Week 5: May 4-8

Learning Goal:

I can analyze evidence from reliable sources to best support my claims. I can also include proper in-text citations when quoting evidence from an outside source. I can read “Examination Day” by Henry Slesar and use text evidence to support my answers to comprehension questions.

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

Learn & Practice:

View this presentation to learn more about using and citing evidence.

1. Introduction: Watch this video about claim, evidence, and commentary (Slide 3).
   • Throughout this week, you will be completing a Digital Escape Room. You will get to use the clues in these slides to break the codes and escape! To keep track of your answers, keep the escape room open in a separate tab or write your clues on a sticky note or notecard.
2. Clue 1
   • Break the first code by choosing the text message that provides the best evidence for each claim. (Slides 4-10)
   • If you get stuck, the answer key is on slide 11.
3. Clue 2
   • Watch this video to understand the purpose of correctly citing evidence. (Slide 12)
   • Identify properly formatted in-text citations and determine what is wrong about the incorrect examples. (Slide 13-14)
   • Break the second code by selecting the evidence that is cited correctly. (Slides 15-18)
   • The answer key is on slide 19.
4. Clue 3
   • Analyze movie clips to discover the third code. (Slides 20-24)
   • The answer key is on slide 25.
5. Clue 4:
   • Read “Examination Day” by Henry Slesar. You can find the story on slide 26 or by clicking here.
   • Discover the code for the fourth lock by answering comprehension questions over the short story. (Slides 27-32)
   • The answer key is slide 33.
6. Put all the codes into the digital escape room, and break free! (Slide 34)
7. Extension: As an extension activity, write a paragraph using claim, evidence, and commentary that responds to the question on slide 35.

Learning Goals:

1. I can construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
2. I can describe how the unequal heating and rotation of the earth determines regional climates.

Estimated Time for The Week: 60-90 minutes

Learn & Practice:

1. Read the Article about Gravity in the Solar System (You DON’T have to sign up for CK-12 in order to read and complete the practice.)
2. Ask yourself questions like:
   • For which object is the force of gravity greatest: Earth, Moon, or Sun? Why?
   • Imagine that the Moon and the Sun are the same distance from Earth. Which one would Earth be gravitationally attracted to?
   • What is gravity?
3. Practice: CLICK Here “Start Practice” or “View Practice” and answer practice questions over the article. (You may only see the image of a green head/brain to click on if you are using a phone.) It will give you correct answers upon completion!
4. Watch the Formation of the Solar System
   • What is the cloud of dust and gas called where our solar systems originated?
   • The video suggests the Earth was started by these two things?(around the 2:00 mark)
   • Summarize the video in 1-2 paragraphs about how the solar system was developed and what keeps it in place today? (Share this with your teacher)
5. Explore: “How much do you Weigh on other Planets” If you have a home printer, you can print out this form to complete. If you don’t have the ability to print the paper, you can use KAMI to draw directly on the paper. This software/extention does not cost anything. Sign up for an account and open this document into it. You can write the information on your own paper as well.
   • Remember For a different planet, multiply your weight by the number given in the "New" Weight Chart. Example for the Moon - for a person weighing 60 pounds on Earth: 60 x 1/6 = 10 A 60 pound person would weigh 10 pounds on the Moon! This example uses weight in pounds, but you can do this activity using any unit you wish.
6. Recap: What have we learned so far?
   • All objects have a gravitational attraction to each other. This is called gravity.
   • The attraction is proportional to the mass of the objects. The attraction is inversely proportional to the distance between the objects.
   • Gravity keeps the Moon orbiting Earth. Gravity keeps the planets orbiting the Sun
7. Research: Use this website to learn more about gravity.
   • Gravity is affected by two main factors. What are they?
   • Why does the Earth pull on the Moon instead of the other way around?
   • Why does Jupiter not have a very strong pull on the Earth?
   • According to Galileo what would happen if you drop a 5 and 10 pound ball at the same time from the Leaning Tower of Pisa? Why?
8. Create a poster, using paper, about how gravity impacts the orbit of the Sun, Earth, and Moon.
   • Add color and pictures if you want!
   • GET CREATIVE AND ENJOY!
9. Engaging: Click here to Match each scenario with the object that will have the greatest gravitational force in that scenario.
10. Check yourself using these answers
11. Be curious: conduct a 2-minute search online to learn something Newton’s 3 laws

Connect with a classmate and discuss what you’ve learned!

