SoS Lesson Cadence

Daily routines are foundational to trauma-informed pedagogy.

 Classroom Community Agreement
Bring Positive energy to the class. Smile often, in and outside of class.

Remember to use restroom, get H2O, etc. before the start of class

Avoid talking when teacher is giving instructions or if students are answering

Always turn cell phone off and place in your book bag before class

Take out your writing notebook and remove all book bags off of your desk

Bathroom breaks (7 min maximum) during the agreed upon times only

Remember to stay seated and don’t go to the door until the bell rings.

If last class of the day please place chairs on top of desk.

Warm Up Find the fourth word:
rabbit / cloud / house

White rabbit / white cloud / white house

First raised in Mexico over 7,000 years ago: You remove

the outside, cook the inside, eat the outside, throw away
the inside.

Answer: Corn

Stress relief from laughter? It's no joke (Link)

A joke is not a distraction if used at the appropriate time, a joke can help make
you focus and pay more attention, it sends serotonin to your brain creating
your brain to pay more attention to something that comes of interest
Welcome and warm up (7 min) Today’s Agenda
Announcements: Assignments, test scores and Opportunities for retakes (3 Min)

Community Moment: Education Ends Poverty (10 Min)

NGSS HS PS1 Learning Targets: Matter and Its interactions (32 Min)

Video Lecture(s): The Big Bang or the Origin of the Universe (10 Min)

Summary Review Lecture: The Big Bang and My Cosmic Address (5 Min)

Practice exercise or assessment: Quizizz, Kahoot, or Goformative

Next Class: The Stars Light Up (2 Minutes)

Lab: Welcome to My World Introduction (2 Minutes)

White Boarding: Student Engagement Strategy
Increased student talk and active engagement using high
leverage WICOR (Writing, Inquiry, Collaboration, Organizing,
Reading) strategies. This will result in higher attendance,
credit attainment and a more engaging school experience.
Warm Up Find the fourth word:
falling / actor / dust

falling star / star actor / star dust

BDJ or Riddle: Why don’t you have be worried

about your smartphone and TV spying on you.

Answer: Because your vacuum cleaner has been

gathering dirt on you for years.

Stress relief from laughter? It's no joke (Link)

A joke is not a distraction if used at the appropriate time, a joke can help make
you focus and pay more attention, it sends serotonin to your brain creating your
brain to pay more attention to something that comes of interest.

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 Student Engagement Goals
Thought Provoking
Funny/Relatable/Culturally Inclusive
Authentic Inquiry
Promote Student Collaboration

Traditionally taught students learn; actively engaged students remember (Franklin, Sayre, Clark, August 2014)

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Student Engagement

Affective/Emotional engagement
connotes emotional reactions linked
to task investment. The greater the
student's interest level, enjoyment,
positive attitude, the positive value
held, curiosity, and a sense of
belonging (and the less the anxiety,
sadness, stress, and boredom), the
greater the affective engagement.
 Remember:
We are practicing
arguing from evidence

Venn diagram, which shows how the practice

standards overlap (Common Math, Language
Arts, and Science Standards) by Tina Cheuk
 Student Talk Example: Do Aliens Drink Water?
1. Math - What is probability? How do you calculate probability? What is the probability that
life exists in the universe? Is there an equation we can use? If yes, can you please share
the name of the equation, and the formula?

2. Physics - What is an element? What are the elements that make up water? How were
these elements created? Do they exist throughout the universe? If yes, how did these
elements get thrown or placed throughout the universe?

3. Chemistry - Do chemical reactions in all “life forms” require water? What are the three
main ways water is used in the human body? Please explain your answer.

4. Biology - Do all life as we know it require water to live? Does NASA use water to look for
life on other planets? Please explain your answer.

5. Social Science - Dehumanizing language: What is an alien and what feelings does it
bring up? Why has it been used to describe human beings? Why is it a term used for the
colonized and not the colonizers?
Chemistry & Social Science Comments Math& Social Science Comments

Biology & Social Science Comments

Your Name

Question and

Your Name
Your Name
Groups’ Consensus
(Your Answer)
Educated Guess

Your name

Physics & Social Science Comments

 Overview of Community Boards
The Student Talk Community Board approach promotes collaboration, critical thinking, and
engagement by aligning with three core learning principles. It supports academic growth while
fostering respect and belonging—hallmarks of whole-child, whole-community education.

