WeekofDecember03-19Decker2018

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*See Station Chart for Names and Groups*
Day 1
12/03/18
5th
Period
7th
Grade
Life
Science
Day 2
12/04/18
Day 3
12/05/18
Standards: S7L4
Standards: S7L4
Standards: S7L4
Standards: S7L4
Standards: S7L4
Essential Question:
What are the
common
characteristics in
most animals? How
do animals meet
their needs? How
are invertebrates
and vertebrates
similar and
different?
Essential Question:
What are the common
characteristics in most
animals? How do animals
meet their needs? How
are invertebrates and
vertebrates similar and
different?
Essential Question:
What are the common
characteristics in most
animals? How do animals
meet their needs? How
are invertebrates and
vertebrates similar and
different?
Essential Question: What are the
characteristics of sponges and
cnidarians? How do sponges and
cnidarians obtain food and oxygen?
What is the importance of living
coral reefs?
Essential Question: What are the
characteristics of sponges and
cnidarians? How do sponges and
cnidarians obtain food and oxygen?
What is the importance of living
coral reefs?
Objectives/I Can
Statements: I can
identify the
characteristics common
to most animals. I can
determine how animals
meet their needs. I can
distinguish between
invertebrates and
vertebrates.
Objectives/I Can
Statements: I can
identify the
characteristics common
to most animals. I can
determine how animals
meet their needs. I can
distinguish between
invertebrates and
vertebrates.
Objectives/I Can Statements: I can
describe the characteristics of
sponges and cnidarians. I can explain
how sponges and cnidarians obtain
food and oxygen. I can determine
the importance of living coral reefs.
Objectives/I Can Statements: I
can describe the characteristics of
sponges and cnidarians. I can
explain how sponges and cnidarians
obtain food and oxygen. I can
determine the importance of living
coral reefs.
Do Now: Warm-up
Question
Do Now: Warm-up
Question
Mini Lesson/Opening:
Video Clip
Mini Lesson/Opening:
Video Clip
Whole Group: Lecture/
PPT/ Notes (5mins)
Whole Group: Lecture/
PPT/ Notes (5mins)
Centers/Stations:

Explore It:
Teacher Led:
We will be using
pictures of
different
Centers/Stations:

Explore It:
Teacher Led:
We will be
using pictures
of different
Objectives/I Can
Statements: I can
identify the
characteristics
common to most
animals. I can
determine how
animals meet their
needs. I can
distinguish between
invertebrates and
vertebrates.
Do Now: Picture
Response
Mini
Lesson/Opening:
Video Clip
Whole Group: KWL:
Students will fill in
what they already
Day 4
12/06/18
Day 5
12/07/18
Do Now: Picture Response
Do Now: Picture Response
Mini Lesson/Opening: Video Clip
Mini Lesson/Opening: Video Clip
Whole Group: Lecture/ PPT/ Notes
(5mins)
Centers/Stations:

Explore It: Teacher Led:
We will be inquiring about
the water-holding capacity
of different sponges. We
will use 2 types of sponges,
natural and artificial. We
will first weight the sponges
without water, then suck up
as much water as the
sponges will hold, then reweigh. We will discuss the
difference between real and
artificial sponges.
Whole Group: Lecture/ PPT/ Notes
(5mins)
Centers/Stations:

Explore It: Teacher Led:
We will be inquiring about
the water-holding capacity
of different sponges. We
will use 2 types of sponges,
natural and artificial. We
will first weight the
sponges without water,
then suck up as much water
as the sponges will hold,
then re-weigh. We will
discuss the difference
*See Station Chart for Names and Groups*
know about animals
and what they want
to know about
animals. We will be
watching Bill Nye
the Science Guy
and The Magic
School Bus,
students should be
filling in their
learned category of
the KWL.

