Monday, 2/2/2020- A Day

Focus Question:

How do the vibrations from a sound source compare for higher-pitch versus lower-pitch sounds?

Learning Tasks:

  1. Do Now– Please get out your ISN and copy down today’s focus question on the first line of ISN p.73: “How do the vibrations of the sound compare for higher-pitch versus lower-pitch sounds?” Add to the Table of Contents: “Motion Detector 2 p.73” (Right Side). Head p.73 properly with “Motion Detector 2-3/2/2020.”
  2. Write Pair Share– Observe the musical instrument that you were given. Trade with another partner to try another instrument. Answer the following question on ISN p.73- What patterns do you notice when looking at and playing the xylophone, guitar, or music boxes?
  3. Scientific Language– Define pitch on ISN p.73 as “the highness or lowness of a sound.”
  4.  Practice– Watch the Slow Motion Orchestra- Harp video. Complete the “Harp String Graph” handout.

Monday, 11/11/19- A Day

Focus Question:

How does a lid affect what happens to the liquid in the cup?

Learning Tasks:

  1. Do Now– Get out your ISN and add to the Table of Contents- “Evaporation” p.35 (Right Side). Head p.35 properly with “Evaporation- 11/11/19.″
  2. Model– Pass out “Manipulative Mat for a Model of Matter at the Surface of a Liquid” handout and a bag of blue & some yellow chips to each partner. We’re going to develop a model together to show what is happening to the water that explains why the mass of the system decreases and why the water level drops over time. Take one blue chip and place it in the key. Label the chip as the smallest particle of water (in this case, a molecule). Particles are pieces of matter that are too small to see. Lay out the rest of the blue chips as they might look at the surface of the water if we zoomed in. How could you use the chips to show why the mass of the system and the level of the water starts dropping over time. How would you show where the matter is going? Show this with your model. We also need to represent air which is also made of particles but they are more widely spaced apart than in a liquid. Use the yellow chips to update your key and add air above the water.
  3. Scientific Language Key Word/Concept– Add the scientific language keyword/concept, definition, illustration, and examples to ISN p.35.
  4. Driving Question Summary Table– Update the DQST on ISN p.22-23 for the Cup Lid Labs on ISN pgs. 30-33.

Tuesday, 5/28/19- B Day- NGSS Schedule Periods 1, 3, 2, 4, 5, 6, & 7

Lesson Question:

How does friction influence the amount of force needed to move an object?

Learning Tasks:

  1. Do Now– Get out your science notebook and add to the Table of Contents- “Friction Notes p.75 (Right Side). Head page 75 properly with “Friction-Notes from Reading-5/28/19.”
  2. Video/Scientific Language Key Word/Notes– Watch “Expedition 3: Fundamental Forces” to meet Kobie Boykins, a mechanical engineer at NASA. Record the lesson question on ISNp.75: “How does friction influence the amount of force needed to move an object?” Set up ISN p.75 to record the definitions of the following scientific language keywords: force, net force, & friction. Record the same terms and page numbers in the Index in the back of your ISN. On ISN p.75, take notes on the reading.

Monday, 4/29/19- 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 science notebook and add to the Table of Contents- “Air Pressure p.63” (Right Side). Head page 63 properly with “Air Pressure-Outline-4/29/19.”
  2. Air Pressure Outline/Google Slides– Use the Outline template to take notes on the Air Pressure Google Slides.
  3. Notebook Work– Trim & tape outline to ISN p.63. Add the following scientific language terms to Index: Air pressure and Bernoulli’s Principle.

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).