Engineering Project: Chuck-Ken Egg Extractor Testing & Redesign (Day 2 of 2)
QUICK VIEW
-
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)
-
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.
-
EQ: What needs improvement? How can you make those improvements?
-
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)
QUICK VIEW
-
CW/HW: Develop/brainstorm ideas for possible solutions to the Egg Extraction Engineering Project.
-
DN: Clear tables. Take out designs. Select one as a group.
-
EQ: What needs improvement? How can you make those improvements?
-
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
QUICK VIEW
-
CW/HW: Complete design for the egg extractor and schematics/diagram for how to make the egg collector/holder section with measurements.
-
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
QUICK VIEW
-
CW/HW: Develop/brainstorm ideas for possible solutions to the Egg Extraction Engineering Project.
-
DN: How do biotic and abiotic factors differ?
-
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
Ecosystems: Notes (Day 2 of 2)
QUICK VIEW
-
CW: Summary paragraph and margin questions (in notebook).
-
DN: Take handouts. Clear table. Fill in bubble sheet.
-
EQ: How are ecosystems organized?
RESOURCES
[youtube=://www.youtube.com/watch?v=GuRuxN9xsU0&w=854&h=480]
LESSON OUTLINE
5min Students complete the Do Now by clearing table and filling in bubble sheet.
5min Teacher provides directions for quiz and clarifies instructions.
15min Students take quiz.
5min Students complete notes.
5min Teach demonstrates how to use the diagram to construct sentences. Students use diagram from notes to write summary paragraph.
5min Teacher introduces margin questions. Students write 3 margin questions.
5min Students share paragraph summaries and margin questions with class.
AIM: Identify the plants, animals, and non-living parts of an ecosystem.
Ecosystems: Notes (Day 1 of 2)
QUICK VIEW
-
HW: Study for quiz. See previous post.
-
DN: Go to page 11, add the date, and answer the questions. (1. What is an independent variable? 2. How do you find a trend?)
-
EQ: How are ecosystems organized?
RESOURCES
[youtube=://www.youtube.com/watch?v=GuRuxN9xsU0&w=854&h=480]
LESSON OUTLINE
5min Students complete the Do Now by answering questions in their notebooks.
5min Students set-up notebook for Cornell notes.
15min Students take notes.
5min Collect materials. Clean up. Wrap up.
AIM: Identify the plants, animals, and non-living parts of an ecosystem.
Ecosystems: Introduction
QUICK VIEW
-
CW: Illustration of an ecosystem.
-
DN: Go to page 10 of your notebook. Label at the top: Table of Contents. Label pages 11-16: Do Now.
-
EQ: What are the plants, animals, and non-living parts of your ecosystem?
-
Note: Quiz on Experimental Design and Trends in Data on Wednesday.
RESOURCES
[youtube=://www.youtube.com/watch?v=GuRuxN9xsU0&w=854&h=480]
LESSON OUTLINE
5min Students complete the Do Now by labeling their notebooks.
5min< Watch engaging video clip of a contained ecosystem. (Recommendation: Planet Earth II: Islands (S1:E1) 18:30-24:30)
10min> Group discussion about interactions, importance of species members, and physical environment.
5min> Teacher explains poster illustration requirements and assigns ecosystem.
15min Students illustrate an ecosystem adding plants, animals, and physical non-living components (ie rocks).
5min Collect materials. Clean up. Wrap up.
AIM: Identify the plants, animals, and non-living parts of an ecosystem.
Catch-Up Day: Experimental Design + Charts
QUICK VIEW
-
HW: Experimental Design & Charts Review (One more time.)
-
CW: Experimental Design & Charts Review
-
DN: Start on worksheet.
-
Note: Quiz retakes on Friday at Lunch and After School. Notebook Check on Friday.
RESOURCES
Experimental Design & Charts Review
[youtube=://www.youtube.com/watch?v=NKdroVmRc2c&w=854&h=480][youtube=://www.youtube.com/watch?v=sySsELOWnCw&w=854&h=480]
LESSON OUTLINE
5min Students complete the Do Now by starting on worksheet.
5min Recap of what should be in the notebook.
15min Students work independently to complete the worksheet using their notes as reference.
15min Class goes over the answers to each question, adding clarification when needed. Assignment is then collected.
5min Students are given the homework and start working on it.
5min Clean up. Wrap up.
Trends in Data: Every Chart Tells a Story
QUICK VIEW
-
CW: Chart Stories Worksheet + Original Chart Story w/Illustrations.
-
DN: Read all 3 stories from the Chart Stories handout.
-
EQ: How do you interpret a chart?
-
Note: Quiz retakes on Friday at Lunch and After School. Notebook Check on Friday.
RESOURCES
Chart Stories - Every chart tells a story
[youtube=://www.youtube.com/watch?v=NKdroVmRc2c&w=854&h=480]
LESSON OUTLINE
5min Students complete the Do Now by reading the 4 chart stories on the handout.
10min> Teacher reads Chart Story 1 asking guiding questions and pointing out key details. Students discuss which Chart, A, B, or C, fits with the story and support their statements. Students share their answers with the class. Teacher asks guiding questions about events represented at key points of the graph and adds illustrations.
10min Students match the chart stories 2 and 3 with charts (A, B, or C). Students explain why explain their selection. Students then add illustrations.
5min Students share answers (chart and illustrations) on the board.
5min Teacher outlines how to write their own chart stories and provides examples. Students are encouraged to make their charts simple or complex depending on their understanding.
5min< Students complete their chart stories.
5min Collect materials. Clean up. Wrap up.
AIM: Link events of a story to the corresponding sections of a chart (w/trendline) and provide reasoning.