Wednesday, 12/12/18- A Day- Block Schedule Periods 1, 3, 5, & 7

Lesson Question

How can we slow energy transfer into a cup?

Learning Tasks

1. Do Now– Copy down today’s homework assignment in your planner. Open your ISN and add to the Table of Contents- “Cup Testing” p.36 (Left Side). Head p.36 properly with “Cup Testing- 12/12/18.″
2. Cup Building & Testing– Remember your goal of the design challenge & the design criteria/constraints. You have this one period to build your cup and test your design. You can make changes to your design after doing some testing because something isn’t working or you have a better idea. You can also use smaller amounts of water (250mL) in your tests. You should document the data that you are collecting on ISN p.36 in a data table. Use Section B Testing Design on the handout to record any changes to your design and use Section C to explain existing design components that you chose to keep. Finally, complete a revised cup design by drawing in the blank Section D and writing comments.

Home Learning

• Self Reflection for ISN- Heat-Thermal Energy Unit (MP2) due Friday, 12/14
• ISN’s due next week!

Thursday, 10/18/18- A Day- Block Schedule Periods 2, 4, 6, & 8

Question:

How can we design a cup to keep a drink cold?

Learning Tasks:

1. Do Now– Invent your own superhero. Advise a person who wants to become a superhero. What ideas do you have for a name, outfit, logo, superpower, gadgets, transportation, etc? Write a step-by-step guide for how to become a superhero.
2. Cold Cup Challenge Introduction (Turn & Talk)– Your goal is to make a regular plastic cup better at keeping a drink cold. Turn & talk to share ideas for materials & design.
3. Cold Cup Challenge Initial Design– You will work in groups of 3 and have the following different materials to use (felt, cotton, cardboard, foil, etc.). You are welcome to bring supplies from home that are pre-approved by teacher & parents & agreed upon by your design group. In ISN p.22, diagram an initial design and ask questions you could investigate to find answers that will help your design. You do not need to agree on a design right now.
4. Brain Break Video Segment– You Can’t See This and How Optical Illusions Trick Your Brain
5. Driving Question Board (DQB)– Look back on the questions on ISN p.17 (“What We Wonder”) and on p.22, as well as any questions that came to you while you worked on the Initial Model. Choose the most compelling or interesting question and write it on an index card, big and bold, using the colored marker assigned to your class. These are the questions that it is our mission to answer! Share the question and organize it on the DQB in the following categories: What’s going on when something warms up or cools down, How the cup influences warming up or cooling down, other design features of cups that we need to know about.
6. Ideas for Investigation– Jot down new ideas for investigations based on the DQB. For example, think of an investigation that we can do to figure out the answer to the question- What do you think is different about cold water compared to warmed water? Or consider what part of the model makes the more sense to explore first and why?
7. Exit Tweet– Something is happening to the water in the cold drink when it warms up. More of this is happening in the thin plastic cup and less in the thick plastic cup. Why is the new cup better than the regular cup?

Wednesday, 10/17/18- B Day- Block Schedule Periods 1, 3, 5, & 7

Question:

How can we design a cup to keep a drink cold?

Learning Tasks:

1. Do Now– Invent your own superhero. Advise a person who wants to become a superhero. What ideas do you have for a name, outfit, logo, superpower, gadgets, transportation, etc? Write a step-by-step guide for how to become a superhero.
2. Cold Cup Challenge Introduction (Turn & Talk)– Your goal is to make a regular plastic cup better at keeping a drink cold. Turn & talk to share ideas for materials & design.
3. Cold Cup Challenge Initial Design– You will work in groups of 3 and have the following different materials to use (felt, cotton, cardboard, foil, etc.). You are welcome to bring supplies from home that are pre-approved by teacher & parents & agreed upon by your design group. In ISN p.22, diagram an initial design and ask questions you could investigate to find answers that will help your design. You do not need to agree on a design right now.
4. Brain Break Video Segment– You Can’t See This and How Optical Illusions Trick Your Brain
5. Driving Question Board (DQB)– Look back on the questions on ISN p.17 (“What We Wonder”) and on p.22, as well as any questions that came to you while you worked on the Initial Model. Choose the most compelling or interesting question and write it on an index card, big and bold, using the colored marker assigned to your class. These are the questions that it is our mission to answer! Share the question and organize it on the DQB in the following categories: What’s going on when something warms up or cools down, How the cup influences warming up or cooling down, other design features of cups that we need to know about.
6. Ideas for Investigation– Jot down new ideas for investigations based on the DQB. For example, think of an investigation that we can do to figure out the answer to the question- What do you think is different about cold water compared to warmed water? Or consider what part of the model makes the more sense to explore first and why?
7. Exit Tweet– Something is happening to the water in the cold drink when it warms up. More of this is happening in the thin plastic cup and less in the thick plastic cup. Why is the new cup better than the regular cup?

