lesso

n:

Bell

work

-

Practic

e

Chines

e at

"www.

duolin

go.co

m" for

five

minute

s

-

Discus

sion:

Revie

w the

three

Chines

e

philos

ophies

; who

is a

famou

s

person

in

each

philos

ophy?

What

are the

precep

ts for

each

philos

Where

would

you

most-

likely

find

them?

- 15

min

Object

ives:

Stude

nt will

learn

how

would

you

descri

be

sedim

entary

rocks

as

they

appear

?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

re,

Magm

a,

Lava,

and

Congl

omerat

e in

your

map;

share

with

the

class

when

compl

ete -

15 min

Object

ives:

studen

ts will

discus

s how

metam

orphic

rocks

form;

where

are

two

places

that

you

would

likely

find

them

(base

of a

mount

ain/hill

or

near

volcani

u

d

i

e

s

6

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-

Practic

e

Chines

e at

"www.

duolin

go.co

m" for

five

minute

s

-

Teach

er to

go to

Googl

e

Image

happe

ned to

the

serven

ts

buryin

g him?

How

large

is it?

Was

Shi

Huang

di

preser

ved at

all?

What

treasur

es

may

still be

there?

- 15

min

-HMH

Ancien

t

Civiliza

tions,

Modul

e Six,

"Explor

e

ONLIN

E!",

Page

207 -

Revie

w the

map

about

China

and

the

ophy?

- 15

min

-

Stude

nts in

pairs,

use a

Venn

Diagra

m to

compa

re &

contra

st two

of the

three

differe

nt

philos

ophies

; have

three

statem

ents

for

each

sectio

n (nine

total);

share

and

discus

s as a

class -

20 min

-Go to

the

followi

ng

websit

e and

read

about

the

i

a

l

S

t

u

d

i

e

s

6

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-

Practic

e

Chines

e at

"www.

duolin

go.co

m" for

five

minute

s

-HMH

c

activity

);

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

6

A

U

n

t

i

t

l

e

s to

display

image

s of

the

"Great

Wall of

China"

and

the

"Terra

Cotta

Statue

s of

Shi

Huang

di";

discus

s the

image

s and

the

import

ance

of

them

to the

people

at the

time;

why

are

these

consid

ered

wonde

rful

works

of art,

yet

also

materi

als of

war? -

15 min

"Explor

e

ONLIN

E"

feature

in your

Chrom

ebook;

How

far in

miles

does

the

Han

Dynast

y

stretch

to the

west of

Dunhu

ang?

What

moder

n-day

cities

are

locate

d on

this

map?

Where

was

the

Great

Wall

added

from

the

previo

us

map?

What

rivers

are

part of

the

Warrin

g

States

Period

"www.

chinah

ighligh

ts.com

/travel

guide/

china-

history

/warrin

g-

states-

period.

htm"

and

discus

s; how

many

states

went

into

war

with

each

other?

Which

State

would

be

divide

d into

other

States

?

Which

State

wins

the

war?

How

long

did the

Warrin

Ancien

t

Civiliz

ations,

Modul

e Six,

Pages

200-

203

(stop

at "Qin

Achiev

ement

s") -

Read

aloud

and

discus

s the

Quin

Dynast

y; Who

was

Shi

Huang

di?

Why

was

he

import

ant to

Ancien

t

China

?

What

did he

succe

ed in

doing

that

wasn't

done

in 200

years?

What

d

Lesso

n:

Bell

work

-

Practic

e

Chines

e at

"www.

duolin

go.co

m" for

five

minute

s

-

Discus

sion:

review

the

charac

teristic

s of a

good

leader;

what

traits

make

someo

ne a

good

leader

?

Stude

nts to

create

a list

and

discus

s

-HMH

Ancien

t

Civiliz

ations,

Modul

e Six,

Pages

206-

207 -

Stude

nts in

pairs,

read

this

sectio

n and

discus

s the

Han

Dynast

y;

studen

ts to

write

four

notes

about

this

sectio

n; as a

class

Teach

er to

review

notes

and

discus

s

import

ant

facets

of the

Han

Dynast

y; who

Han

Dynast

y?

Answe

r

"Interp

ret

Maps"

questi

on and

discus

s - 10

min

-HMH

Ancien

t

Civiliza

tions,

Modul

e Six,

Pages

208-

212

(stop

at

"Budd

hism

Comes

to

China"

) -

Read

aloud

and

discus

s

family

life in

China

during

the

Han

Dynast

y and

the

g

States

Period

last? -

10 min

Object

ives:

Stude

nt will

discus

s; how

many

states

went

into

war

with

each

other?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

n

c

e

7

A

did he

put in

charge

of

each

area

that he

conqu

erred?

How

does

this

sound

similar

to

other

culture

s we

have

studie

d? - 20

min

-HMH

Ancien

t

Civiliz

ations,

Modul

e Six,

"Explo

re

ONLIN

E!",

Page

201 -

Revie

w the

map

about

China

and

the

"Explo

re

ONLIN

leader

s that

we

have

learne

d

about

this

year;

what

made

them

good

leader

s?

What

Shi

Huang

di a

good

leader

? Do

good

works

make

you a

good

leader

? Why

or why

not? -

15 min

-HMH

Ancien

t

Civiliz

ations,

Modul

e Six,

Pages

203-

205 -

Read

aloud

about

were

Liu

Bang

and

Wudi?

Why

were

each

of

these

emper

ors

import

ant to

the

Han

Dynast

y?

What

philos

ophy

did

they

believ

e in

and

want

others

to

follow

too? -

15 min

-

Stude

nts

and

Teach

er to

go to

the

followi

ng

websit

e

"www.

inventi

ons

that

came

about;

what is

a

seismo

graph?

How

does a

sundial

work?

What

is

acupu

ncture

?

Teach

er to

go to

Googl

e

Image

s to

show

photos

of "first

seismo

graph",

"acupu

ncture"

, and

"Ancie

nt

Chines

e

Sundia

l";

discus

s how

each

of

these

inventi

ons

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-What

is the

water

cycle?

How

can

polluti

on

effect

the

water

cycle?

-

Teach

er to

review

the

water

cycle

and

terms

affiliat

ed

with it

(precip

itation,

conde

E"

feature

in your

Chrom

ebook;

How

many

Warrin

g

States

appear

on this

map?

What

river in

the

South

does

the

Qin

Dynast

y

extend

to?

Along

what

border

is the

Great

Wall

built?

Using

the

scale,

how

far is it

from

Wu to

Cheng

du in

miles?

;

Answe

r

"Interp

ret

the

achiev

ement

s of

the

Qin

Dynast

y and

Shi

Huang

di;

Why

was

the

Great

Wall

built?

What

is

irrigati

on?

What

type of

grain

grows

abund

antly

in

China

that

require

s lots

of

water?

How

did Shi

Huang

di

unify

China

yet

also

helped

to

create

its

chinah

ighligh

ts.com

/travel

guide/

china-

history

/wudi-

emper

or.htm

" to

read

about

Emper

or Wu

(aka

Wudi)

and

his

reign

in the

Han

Dynast

y; How

old

was

he

when

he

becam

e

emper

or?

What

did he

help to

establi

sh?

How

did he

spread

the

empire

? He

was

genera

chang

ed life

for

people

both

then

and

now -

25 min

Object

ives:

Studen

ts

learn

how

far in

miles

does

the

Han

Dynast

y

stretch

to the

west of

Dunhu

ang?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Hom

ewo

rk

S

c

i

nsatio

n,

evapor

ation);

studen

ts to

illustra

te,

color,

and

write a

captio

n for

the

water

cycle

INCLU

DING

polluti

on;

studen

ts to

explai

n in

their

captio

n how

the

polluti

on is

carried

throug

h the

water

cycle

and

effects

each

segme

nt

throug

hout it;

studen

ts

should

includ

Maps"

questi

on and

discus

s - 10

min

-

Stude

nts in

pairs,

using

Googl

e

Sheets

studen

ts will

create

a table

with

three

colum

ns; in

the

first

colum

n,

studen

ts will

list the

policie

s and

chang

es that

Shi

Huang

di

brough

t to

China

(minim

um

five);

in the

secon

d

downf

all?

What

occurr

ed

again

shortly

after

his

death?

- 15

min

-

Stude

nts in

pairs,

use a

"Sequ

ence"

graphi

c

organi

zer to

link

togeth

er

events

from

the

Warrin

g

States,

to the

victory

of the

Qin, to

the

rule of

Shi

Huang

di, to

anothe

r civil

war in

China;

lly a

good

emper

or until

somet

hing

bad

effecte

d him,

what

was it?

Click

on the

image

of

"The

Weste

rn

Han's

Map"

and

again

on the

"Silk

Road"

image;

how

did Wu

(aka

Wudi)

help

establi

sh this

route

in his

militar

y

conqu

ests? -

20 min

Object

ives:

Stude

nts will

discus

e

n

c

e

7

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-Is

bioma

ss

energy

imprac

tical?

Why or

why

not?

-

Debat

e

Topic:

Studen

ts to

prepar

e for

debate

today

on

e a

factory

or

high-

polluti

ng

area

as a

focal

point

of their

illustra

tion -

40 min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

160 -

Read

aloud

and

discus

s gas

mileag

e in

the

examp

les of

the

vehicle

s

provid

ed;

what is

a

hybrid

car?

How

do

they

save

colum

n,

studen

ts will

list the

outco

mes of

those

chang

es; in

the

third

colum

n,

studen

ts will

list if

they

think

this

action

was

done

for the

PEOP

LE of

the

land or

was

done

for Shi

Huang

di

himsel

f;

share

with

Teach

er

when

compl

ete

and

discus

s your

though

studen

ts to

includ

e

suppor

ting

details

to link

these

segme

nts

togeth

er;

presen

t your

inform

ation

to the

class

and

discus

s

openly

- 20

min

Object

ives:

Stude

nts will

discus

s

leader

s that

we

have

learne

d

about

this

year;

what

made

them

good

leader

s who

were

Liu

Bang

and

Wudi?

Why

were

each

of

these

emper

ors

import

ant to

the

Han

Dynast

y?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

n

c

e

7

A

Green

Energy

vs

Fossil

Fuels;

studen

ts may

condu

ct any

additio

nal

quick

resear

ch to

suppor

t their

opinio

ns but

the

debate

will

follow

the

traditio

nal

format

used -

10 min

-

Debat

e:

Studen

ts will

form

groups

as to

which

side

they

agree

most

with -

Are

Green

Energy

gas

miles?

As a

class

compl

ete #'s

1-5 &

"Chall

enge"

whiling

incorp

orating

air

quality

into

each

regard

- 10

min

Object

ives:

Stude

nts to

explai

n in

their

captio

n how

the

polluti

on is

carried

throug

h the

water

cycle

Plan:

Notes:

Materi

als:

Assig

nment

ts as a

class -

20 min

Object

ives:

Stude

nts will

discus

s how

many

Warrin

g

States

appear

on this

map?

What

river in

the

South

does

the

Qin

Dynast

y

extend

to?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

s?

What

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

n

c

e

7

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-What

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-How

would

you

feel if

we

had

solar

panels

on our

school

? Why

do you

think

that?

-ML

Scienc

e, The

Chang

ing

Earh,

Pages

167-

169 -

Read

aloud

and

discus

s Wind

Produc

ts"

worth

the

cost to

save

the

planet

with

cleane

r

burnin

g

energy

? Or

are

fossil

fuels a

better

choice

since

they

are

cheap

er and

have

been

used

for

over

100

years?

