Personal Conduct 7A

Science 6A

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ML Science, Earth's Surface, "Timelines in Science", Pages 108-111 - Read quietly to yourself and review "Activities" options

-ML Science, Earth's Surface, Pages 115-117 - Read aloud and discuss how rocks can break down due to weathering; what is mechancial weathering? Students in pairs, create a "concept map" displaying the four types of mechanical weathering; share maps with the class - 25 min

-ML Science, Earth's Surface, Page 115 - Students in groups of 3 or 4, complete the mini-lab and take notes about the changes in the rocks; what type of mechanical weathering is displayed? Discuss responses as a class - 15 min

-Watch "What is Weathering?" on YouTube (6:58 min) and discuss the causes and outcomes of weathering; discuss examples - 10 min

Objectives:

students will discuss how rocks can break down due to weathering; what is mechancial weathering?

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Homework

Social Studies 6A

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

-HMH Ancient Civilization, Module Six, Pages 208-209 - Review the family structure during the Han Dynasty; students in pairs, using a T-Chart create the pros (left) and cons (right) of the family structure during the Han Dynasty; share and discuss your thoughts as a class - 20 min

-HMH Ancient Civilization, Module Six, Page 208 - As a class, Teacher to create a Venn Diagram to compare & contrast the wealthy versus the poor during the Han Dynasty; students to provide the information while Teacher completes it; how is this situation similar to today? How is it similar to other cultures that we have studied? - 15 mi-

-HMH Ancient Civilization, Module Six, Pages 212-213 - Read aloud about Buddhism in China; discuss ways that diffusion has occurred in our country; what TV shows, music, video games, etc. have a Chinese influence? Teacher to display Google Images of "Buddhism in China" and discuss how it is followed in their country - 15 min

Objectives:

students will learn how similar the Hun is to other places?

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Science 7A

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-What are your overall thoughts on "Green Energy" fuels?

-Students to go to the following website "www.usda.gov/media/blog/2016/03/22/conservation-versus-preservation" and discuss the difference between conservation (care for it with human impact) and preservation (leave it alone as God made it); which do students think is better? What are benefits to each? - 15 mi-

-Read about Yellowstone National Park at "www.nps.gov/yell/index.htm" and discuss the park overall; view the webcam and Things To Do links; go to the "Preserve Yellowstone" section and

review how Yellowstone is working to recycle and protect their animals; review charts, data, and discuss - 20 min

Objectives:

Students will review how Yellowstone is working to recycle and protect their animals;

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Homework

Social Studies 7A

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Bell work

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

-HMH Ancient Civilizations, Module Twenty, Pages 726-731 - Read aloud and discuss Michelangelo and Leonardo da Vinci; students to individually write three things about each artist; How are advances in math at this time still seen in our world today? What did astronomers believe about the universe? - 20 min

-Watch "Great Minds: Leonardo da Vinci" on YouTube (9:21 min) and discuss how da Vinci created plans for planes, underwater suits, and dissected people to understand the human body; what do you think would have happened if Leonardo da Vinci spoke Latin so that he could have spoken with other scientists? - 15 min

-HMH Ancient Civilizations, Module Twenty, Pages 725-728 - As a class, work together to create a "concept map" graphic organizer outlining the contributions of Leonardo da Vinci, Michelangelo, and Sandro Botticelli; include artistic works and discoveries; what religion did each promote in their works? Why do you think that is? - 15 min

Objectives:

Students will discuss Michelangelo and Leonardo da Vinci;

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Homework

Science 8A

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-ML Science, The Changing Earth, Page 137 - Complete "Reviewing Key Concepts #'s 15-16" and discuss

-(Project #2 - Part I of III) Students in groups of 3 or 4, students will use an inflated balloon as a base with paper mache' to build a volcano or simulate an earthquake; students must include concepts from plate tectonics in their eruption (such as fossils at the top of the mountain) or their quake (such as massive pressure causing movement; students must create a crater & vent or an epicenter & focus; the crater (or focus) will hold the "magma or prsssure" (this will be simulated by contained dry ice in an empty 20 oz soda bottle; students must include fossil features such as trace fossils, molds & casts, petrified remains, or original remains in their mountain; today will be just building and the paper mache' part of the assembly MUST BE COMPLETED TODAY - 50 min

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Social Studies 8A

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Bell work

-Who was the US commander at the Battle of Lake Erie? What did he famously say after winning the battle?

