Engineering Project: The Wheel (Day 1)
CW: ¼ Wheel from Paper Wheel Design (14” diameter and 1” wide).
HW: Finish cutting and folding wheel parts.
DN: What is engineering?
Reminder: [1] Safety & Policy quiz retakes during the next tutorial. [2] Due to extreme heat, CER & Experiments quiz retakes will be available next week Wednesday and Thursday at Lunch must bring 10+ flashcards (p3-6 of your notebook) to participate.
QUICK VIEW
CW: ¼ Wheel from Paper Wheel Design (14” diameter and 1” wide).
HW: Finish cutting and folding wheel parts.
DN: What is engineering?
Reminder: [1] Safety & Policy quiz retakes during the next tutorial. [2] Due to extreme heat, CER & Experiments quiz retakes will be available next week Wednesday and Thursday at Lunch must bring 10+ flashcards (p3-6 of your notebook) to participate.
Resources
Lesson OUTLINE
5min Students complete the Do Now.
5min The Wheel Design Introduction: Students will construct a wheel with a diameter of 14+ inches and width of 1 inch or more that is constructed out of regular letter size paper and glue only.
Differentiation: Students can choose to follow their own design. Student’s design must indicate accurate details on how to construct the wheel. (Essentially you should be able to give it to a complete stranger and they should be able to make it.) Design must be approved before starting. Students will only get two chances to have their designs approved. Successful designs will receive a higher grade. Not available this quarter.
5min Teacher will distribute handouts. Students will take out their Donut Wheel Design and review their notes.
20-25min Students will carefully cut out all the pieces. Encourage them to take their time and be precise. Only after they finish cutting out all their pieces from the first set of pink and white sheets may they get another. Students must finish cutting those before they receive another set of green and white sheets.
THERE IS NO GLUEING TODAY. ALL WHEEL PROJECT WORK MUST BE COMPLETED IN CLASS.
5min Collect materials. Clean up. Wrap up.
Wednesday Quiz
CW/HW: G7 Science Survey
Do Now: [1] Take bubble sheet and fill in your info. [2] Clear tables of everything. No electronics.
Reminders: Safety & Policy quiz retakes on Friday during tutorial.
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CW/HW: G7 Science Survey
Do Now: [1] Take bubble sheet and fill in your info. [2] Clear tables of everything. No electronics.
Reminders: Safety & Policy quiz retakes on Friday during tutorial.
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now.
15min CER & Experimental Design Quiz.
15min G7 Science Survey.
5min Collect materials. Clean up. Wrap up.
MiniLab: Hold Your Breath
CW: Complete MiniLab write-up.
DN: Take MiniLab Handout and identify the independent and dependent variables.
EQ: How do you write a lab report?
Reminder: Quiz on Wednesday on CER & Experimental Design.
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CW: Complete MiniLab write-up.
DN: Take MiniLab Handout and identify the independent and dependent variables.
EQ: How do you write a lab report?
Reminder: Quiz on Wednesday on CER & Experimental Design.
RESOURCES
LESSON OUTLINE
5min> Students complete the Do Now.
5min> Teacher outlines the procedure for the MiniLab.
10min Randomly selected volunteers record how long they can hold their breath after 0, 15, 30, and 60 seconds of cardiovascular exercise (hopping on one foot).Skipped due to hot weather. Used provided sample data.
10min Students determine the independent variable, dependent variable, constants, hypothesis, and title.
10min Students plot their data; add an appropriate trendline; complete an analysis; and make a prediction for 45 seconds of exercise.
5min Practice setting star CER. (A = Boneless Chicken Wings; B = Cooked Chicken Meat Lumps; C = Chicken Nuggets)
5min Practice trendline interpretation (Use p3 in notebook). Which works best for flavor in gum? Which works best for productivity and time?
5min Collect materials. Clean up. Wrap up.
Ketchup Day 9/4
CW: [1] Complete Evidence part of CER citing evidence from article. [2] Experimental Design & CER Review.
DN: Take handouts and read article.
Reminder: Quiz on Wednesday on CER and Experimental Design. (Read your notes on p3-6.)
QUICK VIEW
CW: [1] Complete Evidence part of CER citing evidence from article. [2] Experimental Design & CER Review.
DN: Take handouts and read article.
Reminder: Quiz on Wednesday on CER and Experimental Design. (Read your notes on p3-6.)
RESOURCES
Experimental Design & CER Review Worksheet
Article 2 - Soft Food & Braces (Not available online on this site.) Copies available in class.
LESSON OUTLINE
5min> Students complete the Do Now.
10min Class reads article together and go over key details of each paragraph. Highlight and annotate.
5min> Students write outline for Evidence and find supporting text using the ABC method.
5min> Students convert Evidence outline into a full sentence. Students share evidence.
5min Reminders and clarification on schedule.
10min Experimental Design & CER Review. Guided, then independent, check at the end.
5min Collect materials. Clean up. Wrap up.
MiniLab: Height & Flexibility
CW: Completed MiniLab Report
DN: What is a constant?
Reminder: Safety & Policy quiz retakes on Friday @ Tutorial.
QUICK VIEW
CW: Completed MiniLab Report
DN: What is a constant?
Reminder: Safety & Policy quiz retakes on Friday @ Tutorial.
RESOURCES
MiniLab Blank Template Handout
Height & Flexibility MiniLab Sample Data
LESSON OUTLINE
5min Students complete the Do Now.
5min Teacher outlines the procedure for the MiniLab.
10min Students collect push up data. (Number of people able to flex back at different heights.) Students calculate the averages.
5min Students determine the independent variable, dependent variable, constants, hypothesis, and title.
10min Students plot their data; add an appropriate trendline; complete an analysis; and make a prediction for 100cm.
5min Collect materials. Clean up. Wrap up.