Thursday, 4/2/19- A day- Block Schedule

Lesson Question:

What happens when objects collide? How can we design a crash protection device to absorb enough energy during a car crash to save lives?

Learning Tasks:

  1. Do Now– Get out your ISN and add to the Table of Contents on the Right Side-Naked Egg Drop p.65. Head page 65 properly with Naked Egg Drop-Field Challenge-5/1/19.
  2. Review NEAM School Group Policies
  3. Field Assignment– Performing Crash Tests- Expedition Challenge- Naked Egg Drop

Wednesday, 5/1/19- A Day- Early Dismissal Block Schedule- Periods 1, 3, 5, & 7

Early Dismissal Block Schedule

Entrance Bell:       8:05
Homeroom:           8:15-8:20
Period 1:               8:23 – 9:15
Period 3:               9:18 – 10:10
LOCKERS
Period 5:               10:14 – 11:06
Period 7:               11:09 – 12:00

 

Lesson Question:

What happens when objects collide? How can we design a crash protection device to absorb enough energy during a car crash to save lives?

Learning Tasks:

  1. Do Now– Get out your ISN and add to the Table of Contents on the Right Side-Naked Egg Drop p.65. Head page 65 properly with Naked Egg Drop-Field Challenge-5/1/19.
  2. Review NEAM School Group Policies
  3. Field Assignment– Performing Crash Tests- Expedition Challenge- Naked Egg Drop

Monday, 12/10/18- A Day

Lesson Question

How can we slow energy transfer into a cup?

Learning Tasks

  1. Do Now– Get out your ISN and your Part 4 Design Tracker handout. Share your cup design with the person sitting next to you at the table.
  2. Work on Cup Designs– Use Part 4 Design Tracker to document the cup design that you will build and test, the rationales for each design component, and revisions made to your initial design. Brainstorm revisions to the initial design on ISN p.22 & discuss how you might use what you’ve learned to revise your designs or strengthen your justifications for features in your initial designs. Don’t forget you must satisfy each of the criteria and constraints on ISN.39! Draw a picture of your design in Section A of Part 4 and use words to explain your ideas. Record your rationale for each design component (ex. material choice & how it was used) in the table. For ideas from your initial designs that you want to keep, use the table on the back of the Design Tracker handout to explain what modifications you made to your design on ISN p.22 and why. Tape Part 4 Design Tracker as a flip page to ISN p.38.
  3. Scientists’ Circle– Share your revision ideas and justifications with the class.

Friday, 12/7/18- B Day

Lesson Question

How can we slow energy transfer into a cup?

Learning Tasks

  1. Do Now– Open your ISN and add to the Table of Contents- “Design Tracker” p.38 (Left Side). Head p.38 properly with “Design Tracker-Annotated Cup Design- 12/7/18.″
  2. Science FridayRaccoons: Tricky Trash Pandas or Misunderstood Masterminds?
  3. Brainstorm Data to Test for Effectiveness– How will we know if our designs are better than the original plastic cups or as good as the new cups? What type of data should we collect? How can we test our designs to see how well they minimize energy transfer to the cold drinks? Record your ideas for data to collect and what the data tell us in the data table for Part 3.
  4. Work on Cup Designs– Use Part 4 Design Tracker to document the cup design that you will build and test, the rationales for each design component, and revisions made to your initial design. Brainstorm revisions to the initial design on ISN p.22 & discuss how you might use what you’ve learned to revise your designs or strengthen your justifications for features in your initial designs. Don’t forget you must satisfy each of the criteria and constraints on ISN.39! Draw a picture of your design in Section A of Part 4 and use words to explain your ideas. Record your rationale for each design component (ex. material choice & how it was used) in the table. For ideas from your initial designs that you want to keep, use the table to explain what modifications you made to your design on ISN.22 and why.

Wednesday, 12/5/18- B Day- Early Dismissal Block Schedule Periods 1, 3, 5, & 7

Lesson Question

How can we slow energy transfer into a cup?

Lesson Tasks

  1. Do Now– Open your ISN and add to the Table of Contents- “Criteria & Constraints” p.39 (Right Side). Head p.39 properly with “Criteria & Constraints-12/5/18.″
  2. Introduce Design Criteria & Constraints– We have learned a lot about how energy transfers from one substance into another because our goal is to design a cup that keeps drinks cold, preventing energy transfer. Although we want our cup to be as effective as possible, we want the cup to be usable under real-world conditions. The Cold Cup Challenge has several design criteria and constraints that we must keep in mind as we design our cups. Criteria are actions or things that proposed solutions are supposed to satisfy to be successful.  Constraints provide boundaries for what solutions can satisfy the design criteria. Summarize the rationales for each design criterion or constraint on Part I of the handout. Tape the handout to ISN p.39.
  3. Review Initial Cup Design– Turn to ISN p.22. Review what you had proposed in your initial design. You will be using what you have learned in class to revise your design. Then we will build and test our cups to see how well they work. We will then consider how we might revise our designs based on what we figure out.
  4. Identify Useful Model Ideas– Use your model tracker on ISN p.18-21 to review what you’ve learned that might be useful in your cup design. Record the model ideas and the evidence for them in the data table for Part 2.
  5. Brainstorm Data to Test for Effectiveness– How will we know if our designs are better than the original plastic cups or as good as the new cups? What type of data should we collect? How can we test our designs to see how well they minimize energy transfer to the cold drinks? Record your ideas for data to collect and what the data tell us in the data table for Part 3.