Homework: None
Accommodations:
See chart


animals to
classify them as
carnivore,
herbivore, and
omnivore.
Questions will
follow
classification.
Illustrate it:
Students will
complete a
worksheet about
different types
of symmetry in
animals.
Students must
use their
knowledge of
the types of
symmetry in
animals to
classify
different
animals
according to
their type of
symmetry.
Write It:
Copying and
defining the
chapter
vocabulary
terms for study
purposes.
Apply It:
Students will
use the IPads to
research
vertebrates and
invertebrates to



animals to
classify them
as carnivore,
herbivore, and
omnivore.
Questions will
follow
classification.
Illustrate it:
Students will
complete a
worksheet
about
different
types of
symmetry in
animals.
Students must
use their
knowledge of
the types of
symmetry in
animals to
classify
different
animals
according to
their type of
symmetry.
Write It:
Copying and
defining the
chapter
vocabulary
terms for
study purposes.
Apply It:
Students will
use the IPads
to research



Questions will follow
experiment.
Research it: Students will
use IPads and the textbook
to fill in a foldable about
the types of invertebrates.
Students should include
pictures and color in their
foldable.
Write It: Copying and
defining the chapter
vocabulary terms for study
purposes. A vocabulary
crossword puzzle will be
provided for early finishers.
Apply It: Students will be
completing a cut and paste
activity, matching
invertebrates with their
characteristics.
Closure/Review: Pair and Share



between real and artificial
sponges. Questions will
follow experiment.
Research it: Students will
use IPads and the textbook
to fill in a foldable about
the types of invertebrates.
Students should include
pictures and color in their
foldable.
Write It: Copying and
defining the chapter
vocabulary terms for study
purposes. A vocabulary
crossword puzzle will be
provided for early
finishers.
Apply It: Students will be
completing a cut and paste
activity, matching
invertebrates with their
characteristics.
Homework: Study for Test
Closure/Review: Pair and Share
Accommodations:
See chart
Homework: Study for Test
Accommodations:
See chart
*See Station Chart for Names and Groups*
answer the
questions given
to them.
Closure/Review: Table
Talk
vertebrates
and
invertebrates
to answer the
questions given
to them.
Homework: Finish Work
not finished in class
Closure/Review: Table
Talk
Accommodations:
See chart
Homework: Finish
Work not finished in
class
Accommodations:
See chart
1st, 2nd,
and 3rd
Periods
8th
Grade
Physical
Science
Standards:
S8P3.a.b.c.
Essential Question:
What must happen
for work to be
done? How does
doing work on an
object change its
energy? How are
work and power
related?
Objectives/I Can
Statements: I can
explain and model
how work and
energy are related.
Do Now: Character
Activity
Standards: S8P3.a.b.c.
Standards: S8P3.a.b.c.
Standards: S8P3.a.b.c.
Standards: S8P3.a.b.c.
Essential Question:
What must happen for
work to be done? How
does doing work on an
object change its
energy? How are work
and power related?
Essential Question:
What must happen for
work to be done? How
does doing work on an
object change its
energy? How are work
and power related?
Essential Question: What is a simple
machine? How is the ideal
mechanical advantage of simple
machines calculated? How are simple
machines and compound machines
different?
Essential Question: What is a
simple machine? How is the ideal
mechanical advantage of simple
machines calculated? How are
simple machines and compound
machines different?
Objectives/I Can
Statements: I can
explain and model how
work and energy are
related.
Objectives/I Can
Statements: I can
explain and model how
work and energy are
related.
Objectives/I Can Statements: I can
explain and model the 6 different
types of simple machines and how
simple machines work.
Objectives/I Can Statements: I can
explain and model the 6 different
types of simple machines and how
simple machines work.
Do Now: Character Warmup
Do Now: Character Warmup
Do Now: Character
Brainstorm question
Do Now: Character
Brainstorm question
Mini Lesson/Opening: Directions
Mini Lesson/Opening: Directions
Mini Lesson/Opening:
Opening Video
Mini Lesson/Opening:
Opening Video
Centers/Stations (Two stations
Friday, two stations Tuesday):

Explore I
Teacher Led: A
demonstration of how a
Centers/Stations (Two stations
Friday, two stations Tuesday):

Explore I
Teacher Led: A
demonstration of how a
*See Station Chart for Names and Groups*
Mini
Lesson/Opening:
Opening video
Whole Group: Lecture/
PPT/ Notes (5mins)
Whole Group: Lecture/
PPT/ Notes (5mins)
Centers/Stations (Two
stations Wednesday, two
stations Thursday):

Explore It:
Teacher Led:
Working
through word
problems on
calculating work,
power, and
mechanical
advantage.

Watch It: Work
and Simple
machines
Internet
scavenger hunt.

Illustrate It:
Types of simple
machines
foldable.

