DAY1 MON 10/22 DAY2 TUES 10/23 DAY3 WED 10/24 DAY4 FRI 10/26? What is a machine? Machine PPT What are simple machines? What are the different types of simple machines? What are levers? SU: What is a machine? Give examples of machines. Share: Do a Partner Share, and then do a Pass-Off as a teacher writes the definition on the Smartboard. Come up with a class definition of machine. /CW: Students copy the def n of machine onto their classwork. Then they watch a Powerpoint, as they record their thoughts. -Do a partner share after each slide to give kids an opportunity WU: MACHINE: a device that makes doing work easier. SU: Wednesday we looked at different machines. What do you think a simple machine is? (Set up stations while they are writing) -make task card for station 1,2,3 in SU : Go over expectations of stations. -Each station has different readings about a certain kind of simple machine. Each reading looks different and appeals to different kinds of learners. When you choose a reading, think about what kind of reader you are and how much you know about the topic. just because a text is shorter does not mean its easier. Also, just because a text is long does not mean its harder. Pictures are their to help you and can make a text easier to understand. CW: students visit different stations for each simple machine. Flip flop with Jessica. *3 reading stations, and 1 station where students play explore examples of simple machines Stations: Day 2 No SU : station expectations reminders CW: students visit stations WU: Share OUR notes on what each simple machine is. Glue into notebooks and go over. WU2: Show a slide show with different pictures and have students write down which simple machine it is. SU: Identify the simple machines in a series of pictures. : Model for students how to use a spring scale. Use SmartNotebook to project spring scale and determine interval. (label A, B, C like the homework) Spring Scale: A tool to measure force. Newtons: the units used for force; named after Isaac Newton who discovered gravity. : Project a picture of a completed lever for them to build.they build the lever and explore how it works, writing their observations on a WS (or in the NB). CW: students build a lever in pairs, and they fill out their observations in their notebooks. Set #1: Pulley, Wedge, Wheel and Axle, Simple Machine Explore Set #2: Inclined Plane, Lever, Screws, Simple Machine Explore WU: Share OUR notes on what each simple machine is. Glue into notebooks and go over. -Organizer for Mods Stations! Multiple levels of text scaffolded WS for observations -- use the generic observation worksheet where they write their observations and draw a picture. SM1: Find 3 machines outside of school. Draw them and say how they are machines. Find an example of each simple machine -- draw a picture and describe it in your NB. SM2: Simple Machine Worksheet (Physical Science Bk Page 65) SM3: WS on reading spring scales -- will put it on back of SM2.
NASA 1 MON 11/5 ELECTION DAY 11/6 DAY 5 WED 11/7 DAY6 FRI 11/9? What job would you like for NASA? What are the different classes of levers? What are the different classes of levers? Mods NASA Jobs lesson BOTH campuses Go Obama! SU: Below is a typical lever (see-saw). Can you think of other types of levers? : PASTE IN NOTES fulcrum: the pivot point of a lever effort: the amount of force needed to lift the load; where you apply force. load: the thing you are trying to lift; the resistance you must overcome. Overview: There are three different classes of levers based on the position and order of the three major parts of a lever. Identify the parts of today s lever (binder clip = fulcrum; spring scale = effort; block = load) CW: Challenge: Can you build the three types of levers? Draw your ideas in your notebook. WU: Share out observations. scaffolded WS for observations -- use the generic observation worksheet where they write their observations and draw a picture. SU: Review questions on lever classes. Share answers. : Show a few pictures of levers, and model how to label the fulcrum, load, and effort. Then use that information to decide if it s a Class 1, 2, or 3 lever CW:.FLE-123 Worksheets (Jess: WB 20 and 22) MAKE ANSWER KEY FOR CLASSWORK Use the projection for going over the work. WU: Cold Call: If I say FLE you say 123! fulcrum, load, effort, etc.etc. Extra 15 mins: Finish Solar1 posters *give back work (Whirly Gig Posters or WG quiz) OR vocab work OR power point?? Finish Nasa Job Application. Make an Acrostic Poem for LEVER. SM4: FLE-123 Worksheets (answer key on page 22 of the more leverage book)
