Agenda: CNN Student News/Weekly Events, MURAL PROJECT

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1 5/8-5/12 Monday 5/8 Tuesday 5/9 Wednesday 5/10 Thursday 5/11 Friday 5/12 Advisory Agenda/Binder Check, Grade/Academic Check, Tutoring, MURALS Agenda/Binder Check, Grade/Academic Progress Check, Tutoring, MURALS CNN Student News/Weekly Events, MURAL PROJECT Agenda/Binder Check, Grade/Academic Progress Check, Tutoring, MURALS NO ADVISORY Science Objective: Students will demonstrate an understanding through discussion, modeling, and analysis how cells have functions. Essential Question: What are the main differences and similarities between plant and animal cells? ( LS1.A/ MS-LS1-2) Objective: Students will demonstrate an understanding through discussion, modeling, and analysis how cells have functions. Essential Question: How are cells organized? Do they have specific functions? ( LS1.A/ MS-LS1-2) No Science No Science Objective: Students will take an assessment to demonstrate an understanding through modeling and analysis how cells have functions. Essential Question: None for today: Assessment Kid Friendly Objective: We will reflect, examine, and test our understanding by using discussions, pictures, and demonstrations that cells have functions Kid Friendly Objective: We will reflect, examine, and test our understanding by using discussions, pictures, and demonstrations that cells have functions Kid Friendly Objective: We will take a test to reflect, examine, and test our understanding that cells have special structures that are functions Next Generation Science Standards: LS1.A: Structure and Function: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the Next Generation Science Standards: LS1.A: Structure and Function: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the Next Generation Science Standards: LS1.A: Structure and Function: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the Kid Friendly Next Generation Science Standards: LS1.A: Cells have functions and the membrane controls and provides a protection for cells. MS-LS1-2: I will create and use a model to describe the function of cells Kid Friendly Next Generation Science Standards: LS1.A: Cells have functions and the membrane controls and provides a protection for cells. MS-LS1-2: I will create and use a model to describe the function of cells Kid Friendly Next Generation Science Standards: LS1.A: Cells have functions and the membrane controls and provides a protection for cells. MS-LS1-2: I will create and use a model to describe the function of cells

2 How are plant and animal cells similar or different? Justify your answer -Jumpstart: How do cells in the heart function differently from the cells in your lungs? Be specific? None: Students will be completing an assessment on Cellular Structures Vocabulary Cytoplasm: Jelly-like substance that makes up the matrix of the cell body. Mitochondrion: Shaped like a bean, this cell organelle helps take food and manufacture energy from it. Nucleolus: A structure inside the nucleus where RNA is transcribed. Nucleus: the main brain of the cell that contains most of the cell's DNA. Organ: a body structure that works to perform a specialized Examples include the lung or heart. Tissue: a large series of cells that work together to form a specific Vacuole: storage areas of the cell known for storing mostly water and/or food. cell membrane: The enclosure of the cell that provides the body for all the organelles. cell wall: Mostly made of cellulose, this is the tough and rigid outer layer of plant cells. Chlorophyll: the green (in color) pigment found in chloroplasts where photosynthesis takes place. Chloroplast: an egg shaped body that appears green from all the chlorophyll they contain. This organelle is where photosynthesis takes place. Chromosome: Thin, intertwined pieces of DNA found in the cell's nucleus. Vocabulary Cytoplasm: Jelly-like substance that makes up the matrix of the cell body. Mitochondrion: Shaped like a bean, this cell organelle helps take food and manufacture energy from it. Nucleolus: A structure inside the nucleus where RNA is transcribed. Nucleus: the main brain of the cell that contains most of the cell's DNA. Organ: a body structure that works to perform a specialized Examples include the lung or heart. Tissue: a large series of cells that work together to form a specific Vacuole: storage areas of the cell known for storing mostly water and/or food. cell membrane: The enclosure of the cell that provides the body for all the organelles. cell wall: Mostly made of cellulose, this is the tough and rigid outer layer of plant cells. Chlorophyll: the green (in color) pigment found in chloroplasts where photosynthesis takes place. Chloroplast: an egg shaped body that appears green from all the chlorophyll they contain. This organelle is where photosynthesis takes place. Chromosome: Thin, intertwined pieces of DNA found in the cell's nucleus. Vocabulary Cytoplasm: Jelly-like substance that makes up the matrix of the cell body. Mitochondrion: Shaped like a bean, this cell organelle helps take food and manufacture energy from it. Nucleolus: A structure inside the nucleus where RNA is transcribed. Nucleus: the main brain of the cell that contains most of the cell's DNA. Organ: a body structure that works to perform a specialized Examples include the lung or heart. Tissue: a large series of cells that work together to form a specific Vacuole: storage areas of the cell known for storing mostly water and/or food. cell membrane: The enclosure of the cell that provides the body for all the organelles. cell wall: Mostly made of cellulose, this is the tough and rigid outer layer of plant cells. Chlorophyll: the green (in color) pigment found in chloroplasts where photosynthesis takes place. Chloroplast: an egg shaped body that appears green from all the chlorophyll they contain. This organelle is where photosynthesis takes place. Chromosome: Thin, intertwined pieces of DNA found in the cell's nucleus.

