I created this video using Screencase-o-matic (now ScreenPal). I included the lesson number and the objective on the first slide so that students are aware of what they need to know by the end of the lesson. 

I make sure to keep the length of the video appropriate for the age group that I am teaching. I teach 8th grade science, so an almost 7-minute video is just perfect. To keep students engaged, I incorporate some annotations and animations. Watch my EdPuzzle video to see the embedded questions!  

My guided notes start with making sure that students write the objective so they know what each lesson is about. 

I use the fill-in-the-blank method for my guided notes so students are able to focus on my explanation rather than spending all their time writing the notes. 

I also make sure that I have graphics and images on the guided notes similar to the video so that when students see the picture, they can make a connection. 

I use a modified Cornell notes format. I write questions or important words on the left side, and the explanations are on the right side. I also include instructions on the guided notes on what I expect students to write, so for example, making sure they copy the steps for calculating kinetic energy. 

I decided to have a lab as a Must Do practice activity for this lesson. Being able to see how velocity and mass affect kinetic energy is the best way for students to learn. 

I made an interactive lab notebook for this lesson. Students need to do all the Must Do's that are labeled, and they have the choice to do the Should Dos and Aspire to Dos. This practice includes calculations, data analysis, and writing a claim-evidence-reasoning. 

My mastery check assesses students whether are able to do the objective or not. 

My mastery check includes True/False questions and calculations. 

To prevent cheating, I have four different forms of True/False questions. For the calculations, I placed an empty dashed line where numbers will be so I can easily change the number and make it unique for each student. 

I use two public trackers: digital and physical. 

I used Canva to create the digital tracker. This tracker is projected in class and shows where each student is and who the expert helpers are. I update the digital tracker. 

The physical tracker is located on a whiteboard in my classroom. Each shape/color piece on the board represents students from a different section. Students move their pieces physically. 

I also assigned numbers and types of animals to each student.