Which

type of

energy

is

better

for us

to use

in the

future?

- 30

min

-

Recap

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

7

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-HMH

Ancien

t

Civiliz

i

e

n

c

e

7

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-

Explai

n how

polluti

on

effects

the

water

cycle

-ML

Scienc

e, The

Chang

ing

Earh,

Pages

161-

163 -

Read

is

nuclea

r

fission

?

What

type of

power

does it

help to

create

?

-ML

Scienc

e, The

Chang

ing

Earh,

Pages

163-

166 -

Read

in

pairs

and

write

at

least

five

notes

about

this

sectio

n;

Teach

er to

discus

s the

sectio

n and

notes

taken

by

studen

ts;

Energ

y,

Bioma

ss

Energ

y, and

Hydro

gen

Fuel

Cells;

Hydro

gen

Fuel

Cells

are

part of

hybrid

vehicle

s; in

your

opinio

n, is

Bioma

ss

Energ

y

partica

l?

Revie

w the

diagra

m of a

Wind

Turbin

e on

Page

167

and

how it

operat

es;

how is

it

similar

to the

other

Debat

e -

Which

side

do you

feel

like

had a

better

case?

Which

side is

more-

likely

the

way

that

the

USA is

heade

d?

What

can we

do to

help

our

planet

and be

more

"green

"? - 10

min

Object

ives:

Studen

ts to

prepar

e for

debate

today

on

Green

Energy

vs

Fossil

ations,

Modul

e

Ninete

en,

Pages

708-

709 -

Read

about

"The

Black

Death"

and

answe

r

"Interp

ret

Maps";

discus

s as a

class

-

Teach

er to

introdu

ce the

project

and

review

guideli

nes for

it;

studen

ts to

review

Powto

on and

gain

familia

rity

with it

- 15

min

-

aloud

and

discus

s how

nuclea

r

power

works;

in your

opinio

n, is

this a

safe

type of

power

? Why

do

nuclea

r

power

plants

need

to be

near

the

water?

- 20

min

-

Stude

nts in

pairs,

use a

Venn

Diagra

m to

compa

re &

contra

st a

coal

burnin

g

factory

to a

Explai

n that

"hydro

"

relates

to

water,

"geo"

relates

to

"Earth"

, and

"solar"

relates

to the

sun;

review

the

diagra

ms on

Pages

164 &

166

about

the

factori

es to

make

hydroe

lectric

and

geothe

rmal

power;

how

are

they

similar

? - 25

min

-

Watch

"Rene

wable

Energ

power

plants

discus

sed in

this

unit? -

20 min

-

Stude

nts to

go to

the

followi

ng

websit

e

"www.

wkyc.c

om/arti

cle/tec

h/scie

nce/en

vironm

ent/lak

e-erie-

wind-

turbine

-

project

-

moves

-

closer-

to-

reality-

after-

agree

ment-

with-

ohio-

siting-

board-

staff/9

5-

3a0a5

Fuels

Plan:

Notes:

Materi

als:

Assig

nment

s:

Hom

ewo

rk

S

o

c

i

a

l

S

t

u

d

i

e

s

7

A

U

n

t

i

t

l

e

d

Lesso

Watch

"Monty

Python

- "Not

Dead

Yet"

Scene

(HD)"

on

YouTu

be

(2:07

min)

and

discus

s how

the

conditi

ons in

this

video

portray

Europ

e at

this

time;

explai

n that

this is

intend

ed to

be

funny;

how

does

this

video

portray

what

we

learne

d

about

in

class?

How

nuclea

r

power

plant;

have

three

statem

ents

for

each

sectio

n (nine

total);

share

with

the

class

when

compl

eted -

15 min

-

Teach

er to

go to

the

followi

ng

websit

e

"www.

nei.org

/resour

ces/m

ap-of-

us-

nuclea

r-

plants"

and

click

on

Ohio,

then

"Explo

y 101 |

Nation

al

Geogr

aphic"

on

YouTu

be

(3:17

min)

and

discus

s the

differe

nt

types

of

renew

able

energy

resour

ces

observ

ed;

how

can

using

renew

able

resour

ces

help to

save

energy

on

Earth?

How

can it

help to

clean

our air

and

water

suppli

es? -

00e-

4db2-

4b06-

ade6-

051b4

d5ee3

2c"

and

read

about

wind

turbine

s

being

built

on

Lake

Erie to

help

produc

e

clean

energy

in our

city;

read

the

article

and

the

diagra

ms,

watch

the

video

if able

- 15

min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

n:

Bell

work

-

Practic

e

French

or

Germa

n at

"www.

duolin

go.co

m" for

five

minute

s

-

Teach

er and

studen

ts to

go to

the

websit

e

"www.

clevela

ndart.o

rg/"

and

type

the

word

"Renai

ssance

" into

the

search

bar;

498

image

s of

Renais

are the

dead

dispos

ed of?

There

is a

curse

word

at the

"1:50

mark"

so be

prepar

ed to

edit -

10 min

-HMH

Ancien

t

Civiliz

ations,

Modul

e

Asses

sment,

Page

710 -

Stude

nts in

pairs,

compl

ete

"Comp

rehens

ion &

Critical

Thinki

ng #'s

13-15"

togeth

er and

submit

via

Googl

e Docs

re the

Plants"

;

review

the

two

plants

in

Ohio;

then

select

the

"Reso

urces"

tab

and

"Adva

ntages

tab on

the

main

page

to

explor

e more

about

nuclea

r

power

in

genera

l and

the

plants

across

the

USA -

15 min

Object

ives:

Stude

nt will

discus

10 min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

145 -

Stude

nts in

groups

of 3 or

4, read

"Sunlig

ht as

an

Energ

y

Sourc

e" and

condu

ct the

mini-

lab;

check

the

cups

at the

end of

class

to

review

- 15

min

Object

ives:

Stude

nts will

discus

s the

differe

nt

types

173 -

Stude

nts in

pairs,

using

Googl

e Docs

compl

ete

"Revie

wing

Vocab

ulary

#'s 1-

6" and

discus

s as a

class;

submit

to your

Teach

er

when

compl

ete -

15 min

Object

ives:

Stude

nts will

discus

s Wind

Energ

y,

Bioma

ss

Energ

y, and

Hydro

gen

Fuel

Cells;

Plan:

sance

art will

appear

that

are

display

ed at

the

museu

m;

Teach

er and

studen

ts to

review

the art;

studen

ts will

write

down

three

things

that

they

notice

specifi

cally

about

the

artwor

k;

discus

s and

review

finding

s as a

class -

15 min

-HMH

Ancien

t

Civiliza

tions,

Modul

e

to your

Teach

er; one

paper

per

pair;

review

and

discus

s as a

class

when

compl

eted -

20 min

Object

ives:

Discus

s how

the

conditi

ons in

this

video

portray

Europ

e at

this

time;

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

s how

nuclea

r

power

works;

in your

opinio

n, is

this a

safe

type of

power

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

7

A

of

renew

able

energy

resour

ces

observ

ed.

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

7

A

U

n

t

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

7

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

Twent

y,

Pages

722-

726

(stop

at "The

Master

Michel

angelo

") -

Read

aloud

and

use a

"Conc

ept

Map"

graphi

c

organi

zer to

outline

major

conce

pts

within

the

text;

Teach

er to

review

how

art

was

portray

ed

(huma

nism)

and

where

many

schola

rs

came

from

S

c

i

e

n

c

e

8

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-What

are

index

fossils

?

Provid

e an

examp

le

-ML

Scienc

e, The

Chang

ing

Earth,

Pages

123-

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-

Practic

e

French

or

Germa

n at

"www.

duolin

go.co

m" for

five

minute

s

HMH

Ancien

t

Civiliz

ations,

Modul

e

Twent

y,

Timeli

ne of

Events

, Page

713 -

i

t

l

e

d

Lesso

n:

Belll

work

-

Practic

e

French

or

Germa

n at

"www.

duolin

go.co

m" for

five

minute

s

-

Stude

nts in

pairs,

use a

"Sequ

ence"

graphi

c

organi

zer to

outline

how

the

Black

Death

lead to

other

work

-

Practic

e

French

or

Germa

n at

"www.

duolin

go.co

m" for

five

minute

s

-

Teach

er to

go to

the

followi

ng

websit

e

"www.

ancien

t.eu/im

age/11

439/fo

ur-

khanat

es-of-

the-

mongo

l-

empire

/" to

display

the

Mongo

l

Empir

e in

full as

divide

(fleein

g the

Muslim

s);

who

were

Dante,

Machi

avelli,

and

Petrar

ch?

What

is

perspe

ctive?

- 25

min

-

Teach

er and

studen

ts to

go to

the

followi

ng

websit

e

"https:/

/waron

theroc

ks.com

/2014/

08/ma

chiavel

lis-27-

rules-

of-

war/"

to

review

the

main

notes

125 -

Stude

nts to

read in

pairs

and

write

five

notes

that

you

think

are

import

ant

conten

t;

Teach

er to

review

notes

and

discus

s as a

class;

what is

Absolu

te

Age?

What

are

half-

lives

and

how

do

they

relate

to

atoms

?

Which

atom

is

import

ant to

Explor

e the

timelin

e and

review

the

dates;

how

long

ago

did

these

events

happe

n?

Subtra

ct the

year

today

from

the

years

in this

timelin

e to

have a

better

unders

tandin

g - 10

min

-HMH

Anc

Civ,

Modul

e

Twent

y,

"Readi

ng

Social

Studie

s" and

"You

Try

events

in

Europ

e and

across

the

world;

studen

ts will

make

predict

ions

as to

what

events

may

come

next in

the

chain

of

events

- 15

min

-HMH

Ancien

t

Civiliz

ations,

Modul

e

Twent

y,

Pages

716-

718

(stop

at

"Trade

Cities

in

Italy") -

Stude

nts in

pairs,

d by

the

four

Khans;

which

kingdo

ms did

Marco

Polo

travel

throug

h? Do

you

think

the

Mongo

ls

were

powerf

ul?

Why

or why

not?

During

the

Third

Crusa

de,

King

Philip

II of

France

had an

opport

unity

to unit

with

the

Mongo

ls to

defeat

the

Musli

ms but

chose

not to;

from

Machi

avelli's

book

Art of

War;

read

the

statem

ents

aloud

(some

are

difficult

to

unders

tand)

and

discus

s; how

do

they

make

sense

as an

aide

for

genera

ls? Do

you

agree

with

them?

Why or

why

not? -

15 min

Object

ives:

Studen

ts will

write

down

three

things

half-

lives

(Carbo

n-14)?

What

is an

isotop

e? - 25

min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

124 -

As a

class,

review

the

picture

s of

radioa

ctive

breakd

own

and

dating

rock

layers;

how is

carbon

dating

display

ed?

Teach

er to

provid

e

examp

les

and

studen

ts

It!",

Pages

714-

715 -

Read

aloud

about

unders

tandin

g this

chapte

r and

the

Latin

and

Greek

roots

for

termin

ology;

ask

questi

ons as

neces

sary;

Read

throug

h "You

Try It!"

and

answe

r #'s 1-

6 as a

class

to help

unders

tand

the

variou

s

aspect

s of

this

materi

al;

discus

read

togeth

er and

discus

s the

inform

ation

within;

studen

ts will

list five

import

ant

facts

from

the

readin

g;

Teach

er will

lead

the

review

of

facts

and

conten

t; Who

are the

Mongo

ls?