TUE 11/13 NASA2 DAY7 WED 11/14 DAY8 THU 11/15 FRI 11/16? I/E: How do I prepare for Lever Lab A? D/B: NASA! I/E: Bill Nye D/B: How do I prepare for Lever Lab A? All Classes: Complete Lever Lab A I/E: NASA! D/B: Bill Nye SU: Glue in Half Sheet (space for testable question, RV, MV, and prediction) : Review terms on half sheet SU: Survey questions about Earth and Gravity CW: Watch Bill Nye (Gravity and some of Electricity, if time). SU: Read procedure again : Answer any questions that students have about the procedure. B/D: After Bill Nye, finish Solar One posters... CW: Read Procedure Underline or highlight important sections. WU: Share out what you learned. Set up in NB. CW: students work on Lever Lab A NOTE: there is a section that asks for a teacher check-in... Partner Share: What is the procedure asking you to do? What questions do you have? Fill out half sheet with testable question and variables. WU: Brainstorm synonyms for PROCEDURE OR Show graph and make in class WU: Get materials for Lever Mini quiz- Build a Class 1, 2, 3 lever warm up Go over : show example of a fact drawing. Mods Fact Drawing of your prediction Write a page about what you learned from Bill Nye. Then do a fact drawing with labels! -Do a final version of your bar graph on the back of the graph sheet -Fact drawing about what you learned
DAY9 MON 11/19 TUE 11/20 -- 11AM DISMISSAL NO CLASSES WED 11/21 NO SCIENCE? Lever Lab A Write Up SU: Write a paragraph about what you did in the lab. Write one sentence that is the GIST of this lab **Collect lab reports in HOMEROOM!!! Second half of Math Share is for making Solar One posters. : Walk students through how to complete a lab report. -talk through lab report parts -give kids 10 minutes to talk at their tables about all the parts -have students start on the procedure (pull a small group to walk through the steps) Fill in PROCEDURE as a class with the 4 sections CW: students write their first lab report! WU: MODS Split Finish Write-Up with cover and graph DUE in HR on TUE
DAY10 MON 11/26 DAY11 TUE 11/27 DAY12 WED 11/28 DAY13 FRI 11/30? Lever Lab B set up day Lever Lab B Lever Lab B Write Up What do we know about levers? Lever stations SU: Maybe a simple machine identification Entrance slip : Read the procedure. Talk about it. **What is the main difference between this lab and the last lab we did? Answer any questions that students have about the procedure. CW: Students paste in the graphic organizer in their notebooks, and fill in answers. WU: What do we know about levers so far? SU: Read the procedure silently. Underline or highlight important sections. Partner Share: What is the procedure asking you to do? What questions do you have? CW: students work on Lever Lab B. NOTE: there is a section that asks for a teacher checkin...(jess: WB pg. 8) WU: Introduce the idea of MECHANICAL ADVANTAGE. MECHANICAL ADVANTAGE: how many times the machine reduces the amount of force you need to get the work done. SU: What is the gist of Lever Lab B? : What makes a good procedure? 1. hand out lab procedures from lab report a 2. make chart in notebook: things done well/tips 3. work in tables to read and critique the lab procedure - come with at least 3 things the student did well and 2 tips you could give them for next time 4. share out 1 tip for writing lab procedures CW: Writing Lab Report B 2 small groups: 1. writing procedures: struggling students work together to create 1 lab procedure to share 2. conclusions: how do we beef up our conclusive ideas about a lab? *checklist option for lab report SU: Choose which lab you need graded : Explain to students the four stations and go over expectations for station learning. Station 1: (NEW) Make a Lever Graph: Graphing and writing testable question Station 2: Build a lever that uses the LEAST amount of force, and draw a picture of it Station 3: Practice finding the force needed to lift a variety of objects without a machine; practice measuring with a spring scale. Station 4: Identify the class of the levers on the table. Mod s -Fact drawing of your hypothesis Make final graph. Fact Drawing of what you LEARNED WU: Lab report DUE FRIDAY - mention that only 1 will be graded -lab report outline -NO checklist for stronger students -- we will do this next time for the pulley labs -SPLIT CLASS Finish lab report and cover DUE FRIDAY WU: Highlight Station 2 Write a page about what you learned about levers. Be sure to include evidence for your ideas! Include a fact drawing.
