How to use the class website
Do now
Learn to navigate mendozabiomed.org/learn: find each day's target, checklist, resources, and tracker, and practice the daily habit of checking the website for today's target, and Schoology for your grade.
- Hand in
- Website scavenger hunt sheet: today's objective, one resource you opened, and where you submit.
- Where
- Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not.
You get two school days for every day you were absent, so this deadline moves with you.
You open the class website and see today's page for the first time. Where do you look to find the target, the steps, and what to turn in, in under 30 seconds?
Learn to navigate mendozabiomed.org/learn: find each day's target, checklist, resources, and tracker, and practice the daily habit of checking the website for today's target, and Schoology for your grade.
- • You can open this course's daily lesson page and find the target, checklist, resources, and tracker.
- • You can describe the before-class routine: the website for what to do, Schoology for the grade.
- Before class, what is the very first thing you should check to know today's plan?
- Where do you usually go when you miss a day and need to catch up?
- 1Icebreaker: Find Someone Who. Move around and find classmates who match prompts (plays a sport, speaks two languages, wants a health career).
- 2Open the class website (mendozabiomed.org/learn) and find today's lesson page for this course.
- 3On a lesson page, locate the five parts: the day's objective, the checklist, resources and readings, the tracker, and the example button.
- 4Practice the daily habit: check the website first for the target and what is due, then Schoology if you want your grade.
- 5Website scavenger hunt: find today's objective, open one resource, and find where you submit your work.
What did this day actually feel like?
How to use the class website
We walked the site: where the day's lesson lives, where the glossary is, where the folder for each kind of work is.
Everything I turn in this semester goes to one of a small number of folders, and now I know which is which.
The part I did not expect was the practice section. It is not extra, it is where the WebXam review lives, and it is open from day two.
Turned in: exit ticket → Exit Tickets folder
Fiction. There is no such student. The lessons, labs and dates are the real planned course; the student, the classmates and the conversations are invented.
The same day, drawn.
Website day. Where the lesson lives, where the glossary is, and which folder every kind of work goes to. The practice section is open from day two, which I did not expect.
Fiction. There is no such student. The lessons, labs and dates are the real planned course; the student, the classmates and the conversations are invented.
🛠 Get unstuck · pick your level
🔑 Today's words · 5
Tap a word in the lesson for a plain meaning and one example. Recycled into next week's Do-Now.
Do the work · 80-minute blockfirst 5 min = hook▸
💡 Big idea: If you can read the daily page, you are never lost: it always shows the target, the steps, the resources, and what to turn in.
- 0-8Icebreaker: Find Someone Who
- 8-25Guided tour of a daily lesson page (target, checklist, resources, tracker, example)
- 25-40The daily check-in routine: the website for the target, Schoology for the grade
- 40-70Website scavenger hunt
- 70-80Share answers and close
- • Today you learn to drive the website, because it is where the whole course lives.
- • I will show you one lesson page, then you will explore on your own with a scavenger hunt.
- • The goal is a habit: before every class you check the website for the target, and Schoology for your grade.
- • Every class day has a lesson page with an objective, a checklist, resources, and a tracker.
- • The before-class routine is the website for the target and what is due, then Schoology only for the grade.
- • The example button shows a worked model of what is due that day.
Orientation: daily icebreakers, the daily lesson pages and website, what notes should look like (Cornell + the 6 Rs), the lab notebook, lab safety, the PLTW web portal, and a Friday WebXam pretest. · How to use the class website
Day 2 of this lesson. Open this exact section in myPLTW (find it in Clever, Microsoft sign-in), then do the work below.
Do this: Set up your myPLTW (classroom.pltw.org) access and complete the course orientation checklist: routines, website, notebook, contract, and the .
Navigate the website and submit each kind of work with evidence.
Reach the day-2 checkpoint for this unit.
Orientation evidence due this week: completed website scavenger hunt, a notebook sample (first Cornell page), a signed contract with a myPLTW login screenshot, and the baseline WebXam pretest with a mastery goal.
The official PLTW activity stays inside myPLTW. If myPLTW will not open, use F1 and E1-E3 on this page to complete today's local evidence decision, then make up the official activity when access returns. Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not.
Check things off as you work, then submit. This tells Mr. Mendoza how you're doing so he can help the class. It does not replace turning in your producible through the submission route shown below.
Use the code Mr. Mendoza gave you, not your name. Saved on this device.
Orientation: daily icebreakers, the daily lesson pages and website, what notes should look like (Cornell + the 6 Rs), the lab notebook, lab safety, the PLTW web portal, and a Friday WebXam pretest. · How to use the class website
Set up your myPLTW (classroom.pltw.org) access and complete the course orientation checklist: routines, website, notebook, contract, and the .
Reach the day-2 checkpoint for this unit.
This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.
🎯 Learn to navigate mendozabiomed.org/learn: find each day's target, checklist, resources, and tracker, and practice the daily habit of checking the website for today's target, and Schoology for your grade.
- Icebreaker: Find Someone Who. Move around and find classmates who match prompts (plays a sport, speaks two languages, wants a health career).