Write It: Write
and define
vocabulary
words for
chapter 5, pages
161-181.
Closure/Review: Verbal
Questions
Centers/Stations (Two
stations Wednesday,
two stations Thursday):

Explore It:
Teacher Led:
Working
through word
problems on
calculating
work, power,
and mechanical
advantage.

Watch It:
Work and
Simple
machines
Internet
scavenger hunt.

Illustrate It:
Types of
simple
machines
foldable.

Write It:
Write and
define
vocabulary
words for
chapter 5,
pages 161-181.
Closure/Review:
KWL turned in
Homework: Finish Work
not finished in class
Closure/Review: Verbal
Questions
Homework: Finish
working on science
Accommodations: see
chart
Homework: Finish Work
not finished in class
Whole Group: KWL
on the new chapter
(Work and Simple
Machines).
Students will be
creating a KWL
chart filling in the
know and the want
to know portions
before the
introductory videos.
The first video
shows how ancient
civilizations used
simple machines to
build large
structures. The
second video is Bill
Nye the Science
Guy, giving
introductory
information on work
and simple
machines. Students
are to fill in the
learned portion of
the chart while
watching both
videos.



lever works. Using a ruler
and a pink eraser we will
create a lever to lift a small
book. Students will
experiment with the
placement of the pink
eraser changing the fulcrum
of the lever. A picture of
the lever with different
fulcrum placement will be
made. Students will also
explain what happened at
each fulcrum.
Watch It: Students will
watch a video about simple
and compound machines.
Students will then complete
a brace-thinking map of a
compound machine of their
choice, showing how the
compound machine can be
broken down into multiple
simple machines.
Illustrate It: Students will
complete the at home simple
machines scavenger hunt.
Students are to find as
many objects either at
school or at home that are
considered a simple
machine.
Write It: Write and define
vocabulary words for
chapter 5, pages 161-181. If
finished with vocab words
from last stations, students
can complete the simple
machines matching
worksheet.



lever works. Using a ruler
and a pink eraser we will
create a lever to lift a
small book. Students will
experiment with the
placement of the pink
eraser changing the
fulcrum of the lever. A
picture of the lever with
different fulcrum
placement will be made.
Students will also explain
what happened at each
fulcrum.
Watch It: Students will
watch a video about simple
and compound machines.
Students will then
complete a brace-thinking
map of a compound machine
of their choice, showing
how the compound machine
can be broken down into
multiple simple machines.
Illustrate It: Students will
complete the at home
simple machines scavenger
hunt. Students are to find
as many objects either at
school or at home that are
considered a simple
machine.
Write It: Write and define
vocabulary words for
chapter 5, pages 161-181.
If finished with vocab
words from last stations,
students can complete the
simple machines matching
worksheet.
*See Station Chart for Names and Groups*
fair final report and
display board
Accommodations: see
chart
Closure/Review: station work folders
turned in
Homework: Finish Work not finished
in class
Accommodations:
see chart
Closure/Review: station work
folders turned in
Homework: Finish Work not
finished in class
Accommodations: see chart
Accommodations: see chart
Day 6
12/10/18
5th
Perio
d
7th
Grad
e Life
Scien
ce
Day 7
12/11/18
Day 8
12/12/18
Day 9
12/13/18
Day 10
12/14/18
Standards: S7L4
Standards: S7L4
Standards: S7L4
Standards: S7L4
Standards: S7L4
Essential Question: What are
the characteristics of
flatworms and roundworms?
What is the difference
between free-living and
parasitic organisms? What are
disease-causing flat-worms and
roundworms?
Essential Question: What are
the characteristics of
flatworms and roundworms?
What is the difference
between free-living and
parasitic organisms? What are
disease-causing flat-worms and
roundworms?
Objectives/I Can Statements:
I can list the characteristics
of flatworms and roundworms.
I can distinguish between freeliving and parasitic organisms. I
can identify disease-causing
flat-worms and roundworms.
Objectives/I Can Statements:
I can list the characteristics
of flatworms and roundworms.
I can distinguish between freeliving and parasitic organisms. I
can identify disease-causing
flat-worms and roundworms.
Do Now: Picture Response
Do Now: Picture Response
Mini Lesson/Opening: Video clip
Mini Lesson/Opening: Video clip
Essential Question: What
are the common
characteristics in most
animals? How do animals
meet their needs? How are
invertebrates and
vertebrates similar and
different? What are the
characteristics of sponges
and cnidarians? How do
sponges and cnidarians
obtain food and oxygen?
What is the importance of
living coral reefs? What are
the characteristics of
flatworms and roundworms?
What is the difference
between free-living and
parasitic organisms? What
are disease-causing flatworms and roundworms?
Whole Group: Lecture/ PPT/
Notes (5mins)
Whole Group: Lecture/ PPT/
Notes (5mins)
Essential Question: What
are the common
characteristics in most
animals? How do animals
meet their needs? How are
invertebrates and
vertebrates similar and
different? What are the
characteristics of sponges
and cnidarians? How do
sponges and cnidarians
obtain food and oxygen?
What is the importance of
living coral reefs? What
are the characteristics of
flatworms and
roundworms? What is the
difference between freeliving and parasitic
organisms? What are
disease-causing flat-worms
and roundworms?
Essential Question:
What are the common
characteristics in most
animals? How do
animals meet their
needs? How are
invertebrates and
vertebrates similar
and different? What
are the
characteristics of
sponges and
cnidarians? How do
sponges and cnidarians
obtain food and
oxygen? What is the
importance of living
coral reefs? What are
the characteristics of
flatworms and
roundworms? What is
the difference
between free-living
and parasitic
organisms? What are
Centers/Stations:
Centers/Stations:
Objectives/I Can
Statements: I can identify
Objectives/I Can
Statements: I can identify
the characteristics common
*See Station Chart for Names and Groups*