3 -Jumpstart: How are plant and animal cells similar or different? Justify your answer -Vocabulary/Interactive Notebook: Compare and contrast differences and similarities between plant and animal cells (Mid-Lesson Assessment) -Debrief/Class Discussion (Post-Assessment) -Jumpstart: How do cells in the heart function differently from the cells in your lungs? Be specific? -Interactive Notebook Cell Organization (Mid-Lesson Assessment) -Debrief/Class Discussion of observations: Placed on Chart paper (Post Assessment) -Assessment: Cellular Structures NO HOMEWORK NO CLASS NO HOMEWORK NO CLASS -None Math No Math No Math Lesson 8.3.2A: What is a spread? (Modified Lesson) Objective: Students will construct and interpret box plots and compare sets of data. Essential Question: How can I use Interquartile Range to Lesson B: What is the relationship? Objective: Students will identify the relationship between distance, rate, and time and will use d = rt to solve word problems. Essential Question: How are Objective: Students will be taking a quiz on mean, median, mode, and range Essential Question: None: Quiz

4 calculate spread? distance and time related? Kid Friendly Objective: In this lesson, you will use several mathematical tools to look at data in different ways. Kid Friendly Objective: Today you will use your equation-writing skills to represent the relationships between rate, time, and distance. Kid Friendly Objective: Today, we will be taking a quiz to assess our understanding of how to calculate and define mean, median, mode, and range CCSS Standards: 6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. 6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 6.SP.5b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. 6.SP.5c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. CCSS Standards: 6.RP.3b. Solve unit rate problems including those involving unit pricing and constant speed. 6.EE.9. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. CCSS Standards: 6.SP.3. Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. 6.SP.4. Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 6.SP.5b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. 6.SP.5c. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. 6.SP.5d. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

