Trends in Data: Notes
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DN: Glue the Trends in Data handout and glue into the notebook (page 8).
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EQ: How do you interpret a chart?
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Note: Quiz retakes on Friday at Lunch and After School. Notebook Check on Friday..
RESOURCES
[youtube=://www.youtube.com/watch?v=NKdroVmRc2c&w=854&h=480]
LESSON OUTLINE
5min Students complete the do now by glueing handout into the notebook.
10min Overview the previous day’s assignment. Collect items.
10min Student complete note section of Trends in Data Handout.
10min Match the chart with the situation.
5min Collect materials. Clean up. Wrap up.
Trends in Data: Charts + Trendlines
QUICK VIEW
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CW: Complete charts and trendlines for the Chuck-Ken Jump, Going Viral, and Candy for Later part of the Trendy Trendlines Activity.
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DN: Turn in homework and clear tables.
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Note: Quiz retakes on Friday during Lunch or After School.
Resources
Trendy Trendline Activity Handouts (Not available online on this site.)
LESSON OUTLINE
5min Students complete the do now by turning in their homework and clearing their tables.
5min Students working in pairs get and prep supplies for today’s activity.
15min Trendy Trendlines: Chuck-Ken Jump.
10min Trendy Trendlines: Going Viral.
10min< Trendy Trendlines: Candy for Later.
5min Collect materials. Clean up. Wrap up.
AIM: Create a chart and add the corresponding trendline.
Experiments 101: Scenarios
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HW: [1] Science Experiments 101- Working Backwards. (Note: You don’t have to fill in the data tables. Use your notes.) [2] Practice video projects are due today. (Storyboards should have been turned in at the start of the period to be on time.)
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CW: Science Experiments 101- Scenarios 1 & 2
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DN: Take handouts and write your name on each.
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Note: Retakes for safety and course outline this Wednesday at lunch.
RESOURCES
Science Experiments 101: Scenarios
Science Experiments 101: Working Backwards
LESSON OUTLINE
5min Students complete do now.
5min Storyboards are collected. Teacher reminds students to turn in videos and provides tech tips.
10min< Choir reading of scenario 1 of Science Experiments 101: Scenarios. In groups, students identify the variables, state the hypothesis, and determine the question with teacher guidance.
10min< Choir reading of scenario 2. In pairs, students identify the variables, state the hypothesis, and determine the question. Check answers as a class.
10min As a class, students identify the variables, state the hypothesis, and determine the question from Table 1 of Science Experiments 101: Working Backwards.
5min Clean up. Wrap up.
AIM: Complete an experiment and identify the variables, state the hypothesis, and determine the question the experiment answers.
Experiments 101
QUICK VIEW
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HW: Finish Video Project (see previous post).
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DN: Glue Science Experiments 101 on page 7.
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EQ: How do you set up an experiment?
Resources
Science Experiments 101: The Basics
[youtube=://www.youtube.com/watch?v=sySsELOWnCw&w=854&h=480]
LESSON OUTLINE
5min Students complete the do now by numbering the pages in their notebook and glueing in Science Experiments 101 handout onto page 5.
10min Teacher explains the procedures of the Running Distance vs Jump Distance experiment. Randomly selects students for Trial 1and run through the steps. Data is recorded in the table on the handout.
10min Complete Trials 3-4. Students are randomly selected and should only participate in one trial.
15min Students complete the notes on the handout.
5min Clean up. Wrap up.
AIM: Complete an experiment and identify the variables, state the hypothesis, and determine the question the experiment answers.
More Practice Spreadsheets
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HW: Work on Video Project (see previous post).
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CW: Complete More Practice Spreadsheet (Turn in via Google Classroom).
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DN: Clear tables.
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EQ: How do you create a table and chart with a trendline?
Resources
[youtube=://www.youtube.com/watch?v=iW_VkG4pNhU&w=854&h=480][youtube=://www.youtube.com/watch?v=5_tjFeFBmBk&w=854&h=480]
Lesson Outline
5min Teacher outlines how to fill out the bubble sheet. Students fill out bubble sheet in preparation for their quiz.
10min Students complete quiz.
5min Students take their assigned Chromebook and log on to Google Classroom.
10-15min Students make a copy of the More Practice Spreadsheet and follow the instructional videos to complete the assignment. Teacher addresses technical questions.
5min All assignments are turned in via Google Classroom.
5min Put away Chromebooks. Clean up. Wrap up.
AIM: Students will practice using spreadsheets and become familiar with basic skills including creating tables and charts.
Working with Spreadsheets
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HW: [1] Work on Video Project (see previous post). [2] Study for quiz.
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CW: Completed practice exercises (not collected).
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DN: Take your assigned Chromebook and log into your account.
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EQ: How do you create a table and chart with a trendline?
Resources
[youtube=://www.youtube.com/watch?v=iW_VkG4pNhU&w=854&h=480]
Lesson Outline
5min Students complete the Do Now and log into their assigned Chromebook.
5min> Students join Google Classroom and open Google Sheets.
5min Practice using Autofill.
5min< Practice finding sums and averages.
5min Practice formatting tables.
5min< Practice creating charts and adding trendlines.
5min< Practice entering formulas.
5min Put away Chromebooks. Clean up. Wrap up.
AIM: Students will practice using spreadsheets and become familiar with basic skills including creating tables and charts.
Safety: What NOT to Do
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HW: Practice Project. (1) Create storyboards for a How To Video - simple 1-step such as making toast or chocolate milk. Include detailed notes (shot type, action, topic, materials). Use example from the notes as a template. (2) Film and edit together. (3) Turn in via Google Classroom ONLY by Friday 9/6. Work solo or in pairs.
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CW: Complete What NOT to Do mini book.
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DN: Make a mini book.
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EQ: What are the consequences of not following safety rules and procedures?
RESOURCES
[youtube=://www.youtube.com/watch?v=5_tjFeFBmBk&w=854&h=480]
Lesson Outline
5min< Students complete the Do Now and make a mini book. (Example of steps on the board.)
10min Practice Video Project instructions and expectations. Recap of using example storyboards as a template for How To Video.
5min< Teacher outlines expectations. (Focus is on possible consequence of not following rules) Provide examples and possible consequences - pool from students.
15min< Students work on What Not To Do mini book by writing 4 things not to do and illustrating the consequences.
5min Mini books are collected. Clean up. Wrap up.
AIM: Students will illustrate consequences of not following safety rules to demonstrate their importance and significance.
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.