Explore It: Teacher
Led: We will be
modeling each type of
worm with clay/ play
doe to show
understanding of each
worm types
characteristics.
Questions will follow
modeling.
Play it: Students will
see how much they
remember about
vertebrates and
invertebrates by
playing a matching
card game. Different
characteristics of
vertebrates and
invertebrates are on
each of the cards.
Students must place
them in the correct
category. Student may
play independently or
racing against a
partner.
Write It: Vocabulary
practice game will be
given to students.
Flash cards with word,
definitions, and
pictures. Students
make practice
independently or as a
game with a partner.
Assess It: Students
will choose an activity
from a choice board to
demonstrate their




Explore It: Teacher
Led: We will be
modeling each type of
worm with clay/ play
doe to show
understanding of each
worm types
characteristics.
Questions will follow
modeling.
Play it: Students will
see how much they
remember about
vertebrates and
invertebrates by
playing a matching
card game. Different
characteristics of
vertebrates and
invertebrates are on
each of the cards.
Students must place
them in the correct
category. Student may
play independently or
racing against a
partner.
Write It: Vocabulary
practice game will be
given to students.
Flash cards with word,
definitions, and
pictures. Students
make practice
independently or as a
game with a partner.
Assess It: Students
will choose an activity
from a choice board to
demonstrate their
the characteristics
common to most animals. I
can determine how animals
meet their needs. I can
distinguish between
invertebrates and
vertebrates. I can
describe the
characteristics of sponges
and cnidarians. I can
explain how sponges and
cnidarians obtain food and
oxygen. I can determine
the importance of living
coral reefs. I can list the
characteristics of
flatworms and roundworms.
I can distinguish between
free-living and parasitic
organisms. I can identify
disease-causing flat-worms
and roundworms.
to most animals. I can
determine how animals meet
their needs. I can
distinguish between
invertebrates and
vertebrates. I can describe
the characteristics of
sponges and cnidarians. I
can explain how sponges and
cnidarians obtain food and
oxygen. I can determine the
importance of living coral
reefs. I can list the
characteristics of
flatworms and roundworms.
I can distinguish between
free-living and parasitic
organisms. I can identify
disease-causing flat-worms
and roundworms.
Do Now: None
Do Now: None
Mini Lesson/Opening:
Review game rules
Whole Group: Animals
Review Game
Mini Lesson/Opening: Quote
Analysis
Whole Group: LAB DAY! We
will be dissecting worms.
Closure/Review: Students
turn in their answer sheets
to be tallied for the
chance to win bonus points.
Closure/Review: Work is
turned into the purple box.
Homework: Study for test
Accommodations:
K.D. Extended Time
J.H. Chunking
M.H. Preferential Seating
Accommodations:
K.D. Preferential Seating
disease-causing flatworms and
roundworms?
Objectives/I Can
Statements: I can
identify the
characteristics
common to most
animals. I can
determine how animals
meet their needs. I
can distinguish
between invertebrates
and vertebrates. I can
describe the
characteristics of
sponges and
cnidarians. I can
explain how sponges
and cnidarians obtain
food and oxygen. I can
determine the
importance of living
coral reefs. I can list
the characteristics of
flatworms and
roundworms. I can
distinguish between
free-living and
parasitic organisms. I
can identify diseasecausing flat-worms and
roundworms.
Homework: Study for Test
Do Now: Review until
bell
*See Station Chart for Names and Groups*
understanding of the
chapter. There is a
free space option if a
student does not care
