Monday, 2/25/19- B Day

Lesson Question:

How do different factors affect an object’s speed? How does an object’s speed affect its impact?

Learning Tasks:

  1. Do NowCopy down your Home Learning assignment in your planner. Get out your science notebook and add to the Table of Contents- “Calculating Speed p.55 (Right Side). Head page 55 properly with “Calculating Speed-Investigation-2/25/19.”
  2. Scientists’ Circle– Looking back- What did we just do? Looking forward- What are our next steps?
  3. Video/Scientific Language Key WordCheck for Understanding-Watch “Expedition 2: A Universe of Motion” to meet Matt Brumbelow, a research engineer. Record the lesson question on ISNp.55. Set up ISN p.55 to record the definitions of the following scientific language keywords: reference point, displacement, distance, speed, velocity. Record the same terms and page numbers in the Index in the back of your ISN. Also, set up ISN p.55 to answer the “Check for Understanding” questions on the reading assignments.
  4. Crash Protection Device Design Challenge– Your goal is to design a crash protection device that will absorb enough energy during a car crash to save lives. What materials do you want to use? Why will those work? Are there design features you want to include? Use ISN p.54 to draw an initial design model 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.

Home Learning:

Read the “Calculating Speed and Determining Velocity Lab” posted in Google Classroom (in Classwork Tab under Today).

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Tuesday, 10/11/16- A Day- WINN Schedule

WINN Schedule

8:23-9:09 Extended homeroom
9:12-9:58 Period 1
10:01-10:47 Period 2
10:50-11:36 WINN
11:41-1:01 (includes lunch as usual with usual times) Period 5
1:04-1:50 Period 3
1:53-2:45 Period 6

Extended Homeroom:

  1. Assign WINN Teacher and Homeroom to each student
  2. Complete individual WINN schedule
  3. Go to lockers to get free-reading book
  4. DEAR

WINN:

  1. Ice Breaker- Blobs and Lines, Concentric Circles, & This or That
  2. Circle- What accomplishments have you made in school during the first 6 weeks?
  3. DEAR

Periods 2, 3, & 6  (No Periods 4 & 7):

Learning Activities:

  1. Do Now- Copy down today’s homework assignment in your planner. Get out your science notebook and add to the Table of Contents- “Peek-a-Boo Vocab p.20” (Left Side) and “Peek-a-Boo Vocab p.21” (Right Side). Head page 20 properly with “Peek-a-Boo Vocab-Application- 10/11/15” and page 21 properly with “Peek-a-Boo Vocab-Key Words-10/11/15.”
  2. Set up Output Page 20-Using the key words and definitions from page 21, identify the following in your Designer Plane experiment: independent variable, dependent variable, constants (controlled variable), and control.
  3. Investigation– How can we make a paper airplane travel further? Complete presentations of group conclusion using CER protocol.
  4. Science Key Words– Peek-A-Boo Vocab- Cut out the key words and definitions about designing experiments. Tape the definitions to page 21 of your notebook. Then tape the matching key word on top so that it makes a “door.”

Homework:

Complete “Design an Improved Plane- Conclusion” on page 18- due Thursday, 10/13 

Monday, 10/10/16- B Day- Fall Picture Day

Learning Activities:

  1. Do Now– Copy down today’s homework assignment in your planner. Get out your science notebook and add to the Table of Contents- “Designer Plane p.18” (Left Side). Head page 18 properly with “Designer Plane-Investigation-10/10/16.”
  2. Set up HW on page 18– “Design an Improved Plane-Conclusion“- 1. State your claim. What was your proposed design improvement? 2. Give evidence. How do you know that your design was or was not an improvement? 3. Use reasoning- Why does your evidence support or not support your claim?
  3. Investigation– How can we make a paper airplane travel further? Period 3- Complete Lab Safety Checklist “After Lab is Completed.” and share data and calculate average. All classes– Claim-Evidence-Reasoning Protocol-In your cooperative table group and on your easel paper (Be prepared to share with the full class)-CLAIM- What was your proposed design improvement? What effect did you predict your design improvement would have on your plane? Ex. Adding a paperclip to the paper plane makes it go farther.EVIDENCE- How do you know that? Describe the evidence (results/data) that support your claim. Ex. In this lab, the paper plane with a paperclip went an average distance of 30 meters and the paper plane without the paperclip went an average distance of 23 meters.

    REASONING- Why does your evidence support your claim? Explain how your evidence connects to your claim. Ex. Since the average distance that paper plane with the paperclip traveled is 7 meters further than the average distance that the plane without the paperclip traveled, adding a paperclip to a plane does make it travel further.

Homework:

Complete “Design an Improved Plane- Conclusion” on page 18- due Thursday, 10/13 

 

Friday, 10/7/16- A Day- Progress Report Period Ends

No Period 3- Agriculture Assembly in Auditorium

Learning Activities:

  1. Do Now– Get out your science notebook and open to the flip page on page 19. Data recorders- share the data with your group. If the data is written in meters, convert it to centimeters. Remember: 1m = 100cm
  2. Science FridayEngineering the Perfect Pop
  3. Investigation– How can we make a paper airplane travel further? Complete Lab Safety Checklist “After Lab is Completed.” Share data and calculate average.Claim-Evidence-Reasoning Protocol-In your cooperative table group and on your easel paper (Be prepared to share with the full class)-

    CLAIM- What was your proposed design improvement? What effect did you predict your design improvement would have on your plane? Ex. Adding a paperclip to the paper plane makes it go farther.

    EVIDENCE- How do you know that? Describe the evidence (results/data) that support your claim. Ex. In this lab, the paper plane with a paperclip went an average distance of 30 meters and the paper plane without the paperclip went an average distance of 23 meters.

    REASONING- Why does your evidence support your claim? Explain how your evidence connects to your claim. Ex. Since the average distance that paper plane with the paperclip traveled is 7 meters further than the average distance that the plane without the paperclip traveled, adding a paperclip to a plane does make it travel further.