What are we learning?

The unit focus is argumentative writing. Students will learn how to critically read a variety of sources on a similar, debatable topic. They will also learn how to write a well-organized, 5-paragraph argumentative essay. Also, students will be reviewing essential grammar concepts such as active/ passive voice and compound/ complex sentences.

What to expect in this unit?

Students will analyze a variety of informational texts for accurate information, bias, and evidence. Then, they will make an argument that supports their own opinion using facts, evidence, and sound reasoning. They will outline, draft, revise, and publish a 5-paragraph essay.

Why does this unit matter?

This unit matters because students will develop key skills needed to closely evaluate varying viewpoints as they support their own opinion(s) with reliable sources.They will grow their organizational and argumentative writing skills. 

What are we learning?

Students will be focused on simplifying exponential expressions using various properties of exponents. Students will also be writing and graphing exponential functions. They will extend their knowledge of exponential functions to write and use exponential growth and decay and compound interest. functions

What to expect in this unit?

The unit will consist of formative and summative assessments including a performance task which will involve using exponential functions in real-world scenarios. Students will be provided with IXL topics that align with what they are learning in each unit. Some topics will be assigned as homework and others are for students to complete if they need extra practice on a particular topic. 

Why does this unit matter?

Exponential functions can be used to model real-life situations. For example, they can be used to represent the growth of viruses over time.

What are we learning?

1. I can build a simple gear train using VEX parts.

2. I can explain and identify the input movement and output movement of a mechanical system.

3. I can explore careers in automation and robotics.

4. I can build and program a motor to spin a gear train.

5. I can assemble, wire, and program a system to complete a task.

6. I can plan a program using appropriate strategies such as flowcharting.

7. I can create appropriate event handlers to respond to runtime events, such as the push of a bumper switch.

8. I can demonstrate successful collaboration within a team to meet development goals and design requirements. 

9. I can create algorithms that use loops.

10. I can calculate the gear ratio of a system.

11. I can describe the relationship between gear size, speed, and torque in a gear train.

12. I can build a prototype using a universal joint or bevel gears.

13. I can communicate a plan for creating a system using sketches and prototyping.

14. I can follow the steps of the design process to effectively develop a design solution.

15. I can use a decision matrix to evaluate potential solutions.

What to expect in this unit:

Students explore how gear trains and other mechanisms transfer movement in mechanical systems and design, build, and program automated systems to meet the needs of clients. In the end-of-lesson project, students can choose to design an interactive device to keep pets physically and mentally active, a spinning street sign to warn drivers to slow down and stop, or a high-speed dragster.

Why does this unit matter?
This unit is the students' introduction to some basic mechanisms that are a part of everyday systems, some coding using the VEX V5 coding platform, and the structural and mechanical hardware of the VEX robotics systems used throughout the course.