Engineering Project: The Wheel (3 of 3) + CER Practice
HW: Finish your CER. Don’t forget to add supporting evidence from the article.
DN: Why do we need to design before we build? What are the advantages?
Reminder: [1] Wheel projects are now individual. Wheels will be tested at lunch. Last attempt for full credit is Monday (11/13). [2] Notebook check sometime next week.
QUICK VIEW
HW: Finish your CER. Don’t forget to add supporting evidence from the article.
DN: Why do we need to design before we build? What are the advantages?
Reminder: [1] Wheel projects are now individual. Wheels will be tested at lunch. Last attempt for full credit is Monday (11/13). [2] Notebook check sometime next week.
Resources
Article (Not available online on this site). Copies available in class.
Lesson OUTLINE
5min Students complete the Do Now.
10min Hearing Loss CER. Read paragraphs 3 & 4, highlight, & annotate. Identify A, B, and C.
20-25min Wheel Construction Continued. Students complete/adjuste their builds.
5min Wheel Testing. Students roll wheels down a gentle slope. Must make it 10ft unassisted to pass.
5min Collect materials. Clean up. Wrap up.
Ecosystems: Invasive Species Wanted
CW/HW: [1] Complete the Invasive Species Wanted Posters via Google Classroom due at end of class. [2] Complete Fix the Slideshow slides via Google Classroom.
DN: What is an invasive species?
Reminder: Ecosystem Vocabulary Video Projects due Monday.
QUICK VIEW
CW/HW: [1] Complete the Invasive Species Wanted Posters via Google Classroom due at end of class. [2] Complete Fix the Slideshow slides via Google Classroom.
DN: What is an invasive species?
Reminder: Ecosystem Vocabulary Video Projects due Monday.
Resources
Invasive Species Wanted Poster Example
Lesson Outline
5min Students complete the Do Now by answering the question.
5min> Quick introduction of the Invasive Species Wanted Poster assignment.
15min Students complete a wanted poster for an invasive species and turn in via Google Classroom.
5min> Students share information about their invasive species.
15min Students finish Fix the Slideshow slides and turn in via Google Classroom.
5min Collect materials. Clean up. Wrap up.
Engineering Project: Redesign & Testing (Day 2 of 2)
CW/HW: [1] Complete redesign for the egg extractor, cut out, assemble, and get approval. [2] Make approved design from the stronger folder paper.
DN: Work on your designs.
Reminder: If you didn’t finish today, you will have to finish at lunch INDIVIDUALLY. Last chance is next next Friday.
QUICK VIEW
CW/HW: [1] Complete redesign for the egg extractor, cut out, assemble, and get approval. [2] Make approved design from the stronger folder paper.
DN: Work on your designs.
Reminder: If you didn’t finish today, you will have to finish at lunch INDIVIDUALLY. Last chance is next next Friday.
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by finishing designs.
10min> Students complete designs and get approval to move up to making it out of folder paper.
30min Students test approved models for their ability to take out chuck-ken eggs. Unsuccessful designs have to be redesigned to remove or improve design flaws that prevent it from working successfully.
5min Clean up. Wrap up.
AIM: Students will build an egg extractor using common inexpensive materials by first asking questions, imagining solutions and problems, planning their design, constructing their device, and refining their design for improved results.
NGSS: MS-ETS1-1 MS-ETS1-2 MS-ETS1-3 MS-ETS1-4
Engineering Project: Redesign & Testing (Day 1 of 2)
CW/HW: [1] Complete redesign for the egg extractor, cut out, assemble, and get approval. [2] Make approved design from the stronger folder paper.
DN: Work on your designs.
EQ: What needs improvement? How can you make those improvements?
Reminders: Tomorrow is the last in class day to successfully test your egg extractor. Otherwise you’ll have to come in at lunch the following week individually.
QUICK VIEW
CW/HW: [1] Complete redesign for the egg extractor, cut out, assemble, and get approval. [2] Make approved design from the stronger folder paper.
DN: Work on your designs.
EQ: What needs improvement? How can you make those improvements?
Reminders: Tomorrow is the last in class day to successfully test your egg extractor. Otherwise you’ll have to come in at lunch the following week individually.
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by finishing designs.
10min> Students complete designs and get approval to move up to making it out of folder paper.
30min Students test approved models for their ability to take out chuck-ken eggs. Unsuccessful designs have to be redesigned to remove or improve design flaws that prevent it from working successfully.
5min Clean up. Wrap up.
AIM: Students will build an egg extractor using common inexpensive materials by first asking questions, imagining solutions and problems, planning their design, constructing their device, and refining their design for improved results.
NGSS: MS-ETS1-1 MS-ETS1-2 MS-ETS1-3 MS-ETS1-4
Engineering Project: Chuck-Ken Egg Extractor Plan & Design
CW/HW: Complete design for the egg extractor and schematics/diagram for how to make the egg collector/holder section.
DN: Review for your quiz.
QUICK VIEW
CW/HW: Complete design for the egg extractor and schematics/diagram for how to make the egg collector/holder section.
DN: Review for your quiz.
RESOURCES
LESSON OUTLINE
5min CER & Experimental Design Quiz
5min Introduction to Engineering Project: Chuck-Ken Egg Extraction.
5min Quick intro to different materials and uses.
10min> Teacher provides strategies for building the egg holder using the grid paper: trace shape along the lines, cut and fold along the lines, and then glue flaps to hold together. No random folding, everything by design.
15min Students develop design for the egg holder part for the egg collector by drawing, cutting out, assembling, and troubleshooting.
5min Clean up. Wrap up.
AIM: Students will build an egg extractor using common inexpensive materials by first asking questions, imagining solutions and problems, planning their design, constructing their device, and refining their design for improved results.
NGSS: MS-ETS1-1 MS-ETS1-2 MS-ETS1-3 MS-ETS1-4