for any of the choices;
they may create their
own choice (it must be
approved).
understanding of the
chapter. There is a
free space option if a
student does not care
for any of the choices;
they may create their
own choice (it must be
approved).
Closure/Review: Group Review
Closure/Review: Group Review
Homework: Finish Work not
finished in class
Homework: Finish Work not
finished in class
Accommodations:
K.D. Preferential Seating
J.H. Chunking
M.H. Small Group
I.S. Redirection
T.B. Preferential Seating
D.C. Rewording
M.A.H. Breaks as needed
Accommodations:
K.D. Preferential Seating
J.H. Chunking
M.H. Small Group
I.S. Redirection
T.B. Preferential Seating
D.C. Rewording
M.A.H. Breaks as needed
J.H. Study Guides
M.H. Study Guides
I.S. Preferential Seating
T.B. Chunking
D.C. Breaks as needed
M.A.H. Repetition of Directions
I.S. Redirection
T.B. Extended Time
D.C. Preferential Seating
M.A.H. Extended Time
Mini Lesson/Opening:
Review difficult topics
as a class.
Whole Group: Animal
Test
Closure/Review:
Review of Test
Homework: None
Accommodations:
K.D. Small Group
J.H. Small Group
M.H. Small Group
I.S. Small Group if
needed
T.B. Small Group/ Extended
Time
D.C. Small Group/ Extended
Time
M.A.H. Small Group/
Extended Time
1st,
2nd,
and
3rd
Perio
ds
8th
Grad
e
Physi
cal
Scien
ce
Standards: S8P3.a.b.c.
Standards: S8P3.a.b.c.
Standards: S8P3.a.b.c.
Standards: S8P3.a.b.c.
Standards: S8P3.a.b.c.
Essential Question: What is a
simple machine? How is the
ideal mechanical advantage of
simple machines calculated?
How are simple machines and
compound machines different?
Essential Question: What is a
simple machine? How is the
ideal mechanical advantage of
simple machines calculated?
How are simple machines and
compound machines different?
Essential Question: What
Essential Question: What
Essential Question:
must happen for work to
must happen for work to be
What must happen for
be done? How does doing
done? How does doing work
work to be done? How
work on an object change
its energy? How are work
on an object change its
energy? How are work and
does doing work on an
object change its
and power related? What
power related? What is a
energy? How are work
Objectives/I Can Statements:
I can explain and model the 6
different types of simple
machines and how simple
machines work.
Objectives/I Can Statements:
I can explain and model the 6
different types of simple
machines and how simple
machines work.
is a simple machine? How is
simple machine? How is the
and power related?
the ideal mechanical
ideal mechanical advantage
What is a simple
advantage of simple
machines calculated? How
of simple machines
calculated? How are simple
machine? How is the
ideal mechanical
are simple machines and
machines and compound
advantage of simple
machines different?
machines calculated?
Do Now: Character Warmup
Do Now: Character Warmup
How are simple
*See Station Chart for Names and Groups*
Mini Lesson/Opening:
Directions
Mini Lesson/Opening:
Directions
Centers/Stations (Two stations
Friday, two stations Tuesday):

Explore I
Teacher Led: We will
be using a simple
machine kit to
demonstrate each type
of simple machine.
Students will then
record everyday items
that are also
considered simple
machines.

Watch It: Online Rube
Goldberg machine
creator

Illustrate It: Students
will visit
(https://www.mos.org/
leonardo/) and create
a bubble map about Da
Vinci and his relation
to simple machines.

Write It: Students
will use the IPads to
study their vocabulary
words using quizlet.
Centers/Stations (Two stations
Friday, two stations Tuesday):

Explore I
Teacher Led: We will
be using a simple
machine kit to
demonstrate each type
of simple machine.
Students will then
record everyday items
that are also
considered simple
machines.

