Thursday, 6/6/19- A Day- Block Schedule Periods 2, 4, 6, & 8

Lesson Question

What factors affect the motion of a rocket?

Learning Tasks:

  1. Do Now– Copy down your Home Learning tasks in your planner. Get out your science notebook and add to the Table of Contents- “Rocket Investigation p.81 (Right Side). Head page 81 properly with “Rocket-Investigation-6/5/19.”
  2. Investigation– Rocket- Set up ISN p.81 with lesson question, dependent variable, independent variable, & constants (controlled variables). Review procedure. Set up Data Table on ISN p.81. Review lab safety expectations & cooperative table group member responsibilities. Conduct the experiment and record data in the data table on ISN p.81. Trim & tape procedure as a flip page to ISN p.81.

Home Learning:

ISN’s (science notebooks) due tomorrow 6/7

SEL Lesson- Effective Communication

  1. Watch video- Abbott & Costello’s Who’s on first?
  2. Small group- Make T-chart on paper with columns for  Effective and Ineffective Communication. List characteristics of each.
  3. Watch video-  How Miscommunication Happens and How to Avoid It TED-ed
  4. Small group-On your paper, show how you can demonstrate the following ways we can improve our effectiveness in expressing ourselves & understanding others. What do they look like? What do they mean? What is an example? Use words & sketches.
    1. Recognize that passive hearing and active listening are not the same.
    2. Listen with your eyes and ears, as well as with your gut.
    3. Take time to understand as you try to be understood.
    4. Be aware of your personal perceptual filters.

 

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Wednesday, 6/5/19- B Day- Block Scheule Periods 1, 3, 5, & 7

Lesson Question

What factors affect the motion of a rocket?

Learning Tasks:

  1. Do Now– Copy down your Home Learning tasks in your planner. Get out your science notebook and add to the Table of Contents- “Rocket Investigation p.81 (Right Side). Head page 81 properly with “Rocket-Investigation-6/5/19.”
  2. Investigation– Rocket- Set up ISN p.81 with lesson question, dependent variable, independent variable, & constants (controlled variables). Review procedure. Set up Data Table on ISN p.81. Review lab safety expectations & cooperative table group member responsibilities. Conduct the experiment and record data in the data table on ISN p.81. Trim & tape procedure as a flip page to ISN p.81.

Home Learning:

ISN’s (science notebooks) due Friday 6/7

Tuesday, 6/4/19- A Day

Lesson Question

What factors affect the motion of a rocket?

Learning Tasks:

  1. Do Now– Copy down your Home Learning tasks in your planner. Get out your science notebook and add to the Table of Contents- “Laws of Motion Notes p.79 (Right Side). Head page 79 properly with “Newton’s Laws of Motion-Notes-6/4/19.”
  2. Driving Question Summary Table– Complete the DQST on ISN pgs. 70-71 for the Friction lab.
  3. Video SegmentsForce and Motion Study Jam, Friction PhET, Friction & Heat: the Science of Speed, Science of the Winter Olympics: Science Friction
  4. Scientific Language Key Word/Notes– Use the advanced organizer to take notes from the reading on Newton’s 3 Laws of Motion. Notice the following scientific language keywords: gravitational force, gravitational acceleration, mass, weight, Newton’s 3 Laws of Motion. Record the same terms and page numbers in the Index in the back of your ISN. Tape the advanced organizer to ISN p.79.

Tuesday, 5/7/19- B Day

Lesson Question:

How can engineers use their understanding of air pressure to make airplanes fly?

Learning Tasks:

  1. Do Now– Get out your ISN and add to the Table of Contents on the Left Side- Score Sheet p.64. Head page 64 properly with Naked Egg Drop-Score Sheet-5/7/19. Tape the score sheet as a flip page to ISN p.64.
  2. Reading Comprehension– “Dynamics of Flight”- Read the introduction and preview the text as a full class. As the text is read aloud for the “gist,” make quick jots of what you notice. Now individually or with a partner, read slowly to clarify information from the quick read and annotate the text. As you find information, record it in your “Four Forces of Fight” organizer.
  3. Investigation– The Paper Tent- Fold a piece of paper (lengthwise) in half and make a paper tent. Place the paper tent on your desk. Predict what will happen when you blow into the tent. Will it appear to get larger, will it remain unchanged, or will it bend down toward the table? Position the straw about 2 inches away from the paper tent so that you will be able to blow a steady stream of air across the surface of the table or desk and through the tent. Observe what happens and complete worksheet. Now blow harder into the straw. Alternately, you can also turn your paper tent upside down and blow through the V-shaped paper. Trim & tape “Fun with Bernoulli” worksheet onto ISN p.63.

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.”