Who is

Kublai

Khan?

Why

did

many

people

think

that

Marco

Polo

died

when

he

return

how

do you

think

that

union

could

have

altered

history

? - 10

min

-HMH

Ancien

t

Civiliz

ations,

Modul

e

Twent

y,

Pages

718-

721 -

Read

aloud

and

discus

s how

trade

chang

ed

Italy

and

made

them

rich;

what

cultura

l area

did

many

Italian

cities

invest

their

that

they

notice

specifi

cally

about

the

artwor

k;

discus

s and

review

finding

s as a

shown.

Plan:

Notes:

Materi

als:

Assig

nment

s:

Hom

ewo

rk

S

c

i

e

n

c

e

8

A

U

n

t

calcula

te

togeth

er - 10

min

-ML

Scienc

e, The

Chang

ing

Earth,

"Math

in

Scienc

e",

Page

126 -

Read

aloud

and

discus

s

carbon

dating

and

half-

lives;

studen

ts in

pairs,

solve

#'s 1-2

and

"Chall

enge";

Teach

er to

review

as a

class

and

discus

s - 15

min

Object

s how

prefixe

s and

suffixe

s can

be

combi

ned to

make

new

words

- 20

min

-In-

class

time to

work

on the

Powto

on

project

- 20

min

Object

ives:

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

ed

back

home

to

Venice

? - 25

min

-HMH

Ancien

t

Civiliz

ations,

Modul

e

Twent

y,

Page

717 -

Using

the

"Explo

re

ONLIN

E!"

map

and

feature

s in

your

Chrom

ebook

s,

review

the

routes

that

Marco

Polo

took to

travel

to

China;

what

cities

did he

fundin

g into?

How

was

Italy

divide

d at

this

time in

history

?

Discus

s

Floren

ce and

the

contrib

utions

of the

Medici

family;

what

was

the

Renais

sance

? - 15

min

-In-

class

time to

work

on the

Powto

ons

project

- 25

min

Object

ives:

Stude

nt will

discus

s how

i

t

l

e

d

Lesso

n:

Bell

work

-How

do

Index

Fossils

display

the

ages

of

rocks?

Provid

e an

examp

le

-

(Projec

t #1 -

Part I

of III)

ML

Scienc

e, The

Changi

ng

Earth,

Pages

130-

131 -

Divide

the

class

in half;

one

ives:

Stude

nts will

discus

s

carbon

dating

and

half-

lives

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

8

A

n

c

e

8

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-What

is

absolu

te

age?

How is

it

differe

nt from

relativ

e age?

-

Teach

er to

review

half-

lives

and

provid

e

examp

visit on

the

way to

China

? Why

do you

think

his

route

back

to

Venice

was

differe

nt?

Appro

ximate

ly how

many

miles

did he

directl

y

travel

upon

the

Silk

Road?

Use

the

scale

to

assist;

Answe

r

"Interp

ret

Maps"

- 10

min

Object

ives:

Stude

nts will

discus

trade

chang

ed

Italy

and

made

them

rich;

what

cultura

l area

did

many

Italian

cities

invest

their

fundin

g into?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

n

c

e

8

A

class

with

create

a

replica

of the

timelin

e on

pages

130-

131 in

the

textbo

ok in

order

from

the

Hadea

n Era

throug

h

today,

compl

ete

with

colore

d

illustrat

ions

and

labelin

g of

eras

and

examp

les of

life;

the

other

half

will

use

the

"Terms

to

Know

U

n

t

i

t

l

e

d

Lesso

n:

Bell

Work

-How

do you

think

the US

Navy

would

respon

d to

pirates

nowad

ays?

How

did

you

think

they

respon

ded in

the

early-

1800's

?

-HMH

US

History

,

Modul

e

les;

use

severa

l

examp

les of

calcula

ting

math

to

solve

for the

half-

life of

Carbo

n-14;

review

what

an

isotop

e is;

discus

s the

progre

ssion

of

Carbo

n-14

loss as

time

goes

on - 15

min

-ML

Scienc

e, The

Chang

ing

Earth,

Pages

127-

129 -

Read

aloud

and

s the

inform

ation

within;

studen

ts will

list five

import

ant

facts

from

the

readin

g;

Teach

er

Plan:

Notes:

Materi

als:

Assig

nment

s:

S

c

i

e

n

c

e

8

A

U

n

t

i

t

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-Name

four of

the

five

time

frames

in

Geolo

gic

Time

-

Teach

er to

go to

Googl

e

Image

s to

display

rock

layers;

which

layers

appear

to

have

the

young

from

Week

Thirty-

Three"

to

create

a story

about

a time-

travele

r who

person

ally

witnes

ses

each

define

d

aspect

throug

hout

the

story;

the

story

should

be

about

one

hand-

written

page

in

length;

timelin

es can

be

compl

eted

on

poster

boards

; share

with

the

class

Eight,

Timeli

ne of

Events

, Page

279 -

Explor

e the

timelin

e and

review

the

dates;

how

long

ago

did

these

events

happe

n?

Subtra

ct the

year

today

from

the

years

in this

timelin

e to

have a

better

unders

tandin

g - 10

min

-HMH

US

History

,

Modul

e

Eight,

"You

discus

s how

Earth

is

changi

ng;

what is

unifor

mitaria

nism?

How

does

the

calend

ar

examp

le of

Earth's

history

explai

n how

Earth

and

life

upon it

formed

? Are

human

s

relativ

ely

new to

Earth?

What

life

was

here

long

before

us? -

15 min

-ML

Scienc

e, The

Chang

l

e

d

Lesso

n:

Bell

work

-What

is

unifor

mitaria

nism?

How

does it

relate

to

chang

es on

Earth?

-

Teach

er to

review

half-

lives

and

provid

e

examp

les;

studen

ts to

come

to the

board

to

solve;

provid

e

severa

l

examp

est

rocks?

Where

are the

oldest

rocks?

What

is the

Law of

Super

positio

n?

How

do

Index

Fossils

display

rock

layer

ages?

- 10

min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

139 -

As a

class

analyz

e the

diagra

m and

its

data;

how

do the

index

fossils

help

display

age?

when

compl

ete -

50 min

Object

ives:

Plan:

Notes:

Materi

als:

Assig

nment

s:

Hom

ewo

rk

S

o

c

i

a

l

S

t

u

d

i

e

s

8

A

U

n

t

i

t

Try

It!",

Pages

280-

281 -

Read

aloud

and

discus

s

public

docum

ents

from

the

past;

How

can

they

tell

you

about

history

?

What

does

this tell

you

about

the

post

office

in our

early-

countr

y?

Read

"You

Try It,

#'s 1-

4" and

discus

s what

this

docum

ent

ing

Earth,

Page

127 -

Stude

nts to

compl

ete the

mini-

lab

individ

ually;

discus

s as a

class

potenti

al

events

that

could

go at

variou

s parts

of the

school

year -

15 min

Object

ives:

How

does

the

calend

ar

examp

le of

Earth's

history

explai

n how

Earth

and

life

Plan:

les of

calcula

ting

math

to

solve

for the

half-

life of

Carbo

n-14;

review

what

an

isotop

e is;

discus

s the

progre

ssion

of

Carbo

n-14

loss as

time

goes

on - 15

min

-ML

Scienc

e, The

Chang

ing

Earth,

Pages

130-

133 -

Read

aloud

and

discus

s the

differe

nt

period

Which

is the

young

est

rock?

How

do you

know?

As a

class,

answe

r #'s 1-

5

togeth

er;

studen

ts in

pairs,

answe

r

"Exten

ded

Respo

nse #'s

6-7"

togeth

er via

Googl

e Docs

and

submit

to your

Teach

er - 20

min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

138 -

Stude

nts in

l

e

d

Lesso

n:

Bell

work

-Which

battle

of the

War of

1812

was

most

import

ant?

Why

do you

think

that?

-Watch

"The

War of

1812 -

Crash

Cours

e US

History

#11"

on

YouTu

be

(12:43

min)

and

discus

s the

causes

and

outco

mes of

the

allude

s to

about

the

past;

share

your

respon

ses -

15 min

-

-HMH

US

History

,

Modul

e

Eight,

Pages

282-

286

(stop

at

"Call

for

War") -

Read

aloud

and

discus

s the

two

differe

nt

militar

y

engag

ement

s in

this

sectio

n so

far

(Barba

ry

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

8

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

s of

time

accord

ing to

scienc

e,

which

is the

largest

?

Smalle

st?

What

is the

name

of the

Era we

are in?

What

are

major

organi

sms

found

in the

Eras

mentio

ned in

the

text?

Appro

ximate

ly what

percen

tage of

Earth's

history

existe

d

PRIO

R to

human

s

arrivin

g? - 15

pairs,

compl

ete

"Thinki

ng

Critical

ly #'s

21-23"

and

"The

BIG

Idea #

26"

togeth

er

includi

ng the

Conce

pt

Map;

share

maps

and

predict

ions

with

the

class

and

discus

s your

reason

ing for

your

though

ts - 20

min

Object

ives:

Stude

nt will

discus

s

which

layers

war;

what

did the

Hartfor

d

Conve

ntion

try to

chang

e (the

3/5

compr

omise

and

require

Congr

ess to

declar

e

war)?

What

did

Great

Britian

want

to give

to the

Native

Americ

ans

after

this

war

(huge

areas

of land

as a

countr

y)?

What

do you

think

of

Great

Britain'

s plan

Pirates

&

Tecum

seh);

how

were

pirates

looting

Americ

an

ships?

What

were

France

and

Great

Britain

doing

as

well?

Do

you

person

ally

agree

with

the

Embar

go

Act?

Why

do you

think

the

Non-

Interco

urse

Act

was

also

unpop

ular,

especi

ally in

the

North?

work

-HMH

US

History

,

Modul

e

Eight,

Page

285 -

Revie

w the

timelin

e titled

"Ameri

ca's

Road

to

War"

and

answe

r the

questi

on

-

Teach

er and

studen

ts to

go to

the

followi

ng

websit

e

"https:/

/en.wik

ipedia.

org/wi

ki/Barb

ary_W

ars" to

review

the

Barbar

min-

-

Watch

"A

Brief

History

of

Geolo

gic

Time"

on

YouTu

be

(12:08

min)

and

discus

s the

major

events

of the

differe

nt time

frames

;

discus

s the

Preca

mbrian

Extinct

ion

called

"The

Great

Dying"

in

which

96% of

all life

in

water

and

70% of

all

land

appear

to

have

the

young

est

rocks?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

8

A

U

n

t

i

for

this?

How

may

this

have

chang

ed our

countr

y's

landsc

ape? -

15 min

-

Studen

ts and

Teach

er to

go to

the

followi

ng

websit

e

"https:/

/en.wik

ipedia.

org/wik

i/Battle

_of_La

ke_Eri

e" and

read

the

first

paragr

aph,

"Battle

",

"Casu

alties",

and

O.H.

Perry's

quotes

Stude

nts in

pairs,

create

a T-

chart

outlini

ng the

Embar

go Act

(left)

and

Non-

Interco

urse

Act

(right)

and

compa

re;

share

your

though

ts with

the

class -

25 min

Object

ives:

Stude

nts will

discus

s

public

docum

ents

from

the

past;

How

can

they

tell

you

about

y

Wars,

or the

attack

of US

merch

ant

ships

while

trading

in the

Medite

rranea

n Sea;

there

are

severa

l links

to

highlig

ht and

discus

s but

review

the

two

wars,

Presid

ents

during

each,

and

the

approa

ch to

each

war;

what

were

the

pirates

trying

to

obtain

?

