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 

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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.

Tuesday, 5/31/16-A Day

Learning Objectives:

  • To determine the motion of an object by the sum of the forces acting on it
  • To relate mass and force to a change in motion

Learning Activities:

  1. Do Now– Copy down today’s homework assignment in your planner; Get out your science notebook open to pages 104-105- your experiment on Newton’s 1st & 2nd laws; Talk to everyone in your lab group- Does everyone have the data written in his or her data table? Be sure to calculate averages too.
  2. Collect homework– Forces and Motion Basics PhET simulation (for anyone absent from class on Friday)
  3. Science Vocabulary– Copy the definitions for the following scientific terms onto the back of the flash-card template: force, motion, friction, inertia, speed, acceleration
  4. Advance OrganizerNewton’s First law- Inertia, Newton’s Second Law- Acceleration, Newton’s Third Law- Action & Reaction
  5. Investigation Experiment– How does the sum of forces on an object or the mass of an object affect the object’s motion? Use data to create a graph. Write conclusion (with writing prompts, if appropriate).

Homework:

  • STUDY- Forces and Motion Quiz tomorrow 6/1
  • Science Notebook due Fri. 6/3