Week DAY14 MON 12/3 DAY15 TUE 12/4 DAY16 WED 12/5 Floating Day for when we re @ MET Lesson: Fri 12/7 (JR)? What strategies can we use for reading non-fiction? Lever Reading: Preview and Chunking. ** USE SS Partnerships! Borrow Charts from Hum teachers SU: What is nonfiction? How is it different from fiction? What do we know about levers? What is a retell? Pulley Reading **Get Reading charts from HUM teachers Book Browse Sample Reading from Levers and Pulley text (Class-2 levers) so we can chunk it on the doc camera : - Discuss Start-Up - Review what Text Features are -- use the model reading on levers. - Share strategies for previewing and chunking - Model for students how you would preview and chunk the model reading. SU: review questions Lever Quiz!!! SU: What are text features? Why do we chunk when we read non-fiction? : Use the model Lever reading (from the Levers and PUlley books) - Review Preview and Prediction - Review Chunk - Explain what a Retell is. What did you just read about? What are the most important facts? What questions do we still have? - If you have difficulty retelling, you should go back and reread that chunk. SU: What topics are you interested in in science? : Go over what a book browse is and how it works. CW: Book browse WU: Set up CW: students work in partners to preview, write a prediction, make a reading plan (who reads, chunk), and read. They fill out the Non-Fiction Reading Guide WS (omit numbers 3, 4) CW: students work in partnerships to read the Pulley Reading. They should fill out the Non-Fiction Reading Worksheet. WU: Discuss: What did you learn? Extension: Try to go back and do retells for each chunk. Extension: Think about what you read. What are your opinions? What is important? Why is it important MODS MOD Reading for small group or just guided reading MOD Quiz LEVER Review Sheet and Study No Science Write a paragraph in your NB about what you learned Think back to the book browse. What 2 bins interested you most? Explain. (Paragraph)
Week DAY17 MON 12/10? How do we take notes? How do we build a pulley? SU: What is a retell? What happens if you re not able to complete the retell? : - Review the reading process: look at text features, make a prediction, make a reading plan (chunk, who will read), read a chunk, stop to do a retell, THEN take notes. - Review how to take notes with Boxes and Bullets BOX = Main Idea BULLETS = Details (It might be nice to borrow some Humanities posters for this lesson.) - Model how you would use boxes and bullets for the old pulley reading. CW: - students make a reading plan. - RESEARCH CYCLE: Read = 3 mins, Retell/Talk = 2 mins, Take notes = 3 WU: For you, what is the most challenging part of taking notes. DAY18 TUES 12/11 -- * picture day! SU: Give examples of pulleys in our real lives. : See the Start-Ups for a projection of hints. Show students the materials for building a pulley. Explain to them that there are two different types of pulleys they will build, but they need to figure out how to put them together. **Go over group work expectations. CW: Students try to build a moveable and a fixed pulley. They take down their observations in their notebooks. (Fixed Pulley, Observations, Fact Drawing; Movable Pulley, Observations, Fact Drawing) If they have difficulty, you can draw them on the board and have them build them from the diagrams. WU: Share observations. Students can answer? s in SU 2: Fixed pulley: Pulley where the grooved wheel is attached to something that does not move. Movable pulley: Pulley where the load is attached to the grooved wheel. Mods Scaffolded WS for note-taking Use the mod observation sheet DAY19 WED 12/12 Pulley System Exploration -- like the pulley exploration but with two pulleys SU: Draw fixed/movable pulley (not sure what it was last year, but the orange parts should go as part of the GoogleDoc) : Introduce Task for Today (see SU s) WU: (10-15 minutes!): Please be sure to discuss mechanical and directional advantage after we pass out the notes. Pass out a notes sheet that has a diagram with the pulley systems and