Rock Cycle: Mining Minerals
CW/HW: Mined mineral quick slideshow via Google Classroom.
DN: What is mining? (How is done? Why do we do it?)
QUICK VIEW
CW/HW: Mined mineral quick slideshow via Google Classroom.
DN: What is mining? (How is done? Why do we do it?)
Resources
LESSON OUTLINE
5min Students complete the Do Now by answering question in notebook.
15min Mining Mineral Cookie Simulation. Students mine cookies for chocolate and create waste (tailings).
5min Discussion. Sustainability and environmental impact of mining.
5min Good vs Bad Presentation. Teacher outlines and demonstrates how good and bad slideshow presentations differ. (Reminder)
15min Mining Waste Quick Slideshow. Students select a commonly mined mineral and create a slideshow about its pollution/human impact turned in via Google Classroom
5min Collect materials. Clean up. Wrap up.
Worm Dissection
CW/HW: Dissection slideshow via Google Classroom.
DN: Take a pair of goggles. Do not touch tables and/or dissection tools.
QUICK VIEW
CW/HW: Dissection slideshow via Google Classroom.
DN: Take a pair of goggles. Do not touch tables and/or dissection tools.
LESSON OUTLINE
5min Students complete the Do Now.
5min Teacher reviews safety protocols. (Breaking safety protocols will result in a failing grade for the assignment and a possible ‘U’ in citizenship.)
5min Teacher outlines steps of the worm dissection.
5min Students decide who will dissect and who will document. Goggles on.
20min Worm Dissection. Preserved worms are distributed. Students photograph external parts and identify them (slideshow). Students dissect the worm starting below the clitellum and work their way up. Students photograph internal parts and identify them (slideshow).
10min Worms collected. Trays and tools are cleaned. Tables wiped. Wasted collected. Gloves are collected. And then, goggles off.
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