Special Topic: Immune System (Day 1 of 2)
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CW: Start Alien Invasion Comic (An Immune System Analogy)
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DN: What causes illness/sickness in people.
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Reminder: Xtra Credit assignments will be posted on Monday (12/20).
LESSON OUTLINE
5min Students complete the Do Now by answering question in notebook.
25min Immune System Story. Students volunteer for roles and read lines for characters during presentation. All students complete the Immunes System Question handout.
10min The Immune System as a School Analogy. Class develops analogy for the immunes system.
10min Students work on comic for the immune system analogy.
5min Collect materials. Clean up. Wrap up.
Rock Cycle: Quiz
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CW: Complete Postmortem for Mineral Presentation and turn in via Google Classroom.
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DN: Review for the Rock Cycle quiz.
LESSON OUTLINE
10min Students complete the Do Now by studying for the quiz
10min Complete Postmortem for Mineral Presentation and turn in via Google Classroom.
5min Teacher overviews the parts of the quiz.
25min Rock Cycle Quiz.
5min Collect materials. Clean up. Wrap up.
Rock Cycle: Mineral Presentations
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HW: Review for Rock Cycle quiz.
CW: Review/Presentation Comments Handout
DN: Take handout. Practice your presentation.
Resources
LESSON OUTLINE
5min Students complete the Do Now by taking handout.
10min Students practice their mineral presentations.
25min Mineral Presentations. Students not presenting will make comments on handout and completing the review questions while presenting groups transition.
5min Collect materials. Clean up. Wrap up.
Rock Cycle: Mining Minerals (Day 2 of 2)
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CW/HW: Finished mined mineral slideshow due Today via Google Classroom.
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DN: What do you need to know for Wednesday’s quiz?
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Reminder: [1] Quiz on Wednesday. Make sure you know the differences between rock types. [2] Presenting slideshows tomorrow.
LESSON OUTLINE
5min Students complete the Do Now by answering question in notebook.
15min Example of Bad, Not so Bad, Good, Better Slides. Teacher demonstrates how to improve slides.
25min Students complete slideshow about a mined mineral uses, pollution/human impact, and solutions to the problems. Must provide numbers/values and links to sources. Slides should be 'good’ or better. See Google Classroom for assignment details.
5min Collect materials. Clean up. Wrap up.
Rock Cycle: Identifying Type (II)
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CW: Corrected answers in Do Now section for Rock Identification.
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DN: How do you tell igneous, metamorphic, and sedimentary rock apart?
LESSON OUTLINE
5min Students complete the Do Now by answering question in notebook.
5min< Class review on differences and things to look for to identify rock type.
25min Students rotate between stations and come to a consensus on the rock type.
5min Teacher goes over answers.
5min> Students reexamine rocks they misidentified.
5min Collect materials. Clean up. Wrap up.
Phases of Matter: Melting Ice
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HW: Work on your Phases of Matter video projects.
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DN: Draw the particles during vaporization.
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Reminder: Groups that miss the group deadline will have to turn individual videos. (You had to sign up to work in pairs ahead of time. It’s too late now.)
RESOURCES
Phases of Matter Video Project Rubric
Lesson Outline
5min Students complete the Do Now by answering in their notebook.
5min Students complete Phase Changes Charts & Diagram slideshow by moving pictures and labels to the correct place. Turn in via Google Classroom.
10min Teacher outlines the Ocean is Rising activity and watch the linked videos and simulations.
15min Students answer the Ocean is Rising questions and turn in via Google Classroom.
5min Quick check. And peer graded.
5min Review Phase of Matter video project rubric with quick Q&A.
5min Collect materials. Clean up. Wrap up.
Phases of Matter: Cheers
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CW/HW: Complete the States of Matter & Phase Changes worksheet (front side only).
DN: What are two examples of condensation in real life?
Reminder: [1] If you are planning to work in pairs for the project, you must sign up by Friday. Groups that miss the group deadline will have to turn individual videos.
RESOURCES
States of Matter & Phase Changes 2 Worksheet
Lesson Outline
5min Students complete the Do Now by answering the question in notebook.
5min Teacher explains the requirements for the State of Matter Cheer activity. Students are assigned either solid, liquid or gas.
5min Students develop and practice a cheer that explains how the particles move in a given state of matter.
5min< Students perform their State of Matter Cheers.
5min Teacher explains the requirements for the Phase Change Cheer activity. Students are assigned either melting, vaporization, condensation, or freezing.
5min Students develop and practice a cheer that explains how particles are affected during a phase change and whether the change requires adding or removing energy.
5min< Students perform their Phase Change Cheers.
10min> Students work on review worksheets.
5min Collect materials. Clean up. Wrap up.
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