Thursday, 4/23/19- B Day- NGSS Test- Block Schedule Period 8 (test), 4, 6, & 2

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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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?

Tuesday, 2/19/19- B Day

Lesson Question:

What happens when objects collide?

Learning Tasks:

  1. Do Now– Copy down your Home Learning assignment in your planner. Get out your science notebook and add to the NEW Table of Contents- “Crash Test Model, Questions p.48 (Left Side). Head page 48 properly with “Crash Test-Initial Model, Related Phenomena, Questions-2/19/19.”
  2. Attempt to Make Sense/Initial Explanation/Model– Let’s attempt to make sense of what we noticed when objects collide. How can you explain what you saw? On a piece of blank copy paper, draw a diagrammatic model of what you think is happening when objects collide. It’s not just a drawing of objects colliding; it needs to explain what happens when objects collide. Label the parts of the model and use words to explain what’s happening. In groups of 2 or 3, compare your models. Use the “Communicating in Scientific Ways” sentence starters on ISN p.14 to share your ideas & ask questions about other models. Focus on the “Observe” (#2) and “Ask Why and How?” (#1) questions.
  3. Identify Related Phenomena/Write-Pair-ShareWhere else does this happen? Think of other times when you experienced collisions. WRITE a brief description of times you can think of when you observed crashing objects on ISN p.48. 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.
  4. Develop Questions/Driving Question Board– What do we need to figure out to explain all of this? Brainstorm “What We Wonder” questions about colliding objects and make a list of those questions on ISN p.48. For each of your observations on ISN p.49, think about a question that you can investigate to help you better understand it. Choose the most compelling or interesting question from ISN p.48 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.

Home Learning

Ideas for Investigation/Next Steps– Which of the questions from ISN p.48 or from the Driving Question Board (DQB) would you like to investigate further? What would you like to do to investigate any of those questions? (See Question in Classwork in Google Classroom under Today topic.)

Tuesday, 10/16/18- A Day

Question:

Why is the new cup better than the regular cup?

Learning Tasks:

  1. Do Now– Get out your ISN and add to the Table of Contents- “Initial Design” p.22 (Left Side) and “Related Phenomena” p.23 (Right Side). Head p.22 properly with “Cold Cup Challenge- Initial Design-10/16/18.″ Head p.23 with “Related Phenomena-10/16/18.”
  2. Model Tracker– This is where we will keep track of the important ideas we come to agreement on in our investigations. Draw the Model Tracker on ISN pages 18-21. What ideas did we agree upon in our model? Let’s write these ideas in the first row. Let’s use evidence from our observations and the data to support our ideas and draw a quick picture to represent them.
  3. Brainstorm Related Phenomena– Check in on HW in Google Classroom- Think about examples of other objects that do a good job keeping things cold or warm. Maybe if we look at other objects that do this really well, we can figure out what’s happening with the cups that makes one work better than the other. Set up a T-chart on ISN p.23 to record objects (“What is it?) and explanations (“Why/how does it work?”). Work with your partner to complete the chart. Share one object per pair. What is the object made of? Why do you think it worked so well?
  4. Cold Cup Challenge Introduction & Initial Design– Your goal is to design a cup that will keep a drink cold. What materials do you want to use? Why will those work? Are there design features you want to include? Turn & talk to share ideas for materials & design. Use ISN p.22 to draw an initial design model.