What

life

died -

15 min

Object

ives:

Stude

nts will

discus

s the

differe

nt

period

s of

time

accord

ing to

scienc

e,

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

t

l

e

d

Lesso

n:

Bell

work

-How

do you

think

that

the

death

of

Tecum

seh

effecte

d the

Native

Americ

an's

desire

to

fight?

Provid

e two

reason

s

-

Stude

nts

and

teache

r to go

to the

followi

ng

websit

e

"www.

history

in

"After

math";

why

was

this so

an

amazi

ng

victory

for the

United

States

? How

did this

open

the

door to

victory

in

Detriot

and at

the

Battle

of the

Thame

s

River?

Where

on

Lake

Erie

did this

occur?

How

far did

this

battle

occur

from

our

school

? - 15

min

-HMH

history

?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

C

o

m

p

u

t

e

r

7

A

countri

es

were

they

from?

- 10

min

-HMH

US

History

,

Modul

e

Eight,

Pages

286-

287 -

Read

aloud

and

discus

s the

cause

s and

calls

for war

with

Great

Britain

a

secon

d time;

who

were

the

War

Hawks

?

What

were

three

reason

s that

they

saw as

i

e

s

8

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-HMH

US

History

,

Modul

e

Eight,

Page

286 -

Revie

w the

Histori

cal

Sourc

e titled

"Views

of

War"

and

answe

r the

questi

.com/t

opics/

19th-

centur

y/the-

star-

spangl

ed-

banner

" and

read

about

the

"Star

Spangl

ed

Banne

r";

what is

this

song/p

oem

actuall

y

about?

What

city

was

being

attack

ed by

the

British

when

this

poem

was

written

? Did

the US

win

that

battle?

- 15

min

US

History

,

Modul

e

Eight,

Pages

292-

294 -

Studen

ts in

pairs,

read

togeth

er

about

the

border

disput

es and

settling

with

Great

Britain

and

Spain;

what

three

agree

ments

establi

shed

border

s and

how

we will

live

along

those

border

s? Do

you

think

that

the

Conve

reason

s for

war?

Teach

er to

outline

each

of

these

three

reason

s

(influe

nce

Native

Americ

ans,

land to

gain in

Canad

a,

hurting

financi

al

gain)

and

discus

s

predict

ions

as to if

it

appear

s that

this

war

was

succes

sful for

our

countr

y - 15

min

-

Stude

on

-

Watch

"Jame

s

Madis

on -

4th

U.S.

Presid

ent &

Father

of the

Constit

ution|

Mini

Bio |

BIO"

on

YouTu

be

(3:28

min)

and

discus

s

Madis

on's

contrib

utions

overall

; what

import

ant

docum

ent did

he

write?

What

did his

wife

throw

first in

1807?

What

-HMH

US

History

,

Modul

e

Eight,

Page

289 -

Using

the

"Explo

re

ONLIN

E!"

feature

in your

Chrom

ebook

s,

review

the

map of

the

War of

1812

and its

major

battles

;

where

were

they

mostly

locate

d?

Why

do you

think

Lake

Erie

and

Ohio

were

major

areas

ntion

of

1818

is still

in

place

today

along

Lake

Erie?

Why or

why

not?

Studen

ts to

write

six

notes

about

the

readin

g and

share

with

the

class;

Teach

er to

mediat

e

betwe

en

inform

ation

and

discus

s as a

class -

20 min

Object

ives:

Studen

ts will

discus

s how

nts in

pairs,

using

TWO

"Caus

e and

Effect

Diagra

m"

graphi

c

organi

zers

studen

ts will

outline

the

reason

s for

the

USA

going

to war

with

both

the

Native

Americ

ans

under

Tecum

seh

and

the

British

in the

War of

1812;

studen

ts will

presen

t at

least

two

cause

s for

happe

ned to

the

White

House

during

his

time in

office?

- 10

min

-HMH

US

History

,

Modul

e

Eight,

Pages

282-

287 -

Stude

nts in

pairs,

create

a

"Conc

ept

Map"

outling

the

reason

s for

the

War of

1812;

the

purpos

e of

this

map is

to see

how

BOTH

foreign

for

fightin

g?

Revie

w the

areas

labele

d as

"Territ

ory",

what

states

do

these

eventu

ally

becom

e?

What

countr

y

owned

Florida

and

Texas

? How

do you

think

the

British

blocka

de

effecte

d US

trade?

Answe

r

questi

ons #'s

1-2

and

discus

s

aloud -

10 min

did this

open

the

door to

victory

in

Detriot

and at

the

Battle

of the

Thame

s

River?

Where

on

Lake

Erie

did this

occur?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Hom

ewo

rk

C

o

m

p

u

t

e

r

7

A

both

wars;

share

with

the

class

and

discus

s - 25

min

Object

ives:

Stude

nts will

discus

s the

cause

s and

calls

for war

with

Great

Britain

a

secon

d time;

who

were

the

War

Hawks

?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

and

domes

tic

issues

lead to

this

war;

specifi

cally

includ

e -

how

did the

Barbar

y Wars

incite

this

war?

How

did the

War

Hawks

ignite

it?

How

did the

US

feel

about

Britain'

s

presen

ce in

Canad

a and

out

west?

Share

your

maps

with

the

class -

20 min

-HMH

-Divide

the

class

into

four

groups

; each

group

will

use

their

Chrom

ebook

s to

resear

ch

ONE

of four

differe

nt

battles

from

this

war:

the

Battle

of

Lake

Erie,

the

Battle

of New

Orlean

s, the

Burnin

g of

Washi

ngton

D.C.,

and

the

Battle

of the

Thame

s

River;

k

C

o

m

p

u

t

e

r

7

A

US

History

,

Modul

e

Eight,

Pages

288-

291 -

Read

aloud

about

the

War of

1812

and

discus

s the

battles

on the

Canad

ian

border

; Who

comm

anded

the

Battle

of

Lake

Erie

for the

US?

What

happe

ned in

Detroit

,

causin

g the

US

forces

to lose

that

fort?

What

studen

ts will

write

severa

l notes

about

this

battle

and try

to

obtain

a

battlefi

eld

map of

the

fight;

studen

ts will

presen

t their

resear

ch to

the

class

and

discus

s the

import

ance

of this

battle

in the

war -

25 min

Object

ives:

Stude

nts will

discus

s the

import

ance

happe

ned to

Tecum

seh at

the

Battle

of the

Thame

s?

Who

was

Andre

w

Jackso

n and

what

two

famou

s

victori

es did

he win

in this

war?

What

is

ironic

about

the

Battle

of New

Orlean

s (it

occurr

ed

after

the

war

was

over)?

What

were

three

outco

mes of

the

of this

battle

in the

war -

25 min

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

C

o

m

p

u

t

e

r

7

A

war? -

20 min

Object

ives:

Stude

nts will

discus

s the

battles

on the

Canad

ian

border

;

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

C

o

m

p

u

t

e

r

7

A

Science

6A

Untitle

d

Lesso

n:

Work

on

Slide

Projec

t

Bell

work

-

Define

any

five

"Term

s to

Know

from

Week

Thirty-

Three"

-ML

Scienc

e,

Earth's

Surfac

e,

Page

89 -

Stude

nts in

groups

of 3 or

4,

compl

ete the

mini-

Personal

Conduct

7A

Scienc

e 6A

Unti

tled

Lesso

n:

Work

on

Slide

Projec

t

Bell

work

Define

any

five

"Term

s to

Know

from

Week

Thirty-

Three"

; they

cannot

be the

same

select

ed

terms

as the

previo

us

lesson

-ML

Personal

Conduct

7A

Scienc

e 6A

Unti

tled

Lesso

n:

Work

on

Slide

Projec

t

Bell

work

Define

any

five

"Term

s to

Know

from

Week

Thirty-

Three"

; they

cannot

be the

same

select

ed

terms

as the

previo

us two

lesson

s

Personal

Conduct

7A

Scienc

e 6A

Unti

tled

Lesso

n:

Work

on

Slide

Projec

t

Bell

work

-What

are the

three

types

of

rocks?

-Briefly

illustra

te the

rock

cycle

Watch

"Types

of

Rocks

Igneou

s-

Sedim

entary-

Metam

orphic

Rocks"

Personal

Conduct

7A

Scienc

e 6A

Unti

tled

Lesso

n:

Work

on

Slide

Projec

t

Bell

work

-How

is it

possibl

e that

ancien

t sea

shells

can be

found

at the

top of

a

mount

ain?

What

type of

rock

would

you

expect

to be

surrou

lab

togeth

er and

record

your

data;

submit

your

answe

rs via

Googl

e

Docs;

Teach

er to

discus

s as a

class

the

results

of the

mini-

lab -

15 min

-ML

Scienc

e,

Earth's

Surfac

e,

Page

90 -

Teach

er to

review

the

diagra

m of

the

sedim

ent as

it

settles

in a

river;

Scienc

e,

Earth's

Surfac

e,

Page

94 -

Stude

nts in

groups

of 3 or

4,

compl

ete the

mini-

lab

togeth

er;

Teach

er to

assist

in

makin

g

plaster

of

Paris;

Teach

er to

apply

the

food

colorin

g to

each

group

when

neede

d;

answe

r

questi

ons

via

Googl

e Docs

-ML

Scienc

e,

Earth's

Surfac

e,

Pages

98-101

- Read

aloud

and

discus

s how

metam

orphic

rocks

form;

where

are

two

places

that

you

would

likely

find

them

(base

of a

mount

ain/hill

or

near

volcani

c

activity

); what

are

foliate

d and

nonfoli

ated

rocks?

Teach

er to

provid

on

YouTu

be

(7:27

min)

and

discus

s the

three

differe

nt

types

of rock

and

feature

s of

each -

10 min

-ML

Scienc

e,

Earth's

Surfac

e,

Page

105 -

Stude

nts in

pairs,

compl

ete

"Revie

wing

Vocab

ulary

#'s 1-

11"

and

discus

s

respon

ses;

studen

ts to

refer

nding

those

sea

shells?

-ML

Scienc

e,

Earth's

Surfac

e,

Page

107 -

As a

class,

review

the

diagra

m and

the

parts

of the

rock

cycle;

compl

ete

togeth

er #'s

1-8;

individ

ually

answe

r

"Exten

ded

Respo

nse #'s

9-10"

via

Googl

e Docs

and

submit

to your

Teach

er - 20

how

do you

think

major

storms

chang

e this

layerin

g

proces

s?

Watch

"Sedi

mentar

y

Rocks"

on

YouTu

be

(6:31

min)

and

discus

s the

three

types

of

sedim

entary

rocks;

what

can

sedim

entary

rocks

form

from?

- 15

min

-ML

Scienc

e,

Earth's

Surfac

e,

and

submit

to your

Teach

er;

studen

ts to

illustra

te,

color,

and

label

an

image

of their

rock

formati

on

using

colore

d

pencils

- 30

min

-

Teach

er to

display

image

s

using

Googl

e

Image

s of

"Sedi

mentar

y Rock

Forma

tions";

display

the

real

life

image

e

examp

les of

foliate

d and

nonfoli

ated

metam

orphic

rocks

to

view;

what

other

type of

rock

could

you

find

near

metam

orphic

rocks?