definitions for fixed pulley and moveable pulleys and the following: Mechanical advantage: reduces the effort (force) needed to lift a load; it is a result of using a simple machine. Directional advantage: a change in direction that results from passing a rope through a pulley. Floating Day for when @ MET trip Lesson: Fri 12/14 (PF) Book Browse SU: What topics are you interested in in science? : Go over what a book browse is and how it works. CW: Book browse WU: Set up What did you learn about pulleys? Write a paragraph. Do a fact drawing. Make a Venn diagram with the two types of pulleys Make a pictograph or acrostic poem for PULLEY. Do an explain. Think back to the book browse. What 2 bins interested you most? Explain. (Paragraph)
Week DAY 20 MON 12/17 DAY 21 TUES 12/18 WED = early dismissal 12/19 DAY 22 FRI 12/21? What is Pulley EFFORT Lab #1? Preview the lab Pulley Effort Lab #1 *Grade: following procedures! How can I write a lab report?! SU: Work in partners to play the pulley game -- can you build a...? (one partner asks the other to build a pulley; that person builds it; the first person says if it s right; then they switch) -- by the end each partnership should have built each type of pully. : Read the pulley procedure silently. Read it again! Later, partner share what the lab is asking you to do. TRY TO COME UP WITH A TESTABLE QUESTION! CW: Fill out the half-sheet for the lab (testable question, responding/manipulated variable, prediction). Which pulley or pulley system do you think uses the least amount of force? The most amount of force? Why? MODEL IT! SU: How can you record your data for this lab? What might your data table look like? : Review how to do the lab. Maybe share out some predictions. Review how to fill out the data table. - Review the two advantages (Mechanical and directional) - Then Show students the data table for the lab and model how you would fill it out. - The Load is the amount of force needed to lift the load without the pulley. - The Direction of Pull is an arrow - The Scale reading is what they find - The effort is adding 0.5 N only when pulling down. **NOTE: USE 2 LOADS, STUDENTS WORK IN TABLES, MAKE 2 SPRING SCALE READINGS EACH TIME BEFORE RECORDING CW: Students complete Pulley EFfort Lab #1: How does the type of pulley affect how much effort you need to lift the load? celebration day no classes SU: Review testable question and variables : Return Lab reports. What are two things that I am proud of? What are two things I need to improve? -Give overall tips for improving reports: *Prediction with WHY *Repeating Steps in PROC. *Breaking apart steps CW: students work on part 1 of the lab report. Two Small Groups (P/M) WU: What did we learn from this part of the lab. Show students how you can predict the amount of force needed to lift the load by dividing by the number of supporting ropes. ***NOTE: Many kids are not writing reasons WHY they are making a prediction. (focus on the why - what do know that makes you think that) **Check if anyone is NOT going to be around the day before break -- give them the lab report early. Mods -Practice graph and practice data table Small group: Procedure writing w materials Checklist or graphic organizer for report MOD lab report Finish part 1 of the lab report with the top half of your cover. Make a fact drawing of your prediction. What did you learn from today s lab? Paragraph in your NB.
Wee k? What have we learned about pulleys so far? DAY 23 WED 1/2 THU 1/3 = SOLAR1 FRI 1/4 = LABSITE CW: Review - introduce how to make a three tab foldable. - Project instructions and model - Use legal paper -- hold horizontally - Tab choices: Simple: 3 simple machines Medium: MV, RV, TQ Mean and Range Mass, Drag, Gravity Challenge: MA and DA Solar One = Thurs SU: Post energy test CW: Race our cars on the rooftop! *Rain plan: jeopardy game to review energy! FRIDAY for Insight/Empathy (Bal/Div in Labsite) Bill Nye: Electricity : Write a page about what you learned! - INside the foldable: definitions, at least one example, and a picture. Mod s Split Finish your foldable!
