Experiment: Exercise & Oxygen MiniLab (Day 2 of 2)
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CW/HW: Complete the MiniLab report for the Exercise & Oxygen MiniLab (see previous post) via Google Classroom - due Monday 10/30.
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DN: How do you find a trend? After answering, take assigned Chromebook.
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EQ: How do you write a lab report?
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Note: Late engineering projects must be tested at lunch or after school by Friday (10/4).
RESOURCES
Exercise & Oxygen MiniLab Example Data
LESSON OUTLINE
5min< Students complete the Do Now by answering the Do Now in their notebook and taking assigned Chromebook.
5min Students open spreadsheet from the day before and document from Google Classroom.
10min< Teacher demonstrates how to create a chart using Google Spreadsheet and how to copy table and chart onto another document. Students follow along.
5min Teacher explains how to complete the report.
15min Students determine the independent variables, dependent variables, constants, hypothesis, and analyze the chart and write a conclusion - following the guiding questions.
5min< Return Chromebooks. Collect materials. Clean up. Wrap up.
Experiment: Exercise & Oxygen MiniLab (Day 1 of 2)
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CW: Create a table in Google Spreadsheets with borders, adjusted column sizes, and merged boxes for data on exercise and oxygen requirements.
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DN: Turn in homework. In the notebook draw a chart that best fits your height throughout your lifetime. Explain your choice. Then grab your assigned Chromebook.
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EQ: How do you write a lab report?
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Note: Quiz retakes on TOMORROW at lunch or after school - check your scores. Must complete practice worksheet in preparation, no exceptions. Engineering projects must be tested after school on Friday to receive full credit. Students must be present with group to share credit.
RESOURCES
Exercise & Oxygen MiniLab Example Data
LESSON OUTLINE
5min< Students complete the Do Now by turning in homework and answering the Do Now in their notebook.
10min< Teacher demonstrates how to create and format a table using Google Spreadsheet. Students follow along and then repeat once more.
5min Teacher outlines the procedure for the MiniLab.
15min The 10 volunteers record how long they can hold their breath after 0, 10, 30, and 45 seconds of cardiovascular exercise. Students copy data into their table and find the averages. (Students will then determine the independent variables, dependent variables, constants, hypothesis, and add a chart with an appropriate trendline.)
5min< Return Chromebooks. Collect materials. Clean up. Wrap up.
Engineering Project: Chuck-Ken Egg Extractor Testing & Redesign (Day 2 of 2)
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CW/HW: Make your own Chart Story explain how the events of the story fit the type of line that is in your chart. (2 types of lines minimum)
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DN: Students are asked to hold their breath for 0, 20, 40, an 60 seconds while measuring their heart rates. What are the dependent and independent variables.
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EQ: What needs improvement? How can you make those improvements?
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Note: Quiz retakes on Friday at lunch or after school. Must complete practice worksheet in preparation, no exceptions. Engineering projects must be tested during lunch or after school by Friday to receive full credit. Students must be present with group to share credit.
RESOURCES
[youtube=://www.youtube.com/watch?v=ZaEbG8aZd5o&w=854&h=480]
LESSON OUTLINE
5min Students complete the Do Now by selecting the best design.
5min Designs are reviewed for completion. If not complete, students must finish before continuing.
10min Students gather materials and construct Egg extractor.
5min Students test Egg extractor. If not successful, students must redesign before attempting again.
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 Testing & Redesign (Day 1 of 2)
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CW/HW: Develop/brainstorm ideas for possible solutions to the Egg Extraction Engineering Project.
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DN: Clear tables. Take out designs. Select one as a group.
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EQ: What needs improvement? How can you make those improvements?
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Note: Quiz retakes on Friday at lunch or after school. Must complete practice worksheet in preparation, no exceptions.
RESOURCES
[youtube=://www.youtube.com/watch?v=ZaEbG8aZd5o&w=854&h=480]
LESSON OUTLINE
5min Students complete the Do Now by selecting the best design.
5min Designs are reviewed for completion. If not complete, students must finish before continuing.
10min Students gather materials and construct Egg extractor.
5min Students test Egg extractor. If not successful, students must redesign before attempting again.
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
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CW/HW: Complete design for the egg extractor and schematics/diagram for how to make the egg collector/holder section with measurements.
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DN: Clear tables of everything except a writing instrument.
RESOURCES
[youtube=://www.youtube.com/watch?v=ZaEbG8aZd5o&w=854&h=480]
LESSON OUTLINE
5min Students complete the Do Now by clearing tables.
5min Teacher outlines how to fill out handouts.
5min 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 and finalize design of the egg holder part for the egg collector.
15min Students develop and finalize design for the egg extractor.
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
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CW/HW: Develop/brainstorm ideas for possible solutions to the Egg Extraction Engineering Project.
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DN: How do biotic and abiotic factors differ?
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EQ: What questions need to be answered before you can start on this project?
RESOURCES
[youtube=://www.youtube.com/watch?v=ZaEbG8aZd5o&w=854&h=480]
LESSON OUTLINE
5min Students complete the Do Now by answering question in their notebook.
15min Peer Corrections. Teacher outlines scoring of quizzes in detail. Answers questions. Scores are double-checked.
10min Overview of the Egg Extraction Engineering Project (see video above).
5min Teacher showcases materials and offers tips for use and common pitfalls (strategies that lead to poor results).
10min Students brainstorm in groups for possible solutions.
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
Quiet on Set: Storyboarding for Video Presentations
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CW: Complete Storyboard & Video Clips (Not Collected)
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DN: (1) Trade homework (safety questions) and answer questions. (2) In the blank storyboard, draw a person in a wide, medium, close up, and extreme close up.
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EQ: How should you film a 'how to...' video?
Resources
Lesson Outline
5min< Students complete the Do Now and pick up the Blank Storyboard handout. Take attendance.
15min> Demonstrate how to film with a camera. Show examples of wide, medium, and close ups. Discuss what should go into a video and how it should be filmed.
15min< Students film the shots listed in the storyboard (excluding title and credits). The focus is on composition and not the quality of the content.
5min Clean up. Wrap up.
AIM: Students will learn and practice the skills and techniques required to make a video presentation that uses best practices including close-ups, medium, and wide shots.
A Get To Know You Pop-Up
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CW: Pop-up Page
Resources
Lesson Outline
5min Students complete the Do Now and pick up handouts. (For the first few days the teacher will remind them to do so.) Attendance will be called out.
5min< Overview of the Haiku rules.
5min< Finding what's wrong with Haiku A & B. Individual, share with pairs, then class discussion.
10min Students write a Haiku. Pair checks for compliance to Haiku rules. Share with class.
5min Demonstrate how to make a pop-up book template. Show examples. (Step by step examples on the board.)
5min< Students make their own pop-up book template.
10min Students start on Haiku Pop-Up, adding in likes, dislikes, interesting facts, title, haiku, and pictures/art.
10min Clean up and collect all items.
AIM: Students will practice writing haiku and the skills to make a pop-up by making a 1-page Pop-Up book featuring a Haiku about themselves.
Final on Monday!!!
Review. Review. Review. Print out forms and answer questions again. Redraw the diagrams. Use your flashcards. Quiz each other. Don’t just stare at your notes.