Watch It: Online Rube
Goldberg machine
creator

Illustrate It: Students
will visit
(https://www.mos.org/
leonardo/) and create
a bubble map about Da
Vinci and his relation
to simple machines.

Write It: Students
will use the IPads to
study their vocabulary
words using quizlet.
Closure/Review: station work
folders turned in
Closure/Review: station work
folders turned in
Homework: Finish Work not
finished in class
Homework: Finish Work not
finished in class
Accommodations: see chart
Accommodations: see chart
compound machines
Objectives/I Can
machines and
different?
Statements: I can explain
compound machines
and model how work and
different?
Objectives/I Can
Statements: I can explain
and model how work and
energy are related. I can
explain and model the 6
different types of simple
machines and how simple
machines work.
energy are related. I can
explain and model the 6
different types of simple
machines and how simple
machines work.
Do Now: Review Lab Safety
Whole Group: LAB DAY!
Mini Lesson/Opening:
Opening Video
As a class we will watch a
Whole Group: Work and
machines. Students will be
Simple Machines Review
Game
working in small groups of
3-4. Each group of students
Closure/Review: Discussion
of difficult questions on
the review game, answer
sheet are turned in.
video about Rube Goldberg
will get a set of supplies
that can be used to create a
Statements: I can
explain and model how
work and energy are
related. I can explain
and model the 6
different types of
simple machines and
how simple machines
work.
Do Now: 10 minutes
study buddy last
minute study and
question time.
Rube Goldberg machine.
Whole Group:
Each group must use at
least one of each type of
Work and Simple
Homework: Finish Work
simple machine in their Rube
not finished in class AND
study for upcoming test
sheet will be filled in to
Accommodations: see chart
Objectives/I Can
Goldberg machine. A lab
show the steps of creation.
Closure/Review: Lab sheet
is turned in and room is
Machines Test
Closure/Review:
Review of difficult
questions on the test
Homework: None
cleaned up
Accommodations: see
Homework: Finish Work not
folder
finished in class AND study
for the test
Accommodations: see chart
testing accommodation
*See Station Chart for Names and Groups*
1st,
2nd,
3rd,
5th
Perio
ds
Day 11
12/17/18
Day 12
12/18/18
Day 13
12/19/18
S8CS9. Students will
understand the features of the
process of scientific inquiry
S8CS9. Students will
understand the features of the
process of scientific inquiry
S8CS9. Students will
understand the features of
the process of scientific
inquiry
Essential Question: What are
the steps of a scientific
inquiry?
Essential Question: What are
the steps of a scientific
inquiry?
Essential Question: What are
the steps of a scientific
inquiry?
Objectives/I Can Statements:
I can demonstrate the steps of
a scientific inquiry by using the
steps to successfully complete
a science fair project.
Objectives/I Can Statements:
I can demonstrate the steps of
a scientific inquiry by using the
steps to successfully complete
a science fair project.
Objectives/I Can Statements:
I can demonstrate the steps
of a scientific inquiry by using
the steps to successfully
complete a science fair
project.
Do Now: Science Fair
discussion about what the next
steps are to be done
Do Now: Science Fair
discussion about what the next
steps are to be done
Do Now: Science Fair
discussion about what the
next steps are to be done
Mini Lesson/Opening: None
Mini Lesson/Opening: None
Mini Lesson/Opening: None
Whole Group: Students will be
working on various parts of
their science fair projects. An
emphasis will be placed on
working on the research paper
and the display board.
Students that are not able to
bring in their display board to
work on should be completing
their research paper. I will be
available for assistance as the
students are working.
Whole Group: Students will be
working on various parts of
their science fair projects. An
emphasis will be placed on
working on the research paper
and the display board.
Students that are not able to
bring in their display board to
work on should be completing
their research paper. I will be
available for assistance as the
students are working.
Whole Group: Students will be
working on various parts of
their science fair projects. An
emphasis will be placed on
working on the research paper
and the display board.
Students that are not able to
bring in their display board to
work on should be completing
their research paper. I will be
available for assistance as the
students are working.
Day 14
12/20/18
NO SCHOOL
WINTER BREAK
Day 15
12/21/18
NO SCHOOL
WINTER BREAK
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