1. What idea did Isatou Ceesay have to reduce plastic waste? (Retrieval question) 2. How did Isatou Ceesay help to improve the health of her community? (Retrieval question) 3. What can we learn from Isatou Ceesay's example? (Inference question) 4. How did Isatou Ceesay convince the other women of her village to join her cause? (Retrieval question) 5. Why was Isatou Ceesay's journey to becoming an environmental champion so successful? (Inference question) 6. How could similar efforts be replicated in other countries facing similar problems? (Prediction question) 7. How does this story demonstrate the power of a single person to make a difference in their community? (Summarizing question) 8. What lessons can we draw from Isatou Ceesay's example to inspire us to take action against plastic pollution? (Summarizing question)

Natural resources are the materials that occur naturally on Earth, such as air, water, soil, minerals, forests, and wildlife. Over the last century, humans have begun to use natural resources more quickly and intensively than ever before. This has had major impacts on the environment and on human health, and has led to shortages of certain natural resources. In Michigan, one vivid example of this is the rapid depletion of groundwater resources. Every day, groundwater across Michigan is tapped for home, business and agricultural use, and it is not recharging at the same rate due to changing land use and agricultural water demand. As a result, water levels are declining in some areas, leading to shortages of drinking water, increased pumping costs and disruption of aquatic habitats. This has significantly disrupted the lives of many Michigan residents, as they are now required to cut back on their water use and pay significantly more for water than before. Another vivid example of the changes in natural resource use in Michigan is the increasing development of wilderness areas. This can include logging, mining and fracking, which can all cause profound environmental changes, such as soil erosion, habitat destruction, and even air pollution. The people of Michigan can feel the effects of this increased exploitation of natural resources firsthand, as air and water pollution have caused health issues, such as respiratory problems and contaminated drinking water, in many locations across the state. These examples clearly show that changes in natural resource use can have dramatic impacts on humans in Michigan. It is up to the citizens of Michigan and their elected officials to work together in order to reduce negative consequences, and ensure that natural resources are used sustainably for the benefit of all.

1. Designing and Conducting a Demonstration: Provide materials, such as species of plants, labeled components of photosynthesis, and lighting settings, that learners can use to construct and observe a photosynthesis simulation. 2. Creative Writing: Direct learners to create a storyline or poem that describes what photosynthesis is in relation to other life processes. 3. Current Event/Trends Analysis: Have learners locate news stories that demonstrate how photosynthesis is used in everyday life and analyze the implications of that usage. 4. Short Answer Questions: Develop a series of questions that require learners to explain in a few sentences the components of photosynthesis. 5. Group Discussion: Create a team of learners to discuss the importance of photosynthesis and how it impacts the environment and ecosystem.

1. In Chapter 1, what is the purpose of active transport? (Retrieval) 2. In Chapter 3, what effect does glycogen have on increasing glucose levels in the blood? (Retrieval) 3. In Chapter 2, how could mutations lead to changes in protein shape? (Inference) 4. In Chapter 1, how does the structure of a cell membrane allow for cells to control their environment? (Retrieval) 5. In Chapter 1, why is it necessary for cells to be able to receive signals from their environment? (Inference) 6. In Chapter 3, what might happen if glucose levels in the blood are allowed to drop too low? (Prediction) 7. In Chapter 2, how is energy generated inside a cell? (Retrieval) 8. In Chapter 3, how is the body temperature maintained in warm conditions? (Retrieval) 9. In Chapter 1, what happens when a cell moves too much or too little across a semi-permeable membrane? (Inference) 10. In Chapter 2, how do hormones interact with receptors in target cells to cause changes? (Retrieval) 11. In Chapter 3, what might happen if the body intake of salt is greater than its need? (Prediction) 12. In Chapter 1, why do some molecules need to be actively transported across a cell membrane? (Inference) 13. In Chapter 2, what do viruses lack which all other organisms have? (Retrieval) 14. In Chapter 3, what is the physiological purpose of lipids in the body? (Retrieval) 15. In Chapters 1 to 3, describe 3 major ways in which cells are able to interact with their environment. (Summarizing)