Tuesday, 10/16/18- A Day

Question:

Why is the new cup better than the regular cup?

Learning Tasks:

1. Do Now– Get out your ISN and add to the Table of Contents- “Initial Design” p.22 (Left Side) and “Related Phenomena” p.23 (Right Side). Head p.22 properly with “Cold Cup Challenge- Initial Design-10/16/18.″ Head p.23 with “Related Phenomena-10/16/18.”
2. Model Tracker– This is where we will keep track of the important ideas we come to agreement on in our investigations. Draw the Model Tracker on ISN pages 18-21. What ideas did we agree upon in our model? Let’s write these ideas in the first row. Let’s use evidence from our observations and the data to support our ideas and draw a quick picture to represent them.
3. Brainstorm Related Phenomena– Check in on HW in Google Classroom- Think about examples of other objects that do a good job keeping things cold or warm. Maybe if we look at other objects that do this really well, we can figure out what’s happening with the cups that makes one work better than the other. Set up a T-chart on ISN p.23 to record objects (“What is it?) and explanations (“Why/how does it work?”). Work with your partner to complete the chart. Share one object per pair. What is the object made of? Why do you think it worked so well?
4. Cold Cup Challenge Introduction & Initial Design– Your goal is to design a cup that will keep a drink cold. What materials do you want to use? Why will those work? Are there design features you want to include? Turn & talk to share ideas for materials & design. Use ISN p.22 to draw an initial design model.

Thursday, 9/20/18- A Day- Block Schedule Periods 2, 4, 6, & 8

Learning Objectives:

• Students will get the feel of a design approach and get a taste of each design “mode” (empathize, define, ideate, prototype, test).
• Students will see the value of engaging with real people to help them ground their design decisions, that low-resolutions prototypes are useful to learn from (take an iterative approach), and to bias toward action (you can make a lot of progress in a little bit of time if you start DOing).

*Lesson today from The Wallet Project. Check it out!

Learning Tasks:

1. Do Now– In the box on the first page of your packet, draw a sketch of an idea for the IDEAL wallet.
2. Video Segments– The Design Thinking Process and What is Design Thinking
3. An Introduction to Design Thinking– The Wallet Project

• Step 1– Gain empathy- Interview & dig deeper to learn from your partner. (14 minutes)
• Step 2– Reframe or define the problem. Capture your findings by considering the needs (goals, wishes, insights) you found out about your partner. Now take a stand with a point of view and write a problem statement. (6 minutes)
• Step 3– Ideate or generate alternatives to test. What are different ways you can solve the problem? Sketch at least 5 radical ways to meet your user’s needs. Then share your solutions & capture feedback. (15 minutes)
• Step 4– Iterate (repeat) based on feedback. Reflect on the feedback from your partner and use it to generate a new solution. Sketch your big ideas and note details if necessary. (3 minutes)
• Step 5– Build and test your prototype. Build your solution. Share it and get feedback. (15 minutes)

prototyping materials: construction paper, tape, colored pencils, markers, scissors, aluminum foil, paper clips, cardboard, duct tape

Home Learning

Hopes and Dreams HyperDoc is due tomorrow, 9/21

Period 8- Citizens Science Project- GLOBE Trees Around the GLOBE