1. Tapping Into Prior Knowledge: Starting with a thought-provoking question activates students’
existing mental frameworks, aiding comprehension and retention. This constructivist strategy
reduces cognitive load and boosts engagement (Jaleel & Verghis, 2015; Dong et al., 2020).

2. Building a Knowledge Base: Collaborative inquiry helps students co-construct understanding

across disciplines. The Community of Inquiry model supports this by integrating cognitive, social,
and teaching presence, enhancing performance and motivation—especially when learning connects
to real-world contexts (CoI Review¹; STEM Relevance Study²).

3. Boosting Metacognition: Encouraging students to reflect on their thinking and peer input
strengthens self-regulation and adaptability. A 2024 meta-analysis links early metacognitive skills
to long-term academic success, with instruction improving planning, monitoring, and critical
thinking (Meta-analysis¹; Metacognitive Instruction²,³).
 Student Talk Instructions
1. (Inquiry) Individually, get out your your chromebooks, notebooks and writing utensils. Be
prepared to research the assigned topic.

2. (Organize) Decide on which topic you (individually) will research the guiding questions provided by
your instructor. Discuss your individual belief with your table mates and record your group’s
consensus before the research. Remember the key is to 1st - organize.

3. (Research, Read and Write) Work with your classmates. Research your topic individually, then
share your findings in the chat or talk it out (While your at it, Try thinking of it as explaining it to a 6
year old!) and pay attention to what your classmates share, as you might be asked questions about
their research.

4. (Collabriation) Discuss your findings with your classmates and take time to understand what your
classmates shared, cause again you might be asked questions outside of what you researched!

5. Each table group member must be able to explain all of the findings you all did with instructor
without directly reading from the chat or however you guys chose to talk things out. 14
Rubric Criteria 1 - Below Proficient 2 - Approaching Proficient 3 - Proficient 4 - Highly Proficient
Student collaboration and Sparse or no evidence of group Passive collaboration in group Active participation in group Active participation in group
teamwork. Includes working collaboration and/or teamwork. activities and teamwork. Not fully collaboration and teamwork , but collaboration and teamwork. Fully
with others using VARK (visual, engage in supporting teammates or not fully engage in supporting engage in supporting teammates and
auditory, reading & writing, and building comradery within the group. teammates and building building comradery within the group.
kinesthetic). Multimodal Did not assumed appropriate comradery within the group. Did Assumed appropriate leadership roles
Strategies are used for leadership roles without being not assumed appropriate without being prompted.
Multimodal Assessment prompted. leadership roles without being
Strategies. prompted.

Evidence based argument Does not demonstrate evidence Demonstrates beginners level of Demonstrates limited ability to Demonstrates strong ability to make an
supported by data design. based argument based on data ability to make an evidence based make an evidence based argument evidence based argument based on
argumentative writing uses design. There is some evidence argument. Inaccurate claim(s) are not based on data design. Scientifically data design. The data are scientifically
reasons and evidence to support provided, but it is not logically addressed. The data are not sufficient, accurate. Nearly completely appropriate to support the claim. The
a claim. The purpose of an linked to the claim or scientifically though generally support the claim. answers the question. The data data are thorough and convincing –
evidence-based argument is to appropriate. Does not provide Reasoning does not adequately link are basically sufficient and enough details and evidence provided.
use logic and evidence (text, reasoning or reasoning is clearly claim to evidence, or clarify why data convincing, but tend to be more Proper units are used in data. Shows
data, facts, statistics, findings, insufficient and relates only count as evidence. Includes related general and not as specific and in with evidence why alternate claims do
expert opinion, anecdotes, or tangentially to question and claim and non-related scientific principles, depth. Reasoning adequately links not work. There are sufficient scientific
examples) to convince the at hand. Explanation does not and shows little depth of content claim to evidence. However, principles to make links clear between
reader of the validity of the demonstrate scientific understanding reasoning tends to be more claim and evidence.
writer's claim, opinion, or understanding. general and shows only partial
viewpoint. depth of content understanding