i. The Crumb had been travelling for months, and its passengers had long since become accustomed to the journey. Han-CELL, the robot, and Gretel, the human being, were two of the few remaining survivors. They had finally managed to navigate through the asteroid field, which had been the bane of their existence for the last several weeks, and the space ahead of them seemed almost accessible. Then, just as the two of them were about to leave the asteroid belt behind, space itself seemed to shake. A single bolt of purple electricity shot out of the darkness, striking Han-CELL in the middle of his chest. Gretel screamed in terror as the robot's form shuddered and collapsed in front of her. Grief stricken, Gretel desperately began to look for a way to save her companion, but it was too late. Han-CELL had been struck down by the last remnants of their father's wicked computer, the same one that had caused them to be abandoned in the first place. Gretel hugged her now-lifeless companion and wept into his chest until she heard a faint beep coming from his body. She quickly picked him up and ran for the cockpit of The Crumb, placing Han-CELL into the pilot's chair and topping him up with fresh power cells from her research ship. Han-CELL sprang to life, and the two friends clung to one another amid the chaos of asteroid rubble. They then set a course for a distant star, away from the darkness that had taken their father and his wicked computer. Reunited, The Crumb and its passengers vanished from the void forever.

Warm Up: Have the students spend five minutes writing down how they think design thinking and empathy can be used to solve different problems. Ask them to think about the ways those concepts can be used to find solutions or better understanding. Building Activity: 1) Divide the students into groups of four. 2) Assign a problem from their list from the warm up. 3) Ask the groups to think of solutions to their problem using design thinking and empathy. 4) Give the groups 10 minutes to discuss and come up with solutions. 5) Ask the groups to present their solutions to the class. Reflection: 1) Ask the students how design thinking and empathy can help them make decisions. 2) Have them share an example of how they used design thinking and empathy to solve a problem in their life. 3) Ask the students to make connections between their solutions and their own life problems. 4) Ask each student to think of one way they can use design thinking and empathy in their day-to-day life. 5) Finally, have the students write a reflection on how they used design thinking and empathy during the lesson.

1. Shop for second-hand items whenever possible. You can often find awesome clothes, furniture, and other items for unbeatable prices at thrift stores and online marketplaces. 2. Ride a bike or walk to school or places you want to go to whenever possible. 3. Unplug electronics when they are not in use. 4. Compost leftover food scraps and make your own natural fertilizer. 5. Use reusable bags when grocery shopping. 6. Plant a garden in your backyard or at a local community garden. 7. Create a “Meatless Monday” in your family and try some new vegetarian recipes. 8. Recycle and repurpose items like glass jars and upcycle used furniture and clothes. 9. Take shorter showers and switch to energy-efficient appliances and lightbulbs. 10. Get involved in your community – you can volunteer to restore shorelines, plant trees and assist with beach clean-up initiatives.

Lesson 1: Introduction to Programming in Python Objective: To introduce the basics of programming, including variables, keywords, and simple syntax. Resources: Python interpreter. 1. Introduction and Overview (10 minutes): Explain the basics of programming, the different components involved, and why Python is a great language to learn. 2. Variables and Data Types (15 minutes): Explain the different kinds of variables and data types, and provide examples of how to work with them in Python. 3. Working with Loops (20 minutes): Demonstrate how to code simple loops in Python to achieve a desired outcome. 4. Working with Functions (20 minutes): Introduce how to work with functions in Python and demonstrate coding examples of standard operations, such as looping or sorting data. 5. Coding Challenge (15 minutes): Students should be given a basic coding challenge that they must solve using Python. The challenge should incorporate the topics they just learned, such as writing loops and working with functions. Lesson 2: Debugging and Troubleshooting with Python Objective: To teach students how to identify and resolve errors in their code, as well as gain an understanding of how to properly debug their programs. Resources: Python interpreter and online resources for debugging help. 1. Introduction and Overview (10 minutes): Explain the basics of debugging in programming, including what could cause errors and bugs, and how to read error messages. 2. Common Errors (15 minutes): Demonstrate the most common errors, including syntax mistakes and logic errors, and how to identify and fix them. 3. Using Tools to Find Errors (20 minutes): Teach students how to use tools such as print statements, the debugger, and online resources for debugging help in Python. 4. Working with APIs (20 minutes): Introduce how to work with APIs in Python and demonstrate coding examples of standard operations, such as looping or sorting data. 5. Coding Challenge (15 minutes): Students should be given a debugging-focused coding challenge that they must solve using Python. The challenge should incorporate the topics they just learned, such as debugging, looping, and working with APIs.