- Open the class website (mendozabiomed.org/learn) and find today's lesson page for this course.
- On a lesson page, locate the five parts: the day's objective, the checklist, resources and readings, the tracker, and the example button.
- Practice the daily habit: check the website first for the target and what is due, then Schoology if you want your grade.
- Website scavenger hunt: find today's objective, open one resource, and find where you submit your work.
Exit ticket: Website scavenger hunt sheet: today's objective, one resource you opened, and where you submit.
Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not. Use the checklist just below and upload by 11:29 PM for full credit. Absent with an excused absence? You get two school days for every day you were absent, so this deadline moves with you.
| Task | Who |
|---|---|
| Icebreaker: Find Someone Who. Move around and find classmates who match prompts (plays a sport, speaks two languages, wants a health career). | _______ |
| Open the class website (mendozabiomed.org/learn) and find today's lesson page for this course. | _______ |
| On a lesson page, locate the five parts: the day's objective, the checklist, resources and readings, the tracker, and the example button. | _______ |
| Practice the daily habit: check the website first for the target and what is due, then Schoology if you want your grade. | _______ |
| Website scavenger hunt: find today's objective, open one resource, and find where you submit your work. | _______ |
Working solo? Put your own name in "Who" for every row.
- You can open this course's daily lesson page and find the target, checklist, resources, and tracker.
- You can describe the before-class routine: the website for what to do, Schoology for the grade.
- 1Do thisLearn to navigate mendozabiomed.org/learn: find each day's target, checklist, resources, and tracker, and practice the daily habit of checking the website for today's target, and Schoology for your grade.
- 2Use this resource
- 3Submit thisExit ticket: Website scavenger hunt sheet: today's objective, one resource you opened, and where you submit.
- 4Submit it here
- 1Open the drop folder.
- 2Sign in with your district Microsoft account, not a personal one.
- 3Upload the file, named Lastname_Firstname__Assignment Title.
- 4Your own upload panel says Uploaded with a green check: that is your receipt.
Turn this in at the drop folder with your district Microsoft sign-in, or hand it to Mr. Mendoza in class. Both count as submitted. Doing the activity in myPLTW does not. Biotechnology for Health (Biomedical Innovations) › Orientation: daily icebreakers, the daily lesson pages and website, what notes should look like (Cornell + the 6 Rs), the lab notebook, lab safety, the PLTW web portal, and a Friday WebXam pretest. › Exit ticketOpen the drop folder
Learn it · deck, reading, and vocabulary▸
The deck carries the prior idea forward, lets you inspect an analogy, maps the rule to biology, and ends with the same evidence decision and exit ticket used on this page.
Generated from this lesson's canonical data with a red-team citation check.
This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
If you can read the daily page, you are never lost: it always shows the target, the steps, the resources, and what to turn in.
A bridge prototype is tested against a load limit, cost limit, and user need before revision.
- Which requirement is a criterion?
- Which limit is a constraint?
- What test result should trigger a redesign?
A design improves when evidence is compared with explicit criteria and constraints.
Biomedical designs also require , ethics, and biological validation beyond a physical prototype test.
- • Bridge requirements map to design criteria.
- • Load results map to E1-E3.
- • Revision maps to the next evidence-based iteration.
Driving question: You open the class website and see today's page for the first time. Where do you look to find the target, the steps, and what to turn in, in under 30 seconds?
What you already know: This first week sets the pace. When our routines are automatic, we spend the rest of the year learning, not managing.
New idea: If you can read the daily page, you are never lost: it always shows the target, the steps, the resources, and what to turn in.
Visual or model: F1. F1. A lesson illustration or teaching diagram for How to use the class website. Use it with E1-E3; it is a model or context image, not experimental or patient data. What to notice: Trace the labeled system, test, or design relationship and identify which evidence should trigger revision.
- Observe or measure the relevant feature in How to use the class website.
- Organize the observation with a stable evidence ID.
- Apply this rule: A design improves when evidence is compared with explicit criteria and constraints.
- Choose the option the evidence supports and state the limit of the conclusion.
Real biomedical example: You open the class website and see today's page for the first time. Where do you look to find the target, the steps, and what to turn in, in under 30 seconds?
What the evidence supports: E1-E3 and F1 support the daily take-home when the response meets the stated success criteria.
What it cannot prove: The package does not support claims beyond this lesson's or any real patient diagnosis.
- • procedure: A clear, ordered set of steps followed exactly the same way each time to carry out a task safely and get reliable results.
- • routine: A consistent set of steps done in the same order each time, which builds good habits and makes work more reliable and efficient.
- • PPE: Personal protective equipment, the gear like gloves, goggles, lab coats, and masks worn to shield the body from chemical, biological, or physical hazards.
- • SDS: A data sheet: a standardized document listing a chemical's hazards, safe handling steps, and emergency measures for anyone using it.
- • : A note-taking layout that splits a page into a wide notes column, a narrow cue column for questions, and a summary strip at the bottom.
- • : A six-step learning cycle (Record, Reduce, Review, Reflect, Recite, Revise) used to turn class notes into deep, lasting understanding.
