Wednesday, 5/22/19- A Day- NGSS Test- Block Schedule Periods 3 (test), 1, 5, & 7

Lesson Question:

How are the laws of motion and forces used to plan and execute space missions like the Mars Curiosity Rover?

Learning Tasks:

  1. Do Now– Get out your science notebook and add to the Table of Contents- “DQST p.70″ (Left Side), “DQST p.71” (Right Side), “DQST p.72” (Left Side), and “DQST p.73” (Right Side).
  2. Identify Related Phenomena/Write-Pair-Share– Where else does this happen? Think of other times when you experienced falling and landing objects. WRITE a brief description of times you can think of when you observed falling objects on ISN p.68. Try to come up with ones that make you wonder why/how it happened. PAIR with your table partner to share your related phenomena and be prepared to SHARE an example or two with the class for the Class Record of Related Phenomena.
  3. Develop Questions/Driving Question Board– What do we need to figure out to explain all of this? Brainstorm “What We Wonder” questions about falling & landing objects and make a list of those questions on ISN p.68. For each of your observations on ISN p.69, think about a question that you can investigate to help you better understand it. Choose the most compelling or interesting question from ISN p.68 and write it big and bold on a notecard using a marker. Write your initials and period number in pencil on the front corner of the card. Bring your card to the scientists’ circle. Read your question and post it on the Driving Question Board (DQB). Explain how it is related to another question on the board.
  4. Driving Question Summary Table (DQST)– Set up the DQST on ISN pages 70-73 for the driving question: How are the laws of motion and forces used to plan and execute space missions like the Mars Curiosity Rover?
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Friday, 10/19/18- B Day

Question:

What’s happening to the drink as it warms up?

Learning Tasks:

  1. Do Now– Get out your ISN and open to p.8. Science Joke of the Week- Why are chemists perfect for solving problems?
  2. Science FridayHow to Grow Coral
  3. 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?
  4. Next steps– Observe graph of data again. Something is happening to the water in the cold drink when it warms up. And more of “that” must be happening in the thin plastic cup and less in the thick plastic cup. What do you think our next investigation should be?
  5. Self-Reflection for ISN- MP1– Go to your Google Classroom for this task.

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 NowInvent 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 SegmentYou 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?