Why?

- 20

min

-ML

Scienc

e,

Earth's

Surfac

e,

Page

98 -

Stude

nts in

pairs,

compl

ete the

mini-

lab

togeth

er

using

the

to

sectio

ns of

the

textbo

ok to

assist

in

respon

ses;

Teach

er to

gather

examp

les of

each

rock

as

availa

ble

from

the

scienc

e lab

closet

or

show

online

image

s - 20

min

-ML

Scienc

e,

Earth's

Surfac

e,

Page

106 -

Divide

the

class

into

five

groups

min

-In-

class

time to

work

on

your

Googl

e

Slides

Minera

l

Project

; it is

due

next

week -

30 min

Object

ives:

Stude

nts will

learn

what

type of

rock

would

you

expect

to be

surrou

nding

those

sea

shells?

Plan:

Notes:

Materi

als:

Assig

nment

Pages

92-95

-

Revie

w

limest

one

and

how it

forms;

what

are

conglo

merate

s

(page

90)

and

how

do

they

form?

Why

are

there

large

deposi

ts of

salt

under

the

earth?

How

do

rock

formati

ons in

caves

develo

p? - 20

min

Object

ives:

Stude

nt will

s, not

the

cartoo

ns;

how

would

you

descri

be

sedim

entary

rocks

as

they

appear

? Why

are

some

stripes

(layers

)

differe

nt

colors

?

Where

do

sedim

entary

rocks

form

or are

eviden

ce of?

- 10

min

-ML

Scienc

e,

Earth's

Surfac

e,

Pages

96-97

- Read

shavin

g of

candle

wax; if

candle

s are

not

availa

ble,

differe

nt

colore

d

paper

could

be

used;

melt

the

wax

(or

crumbl

e the

paper)

togeth

er to

symbo

lize

the

metam

orphic

rocks

formin

g;

individ

ually

illustra

te and

color

your

wax

ball

and

answe

r the

questi

; each

group

will

discus

s one

assign

ed

questi

on

from

"Thinki

ng

Critical

ly #'s

23-27"

and be

prepar

ed to

answe

r for

the

class;

Teach

er to

lead

review

and

each

group

to

provid

e the

answe

r to

and

"teach

the

class"

their

assign

ed

questi

on - 20

min

Object

s:

Ho

me

wor

k

So

ci

al

St

ud

ie

s

6A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-

Practic

e

Chines

e at

"www.

duolin

go.co

m" for

five

minute

s

learn

how

do you

think

major

storms

chang

e this

layerin

g

proces

s?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

Soci

al

Stud

ies

6A

U

nt

itl

e

d

Lesso

n:

Bell

aloud

and

introdu

ce

metam

orphic

rocks;

Teach

er to

display

rocks

from

the

scienc

e lab

closet

that

are

igneou

s,

sedim

entary,

and

metam

orphic;

studen

ts to

observ

e and

note

differe

nces;

how

do

metam

orphic

rocks

form?

Where

would

you

most-

likely

find

them?

- 15

ons -

15 min

-

Stude

nts in

pairs,

create

a

"Conc

ept

Map"

linking

togeth

er the

three

types

of

rocks

with

the

Rock

Cycle;

includ

e

terms

usch

as

Foliate

d,

Sedim

ents,

Intrusi

ve,

Extrusi

ve,

Heat &

Pressu

re,

Magm

a,

Lava,

and

Congl

omerat

e in

ives:

Stude

nts will

discus

s the

three

differe

nt

types

of rock

and

feature

s of

each

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

oc

ial

St

ud

ie

s

6

A

U

n

t

-

Teach

er and

studen

ts to

go to

the

followi

ng

websit

e

"http://

www.c

hina.or

g.cn/e

nglish/

culture

/22954

9.htm"

to read

about

Shi

Huang

di's

tomb;

how is

the

tomb

booby-

trappe

d?

What

happe

ned to

the

serven

ts

buryin

g him?

How

large

is it?

Was

Shi

Huang

di

work

-

Practic

e

Chines

e at

"www.

duolin

go.co

m" for

five

minute

s

-

Discus

sion:

Revie

w the

three

Chines

e

philos

ophies

; who

is a

famou

s

person

in

each

philos

ophy?

What

are the

precep

ts for

each

philos

ophy?

- 15

min

-

Stude

nts in

min

Object

ives:

Stude

nt will

learn

how

would

you

descri

be

sedim

entary

rocks

as

they

appear

?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

oc

ial

St

ud

ie

s

6

A

your

map;

share

with

the

class

when

compl

ete -

15 min

Object

ives:

studen

ts will

discus

s how

metam

orphic

rocks

form;

where

are

two

places

that

you

would

likely

find

them

(base

of a

mount

ain/hill

or

near

volcani

c

activity

);

Plan:

Notes:

Materi

i

t

l

e

d

Lesso

n:

Bell

work

-

Practic

e

Chines

e at

"www.

duolin

go.co

m" for

five

minute

s

-

Teach

er to

go to

Googl

e

Image

s to

display

image

s of

the

"Great

Wall of

China"

and

the

"Terra

Cotta

Statue

preser

ved at

all?

What

treasur

es

may

still be

there?

- 15

min

-HMH

Ancien

t

Civiliz

ations,

Modul

e Six,

"Explo

re

ONLIN

E!",

Page

207 -

Revie

w the

map

about

China

and

the

"Explo

re

ONLIN

E"

feature

in your

Chrom

ebook;

How

far in

miles

does

the

Han

pairs,

use a

Venn

Diagra

m to

compa

re &

contra

st two

of the

three

differe

nt

philos

ophies

; have

three

statem

ents

for

each

sectio

n (nine

total);

share

and

discus

s as a

class -

20 min

-Go to

the

followi

ng

websit

e and

read

about

the

Warrin

g

States

Period

"www.

chinah

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-

Practic

e

Chines

e at

"www.

duolin

go.co

m" for

five

minute

s

-HMH

Ancien

t

Civiliz

ations,

Modul

e Six,

Pages

200-

203

(stop

at "Qin

Achiev

ement

s") -

Read

als:

Assig

nment

s:

Ho

me

wor

k

S

oc

ial

St

ud

ie

s

6

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-

Practic

e

Chines

e at

"www.

duolin

s of

Shi

Huang

di";

discus

s the

image

s and

the

import

ance

of

them

to the

people

at the

time;

why

are

these

consid

ered

wonde

rful

works

of art,

yet

also

materi

als of

war? -

15 min

-HMH

Ancien

t

Civiliz

ations,

Modul

e Six,

Pages

206-

207 -

Stude

nts in

pairs,

Dynast

y

stretch

to the

west

of

Dunhu

ang?

What

moder

n-day

cities

are

locate

d on

this

map?

Where

was

the

Great

Wall

added

from

the

previo

us

map?

What

rivers

are

part of

the

Han

Dynast

y?

Answe

r

"Interp

ret

Maps"

questi

on and

discus

s - 10

ighligh

ts.com

/travel

guide/

china-

history

/warrin

g-

states-

period.

htm"

and

discus

s; how

many

states

went

into

war

with

each

other?

Which

State

would

be

divide

d into

other

States

?

Which

State

wins

the

war?

How

long

did the

Warrin

g

States

Period

last? -

10 min

aloud

and

discus

s the

Quin

Dynast

y; Who

was

Shi

Huang

di?

Why

was

he

import

ant to

Ancien

t

China

?

What

did he

succe

ed in

doing

that

wasn't

done

in 200

years?

What

did he

put in

charge

of

each

area

that he

conqu

erred?

How

does

this

sound

similar

to

go.co

m" for

five

minute

s

-

Discus

sion:

review

the

charac

teristic

s of a

good

leader;

what

traits

make

someo

ne a

good

leader

?

Stude

nts to

create

a list

and

discus

s

leader

s that

we

have

learne

d

about

this

year;

what

made

them

good

leader

s?

read

this

sectio

n and

discus

s the

Han

Dynast

y;

studen

ts to

write

four

notes

about

this

sectio

n; as a

class

Teach

er to

review

notes

and

discus

s

import

ant

facets

of the

Han

Dynast

y; who

were

Liu

Bang

and

Wudi?

Why

were

each

of

these

emper

ors

import

min

-HMH

Ancien

t

Civiliz

ations,

Modul

e Six,

Pages

208-

212

(stop

at

"Budd

hism

Come

s to

China"

) -

Read

aloud

and

discus

s

family

life in

China

during

the

Han

Dynast

y and

the

inventi

ons

that

came

about;

what is

a

seism

ograph

? How

does a

sundia

Object

ives:

Stude

nt will

discus

s; how

many

states

went

into

war

with

each

other?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

n

c

e

7

A

U

n

t

other

culture

s we

have

studie

d? - 20

min

-HMH

Ancien

t

Civiliz

ations,

Modul

e Six,

"Explo

re

ONLIN

E!",

Page

201 -

Revie

w the

map

about

China

and

the

"Explo

re

ONLIN

E"

feature

in your

Chrom

ebook;

How

many

Warrin

g

States

appear

on this

map?

What

river in

What

Shi

Huang

di a

good

leader

? Do

good

works

make

you a

good

leader

? Why

or why

not? -

15 min

-HMH

Ancien

t

Civiliz

ations,

Modul

e Six,

Pages

203-

205 -

Read

aloud

about

the

achiev

ement

s of

the

Qin

Dynast

y and

Shi

Huang

di;

Why

was

the

Great

ant to

the

Han

Dynast

y?

What

philos

ophy

did

they

believ

e in

and

want

others

to

follow

too? -

15 min

-

Stude

nts

and

Teach

er to

go to

the

followi

ng

websit

e

"www.

chinah

ighligh

ts.com

/travel

guide/

china-

history

/wudi-

emper

or.htm

" to

read

about

l

work?

What

is

acupu

ncture

?

Teach

er to

go to

Googl

e

Image

s to

show

photos

of "first

seism

ograph

",

"acupu

ncture"

, and

"Ancie

nt

Chines

e

Sundia

l";

discus

s how

each

of

these

inventi

ons

chang

ed life

for

people

both

then

and

now -

25 min

i

t

l

e

d

Lesso

n:

Bell

work

-What

is the

water

cycle?

How

can

polluti

on

effect

the

water

cycle?

-

Teach

er to

review

the

water

cycle

and

terms

affiliat

ed

with it

(precip

itation,

conde

nsatio

n,

evapor

ation);

studen

the

South

does

the

Qin

Dynast

y

extend

to?

Along

what

border

is the

Great

Wall

built?

Using

the

scale,

how

far is it

from

Wu to

Cheng

du in

miles?

;

Answe

r

"Interp

ret

Maps"

questi

on and

discus

s - 10

min

-

Stude

nts in

pairs,

using

Googl

e

Sheets

Wall

built?

What

is

irrigati

on?

What

type of

grain

grows

abund

antly

in

China

that

require

s lots

of

water?

How

did Shi

Huang

di

unify

China

yet

also

helped

to

create

its

downf

all?

What

occurr

ed

again

shortly

after

his

death?

- 15

min

-

Stude

Emper

or Wu

(aka

Wudi)

and

his

reign

in the

Han

Dynast

y; How

old

was

he

when

he

becam

e

emper

or?

What

did he

help to

establi

sh?

How

did he

spread

the

empire

? He

was

genera

lly a

good

emper

or until

somet

hing

bad

effecte

d him,

what

was it?