-HMH US History, Module Eight, Page 293 - Using the "Explore ONLINE!" feature in your Chromebooks, review the map of the US Boundar Changes in 1818-1819; what States are new to this map from previous maps? Why do you think there was no formal agreement with Oregon at this time? What line of latitude was set as the border for the USA and Canada? Do you think these borders with Spain and Britain were necessary at this time? Why or why not? Answer questions #'s 1-2 and discuss aloud - 10 min

-Watch "#05 James Monroe" on YouTube (7:25 min) and discuss the presidency of James Monroe; what is statement is he famously known for saying? Why is he considered the last of the Founding Fathers? How did he expand the USA during his time in office? - 10 min

-HMH US History, Module Eight, Lesson 3 Assessment, Page 294 - Students in pairs, complete using Google Sheets # 4 and submit to Teacher when complete; students to use the following three situations as the "Agreement / Treaty" to evaluate: Rush-Bagot Agreement, Convention of 1818, and Adams-Onis Treaty; use the First Seminole War as one situation under the "Issue" column; total of four situations to complete; share with the class - 30 min

Objectives:

Students will discuss what line of latitude was set as the border for the USA and Canada?

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Computer 7A

Personal Conduct 7A

Science 6A

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-Name and provide examples for two types of mechanical weatering

-ML Science, Earth's Surface, Pages 118-120 - Read aloud; students to create a T-chart before they read with five characteristics of mechanical weathering (left) and take notes of characteristics of chemical weathering (right); as a class compare & contrast those characteristics - 20 mi-

-ML Science, Earth's Surface, Page 118 - Students in groups of 3 or 4, prepare the mini-lab for observations in the next lesson; illustrate and color what the cups with steel wool look like today verses in the next lesson - 15 min

-Teacher to display Google images of the "painted desert" to show how the petrified wood and sedimentary rock changed colors over millions of years through weathering; there are several websites that provide virtual and interactive tours to review of this area as well; discuss weathering with each example - 15 min

Objectives:

Students will show how the petrified wood and sedimentary rock changed colors over millions of years through weathering;

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Social Studies 6A

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Bell work

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

-HMH Ancient Civilizations, Module Six, Pages 216-218 - Read aloud about the Silk Road and how it connected China to Rome; why would Wudi want to send people to distant lands to explore? What were some goods, ideas, and beliefs that were shared on the Silk Road? How did they influence others along the way? - 10 min

-HMH Ancient Civilizations, Module Six, Pages 216-218 - Read aloud about the Silk Road and how it connected China to Rome; why would Wudi want to send people to distant lands to explore? What were some goods, ideas, and beliefs that were shared on the Silk Road? How did they influence others along the way? - 10 min

-HMH Ancient Civilizations, Module Six, Pages 216-218 - Read aloud about the Silk Road and how it connected China to Rome; why would Wudi want to send people to distant lands to explore? What

were some goods, ideas, and beliefs that were shared on the Silk Road? How did they influence others along the way? - 10 min

Objectives:

Students will learn about the Silk Road and how it connected China to Rome

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Science 7A

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-Name somethings they can do to recycle in Yellowstone?

