How are triangles constructions different based on each of the euclidean triangles? Create a complex geometric problem, understand relationships in geometry

Choices and overall wellness to help them keep a balanced life physical, mental, emotional, social.

Students will independently reserach diffrent facts about and animal andwill combine with others to make one group project with many facts about where the animal looks like lives, eats and interesting facts.

Help clean up project and give supporting ideas

Make a 9 week (5 class day) timeline with 72 min classes to cover each of these NGSS science standards in a order that makes logical sense and is best for building knowledge/ learning. Provide Unit name and numbers and durations. "1. Ecosystem Interactions (HS-LS2-1, HS-LS2-2) I can explain how biotic and abiotic factors affect populations in an ecosystem. I can describe carrying capacity and how resources limit population size. I can analyze data (graphs/models) to explain population changes over time. I can explain how competition, predation, and disease affect populations. 👉 Key idea: Ecosystems have limits and populations respond to those limits. 🔄 2. Energy Flow & Matter Cycling (HS-LS2-3, HS-LS2-4, HS-LS2-5) I can model how energy flows through ecosystems (food chains/webs). I can explain how photosynthesis and cellular respiration cycle matter and energy. I can describe how carbon, oxygen, and water cycle through ecosystems. I can show how producers, consumers, and decomposers interact. ⚖️ 3. Ecosystem Stability & Change (HS-LS2-6) I can evaluate how ecosystems remain stable over time. I can explain how disturbances (natural or human-caused) affect ecosystems. I can describe how ecosystems can recover (resilience) or change permanently. 🧑‍🌾 4. Human Impact & Environmental Solutions (HS-LS2-7, HS-LS4-6) I can design or evaluate solutions to reduce human impact on ecosystems. I can explain how human activities like: Pollution Deforestation Climate change Habitat loss affect biodiversity. I can propose ways to protect biodiversity and restore habitats. 🧬 5. Biodiversity & Evolution Connections (HS-LS4-4, HS-LS4-5) I can explain how natural selection leads to adaptation. I can describe how biodiversity increases ecosystem stability. I can explain how environmental changes influence species survival or extinction. 📊 6. Science Skills (NGSS Practices in Ecology) I can analyze and interpret ecological data I can create models (food webs, population graphs) I can construct explanations using evidence I can argue from evidence about environmental issues 🧠 Key Vocabulary Students Should Know Carrying capacity Biodiversity Biotic / Abiotic factors Food web / Trophic levels Ecosystem Population dynamics Limiting factors Symbiosis Niche"

A unit wrap-up activity to investigate the causes for the fall of the Roman Empire, I will provide students with different sources in top secret file folders. Students will have to make a ZINE that features 8 pages, including the cover. These ZINES will be PSA style pamphlets telling readers if this happened, then i can happen again, and how to look out for the signs of what caused the collapse of Rome. IN the zine they will write their top 3 reasons they believe the roman empire collapsed and make a final statement as to why they believe the once strong empire met it's demise.

Write a first-person narrative testimonial that explores a significant moment of transition or an experience of being 'unknown' or 'misunderstood.' Focus on how a specific place, event, or relationship has shaped your identity. Core Focus Areas1. Narrative Structure and Point of ViewThe unit explores the novel’s unique structure. While the central story follows the Rivera and Toro families, it is punctuated by brief, first-person testimonials from other residents in their apartment building.The Goal: Students analyze how these shifting perspectives provide a more comprehensive look at Latin American migration than a single protagonist could.Key Question: How does the author’s choice of narrator affect the reader’s empathy and understanding of the "immigrant experience"?2. Character Development and MotivationStudents track the development of Mayor Toro and Maribel Rivera.Mayor: His struggle with cultural expectations and his father’s "tough love."Maribel: The impact of her traumatic brain injury and how other characters perceive her vs. her internal reality.Guilt and Responsibility: A major theme is how Alma Rivera’s guilt regarding Maribel’s accident drives her choices in the United States.3. The "Unknown" AmericanThe unit deconstructs the title itself. It asks students to identify who is considered "unknown" or "invisible" in society and how the act of telling these stories is a form of reclamation.Theme Analysis: Students examine the tension between the characters' hopes (the American Dream) and the harsh realities of displacement, language barriers, and xenophobia.Skills and AssessmentsSkill CategoryStudent FocusEvidence-Based WritingCrafting arguments about character intent using specific textual evidence.Comparative AnalysisComparing the experiences of different characters (e.g., those who fled violence vs. those seeking economic opportunity).Socratic SeminarsEngaging in high-level discussions about the ethics of belonging and the definition of "home."

Project or display Use Anchor Chart: Ask and Answer Questions Key Points: Use Anchor Chart: Ask and Answer Questions to introduce how to ask and answer questions about a text. We can ask questions about a text before, during, or after reading to make sure we understand the text or to learn new information. Then, we can answer the questions using the text as we read it. Explain that when we ask a question, we use one of the question words: Who, What, When, Where, Why, or How. Have partners Turn And Talk to come up with questions about the text they’d like to ask before reading. Allow partners to share one question they want to ask, and record the questions on chart paper. Let’s pay attention as we read to see if any of our questions are answered. As you read aloud the text, encourage children to ask clarifying questions and record them. You can ask a question if you don’t understand information in the text. Notice when previously asked questions are answered, and guide children to answer questions using the text. What are you still curious about? What questions do you have? Utilize TURN AND TALK to discuss responses. Suggested Thinking Map: Tree map to sort questions before, during, and after reading the text. Circle map to discuss questions before, during, or after reading the text. Bridge Map to show the relationship between asked and answred questions. Question Prompts What question do you have about the story’s title/illustration? Can you answer the question now, or do you need to do some reading first? Have you heard an answer to your question? What is it? What detail from the story helped you answer the question? Do you have a question about this part of the text? How can we find an answer to your question? Can you find an answer to your question by looking at this picture? Did you hear an answer to your question when I reread the sentence? How does the answer to your question help you better understand the text? What questions do you have now that we have finished the text? How can we find answers to these questions? Comprehension Station Develop Listening Comprehension Set a purpose for reading: to listen carefully to and learn new information from the text. Then read aloud Get Up and Go!, modeling fluent reading. As you read, pause and give a brief meaning for unfamiliar words that may impact comprehension. Point out any pictures that support word meaning. Stop and ask the questions below to check for understanding. Have children Turn And Talk to discuss responses. Engage and Respond After reading, have children identify the topic (exercise) and central idea (Exercise is good for your health). Review any unanswered questions asked before or during reading. Prompt children to ask any additional questions and record them. Use Display and Engage:Knowledge Map 4 to connect to the module topic. This book is all about exercising and how it helps you! Have partners Think-Pair-Share to discuss the question: How can exercise help me be my healthiest me? (Exercise is good for your heart and bones. It can help you relax. It can make you sleepy.) Thinking Map Station Thinking Maps are not the end — they are the bridge. Use them to launch students into writing, discussion, analysis, and deeper engagement with text. Tree map to sort questions before, during, and after reading the text. Circle map to discuss questions before, during, or after reading the text. Bridge Map to show the relationship between asked and answred questions. IEP Station Direct Instruction of IEP goals