Lab Skills: Making Measuring Tools
CW: Completed slideshow showing use of custom-made measuring tool turned in via Google Classroom.
DN: Where did inches, yards, and feet come from?
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CW: Completed slideshow showing use of custom-made measuring tool turned in via Google Classroom.
DN: Where did inches, yards, and feet come from?
LESSON OUTLINE
5min Students complete the Do Now by writing the two CERs
5min Teacher provides instructions on how to create a measuring tool. (Take a sheet of paper fold twice lengthwise. Use the folds as guiding lines and cut into 4 long strips. Glue the ends of the four strips to make one long strip.)
10-15min Students create a custom measuring tool. (Students make marks using their pinkies width to create a ruler, by making markings down the long strip of paper and adding numbers at 0, 5, 10, 15, 20, 25, etc.)
10min Students use measuring tool to measure various items. Document with photos and record info into slideshow. Turn in via Goggle Classroom.
5min Go through notebooks and make sure everything is complete.
5min Collect materials. Clean up. Wrap up.
Scientific Testing: Day 2 of 2
CW/HW: Turn in table and summary of results.
DN: How do you remove bias from experimentation?
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CW/HW: Turn in table and summary of results.
DN: How do you remove bias from experimentation?
RESOURCES
Sample Data for Scientific Testing Day 2
LESSON OUTLINE
5min Students complete the Do Now.
5min Scientific Test 1: Students write the alphabet in cursive for 1 minute and repeat again with non-dominant hand.
10min> Data is entered into table for a t-test, p-value is interpreted to determine if the results are significantly different (0.05 or less) or probably not different (over 0.05).
5min Scientific Test 2: Students pair up and toss a rubber ball 10 times back and forth keeping track how many times they caught the ball. Students repeat while closing one eye the entire time.
10min> Data is entered into table for a t-test, p-value is interpreted to determine if the results are significantly different (0.05 or less) or probably not different (over 0.05).
5min Students write a summary of the results and turn in completed spreadsheet.
5min Collect materials. Clean up. Wrap up.
Scientific Testing: Notes
CW: Completed Scientific Testing Notes Handout (page 7 of notebook).
DN: For two groups to be considered different what must be the p-value?
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CW: Completed Scientific Testing Notes Handout (page 7 of notebook).
DN: For two groups to be considered different what must be the p-value?
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by answering the question.
10-15min Scientific Testing Notes (p7 of notebook).
15min Ketchup Time.
5min Collect materials. Clean up. Wrap up.
Quiz: Nitrogen Cycle
DN: What is the difference between nitrogen-fixing and denitrifying bacteria?
Reminders: Quarter ends this week. Make sure to make up any missing quizzes and/or projects.
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DN: What is the difference between nitrogen-fixing and denitrifying bacteria?
Reminders: Quarter ends this week. Make sure to make up any missing quizzes and/or projects.
LESSON OUTLINE
5min Students complete the Do Now.
10min> Last minute review for quiz.
5min> Overview of the quiz.
20min Nitrogen Cycle & Worm Anatomy Quiz
5min Collect materials. Clean up. Wrap up.
Cycles of Matter: Review Games
CW: [1] Completed notes with margin questions (p29) and completed diagram (p28), and paragraph summary (p28). [2] Video notes on p27.
DN: What is protein? How do you get it?
EQ: How do nitrogen atoms cycle through different organisms and places?
Reminders: Ecosystem Vocabulary Videos are due TODAY!!! Turn in only via schoology.
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HW: Review for Nitrogen Cycle quiz.
DN: Draw the Nitrogen Cycle (no drawings just the words).
EQ: How do nitrogen atoms cycle through different organisms and places?
Reminders: Turn in late Ecosystem Vocabulary video.
Resources
Lesson Outline
5min Students complete the Do Now.
15min Review Game 1
15min Review Game 2
5min Collect materials. Clean up. Wrap up.