-Field Trip to the Cuyahoga Valley National Park; visit "www.nps.gov/cuva/index.htm" for more information; Call 330-657-2752 for the visitors center to schedule a tour; they are open from 9:30 - 5:00 during Spring hours; visit the following site to help plan the trip "www.nps.gov/cuva/planyourvisit/trip-planner.htm"; field trip is free, students should dress down in clothes that are acceptable to become dirty due to hiking; students need to pack their lunch

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Social Studies 7A

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

-Teacher and students to go to the following website "www.leonardodavinci.net/facts.jsp" and read the ten facts about him; how are many of his inventions and ideas centuries ahead of the time? Why was it odd (at the time) to think fossils on mountains came from volcanoes or earthquakes? How did da Vinci "prove" that the sky was blue? - 15 min

-Teacher to go to the following website "www.museivaticani.va/content/museivaticani/en/collezioni/musei/cappella-sistina/tour-virtuale.html" to view images of the Sistine Chapel ceiling, painted by Michelangelo; use the clear arrow to navigate the site as well as the arrows at the bottom to move up & down; discuss the scenes in the chapel as available to be seen - 15 min

-Students in pairs, use a Venn Diagram to compare & contrast Michelangelo and Leonardo da Vinci; make two statements about each section (six statements total); use your text and Google to assist as needed; present your Venn Diagrams to the class when complete - 20 min

Objectives:

Students will learn how are many of his inventions and ideas centuries ahead of the time

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Science 8A

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-Teacher to provide an example of a half-life of Carbon-14 and the time needed to deplete

-Project #1 - Part II of III) - Students will work on their timeline or book, whichever they were assigned; when complete, provided to their Teacher and share with the class - 25 min

-(Project #2 - Part II of III) Students will paint their volcano or earthquake mountain; students should paint features clearly to understand such as grass, mountain sides, ice at the top, trees, etc. - 25 min

Objectives:

Students will understand what a half life is

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Social Studies 8A

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-James Monroe had a relatively peaceful presidency; does that make him a successful President? Why or why not?

-HMH US History, Module Eight, "Social Studies Skills", Page 295 - Read aloud and discuss "Learn the Skill", discuss #'s 1-4 and how compromises helped with dealing with Great Britain during this unit; how did the concept of going to war work out? Was there a specific victor in the War of 1812? How did the compromises with Spain and Great Britain regarding land fair better for the USA? Answer questions #'s 1-2 aloud and discuss how this relates practically to your lives - 15 min

-HMH US History, Module Eight Assessment, Page 297 - Read "Focus on Writing, # 14" and discuss Andrew Jackson; what are some great things that he has done that would earn him a future position in leadership later in his life? What future position do you predict he may earn eventually? Students in pairs, list his accomplishments and write a sentence FOR EACH discussing how they speak for him as a leader; when complete, practice writing a list of accomplishments for yourself and a sentence for each accomplishment indicating why you'd be a good leader one day; students to continue working to pairs to assist eachother; how do your accomplishments indicate your ability to lead? Complete via Google Docs and share with Teacher - 30 min

-HMH US History, Module 8, Lesson 3 Assessment, Page 294 - Complete #'s 1-2 due tomorrow!

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Computer 7A

Personal Conduct 7A

Science 6A

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-What are two types of chemical weathering?

-ML Science, Earth's Surface, Page 118 - Students in groups of 3 or 4, complete the mini-lab from the prior lesson with steel wool; illustrate and color what the cups with steel wool look like today verses in the previous lesson; answer the questions on the same page as your illustrations - 15 min

-ML Science, Earth's Surface, "Math in Science", Page 121 - Read aloud about rock weathering and surface area; relate to the information from Sec. 4.1 and discuss; following the "Example", answer #'s 1-3 and "Challenge" as a class; Teacher to work through the math with the class together - 15 min

-ML Science, Earth's Surface, Pages 122-125 - Read aloud and discuss; use a "Word Wheel" graphic organizer to outline characteristics of soil; review the "World Soil Types" diagram and relate to units studied in Social Studies class, what is the soil like in those regions? Why may people want to live there? What is the soil like in Ohio? Are any soil types surprising to you on this map? Why? - 20 min

Objectives:

Students will discuss; use a "Word Wheel" graphic organizer to outline characteristics of soil; review the "World Soil Types" diagram

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ho

Social Studies 6A

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

-HMH Ancient Civilizations, Module Six, Pages 220-221 - As a class read the boxes and follow along the map of the Silk Road from China to Rome; how many different routes could be taken from Chang'an to Rome? Answer the questions in "Interpret Maps" aloud and discuss - 10 min

