SCHOOL CLOSURE ASSIGNMENTS!
Please go to GG Classroom for Assignments during School Closure!
GG Classroom: Monitoring Biodiversity
Important Information/Documents
1. Syllabus
2. Google Classroom Codes
P2: l8qc67
P3: y3isa8w
P4: b4pfkd
P5: v323yym
Please go to GG Classroom for Assignments during School Closure!
GG Classroom: Monitoring Biodiversity
Important Information/Documents
1. Syllabus
2. Google Classroom Codes
P2: l8qc67
P3: y3isa8w
P4: b4pfkd
P5: v323yym
** For complete set of information & resources please refer back to Google Classroom
Date | Learning Target | Task | Homework
3/17 | School Dismissed until Further Notice
3/16 | School Dismissed
3/13 | School Dismissed
3/12 | Concept Map for NS + Evo
3/11 | Covid-19 + How Virus & Vaccination works
3/10 | Covid-19 + How Virus & Vaccination works
3/09 | NS + Evo Review
3/06 | CER: Are Apple Flies distinct species?
3/05 | Summarizing Apple/Hawthorn Fly Experiment
3/04 | Apple/Hawthorn Experiments
3/03 | Apple/Hawthorn Experiments
3/02 | Intro to Apple/Hawthorn Experiments
2/28 | Sub
2/27 | Galapagos Finch Activity
2/26 | Kahoot + Quiz
2/25 | Galapagos Finch Activity
2/24 | Review of Natural Selection
2/21 | Students will construct CER about how variation of traits may provide advantages against changes in their environment
2/20 | Students will learn how variation of traits help survival of the species
2/19 | Students will learn how variation of traits help survival of the species
2/18 | QUIZ + Students will learn how variation of traits help survival of the species
2/17 | President's Day
2/14 | Students will construct CER about how traits may provide advantages in their environment
2/13 | Students will construct CER about how traits may provide advantages in their environment
2/12 | Quiz + Students will read an article about Zebra's stripes and Lizards's toepads and how their traits provide an advantage
2/11 | Students will learn about speciation by studying Devil's Hole Pupfish
2/10 | Students will learn about speciation by studying Devil's Hole Pupfish
2/7 | SAMOHI
2/6 | School Survey + Race Car
2/5 | Students will learn how scientists use ginkgo leaves/ice cores to determine geologic history
2/4 | Students will learn how scientists use ginkgo leaves/ice cores to determine geologic history
2/3 | Students will learn how to use relative dating to determine geologic history
1/31 | (Sub) Students will learn how scientists use geologic evidence to determine occurrence of extinction (Finish Extinction Handout)
1/30 | Students will create geologic time scale
1/29 | Students will create geologic time scale (Scales/Ratios/Proportions)
1/28 | Students will create geologic time scale (Intro)
1/27 | Students will review formation of the Earth
1/24 | Race Car
1/23 | Students will use evidence from graphs/data to argue which country is most responsible for global warming
1/22 | Students will learn about fossilization and its uses then create a comic strip
1/21 | Students will learn about fossilization and its uses then create a comic strip
1/20 | MLK's Day
1/17 | Race Car
1/16 | Sub (Experimental Design / Decoding Weather Machine) | Watch Documentary + Finish WS
1/15 | Paper Helicopter Project Presentation
1/14 | Paper Helicopter Project
1/13 | Paper Helicopter Project
1/10 | Race Car
1/09 | Paper Helicopter Project
1/08 | Paper Helicopter Project
1/07 | Experimental Design Vocabs
1/06 | Observation + Inference
*** Winter Break ***
12/20 | Half Day
12/19 | Experiment: Creating Motors using magnets/wires/batteries
12/18 | Experiment: Creating Motors using magnets/wires/batteries
12/17 | Experiment: Creating Electromagnets using nail/wire/batteries
12/16 | Experiment: Creating Electromagnets using nail/wire/batteries
12/13 | Race Car
12/12 | Race Car
12/11 | Students will explore and research how electricity works (Potato Battery)
12/10 | Students will explore and research how electricity works (Potato Battery)
12/9 | Students will explore how does aurora borealis works
12/6 | Students will begin constructing their race car
12/5 | Test
12/4 | Race Car Research
12/3 | Review of the practice test
12/2 | Review of the practice test
11/27 | Finish watching Behind the Curve
11/26 | SUB: Students will learn about experimental design by watching Behind the Curve
11/25 | Finish Gattaca and begin Behind the Curve
11/22 | Students will continue Solar Panel Race Car Research
11/21 | Practice Test
11/20 | Students will begin Solar Panel Race Car Research
11/19 | Students will explain and elaborate how collision creates equal and opposite force | F&M 3.2
11/18 | Students will explore forces experienced during collision | F&M 3.2
11/15 | Science Movie Day
11/14 | Students will elaborate how magnetism can create invisible forces to affect magnetic objects |HW: Close Reading of Crash (C1-C4), DUE Monday, 11/18
11/13 | Students will create an explanation of their observation regarding Magnetism | CER: Magnetism
11/12 | SUB: Students will watch Gattaca
11/11 | Students will investigate non contact forces (Magnetism) | Magnetism Stations