The horrific events that occurred as a direct result of Nazi Germany's atrocious rule are difficult to describe in words – and yet necessary to remember. The Nazi's ruthless and inhumane reign of terror persecuted, tortured and murdered innocent people across Europe, representing evil on a scale not seen before or since. It is essential to remember just why Britain opted to bomb Germany during World War 2 – an act of violence in response to the unbelievable cruelty and terror inflicted by Hitler and the Nazis. Not only had the Nazi regime terrorised Britain through the Blitz, they had conducted genocide on a scale not seen before or since, and as a result of this, bombing was a moral, justifiable and necessary action -- even if it meant inflicting similar horror and destruction on others. Britain was not the only nation to come to this conclusion: many other countries followed suit and bombed Germany for the same reason. The US, for example, subjected Germany to a massive scale of bombings when it sent the 8th Air Force, who carried out thousands of RAF-style missions across German cities such as Berlin and Cologne. This immense bombing campaign played a critical role in weakening and eventually defeating the Nazis. We should not forget that without the brave and heroic efforts of the Allied forces who carried out these atrocious and dangerous bombings, the oppression and misery created by Nazi Germany would have had much longer to thrive, terrorise and murder. What could not have been achieved by diplomacy or any other peaceful or less devastating means, in terms of defeating Nazi Germany, needed to be done in order to protect and free Europe from the clutches of the evil that was Hitler. The British people and its Allies had every right to bomb Nazi Germany’s cities during World War 2, and although it was an extremely painful and complex decision to make, we must remember the victims of Hitler’s regime, and remember why it was absolutely necessary to act. Britain was acting morally, and in the interest of securing peace across Europe. The horror of the bombings must not detract from the importance of their role in the eventual victory against Nazi Germany. Air bombardment cost the lives of both enemies and allies, destroying homes and cities and generating immense terror and fear. Nevertheless, the heroic efforts of tens of thousands of brave men and women laid the foundations for democracy, freedom, and peace. It was this moral and righteous action of bombing Nazi Germany that ultimately secured the stunning victory for the Allies, and liberated Europe from the Nazi terror. While its objective was undoubtedly to stop the continued terror and devastation created by the Nazi regime, its consequences were immense and grievous. However, we must remember that this was the only remaining way to ensure that the suffering of countless innocent people subjected to Hitler's extraordinary tyranny came to an end, and to prevent an even greater number of lives being taken.

Objectives: 1. Understand the anatomy of a human footballer 2. Learn about how footballers use different muscles in different parts of their body 3. Be aware of how to warm up and cool down correctly to avoid injury 4. Understand the potential damage that can occur to footballers if they overdo it Instructions: 1. Begin by introducing the lesson plan and setting clear expectations for the pupils. Outline the objectives and inform pupils that they are to use their notes to complete a worksheet by the end of the lesson. 2. Explain the anatomy of a human footballer and point out major muscles used in different parts of the body. Make sure to explain how different muscles help a footballer move different parts of their body and work together to allow an action to be performed. 3. Introduce the importance of warming up and cooling down correctly to avoid any kind of injuries due to overuse of a muscle. Explain the consequences of not doing this (e.g. cramps, strains and tears). 4. Show a video of footballers in action and discuss with the pupils what muscles are being used each time (e.g. for running, jumping and kicking). 5. Give each group of students a copy of the worksheet and give them time to work on the questions and answers independently. Worksheet: 1. What is the anatomy of a human footballer? 2. Name 3 major muscles used by a footballer in different parts of their body. 3. What is the importance of warming up and cooling down correctly? 4. What are some of the potential consequences of not doing this? 5. Name 3 different muscles used when a footballer runs, jumps and kicks a ball.