-Simulation: Students to go to the following website to play the online simulation "www.activehistory.co.uk/silkroad/" about the Silk Road; Teacher to go to this site PRIOR to class to obtain the worksheet that accompanies this simulation to print out for student to complete; students need to use the map while completing this simulation or they will run out of money quickly; watch videos at various cities to expand your knowledge - 25 min

-HMH Ancient Civilizations, Module Six Assessment, Page 223 - Students in pairs, complete "Comprehension # 15" and "Review Themes, #'s 17-20" via Google Docs; submit to Teacher when complete - 15 min

Objectives:

Students will learn how many different routes could be taken from Chang'an to Rome?

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Science 7A

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-What is recylcing? What is reusing? What is the difference?

-Students to visit the following website "https://cuyahogarecycles.org/cleveland" and review how Cuyahoga County recycles overall; where are areas that we are requested to donate paper, plastic, electronics, and metal? Where does the waste from Cuyahoga County go? - 15 min

-Students to visit the following website "www.pbs.org/independentlens/garbage-dreams/recycling.html" and review where different types of garbage goes from the landfill; what happens to paper, glass, and aluminum when it is recycled? - 20 min

-On the same PBS.org website, click "The Film" link (first on the left) and review how people earn money recycling; then click "The Game" link at the top (second tab from the left) and play the simulation of how certain people earn money in Egypt processing recyclable goods - 15 min

Objectives:

Students will learn where are areas that we are requested to donate paper, plastic, electronics, and metal?

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Social Studies 7A

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

-HMH Ancient Civilizations, Module Twenty, Pages 732-736 - Read aloud and discuss how the printing press changed the world; why was the Catholic Church against the Bible being printed? How did universities grew and spread in Europe at this time? How did thinking and art change at this time? Relate to Erasmus and Durer; why was painting with extreme detail or printing replicas so popular at this time? - 20 min

-Teacher and students to go to the following website "www.neuschwanstein.de/englisch/palace/index.htm" and view a castle from the later-portion of this time frame in Germany that was the home of King Ludwig II; the name of the castle is pronounced

"New-shwan-stein"; take the "Tour of the Castle" and start in the Lower Hall to see the throne room; students to browse through and review details of artwork throughout - 15 min

-Students in pairs, use a "Cause and Effect" graphic organizer to outline how the printing press changed the world; relate it to three different areas: how did it change religion? How did it change people's overall intelligence? How did it change schools and their structure? Refer to the text as needed; share your information with the class - 15 min

Objectives:

Students will discuss how the printing press changed the world; why was the Catholic Church against the Bible being printed?

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Science 8A

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-What was the Cambrian Period? Why was it important?

-Project #1 - Part III of III) - Students will complete their timeline or book, whichever they were assigned; when complete, provided to their Teacher and share with the class - 20 min

-(Project #2 - Part III of III) Students will go outside to erupt their volcanoes or demonstrate their earthquakes; when using dry ice, students MUST STAND BACK AS IT COULD LITERALLY EXPLODE; students to explain the parts of their volcano or earthquake, connect to fossils and plate tectonics, earthquakes, and the type of explosion or motion when it occurs - 30 min

Objectives:

Students will understand the make up of a volcano?

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Social Studies 8A

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Bell work

-HMH US History, Module Eight Assessment, Page 297 - Complete "Review Themes #'s 10-11" via Google Docs and submit to Teacher

-HMH US History, Module Nine, Timeline of Events, Page 299 - 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 US History, Module Nine, "You Try It!", Pages 300-301 - Read aloud and discuss bias and historical events; How can they tell you about history yet also distort it? What are some ways that you can recognize bias in reading? Read "You Try It, #'s 1-2" and discuss what you think may be bias shared by the author; share your responses - 15 min

-HMH US History, Module Nine, Pages 302-305 - Read aloud and discuss; How did the Monroe Doctrine strengthen the United States as a country in the world? What did it state (or actually warn) other countries about doing in North America? If you were a European or African leader, would you have listened? Consider the War of 1812 in your response; What is your opinion of James Monroe? How did he influence revolutions in South America? - 20 min

Objectives:

Students will discuss bias and historical events; How can they tell you about history yet also distort it?