Learning Goal:

I can analyze the role of the United Nations and the reasons for conflict between North and South Korea.

Estimated Time for The Week: 2.5 Hours Per Week

Learn & Practice:

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

Slides 1 -4 Topic and Learning Objectives/Goals

Introduction to the Geography of North and South Korea

1. Watch the Introductory videos about North Korea and South Korea from Discovery Education
2. Reflect and answer the following questions using the Map of North and South Korea

Review of the United Nations

1. View the slides over the basic facts of the U.N. and the United Nations response to Covid-19
2. Students will read about the 17 Sustainable U.N. Goals by clicking here.
3. Students will create a picture that represents one of the U.N. Goals.

The Korean War

1. Watch the Video Clip about The Korean War from Discovery Education by clicking here!
2. Read The Korean War: An Overview by Scholastic by clicking here!
3. View photos and information about Oklahoma’s role in the Korean War.
4. Reflect and show what you have learned by dragging the terms to the correct definitions.

North and South Korea Today

1. Review the North Korea Slides
2. Complete the Questions about the North Korea Political Cartoon
3. View the slides about South Korea and its culture
4. Complete the True/False Chart over the slides

Review of Week 5

1. Review what you have learned this week by completing the Quizizz. To play, Click Here!
2. Check your answers to this week’s lessons by viewing the answer keys.

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

Learning Goal: Explore the career of an Acoustical Engineer.

I can explain what an acoustical engineer 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: Acoustical Engineer on the career of a Acoustical Engineer that will guide you through the below directions.
3. The Studio Board will guide you as you learn about the requirements to become a Acoustical Engineer and their salary.
4. Background: Acoustical Engineers must gather noise and vibration data to be represented using computer software and database modeling. Then, they must analyze the data and measurements in order to derive a workable solution for clients and the public. They must understand the types of solutions, materials, and aesthetics that will resolve community stresses.
5. Challenge: Your community is building a new outdoor concert venue, and your engineering firm has been invited to submit a proposal for ways to limit noise pollution in the surrounding neighborhoods. Your proposal needs to include required materials, designs, and explanations to the concert venue committee in order to win the contract for your firm.
6. Explore:
   • EPA - Read about noise pollution: http://bit.ly/2pYMKRG
   • Wonderopolis – How Loud is Too Loud: http://bit.ly/2qFxXaO
   • eSchoolToday – Prevention of Noise Pollution: http://bit.ly/2p9clTR
   • Discovery Education Streaming – World’s Quietest Room: http://bit.ly/2pYMySj
7. Research:
   • Materials that are used or could be used to limit noise pollution
   • Designs used in other towns, cities, and communities to limit noise pollution
   • Decibal levels and noise pollution limits for your community, concert venues, and strategies used for noise reduction
8. Create:
   • Develop a plan to limit the noise escaping from the outdoor concert venue. Create a diagram along with an explanation of the structures and strategies for limiting noise.
9. Share:
   • Present your report and proposal to a local engineer, your teacher, or a developed review panel to get feedback. Revise, as needed, to make your proposal as effective as possible.
10. Extend your learning:
    • Read about types of noise barriers: http://bit.ly/2pxDnaa
    • Explore the following kid’s encyclopedia page on decibels: http://bit.ly/2pxvXng
    • Read this article from the Singapore Times about how a city is trying to limit noise pollution: http://bit.ly/2oYn2gd