11/08 | Students will review and elaborate relationship between force and velocity | F&M 2.5
11/07 | Students will review and elaborate relationship between force and velocity | F&M 2.5
11/06 | Field Trip to Samohi
11/05 | Students will review Mid Assessment
11/04 | Mid Assessment (Practice) | F&M 2.4
11/01 |
10/31 | Halloween
10/30 | Students will learn the role of different mass in designing Wheelchairs
10/29 | Students will learn revise their writing based on teacher's feedback | Argumentative Writing
10/28 | No School
10/25 | Students will learn experimental design + how mass affects velocity | F&M 2.1
10/24 | Kahoot + Quiz | QUIZ
10/23| Students will learn how to collect data from experiments | Measuring d/t using electric fans
10/22 |Students will create a collaborative cheat sheet to use in the quiz | Collaborative cheat sheet
10/21 | Students will learn how we may infer velocity of an object by calculating
the slope from a d/t graph
10/18 | Students will use their current understanding of forces and motion to
evaluate possible explanations | F & M 1.6
10/17 | Students will use their current understanding of forces and motion to
evaluate possible explanations | F & M 1.6
10/16 | Students will learn how understanding cause and effect relationships
help infer what led to particular result | F & M 1.5
10/15 | Students will learn how Force affects different objects | F & M 1.5
10/14 | Students will reflect on their race car project
10/11 | Rubber Band Race Car Tournament | Race Car tournament
10/10 | Students will design and construct rubber band powered race car
10/09 | Students will learn how to model force affects velocity | F & M 1.4
10/08 | Students will learn how to construct scientific arguments using content
specific vocabulary
10/07 | Students will learn how Force may affect Velocity of
objects with different mass | F & M 1.3
10/04 | Students will learn how to design and construct rubber band powered
race car | Race Car 500
10/03 | Students conduct a hands-on investigation about
how to change an object’s motion (cause and effect). | F & M 1.2 |Finish F & M 1.1 if not done
10/02 | Pre-assessment concerning Forces and Motion | Forces & Motion 1.1
10/01 | Students will learn how to revise their writing by using their peer review | Argumentative Writing | Finish Arg. Writing
9/27 |Students will learn how to design and construct rubber band powered
race car | Race Car 500
9/26 | Students will learn how to peer review each other's argumentative
writing | Peer Review
9/25 | Students will learn how to construct argumentative writing
9/24 | Students will learn about Deviant (SUB)
9/23 | Students will learn how to construct argumentative writing | Argumentative Writing
9/20 | Students will learn how to design and construct rubber band powered
race car | Race Car 500
9/19 |Students will learn how to construct argumentative writing | QUIZ
9/18 | Students will learn how to construct argumentative writing | Argumentative Writing
9/17 | Students will learn how to construct argumentative writing | Argumentative Writing
9/16 | Students will learn how Renewable Energy Saves Water and Creates Jobs |
9/13 | Students will learn how energy is transferred |Amplify 2.1 | Extra Credit
9/12 | Students will learn where energy comes from | Amplify 2.1
9/11 | Students will learn the relationship between potential and kinetic energy | Phet SIM | P n K Energy
9/10 | Students will learn the relationship between potential and kinetic energy | Phet SIM | P n K Energy
9/09 | Students will learn how to close read by annotating scientific article | Annotate Sci Article
9/06 | Students will learn how to close read by annotating scientific article | Annotate Sci Article
9/05 | Students will learn about science safety requirements | Science Safety Req
9/04 | Students will learn the relationship between
potential and kinetic energy | Amplify 1.3
9/03 | Students will learn the relationship between | Bring 1 small item that has
potential and kinetic energy | Amplify 1.3 potential energy
8/30 | Students will learn how to construct evidence based explanation
using CER | Amplify 1.2
8/29 | Students will learn about relationship between energy & system | Amplify 1.1
8/28 | Students will learn how to read Scientific Paper | Slithering Rocks | Summarize Scientific Article (Due 9/03)
8/27 | Students will learn the scientific method
by making observations of Slithering Rocks | Slithering Rocks |
8/26 | Students will learn how to design, plan, and communicate through
designing Linking Cube animals + Manual | Linking Cube | Science & Me (Due 8/27)
8/23 | Students will learn how to design, plan, and
communicate through designing Linking Cube animals + Manual | Linking Cube | NA
8/22 | Students will be introduced to the course | Introduction
Date | Learning Target | Task | Homework
3/17 | School Dismissed until Further Notice
3/16 | School Dismissed
3/13 | School Dismissed
3/12 | Concept Map for NS + Evo
3/11 | Covid-19 + How Virus & Vaccination works
3/10 | Covid-19 + How Virus & Vaccination works
3/09 | NS + Evo Review
3/06 | CER: Are Apple Flies distinct species?
