Engineering Project: Redesign & Testing (Day 2 of 2)
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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. LAST CHANCE IS 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)
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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?
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
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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.
DN: Why do you need tabs in your design?
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by answering question.
10min> Complete the Scientific Testing Notes from previous day.
5min Introduction to Engineering Project: Chuck-Ken Egg Extraction.
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
Quiz: CER & Experimental Design
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CW/HW: Finish drawing and labeling biotic and abiotic (Cactus, Rocks, Sand, Ants, Scorpion, Clouds, Sun, Hawk, Wind, Lizard, Mountains, Snake, Skull, Bats, and Cave) for your drawing on page 18 of notebook.
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DN: Review for Quiz.
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Reminders: Quiz tomorrow on Experimental Design and CERs
RESOURCES
LESSON OUTLINE
5min Students complete the Do Now by reviewing the topics covered on the quiz.
5min Instructions and overview of quiz.
15min CER and Experimental Design Quiz
10min Students complete Biotic and Abiotic Desert Illustration (Cactus, Rocks, Sand, Ants, Scorpion, Clouds, Sun, Hawk, Wind, Lizard, Mountains, Snake, Skull, Bats, and Cave) adding labels to identify which are biotic and which are abiotic on page 18 of their notebooks.
5min Video introduction of the next topic: Species Interactions.
5min Collect materials. Clean up. Wrap up.
AIM: Evaluate students understanding of experimental design and CER structure.
CER Practice: Glasses & Braces
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HW: Complete CER from Article 2 following the ABC Method
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CW: Complete the CER from Article 1, glue CER example onto page 6 of notebook.
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DN: Read Article 1 copy.
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Reminder: Safety quiz retakes on Friday at lunch.
RESOURCES
Article 1 (Not available online on this site.) Copies available in class.
Article 2 (Not available online on this site.) Check Google Classroom.
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 Overview of Article 2 and start work on claim and evidence using ABC method. Students complete for homework.
5min Clean up. Wrap up.
A Get To Know You Pop-Up
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CW: Pop-up Page
Resources
Lesson Outline
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 add 3 likes, 3 dislikes, 1 interesting facts, title, haiku, and pictures/art to pop-up.
10min Tour of the key sites on campus.
10min Students share their likes and dislikes.
5min Clean up and collect all items.
AIM: Students will practice the skills of making a 1-page Pop-Up book about themselves.
Photosynthesis & Cellular Respiration: Heart Beat Song
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CW: Short Answers for Heart Beat questions.
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DN: Find your pulse and measure your hear rate (bpm).
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Reminders: Individual Video Projects (Experiment or Scientific Test) are due on Wednesday (3/25). If you did not turn in a group project, you must turn in an individual video project. Changing test or experiments is a 10% deduction on the project grade.
Resources
Photosynthesis & Cellular Respiration Diagram
LESSON OUTLINE
5min Students complete the Do Now by finding pulse and measuring their heart rate.
5min Students answer question 1 (What does blood circulate?). Group discussion and class sharing. Teacher asks guiding questions and provides background information.
10min Students measure and compare laying down vs standing heart rates. Students answer question 2 (Why does your heart rate increase when you stand up?) - using terms from cellular respiration. Group discussion and class sharing. Teacher asks guiding questions (What do your brain cells need? How do they get it?) and provides background information.
10min Students measure their heart rates immediately after 1 minute of exercise. Students answer question 3 (Why does your heart rate increase when exercise?) - using terms from cellular respiration. Group discussion and class sharing. Teacher asks guiding questions (Does exercise require more or less energy?) and provides background information.
10min Demonstration: Heart Rate (bpm) changes with exercise in real time.
5min Collect materials. Clean up. Wrap up.
Photosynthesis & Cellular Respiration: Thinking Deeper
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CW/HW: Think & Explain [Photosynthesis & Cellular Respiration 2]
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DN: Take handouts and clear tables.
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Reminders: Stop Motion Animations & Group Video Projects due today via Google Classroom.
RESOURCES
Think & Explain: Photosynthesis & Cellular Respiration 2
[youtube=://www.youtube.com/watch?v=6yW_aMOmuIo&w=854&h=480]