Thursday, 5/10/18- A Day- SBAC (7th grade) Schedule- 1, 3, 2, 4, 5, 6, & 7

JASON Project Operation Terminal Velocity- Expedition 2: A Universe of Motion- Expedition Introduction

Learning Objective:

Students will understand that motion is relative to a reference point and the difference between distance and displacement.

Learning Tasks:

  1. Do Now- Get out your science notebook and add to the NEW Table of Contents- “Cover Page p.67” (Right Side) and “Expedition Briefing p.69” (Right Side). Head page 69 properly with “Expedition Briefing-5/10/18.” Trim and tape NEW Table of Contents to inside front cover.
  2. Educational videos– Watch “Meet the Researcher” video. On ISN p.69, summarize what you learned about Matt Brumbelow. Watch”Expedition Briefing” video. On ISN p.69, jot down thoughts and questions.
  3. Unit Cover Page– On ISN p.67, create a cover page for the unit on A Universe of Motion.
    • Write the title very large so that it is easy to read.
    • Draw a minimum of 3 pictures that represents the unit.
    • Color the entire page, corner to corner, using colored pencil or crayons- no white paper showing.

Wednesday, 5/9/18- B Day- SBAC (7th Grade) Schedule- 6, 1, 7, 4, 2, 3, & 5

JASON Project Operation Terminal Velocity- Expedition 2: A Universe of Motion- Expedition Introduction

Learning Tasks:

  1. Do Now- We are starting an expedition on motion with a scientist from the Insurance Institute for Highway Safety. With your partner, discuss the following questions: What is motion? Why is it important to know the science of motion? In what types of careers might knowledge about motion be important?
  2. Educational VideoUnderstanding Car Crashes: It’s Basic Physics! While watching the video, complete the Video Concept Organizer. Then, answer the Video Discussion Questions.

Thursday, 4/19/18- B Day


Why do heavier objects sometimes float and lighter objects sometimes sink?

Learning Tasks:

  1. Do Now- Copy down your homework assignment in your planner. Get out your science notebook and add to your Table of Contents- “Sinking & Floating Solids p.62” (Left Side). Head page 62 properly with “Sinking & Floating-Solids-4/19/18.” Rabbit or duck?
  2. Video segments– Float or Sink Cool Science Experiment Steve Spangler Science video segment and  The real story behind Archimedes’ Eurkeka! TED Ed video segments
  3. Model-Answer Question 4 about density of water, wax, & a candle on the molecular level. Trim and tape the handout to ISN p.62.
  4. Practice– Take It Further Questions 5-8 handout


Complete Take It Further Questions 5-8 handout

Thursday, 6/1/17- A Day

Core Ideas:

  • For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).
  • The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.
  • All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared.

Learning Activities:

  1. Do Now– Get out your science notebook and add to the Table of Contents- “Understanding Car Crashes p.86” (Left Side) and “Understanding Car Crashes p.87” (Right Side). Head page 86 properly with “Understanding Car Crashes-Connections & Questions-6/1/17 and head page 87 properly with “Understanding Car Crashes- Advanced Organizer-6/1/17.”
  2. Driving Question Summary Table– Complete the Summary Table on pages 80-81 for the “Forced to Accelerate” (Newton’s second law, acceleration) activities on pages 84-85.
  3. Educational videoUnderstanding Car Crashes- It’s Basic Physics– Complete the advanced organizer while watching the video. Tape the organizer as a flip page to p.87. After watching the video, answer the question on page 86: “Which would have been more damaging to the truck: having a head-on collision with an identical truck traveling at an identical speed or driving head-on into the stationary security pillar? Explain.”