Week 3: April 20-24

Learning Goal:

I can read a nonfiction text and answer text dependent questions, make a connection to an artifact from the 25th Anniversary Virtual Hope Trunk tour, and conduct a personal interview with a friend or relative that was alive in 1995 using interview question stems.

Estimated Time for The Week: 2 hours, or 120 Minutes

Learn & Practice:

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

1. Watch the video from the History Channel and read the article that goes with it.
   • Consider the questions provided while watching/reading (slide 3).
2. Read the information provided from the History Channel Article and answer the comprehension questions (slides 4 -8).
3. Visit the 25th Anniversary Virtual Hope Trunk Tour.
   • Select one of the artifacts and write a 1 to 2 paragraph reflection (slide 9).
4. Conduct an interview with a friend or family member who was alive in 1995. Create 3 of your own follow up questions.
   • Check this list of interview questions to get you started (slides 10-11).
5. What do you know about the bombing? Try the Quizizz to see what you remember after completing this lesson (slide 12)
   • Oklahoma City Bombing Practice #1
   • Oklahoma City Bombing Case Study

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 describe the cyclic patterns of the lunar phases, eclipses of the sun and moon, and seasons.

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

Learn & Practice:

• Use the google slides HERE for all 4 parts of this lesson.
• Document all information, questions, & answers in your notebook!

Part 1: Rotation vs. Revolution

1. Watch the Rotation vs. Revolution Video .
2. Think about these Questions
   • Why do we have day and night?
   • Which causes day and night - Rotation or Revolution?
   • Does the Moon have a day and night?
   • How long does it take the Earth to circle around the Sun 1 time?
   • What do we call moving around the Sun (or one object moving around another) - Rotation or Revolution?
3. Try the Activity on Slide 3.

Part 2: Seasons

1. Go to the lesson on the Seasons (Slides 4-6).
   • What causes the seasons?
2. Explore this webpage What Causes Seasons?
   • Look at the Vocabulary. Do you know these words? Take the time to look up any you don’t know.
3. Watch the Crash Course Kids Seasons and the Sun.
   • Think about these Questions
4. Complete this Seasons activity on Slide 6.

Part 3: Lunar Phases

1. Go to the lesson on the Phases of the Moon on (Slides 7-10)
   • What causes the phases of the moon?
2. Click this link to go to the Activity Lunar Baseball.
   • Again answer the question - What causes the phases of the moon?
   • Check your answer on Slide 8.

Part 4: Solar vs. Lunar Eclipses (Slides 11-13)

1. Go to the link on What is an Eclipse?.
   • Think about the Vocabulary. Which words have you heard before? Take the time to look up any you don’t know.
   • Think about the diagrams. What order are the 3 bodies in a Solar Eclipse? How is this different for a Lunar Eclipse?
   • Use the diagram on Slide 11 to check your answers.
2. Go to the link to learn about What Causes Eclipses?
   • Answer the questions on Slide 12.
   • Check your answers on Slide 13.

In addition to the 4-part content above, 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.
• Observe the phase of the Moon each night. See if you can identify phases of the Moon that you have learned.
• Take time to look at the stars! Do you see any satellites moving overhead?

Learning Goal:

Explain how Oklahomans come together to help one another during difficult times, such as recovering from the bombing of the Oklahoma City Murrah Building, exhibiting what has become the “Oklahoma Standard”.

Describe the differences between a Market and Command Economy and that impacts how a country makes economic decisions

Explain the role of government policies in utilizing economic development

Describe and evaluate how the levels of economy contribute the development of a country’s economy

Explain patterns of global interdependence and world trade and how they impact the development of a country’s economy

Estimated Time for the Week: 2 hours, 120 minutes total

Learn & Practice:

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

OKC Murrah Building

1. Watch: Videos on the OKC bombing and Memorial Museum Discovery Ed
2. Explore the Memorial website artifact page.
3. Choose the most interesting artifact you found and write a summary! Reflection: How can you display and develop the Oklahoma Standard at your school?
4. Watch the Oklahoma Standard

Review

1. Read this overview of this week’s lesson
2. Review: Drag and drop the terms below to match the definitions to the right. If needed, use the glossary in your digital textbook linked on your class canvas page or use this quizlet.
3. Review economic systems: Command, Market, and Mixed
4. Click here to watch an explanation of command, market, and mixed economies.
5. Classify characteristics of command and market economies by dragging the green boxes to the correct place.

China’s Economy

1. Read an overview of today’s lesson
2. Infer information from the political cartoon
3. Read the background of China’s economy
4. Review inventions in China
5. Read an explanation of isolationism
6. Practice what you learned! Use the information presented today to answer the true/false questions to the right

Special Economic Zones

1. Read an overview of the Great Experiment
2. Look at this map to understand Special Economic Zones
3. Read about special economic zones. What can you infer from the image?

Impact of COVID

1. Look at the chart and this chart to see the impact of COVID
2. Use the info presented today to answer the true/false questions to the right.

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

Learning Goal: Explore the career of a Nature Photographer

I can explain what a nature photographer does.

Estimated Time for The Week:

2 hours (120 minutes) total

Materials:

• Device with Internet access
• Paper (optional)
• Pencil/Pen (optional)

Learn & Practice:

1. Make sure you're logged into Discovery Education with your school account.
2. Click here for your DE Studio Board: Nature Photographer on the career of a Nature Photographer that will guide you through the below directions.
3. The Studio Board will guide you as you learn about the requirements to become a Nature Photographer and their salary.
4. Nature photography isn’t just about taking pictures of animals and plants outside; it’s about telling a story through an image. The best photographers in the world don’t just focus on the subject, but help people see the entire picture. For instance, water is a topic many are trying to share with the world, whether to highlight conservation, impacts on the ecosystem, pollution, or access. In your own community, there are stories to be told about nature. Your task will be to pick up your camera and tell a story about water and the environment and why they need critical attention.
5. Challenge: You will take pictures of water in your local environment in order to tell a story. You can start by either:
   • A. deciding what story you want to tell, and finding a local area which can help tell that story, OR
   • B. going on a nature walk and taking pictures of water in your community, then finding a story in those pictures that you wish to highlight through a narrative.
6. Explore: Review how nature photographers tell a story by examining these websites:
   • http://racingextinction.com
   • http://www.discoverwildlife.com
   • http://www.naturephotographers.net
   • http://www.polarbearsinternational.org
7. The National Wildlife Federation has some great tips for photographing nature here: http://bit.ly/2eXy7WE. Now go outside and take photos!
8. Share with your family or friends, or your teacher if you'd like!
9. Be A Change Agent:
   • Start an art show/exhibit in your school or for the community.
   • Invite other community members interested in water to share!
   • Connect with http://www.water-bar.org about a virtual conversation with other water activists!
10. Extend Learning:
    • Use Discovery Education Streaming Plus for lesson plans on teaching using Racing Extinction, here: http://bit.ly/2eOIhLm
    • Discovery Education Content Collection on Water Conservation: http://bit.ly/2eDCkAB
    • STEM in Action in Science Techbook – NanoTech and Water Pollution: http://bit.ly/2dTKoJm