3/05 | Summarizing Apple/Hawthorn Fly Experiment
3/04 | Apple/Hawthorn Experiments
3/03 | Apple/Hawthorn Experiments
3/02 | Intro to Apple/Hawthorn Experiments
2/28 | Sub
2/27 | Galapagos Finch Activity
2/26 | Kahoot + Quiz
2/25 | Galapagos Finch Activity
2/24 | Review of Natural Selection
2/21 | Students will construct CER about how variation of traits may provide advantages against changes in their environment
2/20 | Students will learn how variation of traits help survival of the species
2/19 | Students will learn how variation of traits help survival of the species
2/18 | QUIZ + Students will learn how variation of traits help survival of the species
2/17 | President's Day
2/14 | Students will construct CER about how traits may provide advantages in their environment
2/13 | Students will construct CER about how traits may provide advantages in their environment
2/12 | Quiz + Students will read an article about Zebra's stripes and Lizards's toepads and how their traits provide an advantage
2/11 | Students will learn about speciation by studying Devil's Hole Pupfish
2/10 | Students will learn about speciation by studying Devil's Hole Pupfish
2/7 | SAMOHI
2/6 | School Survey + Race Car
2/5 | Students will learn how scientists use ginkgo leaves/ice cores to determine geologic history
2/4 | Students will learn how scientists use ginkgo leaves/ice cores to determine geologic history
2/3 | Students will learn how to use relative dating to determine geologic history
1/31 | (Sub) Students will learn how scientists use geologic evidence to determine occurrence of extinction (Finish Extinction Handout)
1/30 | Students will create geologic time scale
1/29 | Students will create geologic time scale (Scales/Ratios/Proportions)
1/28 | Students will create geologic time scale (Intro)
1/27 | Students will review formation of the Earth
1/24 | Race Car
1/23 | Students will use evidence from graphs/data to argue which country is most responsible for global warming
1/22 | Students will learn about fossilization and its uses then create a comic strip
1/21 | Students will learn about fossilization and its uses then create a comic strip
1/20 | MLK's Day
1/17 | Race Car
1/16 | Sub (Experimental Design / Decoding Weather Machine) | Watch Documentary + Finish WS
1/15 | Paper Helicopter Project Presentation
1/14 | Paper Helicopter Project
1/13 | Paper Helicopter Project
1/10 | Race Car
1/09 | Paper Helicopter Project
1/08 | Paper Helicopter Project
1/07 | Experimental Design Vocabs
1/06 | Observation + Inference
*** Winter Break ***
12/20 | Half Day
12/19 | Experiment: Creating Motors using magnets/wires/batteries
12/18 | Experiment: Creating Motors using magnets/wires/batteries
12/17 | Experiment: Creating Electromagnets using nail/wire/batteries
12/16 | Experiment: Creating Electromagnets using nail/wire/batteries
12/13 | Race Car
12/12 | Race Car
12/11 | Students will explore and research how electricity works (Potato Battery)
12/10 | Students will explore and research how electricity works (Potato Battery)
12/9 | Students will explore how does aurora borealis works
12/6 | Students will begin constructing their race car
12/5 | Test
12/4 | Race Car Research
12/3 | Review of the practice test
12/2 | Review of the practice test
11/27 | Finish watching Behind the Curve
11/26 | SUB: Students will learn about experimental design by watching Behind the Curve
11/25 | Finish Gattaca and begin Behind the Curve
11/22 | Students will continue Solar Panel Race Car Research
11/21 | Practice Test
11/20 | Students will begin Solar Panel Race Car Research
11/19 | Students will explain and elaborate how collision creates equal and opposite force | F&M 3.2
11/18 | Students will explore forces experienced during collision | F&M 3.2
11/15 | Science Movie Day
11/14 | Students will elaborate how magnetism can create invisible forces to affect magnetic objects |HW: Close Reading of Crash (C1-C4), DUE Monday, 11/18
11/13 | Students will create an explanation of their observation regarding Magnetism | CER: Magnetism
11/12 | SUB: Students will watch Gattaca
11/11 | Students will investigate non contact forces (Magnetism) | Magnetism Stations
11/08 | Students will review and elaborate relationship between force and velocity | F&M 2.5
11/07 | Students will review and elaborate relationship between force and velocity | F&M 2.5
11/06 | Field Trip to Samohi
11/05 | Students will review Mid Assessment
11/04 | Mid Assessment (Practice) | F&M 2.4
11/01 |