Language and Vocabulary Not understandable.. Scientific Response inconsistently and Response adequately expresses Response clearly and effectively
using VARK (visual, auditory, language and vocabulary are not sometimes inappropriately expresses ideas and scientifically expresses ideas using precise,
reading & writing, and precise or appropriate ideas or scientific descriptions and appropriate descriptions and scientifically appropriate descriptions
kinesthetic) Multimodal vocabulary vocabulary, but they are more and vocabulary
Assessment Strategies when general than specific
appropriate.
Student Work Sample

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Do Aliens Drink Water?
By Ace P3

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The chance that there is life in the universe, although how much cannot be
known, is 100%. We exist in the universe.

The Drake Equation 18

Physics

Water is made out of two essential elements. Oxygen and Hydrogen. The formula
for water is H2O, which means there are two Hydrogen atoms and one Oxygen
atom. These atoms are created by supernovas, dying stars. Stars exist throughout
the universe due to the Big Bang, so it’s reasonable to assume that these elements
do too, in all of their forms. Including water. Therefore, it is also reasonable to
assume that aliens do, in fact, drink water. 19
Chemistry
Liquid water is required for any chemical
reaction in a life form. Water reacts like
a chemical bond or solvent, making it an
essential part of all life forms.

20
Biology
Water is required for any form of life, because it is a
necessary element to the chemical reactions that both
create and maintain life. Without liquid water, life
would not be able to sustain itself, so although there
may be other types of life that do not require water,
they will need some form of liquid water or at least
what it contains. To put it simply, life needs water to
carry nutrients, and to maintain a stable temperature. 21
Authentic Inquiry: Matter and Its Interactions

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 NGSS HS-PS1-2 Matter and its Interactions
The performance expectations in the topic Structure and Properties of Matter help students formulate an answer to
the question, “How can one explain the structure and properties of matter?” Two sub-ideas from the NRC Framework
are addressed in these performance expectations: the structure and properties of matter, and nuclear processes.
Students are expected to develop understanding of the substructure of atoms and provide more mechanistic
explanations of the properties of substances. Students are able to use the periodic table as a tool to explain and
predict the properties of elements. Phenomena involving nuclei are also important to understand, as they explain the
formation and abundance of the elements, radioactivity, the release of energy from the sun and other stars, and the
generation of nuclear power. The crosscutting concepts of patterns, energy and matter, and structure and function are
called out as organizing concepts for these disciplinary core ideas. In these performance expectations, students are
expected to demonstrate proficiency in developing and using models, planning and conducting investigations, and
communicating scientific and technical information; and to use these practices to demonstrate understanding of the
core ideas.

The performance expectations in the topic Chemical Reactions help students formulate an answer to the questions:
“How do substances combine or change (react) to make new substances? How does one characterize and explain these
reactions and make predictions about them?” Chemical reactions, including rates of reactions and energy changes, can
be understood by students at this level in terms of the collisions of molecules and the rearrangements of atoms. Using
this expanded knowledge of chemical reactions, students are able to explain important biological and geophysical
phenomena. Students are also able to apply an understanding of the process of optimization in engineering design to
chemical reaction systems. The crosscutting concepts of patterns, energy and matter, and stability and change are
called out as organizing concepts for these disciplinary core ideas. In these performance expectations, students are
expected to demonstrate proficiency in developing and using models, using mathematical thinking, constructing
explanations, and designing solutions; and to use these practices to demonstrate understanding of the core ideas.
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Source: https://www.nextgenscience.org/sites/default/files/HS%20PS%20topics%20combined%206.12.13.pdf
 Authentic Inquiry Exercise using Phenomena

1. Identify a cool/appealing decrepant event/phenomena

2. Identify everything you can measure or glean from this phenomena

3. Make a hypothesis, or educated guess

4. Decide on your independent, dependent, and control variables

5. Use the scientific method, conduct your experiment, and share your results
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Video Lecture
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 Teacher Lecture
Special Note for Quizizz: Democritus, Dalton,
Thomson, Rutherford, and Bohr each contributed to
the development of the atomic theory.

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Take notes

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Take notes

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Take notes 33
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Formative Assessment

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Authentic Inquiry Ideas

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Appendix
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