Click

on the

Object

ives:

Stude

nts

learn

how

far in

miles

does

the

Han

Dynast

y

stretch

to the

west

of

Dunhu

ang?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

n

c

e

7

A

ts to

illustra

te,

color,

and

write a

captio

n for

the

water

cycle

INCLU

DING

polluti

on;

studen

ts to

explai

n in

their

captio

n how

the

polluti

on is

carried

throug

h the

water

cycle

and

effects

each

segme

nt

throug

hout it;

studen

ts

should

includ

e a

factory

or

high-

polluti

studen

ts will

create

a table

with

three

colum

ns; in

the

first

colum

n,

studen

ts will

list the

policie

s and

chang

es that

Shi

Huang

di

brough

t to

China

(minim

um

five);

in the

secon

d

colum

n,

studen

ts will

list the

outco

mes of

those

chang

es; in

the

third

colum

n,

studen

nts in

pairs,

use a

"Sequ

ence"

graphi

c

organi

zer to

link

togeth

er

events

from

the

Warrin

g

States,

to the

victory

of the

Qin, to

the

rule of

Shi

Huang

di, to

anothe

r civil

war in

China;

studen

ts to

includ

e

suppor

ting

details

to link

these

segme

nts

togeth

er;

presen

t your

image

of

"The

Weste

rn

Han's

Map"

and

again

on the

"Silk

Road"

image;

how

did Wu

(aka

Wudi)

help

establi

sh this

route

in his

militar

y

conqu

ests? -

20 min

Object

ives:

Stude

nts will

discus

s who

were

Liu

Bang

and

Wudi?

Why

were

each

of

these

emper

ors

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-Is

bioma

ss

energy

imprac

tical?

Why

or why

not?

-

Debat

e

Topic:

Stude

nts to

prepar

e for

debate

today

on

Green

Energ

y vs

Fossil

Fuels;

studen

ts may

condu

ng

area

as a

focal

point

of their

illustra

tion -

40 min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

160 -

Read

aloud

and

discus

s gas

mileag

e in

the

examp

les of

the

vehicle

s

provid

ed;

what is

a

hybrid

car?

How

do

they

save

gas

miles?

As a

class

compl

ts will

list if

they

think

this

action

was

done

for the

PEOP

LE of

the

land or

was

done

for Shi

Huang

di

himsel

f;

share

with

Teach

er

when

compl

ete

and

discus

s your

though

ts as a

class -

20 min

Object

ives:

Stude

nts will

discus

s how

many

Warrin

g

States

appear

inform

ation

to the

class

and

discus

s

openly

- 20

min

Object

ives:

Stude

nts will

discus

s

leader

s that

we

have

learne

d

about

this

year;

what

made

them

good

leader

s?

What

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

import

ant to

the

Han

Dynast

y?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

n

c

e

7

A

U

n

t

i

t

l

e

d

Lesso

ct any

additio

nal

quick

resear

ch to

suppor

t their

opinio

ns but

the

debate

will

follow

the

traditio

nal

format

used -

10 min

-

Debat

e:

Stude

nts will

form

groups

as to

which

side

they

agree

most

with -

Are

Green

Energ

y

Produ

cts"

worth

the

cost to

save

the

ete #'s

1-5 &

"Chall

enge"

whiling

incorp

orating

air

quality

into

each

regard

- 10

min

Object

ives:

Stude

nts to

explai

n in

their

captio

n how

the

polluti

on is

carried

throug

h the

water

cycle

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

on this

map?

What

river in

the

South

does

the

Qin

Dynast

y

extend

to?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

n

c

e

7

A

U

n

t

i

k

S

c

i

e

n

c

e

7

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-What

is

nuclea

r

fission

?

What

type of

power

does it

help to

create

?

-ML

Scienc

n:

Bell

work

-How

would

you

feel if

we

had

solar

panels

on our

school

? Why

do you

think

that?

-ML

Scienc

e, The

Chang

ing

Earh,

Pages

167-

169 -

Read

aloud

and

discus

s Wind

Energ

y,

Bioma

ss

Energ

y, and

Hydro

gen

Fuel

Cells;

Hydro

gen

Fuel

planet

with

cleane

r

burnin

g

energy

? Or

are

fossil

fuels a

better

choice

since

they

are

cheap

er and

have

been

used

for

over

100

years?

Which

type of

energy

is

better

for us

to use

in the

future?

- 30

min

-

Recap

Debat

e -

Which

side

do you

feel

like

k

S

o

c

i

a

l

S

t

u

d

i

e

s

7

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-HMH

Ancien

t

Civiliz

ations,

Modul

e

Ninete

en,

t

l

e

d

Lesso

n:

Bell

work

-

Explai

n how

polluti

on

effects

the

water

cycle

-ML

Scienc

e, The

Chang

ing

Earh,

Pages

161-

163 -

Read

aloud

and

discus

s how

nuclea

r

power

works;

in your

opinio

n, is

this a

safe

type of

power

e, The

Chang

ing

Earh,

Pages

163-

166 -

Read

in

pairs

and

write

at

least

five

notes

about

this

sectio

n;

Teach

er to

discus

s the

sectio

n and

notes

taken

by

studen

ts;

Explai

n that

"hydro

"

relates

to

water,

"geo"

relates

to

"Earth"

, and

"solar"

relates

to the

Cells

are

part of

hybrid

vehicle

s; in

your

opinio

n, is

Bioma

ss

Energ

y

partica

l?

Revie

w the

diagra

m of a

Wind

Turbin

e on

Page

167

and

how it

operat

es;

how is

it

similar

to the

other

power

plants

discus

sed in

this

unit? -

20 min

-

Stude

nts to

go to

the

had a

better

case?

Which

side is

more-

likely

the

way

that

the

USA is

heade

d?

What

can

we do

to help

our

planet

and be

more

"green

"? - 10

min

Object

ives:

Stude

nts to

prepar

e for

debate

today

on

Green

Energ

y vs

Fossil

Fuels

Plan:

Notes:

Materi

Pages

708-

709 -

Read

about

"The

Black

Death"

and

answe

r

"Interp

ret

Maps";

discus

s as a

class

-

Teach

er to

introdu

ce the

project

and

review

guideli

nes for

it;

studen

ts to

review

Powto

on and

gain

familia

rity

with it

- 15

min

-

Watch

"Monty

Python

- "Not

Dead

? Why

do

nuclea

r

power

plants

need

to be

near

the

water?

- 20

min

-

Stude

nts in

pairs,

use a

Venn

Diagra

m to

compa

re &

contra

st a

coal

burnin

g

factory

to a

nuclea

r

power

plant;

have

three

statem

ents

for

each

sectio

n (nine

total);

share

with

sun;

review

the

diagra

ms on

Pages

164 &

166

about

the

factori

es to

make

hydroe

lectric

and

geothe

rmal

power;

how

are

they

similar

? - 25

min

-

Watch

"Rene

wable

Energ

y 101 |

Nation

al

Geogr

aphic"

on

YouTu

be

(3:17

min)

and

discus

s the

differe

nt

followi

ng

websit

e

"www.

wkyc.c

om/arti

cle/tec

h/scie

nce/en

vironm

ent/lak

e-erie-

wind-

turbine

-

project

-

moves

-

closer-

to-

reality-

after-

agree

ment-

with-

ohio-

siting-

board-

staff/9

5-

3a0a5

00e-

4db2-

4b06-

ade6-

051b4

d5ee3

2c"

and

read

about

wind

turbine

s

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

7

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-

Yet"

Scene

(HD)"

on

YouTu

be

(2:07

min)

and

discus

s how

the

conditi

ons in

this

video

portray

Europ

e at

this

time;

explai

n that

this is

intend

ed to

be

funny;

how

does

this

video

portray

what

we

learne

d

about

in

class?

How

are the

dead

dispos

ed of?

There

the

class

when

compl

eted -

15 min

-

Teach

er to

go to

the

followi

ng

websit

e

"www.

nei.org

/resour

ces/m

ap-of-

us-

nuclea

r-

plants"

and

click

on

Ohio,

then

"Explo

re the

Plants"

;

review

the

two

plants

in

Ohio;

then

select

the

"Reso

urces"

tab

types

of

renew

able

energy

resour

ces

observ

ed;

how

can

using

renew

able

resour

ces

help to

save

energy

on

Earth?

How

can it

help to

clean

our air

and

water

suppli

es? -

10 min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

145 -

Stude

nts in

groups

of 3 or

4, read

"Sunlig

being

built

on

Lake

Erie to

help

produc

e

clean

energy

in our

city;

read

the

article

and

the

diagra

ms,

watch

the

video

if able

- 15

min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

173 -

Stude

nts in

pairs,

using

Googl

e Docs

compl

ete

"Revie

wing

Vocab

ulary

Practic

e

French

or

Germa

n at

"www.

duolin

go.co

m" for

five

minute

s

-

Teach

er and

studen

ts to

go to

the

websit

e

"www.

clevela

ndart.o

rg/"

and

type

the

word

"Renai

ssanc

e" into

the

search

bar;

498

image

s of

Renais

sance

art will

appear

that

are

is a

curse

word

at the

"1:50

mark"

so be

prepar

ed to

edit -

10 min

-HMH

Ancien

t

Civiliz

ations,

Modul

e

Asses

sment,

Page

710 -

Stude

nts in

pairs,

compl

ete

"Comp

rehens

ion &

Critical

Thinki

ng #'s

13-15"

togeth

er and

submit

via

Googl

e Docs

to your

Teach

er; one

paper

per

and

"Adva

ntages

tab on

the

main

page

to

explor

e more

about

nuclea

r

power

in

genera

l and

the

plants

across

the

USA -

15 min

Object

ives:

Stude

nt will

discus

s how

nuclea

r

power

works;

in your

opinio

n, is

this a

safe

type of

power

Plan:

ht as

an

Energ

y

Sourc

e" and

condu

ct the

mini-

lab;

check

the

cups

at the

end of

class

to

review

- 15

min

Object

ives:

Stude

nts will

discus

s the

differe

nt

types

of

renew

able

energy

resour

ces

observ

ed.

Plan:

Notes:

Materi

als:

Assig

#'s 1-

6" and

discus

s as a

class;

submit

to your

Teach

er

when

compl

ete -

15 min

Object

ives:

Stude

nts will

discus

s Wind

Energ

y,

Bioma

ss

Energ

y, and

Hydro

gen

Fuel

Cells;

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

display

ed at

the

museu

m;

Teach

er and

studen

ts to

review

the art;

studen

ts will

write

down

three

things

that

they

notice

specifi

cally

about

the

artwor

k;

discus

s and

review

finding

s as a

class -

15 min

-HMH

Ancien

t

Civiliz

ations,

Modul

e

Twent

y,

Pages

722-

726

pair;

review

and

discus

s as a

class

when

compl

eted -

20 min

Object

ives:

Discus

s how

the

conditi

ons in

this

video

portray

Europ

e at

this

time;

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

n

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

7

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

7

A

U

n

t

i

t

l

e

d

Lesso

n:

Belll

work

-

Practic

e

S

o

c

i

a

l

S

t

u

d

i

e

s

7

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-

Practic

e

French

or

Germa

n at

"www.

duolin

go.co

m" for

(stop

at

"The

Master

Michel

angelo

") -

Read

aloud

and

use a

"Conc

ept

Map"

graphi

c

organi

zer to

outline

major

conce

pts

within

the

text;

Teach

er to

review

how

art

was

portray

ed

(huma

nism)

and

where

many

schola

rs

came

from

(fleein

g the

Musli

ms);

c

e

8

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-What

are

index

fossils

?

