Teens love to use social media. But is this beneficial? Or is it risky? In this 360 Unit, students explore the risks and benefits of social media and ultimately argue whether or not they believe social media use is beneficial for teens. They’ll read statistics from research, interviews with experts, and personal examples from teens about the impact of using social media. They’ll read about the importance of social media status updates, social media as a creative outlet, and teens who are taking a more mindful approach to social media. While students grapple with these important concepts, they will practice key reading, annotating, writing, research, discussion, and grammar skills. By the end of the unit, students will build a social media campaign that promotes the positive use of social media. By the end of this unit, students should be able to use evidence from the unit’s informational texts to explain the risks and rewards of social media use. To demonstrate this skill, they will create a social media campaign with a cohesive message about how students can make positive decisions while using social media. Students present their presentation to other students, reflecting on the stylistic and content choices they made.

Students will investigate about Ancient Egypt, it's political organization, culture, geography, and what is it that still lived with today's society? They will reserach and answer questions about the themes, as well as run independent research and write texts on their own that culminate their own findings. They will then prepare a workshop to 1st grade and teach them about Egypt. For that, they will need to adapt the vocabulary they use, as well as be midful about their vocabulary.

SOCIAL MEDIA: RISKS AND REWARDS: Grade Level: 7th Essential Question: Is social media more risky or more rewarding for teens? How can we promote teens making better decisions online? Length: 5–7 weeks (see Pacing Guide) Unit Texts: (see full list of texts) • “This is Your Brain on Instagram” by Kelly McSweeney (Informational) • “Teens Say Social Media Isn’t As Bad for Them As You Might Think” by Katie Notopoulos (Informational) • “This Muslim-American Teen Turned His Suffering Into A Full-Fledged Battle Against Stereotypes” by Rae Paoletta (Informational) • “Why Young Adults Are Taking a More Mindful Approach to Social Media” by Jessica Matlin (Informational) Choice Board Texts: • “Social Media: What’s Not to Like?” by Alison Pearce Stevens (Informational) • “Teen Girls Organized Nashville’s Largest Protest” by Lena Felton (Informational) • “Using Social Networks Safely” by GCF Global (Informational) • “Young Atlanta Artist on the Rise Through Social Media” by Tyler Rheaves (Informational) • Supplemental Texts Included Focus Skills: (see Reading and Writing Skill Arcs) Reading: • Development of central idea [RI.7.2] • Connections between ideas [RI.7.3] • Author’s point of view [RI.7.6] Writing: • Argument writing [W.7.1] • Develop a topic with examples [W.7.2.B] • Strengthen writing by planning [W.7.5] • Gather relevant information from multiple sources [W.7.8] Language: • Avoid comma splices [L.7.1.B, L.7.2] • Grade appropriate academic vocabulary [L.7.6] Speaking and Listening: • Acknowledge new information and express changes in thinking [SL.7.1.D] • Include multimedia components and visual displays in presentations [SL.7.5]

Comprehension skills

I would like to create a project using financial literacy standards tied with social studies standards. My thought is to have students pick a period of time to research and apply the financial literacy standard to that time. They would explain each piece of it (i.e. how technology influenced consumers, culture, etc) for the specific period.

I want the students to learn about grant writing under the umbrella of science. We are an environmental science classroom but I would have them focus on maybe some type of science that falls under improving our planet. Pick an endangered species to save, implement a climate change protocol, something that they are passionate about. We will partner with 12th grade English teacher for technique and 12th grade math teacher for the financial aspect. Maybe have they find actual programs they can request money from for college or just have it be entirely fictional. I want them to have real world experience when it comes to writing grants and that aspect of going into any form of research.

Mechanical Engineering, and PE

Utilize the attached file, as i want my information created in chatgpt to be translated into the full NTN project. Be sure to provide emergent bilingual supports and differentiation.