High School Schedule

MAIN SESSION:

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• 5 mins for sign in and use quickwrite to sign up for labs

Session 1 (50 mins) 8:35-9:25 Lab 1, lab 2, lab 3, lab 4

Break (15 mins) 9:25-9:40

Session 2 (50 mins) 9:40-10:30 Lab 1, lab 2, lab 3, lab 4

Break (15 mins) 10:30-10:45

Session 3 (50 mins) 10:45-11:35 Lab 1, lab 2, lab 3, lab 4

Lab Options & Links:

Lab 1 Oil Spill Cleanup Activity (Engineering) (Li & Brian)

• Zoom

• Meeting ID: 993 4405 6464

Lab 2 Lava and corn syrup (Physical science) (Matthew & Sara)

• Lava and corn syrup - Link for page with access to presentation and data.

• zoom

Lab 3 Kitchen chemistry (Chemistry) (Christine and Dr. William Barker & Gini)

• zoom

• Presentation (in Nearpod)

  1. Salty plants lesson

  2. Properties of water

Lab 4 Heart Rate & Physiology (Bio) (cell phone sensors; the environment & physiology) (Norm & Jeannie)

• zoom

Group meetings 11:35-12:00 - identify topics and brainstorm

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• What is your environmental problem?

• Look at the evidence statements for the PEs you identified for your 5E

• Teacher Gots and Needs

AFTERNOON ASYNCHRONOUS

• Continue working on your team’s planning document for the 5E lesson sequence.

• Consider whether you might be able to incorporate an at home lab as part of your 5E

JUNE 22 Day 4 Question Parking Lot

MORNING 1 8:30-10:00

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LA River (click here for the PearDeck)

• Info on the river (here are the google slides)

• Discussion of different investigations

Group planning

• Talking about weekend observations - natural and human systems

• Narrowing lesson ideas

  • Identifying phenomena

MORNING 2 10:30-12:00

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• What's a phenomenon? [PearDeck for class] [Slides for later]?

• Lesson planning

  1. 5E structure - Google doc

  2. Backwards planning

  3. Template for 5E Lesson Planning

  4. Checklist for Creating a Lesson Sequence this week (rubric)

AFTERNOON ASYNCHRONOUS WORK

• Meet with your lesson group

  • Create a planning document and share it on the quickwrite.

  • Identify an anchoring phenomenon that will bookend your activities. What understanding will students need to have to explain this phenomenon? (put this in your planning doc).

JUNE 19 Day 3 Question Parking Lot

MORNING 1 8:30-10:00

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Observation Activity Building (MS - Sara HS - Jeannie)

• Breakout Rooms by Subject Area & Technology Platform (groups of 2-3)

• Create a Collaborative Activity around Observation

  • Build material/content and plan for your activity

  • Utilize tech tools to support blended/distance learning

• Share out lessons

MORNING 2 10:30-12:00

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Environmental Phenomena 10:30-11:15

• Brainstorm ideas - Specific Environmental Phenomena Slide show

  • High school google slides

• Forming groups (select by changing name to number)

Plan for Afternoon/weekend observations 11:15-12:00

• Groups can choose

  • Night sky observations

  • iNaturalist

  • Beach/tide pools

  • Online Cameras (Beach Cams, Zoo Cams, space cams)

    • San diego zoo

    • Animal cams (sight is slow)

    • Beach cams

    • earthcams

• Planning observations

  • Asking questions

  • Collecting data

  • Pooling data

• EP&C Lesson homework

  • use the activities described on “Introducing Systems and Campus and Community Mapping” (SEER Resources) to:

    • 1. create a “community map” of natural and human social systems near you

    • 2. develop a Venn Diagram identifying the interactions between those natural and human social systems

Add to this google slide

• HEADS UP FOR NEXT WEEK: Material list for at home labs next week. Most likely on Tuesday, if you want to get them ready during the weekend, that would be great!

Best to have those:

• 4 clear or glass containers (same size) you can use to hold at least ½ cup of water

• 1 measuring cup

• 1 bottled water or 2 cups of tap water

• 1 teaspoon, 1 spoon, 1 plastic cup, several napkins

• 4 teaspoons of cooking oil (any kind)

• 4 oil absorbing cloth pads or facial tissues (cut a big sheet into smaller squares) or cotton balls/pads or paper towels

• 1 dishwashing detergent such as Dawn®

• 1 marker

Optional:

• 1 blue food coloring

• 2 bird/duck feathers, available from Amazon and craft stores such as Michaels

• 1 small graduated cylinder, ~10 ml or 20 ml

• 1 small funnel

Day 2

8:30 AM Question Parking Lot

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• Follow up on Standards reading - Chapter 11 check the quickwrite for your number

  • Leaf follow-up

10:30 AM

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  • Review big ideas

• SEER Resources

  • Systems thinking

  • Homework for the weekend: use the activities described on “Introducing Systems and Campus and Community Mapping” to: create a “community map” of natural and human social systems near you

• 2. develop a Venn Diagram identifying the interactions between those natural and human social systems

• Teacher debrief and Gots & Needs

AFTERNOON ASYNCHRONOUS WORK

• Graphic organizer

• Watching tutorial videos

  • Interactive Quickwrites using Google Sheets [video tutorial]

  • PearDeck tutorial

  • PearDeck [part 1 (how to make a Pear Deck and start presenting) & Part 2 (presenter views)] [step-by-step instructions]

  • Jamboard [video tutorial]

  • Video on Ed Puzzle-

  • Zoom breakout room tutorial

• Create a learning artifact (see above) and post a link on the quickwrite

  • Office hours

    • At 3PM - Zoom Link

    • At 9PM - Zoom Link (closed for the night -- see you tomorrow)

    • At 7AM - Zoom Link
      
      

Day 1

8:30 AM Question Parking Lot

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• Introductions and Icebreakers

• Survey

• COVID-teaching quickwrite

• Phenomena exploration

  • Take a look at the pictures and rename yourself with the number that you would like to discuss in a breakout room

10:30 AM

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• Structuring your classroom for the fall

  • Breakout sessions on: Google Classroom, Schoology, Canvas or New google sites

• Online teaching experience

  • Example of engaging students with PearDeck

• Exit Ticket

• Homework - Check the quickwrite to see your group number. Read pages (1443-1457) of your groups version of Chapter 11 of the Science Framework. Use the comment feature (highlight the pertinent text and click on the plus symbol) to add your reflections and be prepared to discuss in your breakout rooms tomorrow.