Week 1: April 6-10

Learning Goal:

• I can analyze a fiction short story to comprehend symbolism and theme.
• I can use a fiction short story to discuss responses based on evidence from a story.
• I can use a fiction short story to write a quick-write response making a connection to myself.

Estimated Time for The Week: 150 minutes or 2.5 hours

Learn & Practice:

1. Be curious; conduct a 10-minute search online and learn something new about Langston Hughes. (For real - set a timer!)
   • In addition to your search, watch this short video on Langston Hughes.
2. Read the short story, “Thank you, Ma’m” by Langson Hughes.
   • Use this audio link to listen while you follow along AND if you need the Spanish Version click here)
3. Answer multiple choice questions about “Thank you, Ma’m” on this Quizziz!
4. Discuss the following questions on this slide: Use evidence from the passage.
5. Quick Write: write a short narrative that answers the follow writing prompt:
   • Write about a time you were accused of something you did or didn’t do...OR a time you helped someone out.
   • Share your short story with a classmate or a family member for fun.
6. Find a song or two that connects something symbolic to the story OR connects to the theme of the story. Click here for an example.
7. Connect with a classmate.
   • Share out your short story from the week or help each other out picking song(s) that connect symbolism and/or theme to the short story.

Pre-AP Challenge:

1. Read “The Bear” by William Faulkner
2. Each week read the selection of pages given and complete a dialectical journal.
   • Use the example and directions given on this PDF.

Learning Goals:

1. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
2. Use evidence and reasoning to construct an explanation for changes to Earth’s surface due catastrophic events such as volcanoes & earthquakes.

Estimated Time for The Week: 125 minutes (25 minutes per day)

Learn & Practice

PART 1:

• Watch this Geologic time video
• Practice the Geologic Time Flashcards
• Explore Fossils using virtual reality! Click HERE & use the questions to guide your virtual reality exploration. Write the questions and answers in your notebook or on a blank sheet of paper. Click HERE to begin your virtual reality exploration!

PART 2:

• Play Slip and Slide game!
• Explore: Google Earth 10,000 years of Volcanoes

PART 3:

• Explore Google Earth Voyager - Tsunamis: In your notebook or on a sheet of paper, document the following for each Tsunamis:
  • Location
  • Date
  • Source
  • Number of Deaths
  • Maximum Wave Height
• Now that you’ve finished the exploration, refer back to the “Source” for each Tsunamis, did they all have the same source or different sources?
• Create an argument: (In your notebook or on paper)
  • Claim: Did these events result in changes to the Earth’s surface?
  • Evidence: What evidence can you use to support your claim?
  • Reasoning: How & why does the evidence support your claim?

PART 4:

• Play the game, “Stop Disasters”. Click HERE for instructions. Click HERE to play!

Problems accessing any of these sites? Questions? Anything you want to discuss? Please contact your science teacher by email.

Learning Goal:

I can explain the significance of Missouri Compromise (1820), Compromise of 1850, Kansas-Nebraska Act (1854), and Dred Scott v. Sandford (1857).

Estimated Time for The Week:

2 hours, 120 minutes total

Learn & Practice:

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

• Open this Discovery Ed Studio Board to access primary source images and videos. Create an antebellum chart like this. When you are finished, answer the reflection question below: Why was it difficult to solve the issue of slavery through the legislative (lawmaking) process?
• Read about the Supreme Court case Dred Scott v. Sandford then answer these questions:
  • What did the ruling in the Dred Scott case mean for African Americans in 1857? Which two crops dramatically impacted the institution of slavery in America? .
  • What did the Missouri Compromise say about where slavery was legal? In which state was Dred Scott originally serving Dr. Emerson as a slave? Which two locations was Dred Scott taken to where slavery was banned? How does the Missouri Compromise / Compromise of 1820 impact this case? According to the NY Times - what is the essential question this case is trying to answer?
• Play this Kahoot to check your answers so far.
• Imagine it is 1857, and you have just read about the Dred Scott case in the New York Times. Write a letter to the editor expressing your opinion on the case. In this style of writing your purpose is to be persuasive. Use logic, reason, facts, and statistics to convince readers to adopt your position. Be sure to include the following:
  • Details about Scott’s argument/claim
  • Explanation of what the decision means for African Americans in 1857
  • Prediction about what this ruling means for the future of slavery
• Share: Make sure to tell your teacher what you learned this week! They would love to hear from you!

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

Learning Goal: Explore the career of a Sports Statistician

I can explain what a Sports Statistician does.

Estimated Time for The Week:

2 hours (120 minutes) total

Materials:

• Device with Internet access

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 Sports Statistician.
3. The Studio Board will guide you as you learn about the requirements to become a Sports Statistician and their salary.
4. Background: Football has become one of the most recognizable sports in the world. The National Football League (NFL) earned over $7.14 billion in 2015, making football a top-earning industry in the world. Statistics are used every day in football to make important financial and on-field decisions.
5. You are sports statisticians who have been asked to make recommendations for your NFL team to prepare for next season. To do this, your group is being asked to compare and recommend hiring athletes in three positions using statistics from the past three NFL seasons, including player ages and past injuries. Your employer is asking for more than just names though, they also want the reasoning and evidence behind your recommendations.
6. Make recommendations to your NFL team for the hiring/signing of the following positions:
   • 2 wide receivers
   • 2 running backs
   • 1 tight end
7. Use critical thinking skills to evaluate athletes by their statistics in order to make evidence-based recommendations to your employer. Review NFL stats from the past three seasons at http://tinyurl.com/NFLPlayerStats
8. Individually, select 3-4 players with the best statistics from each of the three positions.
9. Ask for a friend or some family members to pick their 3-4 players. As a group, review individual player data (age and injuries) for each of the players selected by each group member.
10. Make selections as a team and record your selections as well as your explanations.
11. Create a visual representation (poster, Board Builder, PowerPoint, etc.) of your selections. Include rationale for each player selection.
12. Extend Learning:
    • Watch this Discovery Education Math Techbook video about hockey statistics and apply your knowledge to select a NHL hockey team: http://tinyurl.com/MathTBHockey.
    • Use Discovery Education Board Builder to share your selections and compare them to other NFL teams in your classroom.
    • Include mean, median, and range in explanations of player stats