Experiments 101 (1 of 2)
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CW: Complete table, chart with trendline, and analysis on handout.
DN: Glue Science Experiments 101 (Part 2) on page 5.
Reminder: Projects are due on Friday, design testing at lunch all week.
Resources
LESSON OUTLINE
5min Students complete the Do Now by glueing in Science Experiments 101 - Part 2 handout onto page 5.
5min 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.
10-15min Complete Trials 3-4. Students are randomly selected for each trial.
5min< Students find averages using google spreadsheets.
10min Students complete chart, add a trendline, analyze the trend, and make a prediction for an unknown value.
5min 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?
Reminders: Tomorrow is the last in class day to successfully test your egg extractor. Otherwise you’ll have to come in at lunch the following week.
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.
DN: Take out finished 3D fun shapes from yesterday.
RESOURCES
LESSON OUTLINE
5min Check 2D to 3D Fun Shapes.
5min Introduction to Engineering Project: Chuck-Ken Egg Extraction.
5min Quick intro to different materials and uses.
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
CER: Example for NB
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HW: Complete 3D Shapes
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CW: Complete the CER from Article 2, glue CER example onto page 6 of notebook
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DN: Read Article 2 - Soft Food & Braces
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Reminder: Safety quiz retakes on Friday at lunch
RESOURCES
2D to 3D Handout
Article 2 - Soft Food & Braces (Not available online on this site.) Copies available in class.
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 Students cutout and assemble 2D shapes into 3D figures.
5min Clean up. Wrap up.
CER: The ABC Way
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CW: Complete the CER from Article 1 (Sunlight & Glasses)
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Reminder: No class on Monday.
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Note: Due to heatwave, curriculum schedule has been rearranged. Experimental Design will be covered once temperatures return to normal.
RESOURCES
Article 1 - Glasses & Sunlight (Not available online on this site.) Copies available in class.
LESSON OUTLINE
10min Introducing how to write a CER, the ABC way.
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 Clean up. Wrap up.
How to Use Spreadsheets
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HW: Finish More Exercises (on Google Classroom).
CW: Completed Spreadsheet Practice (on Google Classroom).
EQ: How do you create a table and chart with a trendline?
Resources
Lesson Outline
5min Practice using Autofill.
5min< Practice finding sums and averages.
5min Practiceentering formulas..
5min< Practice creating charts and adding trendlines.
5min Students start on More Exercises assignment (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.
Trends in Data: Short Notes
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CW: Notes
DN: Glue the Trends in Data handout and glue into the notebook (page 3).
EQ: How do you interpret a chart?
RESOURCES
LESSON OUTLINE
5min Students complete the do now by glueing handout into the notebook.
10min Student complete note section of Trends in Data Handout.
10min Match the chart with the situation.
10min Engineering 3D Visualization & Precision Assembly
10min Safety & Policy Quiz
5min Collect materials. Clean up. Wrap up.
Trends in Data: Charts & Trendlines (2 of 2)
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HW: Chart Stories (Every Chart Tells a Story), completed charts and illustrations.
CW: Complete charts and trendlines for Candy for Later and Chuck-Ken Jump, part of the Trendy Trendlines Activity.
Note: Safety and Course Outline Quiz on Wednesday
Resources
Chart Stories - Every Chart Tells a Story
Trendy Trendline Activity Handouts (Not available online on this site. Copies available in class.)
LESSON OUTLINE
5min Students complete the do now by clearing their tables.
5min< Distribue handouts and materials. Material prep - cutting out pieces for Trendy Trendlines.
10min Trendy Trendlines: Chuck-Ken Jump.
10min Trendy Trendlines: Candy for Later.
5min< Read Chart Stories 1 and 2. Students discuss which chart goes with each story.
10min Teacher and students redraw and illustrate the chart for story 1. Students work independently and redraw and illustrate the chart for story 2.
5min> Collect materials. Clean up. Wrap up.
AIM: Create a chart and add the corresponding trendline.
Trends in Data: Charts & Trendlines (1 of 2)
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HW: [1] Get Safety Contract signed. [2] Get an 8.5 x 11 One Subject Notebook.
CW: Complete charts and trendlines for Going Viral and Money Troubles, part of the Trendy Trendlines Activity.
DN: Clear tables.
Note: Safety and Course Outline Quiz on Wednesday
Resources
Trendy Trendline Activity Handouts (Not available online on this site. Copies available in class.)
LESSON OUTLINE
5min Students complete the do now by clearing their tables.
5min< Students working in pairs get and prep supplies for today’s activity.
10min Trendy Trendlines: Money Troubles.
10min Trendy Trendlines: Going Viral.
10min Review safety contract.
5min Collect materials. Clean up. Wrap up.
AIM: Create a chart and add the corresponding trendline.