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Computer 7A

Personal Conduct 7A

Science 6A

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-How does soil type relate to the rocks and minerals within it?

ML Science, Earth's Surface, Pages 126-129 - Read aloud and discuss how animal and micro-organisms effect soil; Teacher to Google Image photos of nematodes, springtails, mites, and grubs; How do dead and decaying plants & animals effect the soil? Review the examples of soil in the text, which do you think is best for farming? Why? - 20 min

-ML Science, Earth's Surface, Pages 128-129 - Using a "Main Ideas & Supporting Ideas" graphic organizer, outline how properties of soil can be measured; include the four qualities of texture, color, pore space, and chemistry; how do you think humans effect these? Discuss as a class - 10 min

-Teacher to walk with students outside to a region on campus of exposed soil; review the contents of the soil to examine the soil type (sand, silt, or clay); what humus can be found within it? How does litter and pollution effect the soil quality? Teacher to remind the students that the chemicals in the soil eventually end up in the plants that we interact with - 20 min

Objectives:

Students will learn how do dead and decaying plants & animals effect the soil?

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Social Studies 6A

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Bell work

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

-Review study guide on Ancient China for test tomorrow - 20 min

-Using graph paper (or similarly lined paper), students will use different colored markers or pencils to create an acrostic of the "Terms to Know from Week Thirty" about Ancient China; students are to use EACH WORD and should write a definition for each word when they are completed - 30 min

-Study the "Terms to Know from Week Thirty" and your study guide for the test tomorrow on Ancient China!

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Science 7A

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None

-In-class time to work on project; due tomorrow! - 50 min

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Social Studies 7A

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-HMH Ancient Civilizations, Module Twenty Assessment, Page 742 - Complete #'s 11-12; due tomorrow!

-HMH Ancient Civilizations, Module Twenty, Pages 737-738 - Students in pairs, read together and write four notes about the material that you believe are important; share notes with the class; Teacher to mediate what notes are important to know for content exams; Who were Cervantes, Rabelais, and Shakespeare? As a class create a chart outlining who they are and how they influenced literature; have at least two statements per person - 20 min

-HMH Ancient Civilizations, Module Twenty, "Literature in History", Pages 740-741 - Read aloud as a class the exerpt from "Romeo and Juliet"; this is one of the most famous lines and parts of the story, what is Shakespeare stating in this passage? Aside from using Olde English, what is Shakespeare's writing style? Why do you believe he was popular at the time but also now? Answer #'s 1-2 and relate to humanism - 15 min

-HMH Ancient Civilizations, Module Twenty,"Social Studies Skills", Page 739 - Read aloud as a class about vocabulary words; discuss the Renassiance period from this secion (outside of Italy) and utilize vocabulary from it; Students in pairs to answer the questions #1-5; discuss as a topic the castle, opera house, and da Vinci information provided this week; ensure to "have a polite conversation" (as #5 states) when differences may arise in the contributions of artists - 15 min

Objectives:

Students will discuss who were Cervantes, Rabelais, and Shakespeare?

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Science 8A

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-What are three questions that you have about this unit?

-Review study guide on fossils, geologic time, and early life - 25 min

-Teacher to lead students in a "Kahoot!" game to review for the test tomorrow; approved and recommended games to play are "Fossils, 15 questions, 20 seconds", "Fossils, 11 questions, 10 seconds", and "Geologic Time, 22 questions, 20 seconds" - 25 min

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Social Studies 8A

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HMH US History, Module Nine, "Historical Source", Page 304 - Read "The Monroe Doctrine" and answer #'s 1-2; discuss as a class