- • mastery: Knowing a skill or concept well enough to use it confidently under pressure, not just recognizing it on a slide.
- • : An assessment given before instruction begins so you can measure how much was learned by comparing it to a later test on the same material.
Use it now: Choose one decision option. Cite E1 and E3, then explain how the rule connects the evidence to your choice.
Go further, optional: The source links below are optional enrichment. Every fact required for today's local evidence decision appears in this lesson package.
Every class day has a lesson page with an objective, a checklist, resources, and a tracker.
Limit: E1 supplies context or an observation; it does not by itself establish the explanation.
If you can read the daily page, you are never lost: it always shows the target, the steps, the resources, and what to turn in.
Limit: E2 is a teaching statement or comparison and must be checked against the task evidence.
You can open this course's daily lesson page and find the target, checklist, resources, and tracker.
Limit: E3 supports only the result or product criterion named here; it cannot justify a broader clinical or causal claim.
PLTW-BFH-2027-01-20 · Simulated classroom evidence scenario
Your role: biomedical design team member
Decision: Your team must decide what the evidence from How to use the class website supports before submitting the exit response named on the lesson page.
- • Select the option best supported by E1-E3.
- • Select a reasonable alternative and name the evidence it would require.
- • Delay the claim because the evidence does not distinguish the options.
Response: State one choice, cite at least two evidence IDs, explain the rule that connects them, and add one limitation. Submit it as the exit response.
Claim ceiling: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about How to use the class website. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
- • The solution must address the stated need in How to use the class website.
- • The decision must be supported by E1-E3.
- • The final product must make the success criteria visible.
- • Complete the work inside the 80-minute block.
- • Use only supplied or teacher-approved materials and evidence.
- • Do not trade , accessibility, or privacy for speed.
- • and evidence quality: must pass before scoring other criteria.
- • User need and effectiveness: highest scored criterion.
- • Time, cost, and ease of use: compare only after and effectiveness pass.
Test evidence: For each option, record the E1-E3 result that supports or fails each criterion. Do not assign a score without a named observation.
- Version or option tested
- Criterion met or missed
- Evidence ID and result
- Revision made
- Reason for the revision
- Need and user
- Criteria and constraints
- Chosen option and evidence
- Test result
- Revision and reason
Students often think you only need the website when the teacher assigns something from it. The trap: the website is the plan every single day, so checking it before class is the habit that keeps you from getting lost
Today's objective (copied from the lesson page): set up Cornell notes and take a first page.
Resource I opened: the Cornell note-taking guide.
Where I submit: on the class site, or handed to Mr. Mendoza in class, plus a myPLTW screenshot.
This model shows the level of evidence and organization needed to complete: Completes the website orientation: the student locates the day's objective, opens a resource, and finds where to submit.
- Name the prompt or task.
- Answer it directly with the key evidence.
- Check that the response matches the requested format.
Keep the structure. Replace the question, facts, measurements, and evidence. Then recheck units, vocabulary, and whether the conclusion goes beyond the evidence.
- CER:
- Claim, Evidence, Reasoning: make a claim, back it with evidence, explain your reasoning.
- SOP:
- Standard Operating Procedure, the exact steps to follow (especially in a lab).
- Tracker:
- Your PLTW progress log where you record completed evidence.
- myPLTW:
- The PLTW course site where you do the online activities. Find it in Clever with your Microsoft sign-in, right next to Schoology.
Tap the speaker to hear a term. Add two of these to your notebook glossary with a definition and an example in your own words.
Pick just 2 or 3 words from today and make them yours: write what each one means in your own words, name the context clue or evidence that helped, then give one example from what you actually did in How to use the class website. Try your own words first; the glossary is there if you get stuck. This is voluntary and counts as extra credit, so keep it short.
Saved on this device. Show Mr. Mendoza or add these to your notebook glossary to claim the extra credit.
Vetted readings and references for this unit. Use them to prepare, to catch up if you were absent, or to go deeper on today's target.
May require a free account. Use the class copy if you cannot sign in.
Check yourself · commit, then reveal▸
Claim ceiling for this check: The supplied lesson evidence can support an observation, pattern, classroom mechanism, or next-step decision about How to use the class website. It cannot by itself prove causation, establish a real clinical diagnosis, or justify action outside this classroom task.
Name the before-class routine in order, and say why the website comes first.
Write an answer and pick a confidence to unlock the key.
Go further and get help▸
What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.
Today's work depends on equipment and locations in our lab, so it cannot be finished from home. Do the part that travels: read the target above and the safety notes, and write what you already know.
Back in class. The in-room part has to be done in the room. See Mr. Mendoza on your first day back and he will run it with you before you work at the bench.
Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:
CDC Laboratory Safety- CompleteEvery required part of the artifact is present, nothing left blank.
- AccurateThe science and the data are correct and match the evidence.
- Scientific reasoningYou explain your claim with evidence and reasoning (CER), not just an answer.
- Professional communicationClear, organized, labeled, and written the way a clinician or scientist would.
- SubmittedTurned in the right way, on the class site or handed to Mr. Mendoza in class, and confirmed. Not in Schoology: that is where the report-card grade appears later.