Engineering Exercise: Pull Up & SIde Slap

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• HW: Review for your quiz. (DON’T START ON YOUR PROJECT TILL TOMORROW.)

• DN: What’s the difference between accurate and precise?

• Reminder: [1] Last day to sign up as pair is Friday (11/7). [2] Chuck-Ken Trap due dates: Pairs - Friday, 11/14 & Solo -Friday, 11/21.

RESOURCES

Chuck-Ken Trap LG Design

Chuck-Ken Trap Video Project Rubric

LESSON OUTLINE

5min Students complete the Do Now .

5min> Engineering Exercise Intro. Teacher explains use of provided materials: Eyebolt, Bolt, Wingnut, Washer, String, Large Binder Clip, Stick, Ruler, Water Bottle, and a Piece of Tape.

5min> Ruler Pull Up. Planning only. No building. Students discuss how they can use the items to pull the ruler up without them.

10min> Ruler Pull Up. Students construct a machine that pulls the ruler up. (No Tape. Yes string.)

5min> Side Slap. Planning only. No building. Students discuss how they can use the items to slap a water bottle with a ruler by pulling on a marker.

5min> Side Slap. Planning only. Students construct a machine that slaps a water bottle with a ruler by pulling a marker. (No string. Yes tape.)

10min Chuck-Ken Trap Introduction.

5min Collect materials. Clean up. Wrap up.

Scientific Testing: Day 2 of 2

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• CW/HW: Turn in table and summary of results.

• DN: How do you remove bias from experimentation?

RESOURCES

Scientific Testing Version 1

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.

MiniLab: Muscle Endurance

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• HW: Work on Ecosystems Vocabulary Video Project Rubric due Tuesday (10/14).

• CW: Complete the Muscle Endurance MiniLab write up. (Chart/Trendline, Identify the variables & constants, Analysis, Prediction for 3.5kg, and Hypothesis.)

• DN: What goes on the left side of the chart? The bottom?

RESOURCES

Muscle Endurance MiniLab Handout

Example Data for Muscle Endurance Lab

LESSON OUTLINE

5min Students complete the Do Now.

5min Teacher outlines the procedures for the MiniLab and randomly selects participants.

5min Class identifies variables and develops hypothesis

10-15min Trials 1-4 are carried on while students record data. (While waiting, students should start labeling chart and entering numbers into a spreadsheet to determine averages.)

5min Students plot the data and add a trendline. Students make a prediction for 3.5kg.

5min Students complete the MiniLab report.

5min Collect materials. Clean up. Wrap up.

AIM: Students perform an experiment to collect, analyze, and interpret the data.

CER: Example for NB

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• HW: Complete assembling the 3D Fun Shapes.

• CW: Complete the CER from Article 2, glue CER example onto page 6 of notebook

• DN: Read Article 2 - Soft Food & Braces

• Reminder: Safety quiz retakes on Thursday & Friday

RESOURCES

3D Fun Shapes Handout

Article 2 - Soft Food & Braces (Not available online on this site.) Copies available in class.

LESSON OUTLINE

5min Students complete the Do Now by reading Article 1.

10min Class reads article together and go over key details of each paragraph.

5min> Students write the outline for the Claim using the ABC method.

5min> Students convert Claim outline into a full sentence. Students share claims.

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> Students write the outline for the Reasoning using the ABC method.

5min> Students convert Reasoning outline into a full sentence. Students share reasoning.

5min> Students glue CER outline and paragraph onto page 6 of their notebooks.

10min Students cutout 2D shapes, cut, fold, and glue, into 3D figures.

5min Clean up. Wrap up.

Final Review: Day 4 (INGO INGO INGO)

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• HW: Review for the final.

• CW: INGO.

• DN: Make an INGO sheet.

• Reminders: Final is on Monday (6/9) and Notebook Check (6/10) - if you will not be here you must make arrangements beforehand or receive no credit.

RESOURCES

Check previous posts for videos and worksheets.

LESSON OUTLINE

5min Students complete the Do Now.

15min INGO. Vocabulary words on the front, definitions and illustrations on the back. (energy, predator/prey, competitive, commensal, parasitic, mutual, symbiotic, rock, minerals, lava, magma, sedimentary, igneous, metamorphic, melting, vaporization, freezing, condensation, solid, gas, liquid). Students select words of their choice.

15min More INGO.

10min Last INGO.

5min Collect materials. Clean up. Wrap up.