Provid

e an

examp

le

-ML

Scienc

e, The

Chang

ing

Earth,

Pages

123-

125 -

Stude

nts to

read in

pairs

work

-

Practic

e

French

or

Germa

n at

"www.

duolin

go.co

m" for

five

minute

s

HMH

Ancien

t

Civiliz

ations,

Modul

e

Twent

y,

Timeli

ne of

Events

, Page

713 -

Explor

e the

timelin

e and

review

the

dates;

how

long

ago

did

these

events

happe

n?

Subtra

French

or

Germa

n at

"www.

duolin

go.co

m" for

five

minute

s

-

Stude

nts in

pairs,

use a

"Sequ

ence"

graphi

c

organi

zer to

outline

how

the

Black

Death

lead to

other

events

in

Europ

e and

across

the

world;

studen

ts will

make

predict

ions

as to

what

events

may

five

minute

s

-

Teach

er to

go to

the

followi

ng

websit

e

"www.

ancien

t.eu/im

age/11

439/fo

ur-

khanat

es-of-

the-

mongo

l-

empire

/" to

display

the

Mongo

l

Empir

e in

full as

divide

d by

the

four

Khans;

which

kingdo

ms did

Marco

Polo

travel

throug

h? Do

who

were

Dante,

Machi

avelli,

and

Petrar

ch?

What

is

perspe

ctive?

- 25

min

-

Teach

er and

studen

ts to

go to

the

followi

ng

websit

e

"https:/

/waron

theroc

ks.co

m/201

4/08/m

achiav

ellis-

27-

rules-

of-

war/"

to

review

the

main

notes

from

Machi

avelli's

and

write

five

notes

that

you

think

are

import

ant

conten

t;

Teach

er to

review

notes

and

discus

s as a

class;

what is

Absolu

te

Age?

What

are

half-

lives

and

how

do

they

relate

to

atoms

?

Which

atom

is

import

ant to

half-

lives

(Carbo

n-14)?

What

ct the

year

today

from

the

years

in this

timelin

e to

have a

better

unders

tandin

g - 10

min

-HMH

Anc

Civ,

Modul

e

Twent

y,

"Readi

ng

Social

Studie

s" and

"You

Try

It!",

Pages

714-

715 -

Read

aloud

about

unders

tandin

g this

chapte

r and

the

Latin

and

Greek

come

next in

the

chain

of

events

- 15

min

-HMH

Ancien

t

Civiliz

ations,

Modul

e

Twent

y,

Pages

716-

718

(stop

at

"Trade

Cities

in

Italy") -

Stude

nts in

pairs,

read

togeth

er and

discus

s the

inform

ation

within;

studen

ts will

list five

import

ant

facts

from

the

you

think

the

Mongo

ls

were

powerf

ul?

Why

or why

not?

During

the

Third

Crusa

de,

King

Philip

II of

France

had an

opport

unity

to unit

with

the

Mongo

ls to

defeat

the

Musli

ms but

chose

not to;

how

do you

think

that

union

could

have

altered

history

? - 10

min

book

Art of

War;

read

the

statem

ents

aloud

(some

are

difficult

to

unders

tand)

and

discus

s; how

do

they

make

sense

as an

aide

for

genera

ls? Do

you

agree

with

them?

Why

or why

not? -

15 min

Object

ives:

Stude

nts will

write

down

three

things

that

they

notice

is an

isotop

e? - 25

min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

124 -

As a

class,

review

the

picture

s of

radioa

ctive

breakd

own

and

dating

rock

layers;

how is

carbon

dating

display

ed?

Teach

er to

provid

e

examp

les

and

studen

ts

calcula

te

togeth

er - 10

min

roots

for

termin

ology;

ask

questi

ons as

neces

sary;

Read

throug

h "You

Try It!"

and

answe

r #'s 1-

6 as a

class

to help

unders

tand

the

variou

s

aspect

s of

this

materi

al;

discus

s how

prefixe

s and

suffixe

s can

be

combi

ned to

make

new

words

- 20

min

-In-

class

readin

g;

Teach

er will

lead

the

review

of

facts

and

conten

t; Who

are the

Mongo

ls?

Who is

Kublai

Khan?

Why

did

many

people

think

that

Marco

Polo

died

when

he

return

ed

back

home

to

Venice

? - 25

min

-HMH

Ancien

t

Civiliz

ations,

Modul

e

Twent

-HMH

Ancien

t

Civiliz

ations,

Modul

e

Twent

y,

Pages

718-

721 -

Read

aloud

and

discus

s how

trade

chang

ed

Italy

and

made

them

rich;

what

cultura

l area

did

many

Italian

cities

invest

their

fundin

g into?

How

was

Italy

divide

d at

this

time in

history

?

Discus

specifi

cally

about

the

artwor

k;

discus

s and

review

finding

s as a

shown

.

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

n

c

e

8

A

U

n

t

i

-ML

Scienc

e, The

Chang

ing

Earth,

"Math

in

Scienc

e",

Page

126 -

Read

aloud

and

discus

s

carbon

dating

and

half-

lives;

studen

ts in

pairs,

solve

#'s 1-2

and

"Chall

enge";

Teach

er to

review

as a

class

and

discus

s - 15

min

Object

ives:

Stude

nts will

discus

s

time to

work

on the

Powto

on

project

- 20

min

Object

ives:

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

n

c

e

8

A

U

n

t

i

t

l

y,

Page

717 -

Using

the

"Explo

re

ONLIN

E!"

map

and

feature

s in

your

Chrom

ebook

s,

review

the

routes

that

Marco

Polo

took to

travel

to

China;

what

cities

did he

visit on

the

way to

China

? Why

do you

think

his

route

back

to

Venice

was

differe

nt?

Appro

s

Floren

ce and

the

contrib

utions

of the

Medici

family;

what

was

the

Renais

sance

? - 15

min

-In-

class

time to

work

on the

Powto

ons

project

- 25

min

Object

ives:

Stude

nt will

discus

s how

trade

chang

ed

Italy

and

made

them

rich;

what

cultura

l area

did

t

l

e

d

Lesso

n:

Bell

work

-How

do

Index

Fossils

display

the

ages

of

rocks?

Provid

e an

examp

le

-

(Proje

ct #1 -

Part I

of III)

ML

Scienc

e, The

Chang

ing

Earth,

Pages

130-

131 -

Divide

the

class

in half;

one

class

with

carbon

dating

and

half-

lives

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

8

A

U

n

t

i

t

e

d

Lesso

n:

Bell

work

-What

is

absolu

te

age?

How is

it

differe

nt from

relativ

e age?

-

Teach

er to

review

half-

lives

and

provid

e

examp

les;

use

severa

l

examp

les of

calcula

ting

math

to

solve

for the

half-

life of

Carbo

ximate

ly how

many

miles

did he

directl

y

travel

upon

the

Silk

Road?

Use

the

scale

to

assist;

Answe

r

"Interp

ret

Maps"

- 10

min

Object

ives:

Stude

nts will

discus

s the

inform

ation

within;

studen

ts will

list five

import

ant

facts

from

the

readin

g;

Teach

many

Italian

cities

invest

their

fundin

g into?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

c

i

e

n

c

e

8

A

U

n

t

i

t

l

e

d

Lesso

create

a

replica

of the

timelin

e on

pages

130-

131 in

the

textbo

ok in

order

from

the

Hadea

n Era

throug

h

today,

compl

ete

with

colore

d

illustra

tions

and

labelin

g of

eras

and

examp

les of

life;

the

other

half

will

use

the

"Term

s to

Know

from

Week

l

e

d

Lesso

n:

Bell

Work

-How

do you

think

the US

Navy

would

respon

d to

pirates

nowad

ays?

How

did

you

think

they

respon

ded in

the

early-

1800's

?

-HMH

US

History

,

Modul

e

Eight,

Timeli

ne of

Events

, Page

279 -

Explor

n-14;

review

what

an

isotop

e is;

discus

s the

progre

ssion

of

Carbo

n-14

loss as

time

goes

on - 15

min

-ML

Scienc

e, The

Chang

ing

Earth,

Pages

127-

129 -

Read

aloud

and

discus

s how

Earth

is

changi

ng;

what is

unifor

mitaria

nism?

How

does

the

calend

ar

er

Plan:

Notes:

Materi

als:

Assig

nment

s:

S

c

i

e

n

c

e

8

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-What

is

unifor

mitaria

nism?

How

n:

Bell

work

-Name

four of

the

five

time

frames

in

Geolo

gic

Time

-

Teach

er to

go to

Googl

e

Image

s to

display

rock

layers;

which

layers

appear

to

have

the

young

est

rocks?

Where

are the

oldest

rocks?

What

is the

Law of

Super

positio

n?

How

Thirty-

Three"

to

create

a story

about

a time-

travele

r who

person

ally

witnes

ses

each

define

d

aspect

throug

hout

the

story;

the

story

should

be

about

one

hand-

written

page

in

length;

timelin

es can

be

compl

eted

on

poster

boards

; share

with

the

class

when

compl

e the

timelin

e and

review

the

dates;

how

long

ago

did

these

events

happe

n?

Subtra

ct the

year

today

from

the

years

in this

timelin

e to

have a

better

unders

tandin

g - 10

min

-HMH

US

History

,

Modul

e

Eight,

"You

Try

It!",

Pages

280-

281 -

Read

aloud

examp

le of

Earth's

history

explai

n how

Earth

and

life

upon it

formed

? Are

human

s

relativ

ely

new to

Earth?

What

life

was

here

long

before

us? -

15 min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

127 -

Stude

nts to

compl

ete the

mini-

lab

individ

ually;

discus

s as a

class

does it

relate

to

chang

es on

Earth?

-

Teach

er to

review

half-

lives

and

provid

e

examp

les;

studen

ts to

come

to the

board

to

solve;

provid

e

severa

l

examp

les of

calcula

ting

math

to

solve

for the

half-

life of

Carbo

n-14;

review

what

an

isotop

e is;

do

Index

Fossils

display

rock

layer

ages?

- 10

min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

139 -

As a

class

analyz

e the

diagra

m and

its

data;

how

do the

index

fossils

help

display

age?

Which

is the

young

est

rock?

How

do you

know?

As a

class,

answe

r #'s 1-

5

ete -

50 min

Object

ives:

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

8

A

U

n

t

i

t

l

and

discus

s

public

docum

ents

from

the

past;

How

can

they

tell

you

about

history

?

What

does

this tell

you

about

the

post

office

in our

early-

countr

y?

Read

"You

Try It,

#'s 1-

4" and

discus

s what

this

docum

ent

allude

s to

about

the

past;

share

your

potenti

al

events

that

could

go at

variou

s parts

of the

school

year -

15 min

Object

ives:

How

does

the

calend

ar

examp

le of

Earth's

history

explai

n how

Earth

and

life

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

discus

s the

progre

ssion

of

Carbo

n-14

loss as

time

goes

on - 15

min

-ML

Scienc

e, The

Chang

ing

Earth,

Pages

130-

133 -

Read

aloud

and

discus

s the

differe

nt

period

s of

time

accord

ing to

scienc

e,

which

is the

largest

?

Smalle

st?