5 Kid Friendly Math Standards: 6.SP. 3: I can describe measure of center as a single number summary of all of its values. I can recognize that the measure of variation describes how its values vary with a single number. I can distinguish between measure of center and measure of variation. 6.SP.4. I can display data in plots on a number line, including dot plots, histograms, and box plots. 6.SP.5c.: I can summarize numerical data given quantitative measures of center (ie. Median and/or mean) and I can summarize numerical data given quantitative measures of variance (ie. range, interquartile range, mean absolute deviation). 6.SP. 5d I can determine which measure of center and variability are the most appropriate for a set of data. Kid Friendly Math Standards: 6.RP.3b. I can Solve unit rate problems, real-world problems using ratio and rate, by reasoning about tables of equivalent ratios, tape diagrams, double line diagrams, or equations, tables of equivalent ratios, tape diagrams, double line diagrams, or equations and I can use and connect reasoning about tables of equivalent ratios, tape diagrams, double line diagrams, or equations to solve unit rate problems. 6.EE.9: I can relate tables and graphs to equations. -I can Use variables to represent two quantities in a real world situation that change in relationship to one another. -I can Distinguish between dependent and independent variables. -I can write an equation to express one quantity (dependent variable) in terms of the other quantity (independent variable). -I can Analyze the relationship between the dependent and independent variables using graphs and tables and relate these to the equation. Kid Friendly Math Standards: 6.SP. 3: I can describe measure of center as a single number summary of all of its values. I can recognize that the measure of variation describes how its values vary with a single number. I can distinguish between measure of center and measure of variation. 6.SP.4. I can display data in plots on a number line, including dot plots, histograms, and box plots. 6.SP.5c.: I can summarize numerical data given quantitative measures of center (ie. Median and/or mean) and I can summarize numerical data given quantitative measures of variance (ie. range, interquartile range, mean absolute deviation). 6.SP. 5d I can determine which measure of center and variability are the most appropriate for a set of data. 6.EE.9: I can relate tables and graphs to equations. -I can Use variables to represent two quantities in a real world situation that change in relationship to one another. -I can Distinguish between dependent and independent variables. -I can write an equation to express one quantity (dependent variable) in terms of the other quantity (independent variable). -I can Analyze the relationship between the dependent and independent variables using graphs and tables and relate these to the equation.

6 Describe the following data/numbers using median, mean, mode, and range. What do you notice/see? Justify your answer 22, 43, 14, 7, 2, 32, 9, 36, 12 Given the following, which is faster RATE: 30 miles/60 minutes Or 10 miles in 10 Minutes None: Quiz Vocabulary: -Mean: The range of a set of -Mode: Most commonly occurring number -Range: The range of a set of -Average: The sum of given values divided by the number of values used in computing the sum. -Outlier: A number in a set of data that is much larger or much smaller than the other numbers in the set. Vocabulary: -Mean: The range of a set of -Mode: Most commonly occurring number -Range: The range of a set of -Average: The sum of given values divided by the number of values used in computing the sum. -Outlier: A number in a set of data that is much larger or much smaller than the other numbers in the set. -Rates Vocabulary: -Mean: The range of a set of data is the difference between the highest and lowest values. -Mode: Most commonly occurring number -Range: The range of a set of data is the difference between the highest and lowest values. -Average: The sum of given values divided by the number of values used in computing the sum. -Outlier: A number in a set of data that is much larger or much smaller than the other numbers in the set. -Median: The number that is in the middle of a data set. -Jumpstart: Describe the following data/numbers using mean, mode, and range. What do you notice/see? Justify your answer 22, 43, 14, 7, 2, 32, 9, 36, 12 -Interquartile Range: Notes and Practice -Jumpstart: Given the following, which is faster RATE: 30 miles/60 minutes Or 10 miles in 10 Minutes Use a diagram, model, words, or an equation to justify your answer. -Quiz -60 -What are rates? -Problems 8-95 through 8-98 None

7 Student Success Elective Objective: EQ: How can I prepare for the SBAC? Students will be practicing SBAC related vocabulary for English and Mathematics by defining and visualizing what the words mean. AVID Standard: 6-CD.B6 Practice setting intermediate and short-range goals with GPA outlines, projects, reading assignments, and/or homework -Math SBAC Practice (30 Min) -Test Prep Strategies Objective: EQ: How can I prepare for the SBAC? Students will continue to practice SBAC related vocabulary for English and Mathematics by defining and visualizing what the words mean. AVID Standard: 6-CD.B6 Practice setting intermediate and short-range goals with GPA outlines, projects, reading assignments, and/or homework -Math SBAC Practice (30 Min) -Test Prep Strategies No Student Success No Student Success Objective: EQ: How can I prepare for the SBAC? Students will continue to practice SBAC related vocabulary for English and Mathematics by defining and visualizing what the words mean. AVID Standard: 6-CD.B6 Practice setting intermediate and short-range goals with GPA outlines, projects, reading assignments, and/or homework -Math SBAC Practice (30 Min) -Test Prep Strategies Homework : Finish Classwork Homework : Finish Classwork Homework : Finish Classwork