10/31 | Halloween
10/30 | Students will learn the role of different mass in designing Wheelchairs
10/29 | Students will learn revise their writing based on teacher's feedback | Argumentative Writing
10/28 | No School
10/25 | Students will learn experimental design + how mass affects velocity | F&M 2.1
10/24 | Kahoot + Quiz | QUIZ
10/23| Students will learn how to collect data from experiments | Measuring d/t using electric fans
10/22 |Students will create a collaborative cheat sheet to use in the quiz | Collaborative cheat sheet
10/21 | Students will learn how we may infer velocity of an object by calculating
the slope from a d/t graph
10/18 | Students will use their current understanding of forces and motion to
evaluate possible explanations | F & M 1.6
10/17 | Students will use their current understanding of forces and motion to
evaluate possible explanations | F & M 1.6
10/16 | Students will learn how understanding cause and effect relationships
help infer what led to particular result | F & M 1.5
10/15 | Students will learn how Force affects different objects | F & M 1.5
10/14 | Students will reflect on their race car project
10/11 | Rubber Band Race Car Tournament | Race Car tournament
10/10 | Students will design and construct rubber band powered race car
10/09 | Students will learn how to model force affects velocity | F & M 1.4
10/08 | Students will learn how to construct scientific arguments using content
specific vocabulary
10/07 | Students will learn how Force may affect Velocity of
objects with different mass | F & M 1.3
10/04 | Students will learn how to design and construct rubber band powered
race car | Race Car 500
10/03 | Students conduct a hands-on investigation about
how to change an object’s motion (cause and effect). | F & M 1.2 |Finish F & M 1.1 if not done
10/02 | Pre-assessment concerning Forces and Motion | Forces & Motion 1.1
10/01 | Students will learn how to revise their writing by using their peer review | Argumentative Writing | Finish Arg. Writing
9/27 |Students will learn how to design and construct rubber band powered
race car | Race Car 500
9/26 | Students will learn how to peer review each other's argumentative
writing | Peer Review
9/25 | Students will learn how to construct argumentative writing
9/24 | Students will learn about Deviant (SUB)
9/23 | Students will learn how to construct argumentative writing | Argumentative Writing
9/20 | Students will learn how to design and construct rubber band powered
race car | Race Car 500
9/19 |Students will learn how to construct argumentative writing | QUIZ
9/18 | Students will learn how to construct argumentative writing | Argumentative Writing
9/17 | Students will learn how to construct argumentative writing | Argumentative Writing
9/16 | Students will learn how Renewable Energy Saves Water and Creates Jobs |
9/13 | Students will learn how energy is transferred |Amplify 2.1 | Extra Credit
9/12 | Students will learn where energy comes from | Amplify 2.1
9/11 | Students will learn the relationship between potential and kinetic energy | Phet SIM | P n K Energy
9/10 | Students will learn the relationship between potential and kinetic energy | Phet SIM | P n K Energy
9/09 | Students will learn how to close read by annotating scientific article | Annotate Sci Article
9/06 | Students will learn how to close read by annotating scientific article | Annotate Sci Article
9/05 | Students will learn about science safety requirements | Science Safety Req
9/04 | Students will learn the relationship between
potential and kinetic energy | Amplify 1.3
9/03 | Students will learn the relationship between | Bring 1 small item that has
potential and kinetic energy | Amplify 1.3 potential energy
8/30 | Students will learn how to construct evidence based explanation
using CER | Amplify 1.2
8/29 | Students will learn about relationship between energy & system | Amplify 1.1
8/28 | Students will learn how to read Scientific Paper | Slithering Rocks | Summarize Scientific Article (Due 9/03)
8/27 | Students will learn the scientific method
by making observations of Slithering Rocks | Slithering Rocks |
8/26 | Students will learn how to design, plan, and communicate through
designing Linking Cube animals + Manual | Linking Cube | Science & Me (Due 8/27)
8/23 | Students will learn how to design, plan, and
communicate through designing Linking Cube animals + Manual | Linking Cube | NA
8/22 | Students will be introduced to the course | Introduction