DAY24 MON 1/7 *Meeting TUE re: Expert groups DAY 25 TUE 1/8 DAY 26 WED 1/9 DAY 27 FRI 1/11? Pulley Distance Lab: How does the type of pulley affect how far you must pull to lift the load? SU: Read the lab silently. Read it again! Later, partner share what the lab is asking you to do. Pulley Problems SU: Show video What s the GIST of Pulley Effort lab? : Go over the number of supporting ropes Directional advantage /CW: Give procedure. CW: Work to identify testable questions and manipulated/ responding variable. Make prediction. Be sure to include WHY!!!!! : Write a prediction in your notebooks: Which pulley or pulley system do you think uses the least amount of force? The most amount of force? Why? : Show how to set up the experiment and how to measure to the nearest 5 cm (Smartboard?) We may want to model this lab a bit! CW: Gather data in table groups. SU: For which pulley did you pull the longest distance? For which pulley did you pull the shortest distance? With pulleys, there is a TRADE-OFF: What does it mean? Share what you wrote for! : Review the results of this pulley lab. Explain what a Trade-Off is. -Teach kids how to complete their graph CW: Students work on the rest of their lab reports. SU: What have you learned about pulleys so far? What is the trade-off with pulleys? : You can predict the amount of force needed to lift a load using a pulley by dividing the force (w/o pulley) by the number of supporting ropes. You can predict the distance you must pull by multiplying the distance you want to lift the load by the number of supporting ropes. Do at least one sample problem together. Which pulley offers you the most amount of mechanical advantage? (using different load amounts) If Mr. M is using a SM pulley, how much effort? If Ms. A is using a SF/SM up, how much effort? Who uses more effort? CW: students work on pulley problem set. MOD MOD: Maybe give a bare bones procedure? and have students add to it to make it better?? Small group: Procedure Austin or Ali work with students to act out lab MOD CW Small group: work on problems together. Draw a pulley that has MORE than 3 supporting ropes. *Hint: Use more than 2 sheaves! What did you learn from today s lab? Write a paragraph in your notebook. Include a fact drawing. Finish your pulley lab report. SM6: Pulley Problem WS
DAY28 1/14 MON DAY29 1/15 TUE DAY30 1/18 FRI? Pulley Stations I-CART FOR THE WHOLE DAY What have we learned about Pulleys? What have we learned about pulleys? WE NEED TO SHARE SCIENCE MATERIALS -- MAYBE WE SWITCH M AND S FOR BAL AND EMP. SU: Quiz and CW: Simple Machine Design Project CW: Simple Machine Design Project Mods SO SCIENCE WOULD GO PERIOD 1: BALANCE PERIOD 3: INSIGHT PERIOD 4: EMPATHY PERIOD 7: DIVERSITY MOD QUIZ Write a page and do a fact drawing about all you learned about pulleys. Review Sheet
UNUSED LESSONS! FLOATING LESSON FRI 12/7 (Jess) and FRI 12/14 (Pamela) Do we still want to do this lesson? I signed out Laptops for Jess for 12/7 (Pamela on Met trip) and Pamela for 12/14 (Jess on Met Trip) -- only the I-Cart, have to work in pairs (maybe choose your own!) What do we want to know more about in science? SU: What is something that you want to know more about in science? What do you want to know about that topic? : What makes a good website? MODEL: What do tigers eat? -big organization -make sure its not written by some random person -the more organized the better, not just a random paragraph CW: Use laptops to research a question you have about something you are interested in knowing more about. Write a paragraph describing what you learned to be the answer to your question. Include a fact drawing to illustrate the answer -WS that can be used for further research: include research question, space to write a paragraph on answer, make a fact drawing WU: Share your findings with a partner NONE! BONUS: if you want to research pulleys you may!