What

is the

name

of the

togeth

er;

studen

ts in

pairs,

answe

r

"Exten

ded

Respo

nse #'s

6-7"

togeth

er via

Googl

e Docs

and

submit

to your

Teach

er - 20

min

-ML

Scienc

e, The

Chang

ing

Earth,

Page

138 -

Stude

nts in

pairs,

compl

ete

"Thinki

ng

Critical

ly #'s

21-23"

and

"The

BIG

Idea #

26"

e

d

Lesso

n:

Bell

work

-Which

battle

of the

War of

1812

was

most

import

ant?

Why

do you

think

that?

-

Watch

"The

War of

1812 -

Crash

Cours

e US

History

#11"

on

YouTu

be

(12:43

min)

and

discus

s the

cause

s and

outco

mes of

the

respon

ses -

15 min

-

-HMH

US

History

,

Modul

e

Eight,

Pages

282-

286

(stop

at

"Call

for

War") -

Read

aloud

and

discus

s the

two

differe

nt

militar

y

engag

ement

s in

this

sectio

n so

far

(Barba

ry

Pirates

&

Tecum

seh);

how

were

pirates

S

o

c

i

a

l

S

t

u

d

i

e

s

8

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-HMH

US

History

,

Modul

e

Eight,

Page

285 -

Revie

w the

Era we

are in?

What

are

major

organi

sms

found

in the

Eras

mentio

ned in

the

text?

Appro

ximate

ly what

percen

tage of

Earth's

history

existe

d

PRIO

R to

human

s

arrivin

g? - 15

min-

-

Watch

"A

Brief

History

of

Geolo

gic

Time"

on

YouTu

be

(12:08

min)

and

togeth

er

includi

ng the

Conce

pt

Map;

share

maps

and

predict

ions

with

the

class

and

discus

s your

reason

ing for

your

though

ts - 20

min

Object

ives:

Stude

nt will

discus

s

which

layers

appear

to

have

the

young

est

rocks?

Plan:

Notes:

Materi

war;

what

did the

Hartfor

d

Conve

ntion

try to

chang

e (the

3/5

compr

omise

and

require

Congr

ess to

declar

e

war)?

What

did

Great

Britian

want

to give

to the

Native

Americ

ans

after

this

war

(huge

areas

of land

as a

countr

y)?

What

do you

think

of

Great

Britain'

s plan

looting

Americ

an

ships?

What

were

France

and

Great

Britain

doing

as

well?

Do

you

person

ally

agree

with

the

Embar

go

Act?

Why

do you

think

the

Non-

Interco

urse

Act

was

also

unpop

ular,

especi

ally in

the

North?

Stude

nts in

pairs,

create

a T-

chart

outlini

timelin

e titled

"Ameri

ca's

Road

to

War"

and

answe

r the

questi

on

-

Teach

er and

studen

ts to

go to

the

followi

ng

websit

e

"https:/

/en.wik

ipedia.

org/wi

ki/Barb

ary_W

ars" to

review

the

Barbar

y

Wars,

or the

attack

of US

merch

ant

ships

while

trading

in the

Medite

discus

s the

major

events

of the

differe

nt time

frames

;

discus

s the

Preca

mbrian

Extinct

ion

called

"The

Great

Dying"

in

which

96% of

all life

in

water

and

70% of

all

land

life

died -

15 min

Object

ives:

Stude

nts will

discus

s the

differe

nt

period

s of

time

accord

ing to

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

8

A

U

n

t

i

t

l

e

d

Lesso

n:

Bell

work

-How

for

this?

How

may

this

have

chang

ed our

countr

y's

landsc

ape? -

15 min

-

Stude

nts

and

Teach

er to

go to

the

followi

ng

websit

e

"https:/

/en.wik

ipedia.

org/wi

ki/Battl

e_of_L

ake_E

rie"

and

read

the

first

paragr

aph,

"Battle

",

"Casu

alties",

and

O.H.

ng the

Embar

go Act

(left)

and

Non-

Interco

urse

Act

(right)

and

compa

re;

share

your

though

ts with

the

class -

25 min

Object

ives:

Stude

nts will

discus

s

public

docum

ents

from

the

past;

How

can

they

tell

you

about

history

?

Plan:

Notes:

Materi

rranea

n Sea;

there

are

severa

l links

to

highlig

ht and

discus

s but

review

the

two

wars,

Presid

ents

during

each,

and

the

approa

ch to

each

war;

what

were

the

pirates

trying

to

obtain

?

What

countri

es

were

they

from?

- 10

min

-HMH

US

History

,

scienc

e,

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

S

o

c

i

a

l

S

t

u

d

i

e

s

8

A

U

n

t

i

t

l

e

do you

think

that

the

death

of

Tecum

seh

effecte

d the

Native

Americ

an's

desire

to

fight?

Provid

e two

reason

s

-

Stude

nts

and

teache

r to go

to the

followi

ng

websit

e

"www.

history

.com/t

opics/

19th-

centur

y/the-

star-

spangl

ed-

banner

" and

read

about

Perry's

quotes

in

"After

math";

why

was

this so

an

amazi

ng

victory

for the

United

States

? How

did

this

open

the

door to

victory

in

Detriot

and at

the

Battle

of the

Thame

s

River?

Where

on

Lake

Erie

did

this

occur?

How

far did

this

battle

occur

from

our

school

als:

Assig

nment

s:

Ho

me

wor

k

C

o

m

p

u

t

e

r

7

A

Modul

e

Eight,

Pages

286-

287 -

Read

aloud

and

discus

s the

cause

s and

calls

for war

with

Great

Britain

a

secon

d time;

who

were

the

War

Hawks

?

What

were

three

reason

s that

they

saw as

reason

s for

war?

Teach

er to

outline

each

of

these

three

reason

s

d

Lesso

n:

Bell

work

-HMH

US

History

,

Modul

e

Eight,

Page

286 -

Revie

w the

Histori

cal

Sourc

e titled

"Views

of

War"

and

answe

r the

questi

on

-

Watch

"Jame

s

Madis

on -

4th

U.S.

Presid

ent &

Father

of the

Constit

ution|

the

"Star

Spangl

ed

Banne

r";

what is

this

song/p

oem

actuall

y

about?

What

city

was

being

attack

ed by

the

British

when

this

poem

was

written

? Did

the US

win

that

battle?

- 15

min

-HMH

US

History

,

Modul

e

Eight,

Page

289 -

Using

the

"Explo

? - 15

min

-HMH

US

History

,

Modul

e

Eight,

Pages

292-

294 -

Stude

nts in

pairs,

read

togeth

er

about

the

border

disput

es and

settlin

g with

Great

Britain

and

Spain;

what

three

agree

ments

establi

shed

border

s and

how

we will

live

along

those

border

s? Do

you

(influe

nce

Native

Americ

ans,

land to

gain in

Canad

a,

hurting

financi

al

gain)

and

discus

s

predict

ions

as to if

it

appear

s that

this

war

was

succes

sful for

our

countr

y - 15

min

-

Stude

nts in

pairs,

using

TWO

"Caus

e and

Effect

Diagra

m"

graphi

c

organi

Mini

Bio |

BIO"

on

YouTu

be

(3:28

min)

and

discus

s

Madis

on's

contrib

utions

overall

; what

import

ant

docum

ent did

he

write?

What

did his

wife

throw

first in

1807?

What

happe

ned to

the

White

House

during

his

time in

office?

- 10

min

-HMH

US

History

,

re

ONLIN

E!"

feature

in your

Chrom

ebook

s,

review

the

map of

the

War of

1812

and its

major

battles

;

where

were

they

mostly

locate

d?

Why

do you

think

Lake

Erie

and

Ohio

were

major

areas

for

fightin

g?

Revie

w the

areas

labele

d as

"Territ

ory",

what

states

think

that

the

Conve

ntion

of

1818

is still

in

place

today

along

Lake

Erie?

Why

or why

not?

Stude

nts to

write

six

notes

about

the

readin

g and

share

with

the

class;

Teach

er to

mediat

e

betwe

en

inform

ation

and

discus

s as a

class -

20 min

Object

ives:

zers

studen

ts will

outline

the

reason

s for

the

USA

going

to war

with

both

the

Native

Americ

ans

under

Tecum

seh

and

the

British

in the

War of

1812;

studen

ts will

presen

t at

least

two

cause

s for

both

wars;

share

with

the

class

and

discus

s - 25

min

Object

Modul

e

Eight,

Pages

282-

287 -

Stude

nts in

pairs,

create

a

"Conc

ept

Map"

outling

the

reason

s for

the

War of

1812;

the

purpos

e of

this

map is

to see

how

BOTH

foreign

and

domes

tic

issues

lead to

this

war;

specifi

cally

includ

e -

how

did the

Barbar

y Wars

incite

do

these

eventu

ally

becom

e?

What

countr

y

owned

Florida

and

Texas

? How

do you

think

the

British

blocka

de

effecte

d US

trade?

Answe

r

questi

ons #'s

1-2

and

discus

s

aloud -

10 min

-Divide

the

class

into

four

groups

; each

group

will

use

their

Chrom

Stude

nts will

discus

s how

did

this

open

the

door to

victory

in

Detriot

and at

the

Battle

of the

Thame

s

River?

Where

on

Lake

Erie

did

this

occur?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

C

o

m

p

ives:

Stude

nts will

discus

s the

cause

s and

calls

for war

with

Great

Britain

a

secon

d time;

who

were

the

War

Hawks

?

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

C

o

m

p

u

t

e

r

this

war?

How

did the

War

Hawks

ignite

it?

How

did the

US

feel

about

Britain'

s

presen

ce in

Canad

a and

out

west?

Share

your

maps

with

the

class -

20 min

-HMH

US

History

,

Modul

e

Eight,

Pages

288-

291 -

Read

aloud

about

the

War of

1812

and

ebook

s to

resear

ch

ONE

of four

differe

nt

battles

from

this

war:

the

Battle

of

Lake

Erie,

the

Battle

of New

Orlean

s, the

Burnin

g of

Washi

ngton

D.C.,

and

the

Battle

of the

Thame

s

River;

studen

ts will

write

severa

l notes

about

this

battle

and try

to

obtain

a

u

t

e

r

7

A

7

A

discus

s the

battles

on the

Canad

ian

border

; Who

comm

anded

the

Battle

of

Lake

Erie

for the

US?

What

happe

ned in

Detroit

,

causin

g the

US

forces

to lose

that

fort?

What

happe

ned to

Tecum

seh at

the

Battle

of the

Thame

s?

Who

was

Andre

w

Jackso

n and

what

battlefi

eld

map of

the

fight;

studen

ts will

presen

t their

resear

ch to

the

class

and

discus

s the

import

ance

of this

battle

in the

war -

25 min

Object

ives:

Stude

nts will

discus

s the

import

ance

of this

battle

in the

war -

25 min

Plan:

Notes:

Materi

als:

Assig

two

famou

s

victori

es did

he win

in this

war?

What

is

ironic

about

the

Battle

of New

Orlean

s (it

occurr

ed

after

the

war

was

over)?

What

were

three

outco

mes of

the

war? -

20 min

Object

ives:

Stude

nts will

discus

s the

battles

on the

Canad

ian

border

;

nment

s:

Ho

me

wor

k

C

o

m

p

u

t

e

r

7

A

Plan:

Notes:

Materi

als:

Assig

nment

s:

Ho

me

wor

k

C

o

m

p

u

t

e

r

7

A

Science 6A

Documents

Transcript of Science 6A