Week 1: April 6-10

Learning Goal:

I can read the poem “At A Window” by Carl Sandburg, analyze the poem’s meaning and use of figurative language by answering text-dependent questions, and compose a poem using “At A Window” as an inspirational text.

Estimated Time for The Week: 1.5 hours, 90 minutes total

Learn & Practice:

View the this presentation to take you through this week's learning activities.

1. Read background information on author Carl Sandburg and his poem “At A Window” (slides 2-3).
2. Answer the text-dependent and discussion questions (slides 4-6).
3. Play Cannonball Cats and review figurative language terms (slides 7-8).
4. Write your own window inspired poem! Include figurative language and view the writing tips (slides 9-10).
5. Visit Flipgrid for a reflection opportunity (slide 11).

If you have questions over this week’s topics or tasks, don’t hesitate to reach out to your English or Literacy teachers.

Learning Goal:

I can obtain, evaluate, and communicate data on how weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things.

Estimated Time for The Week: 100 minutes (20 minutes/day)

Learn & Practice:

In addition to the 5-part content below, EACH DAY:

• Connect with a classmate. Call/text/email them and ask them to share something they learned from each day’s activity.
• Spend time searching the internet for more information about something you learned.
• Find a science investigation online that goes with the lesson and share it with your teacher.
• Visit your teacher during Office Hours and ask questions about what you learned.
• Start a Weather Journal and see if you can find patterns in Oklahoma weather.
• Observe the weather each day. See if you can identify parts of weather you have learned.
• Go for a walk outside and enjoy the weather!

Part 1: Water Cycle and What is Weather

1. Watch the Water Cycle Video .
2. Learn all about the water cycle at this website
   • When you get to the page, click on each word to learn about each part of the water cycle.
3. Watch the What is Weather Video for an introduction to the learning topic for the rest of the week.
4. Connect with a classmate. Call them and ask them to share what they learned from each day’s activity.
5. Be curious; conduct a 2-minute search online to learn something new about weather. (For real- set a timer!)

Part 2: Weather and Water in the Atmosphere

1. Read the two short paragraphs under the picture of the tornado HERE, and try to answer the questions in the second paragraph. Did you have any ideas?
2. Explore this webpage HERE.
   • Look at the Vocabulary. Do you know these words? Take the time to look up any you don’t know.
   • Read the Introduction, What is Weather?, and What Causes Weather? Were your answers from part 1 correct?
3. Watch the Crash Course Kids Land and Weather Video.
4. Watch the Crash Course Kids Up UP and Away Video.
5. Return to the website from #2. Read the section about Weather and the Water Cycle including all three sections on Humidity.
   • If you need a refresher on the Water Cycle visit Monday’s link to the interactive water cycle.
   • Hold on to the fact that warmer air can hold more water vapor than colder air. This is important as we continue to talk about weather!
   • Your teachers love the part about Relative Humidity where it explained why our sweat cannot evaporate on high humidity days. Now you know how to explain why we stay cooler in “dry heat” areas like the desert!
   • Be sure to check out those graphs and make sure you understand what they are telling you.
6. Return to the website from #2. Continue reading about Dew Point, Clouds, and How Clouds Form (at the website from #6).
7. Watch this video.
8. For the next section on the website- “Classification of Clouds”: We do not need to classify clouds in seventh grade science, so enjoy that information, but don’t try to memorize it.
9. Return to the website from #2. Read the part about precipitation.Make sure to read this part carefully so you understand all the different types of precipitation. It’s not just rain!
10. Watch the What Is Precipitation Video.
11. Answer the questions on these slides, then check your answers on the slides at the end of that same deck.

Part 3: Changing Weather

1. Go to the lesson on Changing Weather.
   • Watch Video 1.
   • Look at the Vocabulary. Do you know these words? Take the time to look up any you don’t know.
   • Read all of the sections.
   • Answer the questions at the bottom of the reading.
   • Check your answers on this slide (and the one that follows it).
2. Click this link to go to the lesson on Fronts.
   • Watch Video 2.
   • Read all of the sections.
   • Answer the questions at the bottom of the reading. Check your answers on the next slides.
   • Check your answers on this slide.
3. Watch the Weather Fronts Video.
4. Watch the What Are Weather Fronts Video.

Part 4: Storms and Weather Forecasting

1. Go to the lesson on Storms.
   • Look at the Vocabulary. Do you know these words? Take the time to look up any you don’t know.
   • Read all of the sections.
   • Answer the questions at the bottom of the reading.
   • Check your answers on thi slides (and the one that follows it).
2. Go to the lesson on Weather Forecasting.
   • Watch Video 2.
   • Read all of the sections.
   • Answer the questions at the bottom of the reading.
   • Check your answers on this slide (and the one that follows it).
3. Watch the How Tornadoes Form Video.
4. Watch the Weather Instruments Video.

Part 5: Escape From Weatherwood

1. Find your way through weather challenges and solve the mysteries to ESCAPE FROM WEATHERWOOD!

Learning Goal:

I can describe the physical features of China and Japan; explain how the people of China and Japan have adapted to their environments.

Estimated Time for The Week:

2 hours, 120 minutes total

Learn & Practice:

For the Google Slides to click-through the below directions, click here!

• Watch this video overview of the geography and cultures in China from Discovery Education and write an AEIOU over the video. Click here for a reminder of AEIOU.
• Review the physical map of China and answer the questions to review the physical map of China. Read the key. What do the colors on the map represent? How does China’s land change moving from east to west? How do you think the landscape of western China could cause problems or challenges for the people living there?
• Watch this video from Discovery Education and then complete the True/False chart on your own paper.
• Review the physical map of Japan and land use pie chart. As you review the map and pie chart, answer these questions. How does the elevation of Japan’s coast compare with its interior? About what % of Japan’s land is used for human purposes (farming, roads, development)?
• Review the population density map and answer the questions. What areas of Japan are most densely populated? What explanation could you give for why very few people live in Japan’s interior?
• View the pictures of terraces and watch the video overview from Discovery Education. Summarize the video in 3-4 bullet points.
• Read the article, Asia’s Efficient Farming about farming in Asia. Then, match each vocabulary term to its correct definition.
• Review the map of Japan’s earthquakes and then watch this video about natural disasters
• Read this article about the events of March 2011, in Honshu, Japan. Then, match each number to a statement to put them in order.
• Self Check: What did you learn this week? Click on Nearpod to check yourself then share what you learned with your teacher.

*Note: Click here for the Gateway to Tech course (different from the STEM learning below).

Learning Goal: Explore the career of a Web Developer.

I can explain what a web developer does.

Estimated Time for The Week:

2 hours (120 minutes) total

Learn & Practice:

1. Make sure your logged into Discovery Education with your school account.
2. Click here for your DE Studio Board on the career of a Web Developer.
3. The Studio Board will guide you as you learn about the requirements to become a Web Developer and their salary.
4. You will then take on the role of Web Designer and work with digital graphic art! You will create a digital logo that represents your school. The goal is to be creative while using computer skills to create an eye catching logo that represents your brand.
5. Brainstorm the elements and meanings of logos that you may like to incorporate within your new custom logo. Using a digital art program (or paper and colored pencils), develop a new logo for your school. Take into account meaning, color, and wording.
6. Share: Share your creations your teacher and friends and present your logos for possible use.
7. Want to explore some more on this topic? Here are some free programs to try:
   • http://slimber.com/painter/
   • http://www.sumopaint.com/app/