-HMH US History, Module Nine, Pages 304-305 - Students in pairs, review the four major points of the Monroe Doctrine; Imagine that you are the rulers of EACH France, Great Britain, and Spain; for EACH country write your thoughts about how EACH country would feel about this declaration, especially after your country previously had vast claims of land in North America; complete via Google Docs and share with Teacher; discuss as a class - 20 min

-(Part I of II) Simulation: Monroe Doctrine - Teacher will lead the simulation and assist in processing each step; students in pairs, as a class read aloud and complete various steps in stages as indicated; Teacher to lead the flow of the discussion and help form thought-processing and conversation points; students to answer each step as indicated and provide advice based upon information obtained and prior knowledge; students to review each situation as it arises and weigh what the approach to foreign policy should be for each - 30 min

Objectives:

Students will discuss the four major points of the Monroe Doctrine; Imagine that you are the rulers of EACH France, Great Britain, and Spain; for EACH country write yo

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Computer 7A

Personal Conduct 7A

Science 6A

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-ML Science, Earth's Surface, 4.2 Review, #'s 1-7, page 129 - Complete each question in complete sentences or as indicated; due tomorrow!

-ML Science, Earth's Surface, Pages 132-136 - Read aloud as a class; using the "Letters & Numbers Format" found in MS Word, outline this section together; Teacher to assist in pointing out main ideas and supporting concepts; students to make notes but also try to lead discussion as new information arises - 35 min

-Students to return to the same location outside as in the previous lesson; students will now look for evidence of how humans have contaminated the soil or damaged it; what can be done to specifically take better care of the areas? Students to discuss three ways that they could help care for their neighborhood and soil quality better - 15 min

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Students will now look for evidence of how humans have contaminated the soil or damaged it;

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Social Studies 6A

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Bell work

-Tell me two things about China?

-Test on Ancient China - 30 min

-Illustrate, color, and write a caption for an image of your depiction of a scene from Ancient China; it can be of the terracotta warriors, Shi Huangdi's palace tomb, the Great Wall of China, or a replica of an image from the text; caption should reflect a description of what the image displays - 25 min

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Science 7A

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Bell work

-None

-In-class time to work on project; due today at the end of class - 50 min

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Social Studies 7A

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

-Students to go to the following website "www.litcharts.com/blog/shakespeare/words-shakespeare-invented/" to read through different words that Shakespeare invented; imagine our world without these words; some are commonly known to us and others are not easily recognized; Students will choose ten words from this list and try to think of AT LEAST TWO SYNONYMS of those words; create the list via Google Sheets including the ten words that you choose from this list in the first column and the two synonyms in the next two columns; reflect and discuss how Shakespeare influenced your life, or more specifically your vocabulary - 20 min

-Watch "William Shakespeare: Legendary Wordsmith - Fast Facts | History" on YouTube (4:55 min) and discuss how important Shakespeare was to the English language; why is there so little known about his personal life? Why is there a belief that Shakespeare did NOT write all of his works? What else did Shakespeare do other than write stories and plays? - 10 min

-In-class time to work on your project - 20 min

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Students will discuss how Shakespeare influenced your life

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Science 8A

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Bell work

-What are some result of a volcano eruption?

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Social Studies 8A

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Bell work

-What was the Monroe Doctrine? Why was it important to the US foreign policy at the time?

-(Part II of II) Complete the Simulation on the Monroe Doctrine from the previous lesson; discuss and share answers as a class, especially with each political cartoon - 20 min

-Quick Write: students to individually use Google Docs to respond to this topic - Do you believe that the USA still follows the Monroe Doctrine today? Do we still protect other countries and the people within them? Why or why not? - 15 min

-HMH US History, Module Nine, Pages 306-309 - Students in groups of 3 or 4, read in literacy circles (aka "Lit Circles") and write five notes about Nationalism and how it guided US Policy; what major features were built at this time? How did this time influence our current known-world? What was the Erie Canal? Who was Henry Clay? Write your five statements into Google Drive and share them with Teacher - 15 min

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Students will discuss if you believe that the USA still follows the Monroe Doctrine today?

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Computer 7A